The number 123 is drawn as 1 line, then with some

space 2 lines and with some space 3 lines. The number

312 is drawn as 3 line, and then with some space 2lines.
The dots represent multiplications of the lines, and they
vertically align nicely into columns. The number of dots
in each column can be read as the answer. The method
can be extended to include "carrying over" if the dots in
a column exceed 10, and there are other extensions I
came up with like complex multiplication, other number
bases, and using a line for "zero."

Then result of123 x 321 is ,

 = 39483

The number x is drawn as 1 line, then with some

space 2 lines for 2y. The number x is drawn as 1 line,
and then with some space 3 lines for 3y. The dots
represent multiplications of the lines, and they vertically
align nicely into columns. The number of dots in each
column can be read as the answer.
 JAWAHAR NAVODAYA
VIDYALAYA
Raisen (M.P.)

MATHEMATICAL MODEL
ON
EDUCATIONAL GAMES AND
MATHEMATICAL MODELING

PREPARED BY:- GUIDED BY:-

ARPIT JAIN Mr.S.K. PANDEY (PGT MATH’S)
Mrs.PRABHA SINGH(TGT MATH’S)

MODEL COST:-80
ACKNOWLEDGEMENt

It would be my pleasure to express my sincere

thanks to our Inc. principal Mr.HANUMAN
PRASHAD sir who gave me this opportunity to make
this wonderful model on the topic “EDUCATIONAL
GAMES AND MATHEMATICAL MODELING” and in
providing a helping hand in this model . I would also
like to express my deep sense of gratitude to my
mathematics teacher Mr. S.K. PANDEY sir & Mrs.
PRABHA SINGH mam for his guidance, monitoring
and constant encouragement throughout the
project. Lastly , I thank almighty, my parents and
friends for their constant encouragement.
 CERTIFICATE

This is to certify that Master ARPIT JAIN of class XI

has prepared this model on title “EDUCATIONAL
GAMES AND MATHEMATICAL MODELING” under
the guidance of Mr. S.K.PANDEY ( PGT-MATH’S) &
Mrs. PRABHA SINGH (TGT-MATH’S)

Principal
JNV Bari, Raisen
 JAPANESE MULTIPLICATION METHOD
The Japanese Multiplication Method
Here is an interesting method to
visualize multiplication that reduces it to simple
counting!
The method works because the number of parallel lines
are like decimal placeholders and the number of dots at
each intersection is a product of the number of lines.
You are then summing up all the products that are
coefficients of the same power of 10.
This method is also called line multiplication and stick
multiplication.
 DISCRIPTION:-

Here is an interesting method to visualize multiplication that

reduces it to simple counting!
 Draw sets of parallel lines representing each digit of the
first number to be multiplied (the multiplicand, see figs. 1
and 2 further below).
 Draw sets of parallels, perpendicular to the first sets of
parallels, corresponding to each digit of the second number
(the multiplier).
 Put dots where each line crosses another line.
On the left corner, put a curved line through the wide spot
with no points. Do the same with the right.
 Count the points in the right corner.
 Count the points in the middle.
 Count the ones in the left corner.
 If the number on the right is greater than 9, carry and add
the number in the tens place to the number in the middle .If
the number in the middle is greater than 9, do the same
thing except add it to the number from the left corner.
Write all those numbers down in that order and you will have
your answer
This visual method is very valuable to teach the basis of
multiplication to children. However, it isn’t very useful when
handling large numbers.
The Math Behind the Fact: The Distributivity of
Multiplication
The method works because the number of parallel
lines are like decimal placeholders and the number of
dots at each intersection is a product of the number of
lines. You are then summing up all the products that
are coefficients of the same power of 10. Thus in the
example shown in fig. 1:
23 x 12 = (2x10 + 3)(1x10 + 2) = 2x1x102 +
[2x2x10 + 3x1x10] + 3x2 = 276
The diagrams display actually this multiplication
visually. The method can be generalized to products
of 3-digit numbers (or even more) using more sets of
parallel lines. It can also be generalized to products of
3-numbers using cubes of lines rather than squares.

PRINCIPle-
Line multiplication is sometimes called stick
multiplication , and its origins are unclear, with some
source claiming it comes from the Japanese, Chinese, or
Vedic cultures. It is basically the same process as the
standard multiplication algorithm you are taught in
school, except it is represented in a more visual way.
Using the intersection of lines or sticks to represent
where you multiply various place values, this method
might be helpful for those learners who are more
visually-oriented.
REQUIRED ITEMS:-
 CHART SHEET ₹ 20
 STROW ₹ 20
 THERMOCOL ₹ 20
 BORDER TAPE ₹ 10
 FEVICOL ₹ 10