Table Of 57

The Importance Of Learning Multiplication:

Learning multiplication is important because it is a fundamental mathematical concept used in many everyday activities. It is used in shopping to calculate prices and make changes, cooking to measure ingredients, and problem-solving to find solutions to various equations.

Furthermore, multiplication is a building block for more advanced mathematical concepts such as algebra and geometry. Understanding multiplication is crucial for success in these subjects and higher-level math courses.

Additionally, quickly and accurately performing multiplication can save time and increase efficiency in various tasks.

Overall, learning multiplication is important for both practical and academic purposes and a crucial skill for success in school and everyday life.

Multiplication Table Of 57:

Here is a chart with the multiplication table for 57 so that students can refer to it and get precise answers to queries based on the multiples of 57.

The above table gives the real break-up meaning of multiplication tables. To be precise, follow the below multiplication table of 57 with numbers till 10.

Exploring The Patterns And Rules Of Table 57:

• Factors of 57 will be 1, 3, 19, and 57.

• The prime factors of 57 are 3,19.

• The multiples of 57 are also multiples of 1, 3, and 19.

• 57 can be expressed as the product of (3) and (19)

i.e 57 = 3 x 19

• If 57 is multiplied by a number more than 10 we can divide the number into parts as shown below. For example,

57x23 = 57 x (20+3)

= 57 x 20 + 57 x 3

Multiplying any number with 10 adds a zero at the end. And we already know the value of 57 x 2 and 57 x 3.

So from the 57 times table, we can write

57 x 23 = 57 x 20 + 57 x 3

= 1140 + 171

= 1311

Games And Activities For Fun Learning:

Multiplication memory relay race: Divide the class into two teams and line them up in two rows facing each other. Create a set of cards with multiplication facts involving 57 (e.g. 57 x 2 = 114, 57 x 3 = 171, etc.) and shuffle them. The first student from each team will run to the centre of the room, flip over two cards, and try to match them. If they do, they bring the pair back to their team and tag the next student to go.

If they don't match, they return the cards to their original positions, and the next student runs to try again. The first team to match all the pairs wins. To make it more challenging, you can add a time limit for each round or require students to solve the multiplication problem before they can claim a match.

Multiplication obstacle course race: Set up an obstacle course in the classroom or outdoors with different stations that have multiplication facts involving 57 (e.g. 57 x 2 = 114, 57 x 3 = 171, etc.) on them. Divide the class into teams and have them line up at the starting point. The first student from each team will race through the obstacle course, stopping at each station to solve the multiplication problem before moving on.

Once they reach the end of the course, they tag the next student on their team to go. The first team to complete the course and have all their team members cross the finish line wins. To make it more challenging, you can add physical challenges at each station, such as doing jumping jacks or push-ups before solving the problem.

Multiplication relay puzzle: Divide the class into two teams and have them line up in two rows facing each other. Cut out a set of multiplication facts involving 57 (e.g. 57 x 2 = 114, 57 x 3 = 171, etc.) and mix them up. Give the first student from each team the first puzzle piece and have them run to the centre of the room to find the next puzzle piece, which has the answer to the previous problem on it. Once they find the matching piece, they run back to their team and tag the next student to go.

The first team to correctly arrange all the puzzle pieces and solve all the multiplication facts wins. To make it more challenging, you can add more puzzle pieces or require students to solve the multiplication problem before they can claim the next puzzle piece.

Multiplication outdoor adventure: Divide the class into teams and send them on an outdoor adventure to search for multiplication facts involving 57 (e.g. 57 x 2 = 114, 57 x 3 = 171, etc.) hidden in different locations around the school or nearby park. Each team will be given a map of the area with marked locations where they can find the multiplication facts.

Once they find a fact, they must solve the problem and record the answer on their worksheet. The first team to find and solve all the multiplication facts and return to the starting point wins. To make it more challenging, you can add physical challenges along the way, such as jumping jacks or running up and down a set of stairs before moving on to the next location.

Multiplication bingo variation: In this version of multiplication bingo, instead of calling out the multiplication facts, the teacher will provide a visual representation of the multiplication problem involving 57 (e.g. 57 apples arranged in 3 rows of 19 apples each). The students must then solve the problem and mark off the corresponding square on their bingo card.

To add an extra challenge, you can also ask students to write the multiplication problem on a whiteboard or paper before marking off the square. The first student to get five in a row (horizontally, vertically, or diagonally) and correctly solve all the problems wins.

Solved Examples Of Table 57:

1. On a farm, on average 57 eggs are sold each day. How many eggs are sold in a week?

Solution:

Using the 57 times table we can check how many eggs can be sold in one week i.e., 7 days.

\begin{equation}

7 \times 57 = 399

\end{equation}

So the total number of eggs per week can be 399.

2. If the daily working wage of one worker is Rs. 57 and he works for 25 days in a month. What will be his salary for a month?

Solution:

If the daily wage of a person is 57, using the 57 times table we can find the salary for a month of each person for 25 days as shown below:

\begin{equation}

25 \times 57 = 1425

\end{equation}

So, the salary for the person is Rs. 1425/-

3. There are 57 chocolates that need to be distributed in a class. How many chocolates does each student get if the strength of the class is 19 students?

Solution:

Since there are 19 students in a class and we have seen factors of 57, we can calculate the 19th multiple which results in 57 as below:

\begin{equation}

57 \div 19 =3

\end{equation}

So each student gets 3 chocolates.