x 3 = 18, + carryover of 1 = 19, so write 9 in column #3 in the result row and write a 1 at the top of column #4. Insert a decimal point in the product so it has the same number of decimal places equal to the total from step 1. Long multiplication means you're doing multiplication by hand. The traditional method, or Standard Algorithm, involves multiplying numbers and lining up results according to place value. These are the steps to do long multiplication by hand:

Important Note: It does NOT include a frail elderly person who is otherwise able-bodied or any person who is only temporarily disabled or incapacitated, such as with a broken limb.The 250 times table lists multiples of 250, which is the multiplication of any natural number with 250. The table of 250 can also be represented as the repeated addition of 250 . The 250 times table is given below both in multiplication and addition form. Multiply the next digit of the multiplier (4, which actually represents 40) by each digit of the multiplicand. x 3 = 12, + carryover of 1 = 13, so write 3 in column #4 of the second result row and write a 1 at the top of column #5. Note that if the long multiplication result does not have enough digits to create the required number of decimal places, simply add the needed number of zeros to the left side of the result.

x 2 = 8, + carryover of 2 = 10, so write 0 in column #3 of the second result row and write a 1 at the top of column #4. Proper fraction button and Improper fraction button work as pair. When you choose the one the other is switched off. Once the multiplications are complete, you should have the same number of rows as the number of digits of the multiplier. x 2 = 12, + carryover of 3 = 15, so write 5 in column #2 in the result row and write a 1 at the top of column #3.If a multiplication is greater than 9, place the one's portion of the result in the row beneath the multiplier, and place the ten's portion (carryover) at the top of the next column. This carryover is then added to the result of the next multiplication. Multiply as above, but this time write your answers in a new row, shifted one digit place to the left.

The table of 250 chart is given here to assist students in reviewing the multiples of 250 up to 20 whenever needed. The image of the table of 250 presented can be used as a flashcard while memorising the multiplication table of 250.Count the number of decimal places in the multiplicand (132.5 = 1 place) and in the multiplier (4.6 = 1 place) and add them together to get the number of decimal places to create in the product (1 + 1 = 2 places). Create a grid for the multiplication and enter the number with the greatest number of digits first, followed by the number with the least number of digits. Note that I have added vertical red lines to indicate where the decimal points exist.

Starting with the ones digit of the bottom number, the multiplier, multiply it by the last digit in the top number Here is how the above steps would play out for our example multiplication with decimals (132.5 x 4.6). Step #1: Write and Position Numbers For example, if the long multiplication result is 85091 (5 digits), but you need to add 6 decimal places, simply add a 0 to the left side of the result and insert the decimal point at the beginning, so it becomes .085901 (now has 6 decimal places). Step #6: Determine If The Result Is Positive or Negative Proceed right to left. Multiply the ones digit of the bottom number to the next digit to the left in the top number. If you carried a digit, add it to the result and write the answer below the equals line. If you need to carry again, do so. For each subsequent multiplier digit, add a new row with the number of zeros indicating the power of 10 for that multiplier's digit.Arrange the numbers one on top of the other and line up the place values in columns. The number with the most digits is usually placed on top as the multiplicand. Proper fraction button is used to change a number of the form of 9/5 to the form of 1 4/5. A proper fraction is a fraction where the numerator (top number) is less than the denominator (bottom number).