i mean the exact definition of multiplication...n please i've seen the dictionary so better not to consult it..its not there.
207885
1 : the act or process of multiplying : the state of being multiplied\n\n2 a : a mathematical operation that at its simplest is an abbreviated process of adding an integer to itself a specified number of times and that is extended to other numbers in accordance with laws that are valid for integers b : any of various mathematical operations that are analogous in some way to multiplication of the real numbers but are defined for other or larger sets of elements (as complex numbers, vectors, matrices, or functions)
516655
Some potentially useful vocabulary:\n\nThe answer of an addition is called a sum.\nThe answer of a subtraction is called a difference.\nThe answer of a multiplication is called a product.\nThe answer of a division is called a quotient.\n\nNow, the specific question you are asking... the format of the answer will depend on what it is you have learned. It could be:\n\nb [division symbol] 7\nb[division symbol]7 = ____\nb/7\nb/7=___\n\nor something else! Check your textbook/notes.
106059
well, you could find a multiplication table and memorize it (that's what I did in 3rd grade). It's realyl very useful to memoize it, because if you know all the basic multiplication formulas, then you've got it all set!\n\nI would also suggest printing out an already-filled-out muliplication table, memorizing it, and then puttinjg white-out or cancelling out the answers, and trying to fill them out yourself.\n\nI've included a few sources that might help you learn the multiplication table...Hope this helps!
672177
You ought to be able to "logic" it out.  I think you might be making it more complicated, in your mind, than it really is.\n\n"y" is an unknown number.  2y is double that number.  \n\nThat means that there are two of "y" is 2y, or that "y" can go into 2y twice.
221604
Subtracting a negative number is the equivalent of adding a positive number.\n\nInterestingly, if you were multiplying two negative numbers, the answer would be a positive.
518094
To a mathematician 1 + 1=2 right. If I were using that equation in another context it could be interpreted differently. In a nutshell the quote is saying that people sometimes interpet the same one thing differently.
327279
The question is how to describe the steps of the multiplication. The asker is not a native English speaker and wants the words that describe the multiplication procedure.\n\nFirst, you multiply 123 by 8 and write the product.\nThen, you multiply 123 by 6 and write the product under the previous product and one place to the left.\nThen, you multiply 123 by 7 and write that product under the previous product and one place to the left.\n\nThen you add the products to get your final answer.
411886
Your friend is right, its simple multiplication.\n\nTake the top number of each fraction, multiply them together. Take the bottom number of each fraction multiply them together. Hey presto you have the answer. The word "of" simply means multiply.\n\nE,g,  1/4 of 1/3\n\n1 * 1 = 1\n4*  3 = 12  therfore the answer is 1/12\n\nE.g 2. 2/3 of 1/2\n\n2 * 1 = 2\n3 * 2 = 6 = 2/6 = 1/3\n\n2/6 can be better represented by 1/3 as 2 goes into 2, once and 2 goes into six 3 times.
536664
there is nothing to simplify.\n`
169799
They are correct.  Observe the order of operations or PEMDAS\n\nParenthesis\nExponents\nMultiplication-Division\nAddition-Subtraction\n\nso first multiply   -89 * 658 =   -58562\nThen add 2   =                    -58560\nThen add 6   =                    -58554\nThen subtract 89 (or add -89) =   -58643
668053
Similar to speaking another language you need to think in terms of the different number system, which amounts to re-learning the addition and multiplication tables.\n\nFor instance in octal or base 8, there would be some differences.  Sure 1 + 1 = 2, and 2 + 2 = 4, but 4 + 4 = 10!!\n\nWith a little practive you could even do multiplication and division, but like decimal, it is still easier to use a calculator.
16867
ehh its more a math term. in terms of math a conjugate would be something like if you had the given as: 3x-4, the conjugate would be: 3x+4. in essence it is the opposite as the original set of numbers. in conversation im not totally sure how you would use that and someone else may be of more knowledge there.. but ive only heard it in respects to math.
35195
You cant just add or substract whatever is left. You invalidate the function of "division" by partially dividing then filling in the rest of the numerator. The number left over after something has been divided is called the modulo, and is useful for programming functions. You cant do an incomplete division(only dividing 20/5 instead of the 2/5 also) and then speculate as to why it cant be negative when doing a full division. It invalidates the definition.
365900
2points answer.\n\nTry again.  Your question is unreadable.\n\nDon't use x as both a variable and an operator.  On that first one, which side of the multiplication is the variable x on?\n\nI don't understand what the third one is trying to say at all.\n\nUse * for multiplication, use / for division.\n\nAnd most importantly, what answer do you want from this?  You aren't showing any equalities or inequalities.  The second one shows five variables, so there aren't enough expressions to solve them anyway.
161974
It is important because the different interpretations will be encountered as they try to apply their knowledge.  It's like teaching the use of a comma in a sentence is to separate a list, but then leave out the other uses of a comma.  Just knowing how to multiply isn't enough to get an understanding of when to multiply.  \n\nSo much of school and math in particular is sets of seemingly aribitrary rules.  But one of the main points of math is that the rules are, in fact, logical and not arbitrary.  So, if students learn that the mathetical operations are aribitrary rules and not steeped in a logical base, it gets very difficult for them to understand math at all.  That is to say that teaching more than one interpretation of mathematical operations can allow the students to see the logic behind the operation as opposed to memorizing the "hows"
505853
Look it up, no one is going to type the meanings for all of those.\nhttp://dictionary.reference.com/...
470351
The purpose of this question is to make you use the order of operations. The order of operations is the order in which you perform the arithmetic operations (+, -, *, /, etc). There's a simple mnemonic to help you remember the proper order: "Please Excuse My Dear Aunt Sally." This stands for:\n\nP - Parentheses\nE - Exponents\nM - Multiplication\nD - Division\nA - Addistion\nS - Subtraction\n\nIn your problem, you just have to add the terms together according to the order of operations.\n\nFirst, do the terms inside the parentheses:\n\n2x + (2 * 2x) + [(2 * 2x) + 2000] = 62000\n\n2x + (4x) + [(4x) + 2000] = 62000\n\n2x + 4x + 4x + 2000 = 62000\n\nThere are no exponents, so skip this operation. There is no more multiplication or division steps occurring, so now we add the remaining terms (remember to add like terms):\n\n(2 + 4 + 4)x + 2000 = 62000\n\n(10)x + 2000 = 62000\n\n10x + 2000 = 62000\n\nThe equation has been reduced to its simplest form. Now we're looking for the value of x such that 10 times x plus 2000 will equal 62000. We start by isolating the x terms:\n\n10x = 62000 - 2000\n\n10x = 60000\n\nFinally, we divide both sides of the equals sign to get x by itself:\n\n10x / 10 = 60000 / 10\n\nx = 6000\n\nTherefore, x = 6000 and the problem is solved.