Long multiplication: Difference between revisions
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Long multiplication as it was taught at primary school, using natural numbers (including zero) in the base 10 numeral system, with a slight variation in that it maintains a running total rather than adding up the intermediate results column-wise at the end. Starting point is "learn your tables". Presumptions are an understanding of "equal to" and "not equal to", and the ability to split a one or two digit number into tens and units. |
Long multiplication as it was taught at primary school, using natural numbers (including zero) in the base 10 numeral system, with a slight variation in that it maintains a running total rather than adding up the intermediate results column-wise at the end. Starting point is "learn your tables". Presumptions are an understanding of "equal to" and "not equal to", and the ability to split a one or two digit number into tens and units. |
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(Splitting a number into tens and units is achieved using <code>/mod</code> to keep the tables compact. Numbers in the addition and multiplication tables could be represented as, for example, <code>[ 8 1 ]</code> instead of <code>81</code> and <code>10 /mod</code> replaced with <code>unpack</code> or, as the nests only contains numbers, <code>do</code>.) |
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In addition to the specified task, we were always encouraged to show our workings. |
In addition to the specified task, we were always encouraged to show our workings. |
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