Table Of Contents

117 Learners

Last updated on ** October 4th, 2024**

Table of 99 comprises the multiples of the number. In real life we use multiplication in Finance and Investments, Technology and Engineering, Construction and manufacturing and also in time management. In this article, we will learn different facts and methods to solve table 99.

The multiplication table of 99 gives the product multiplied by numbers from 1 to 10 or more. It is a very useful reference for solving problems related to 99 quickly without using any calculator.

- Tables of 99 are the multiples of 99, which follows a sequence of numbers in a certain pattern.

- The sequence of numbers begins with 99 and goes on 198,297,396,495,...,990. This is the sequence which can be formed either by multiplying or adding numbers up to 1-10 and goes beyond.

The table of 99 is used to solve large multiplication problems, the sequence makes it easier to follow and apply in real life applications.

Here’s a chart of the 99 table from 1 to 20 with an explanation to understand the values better:

TABLE OF 99 (1-10) | |
---|---|

99 x 1 = 99 |
99 x 6 = 594 |

99 x 2 = 198 |
99 x 7 = 693 |

99 x 3 = 297 |
99 x 8 = 792 |

99 x 4 = 396 |
99 x 9 = 891 |

99 x 5 = 495 |
99 x 10 = 990 |

TABLE OF 99 (11-20) | |
---|---|

99 x 11 = 1089 |
99 x 16 = 1584 |

99 x 12 = 1188 |
99 x 17 = 1683 |

99 x 13 = 1287 |
99 x 18 = 1782 |

99 x 14 = 1386 |
99 x 19 = 1881 |

99 x 15 = 1485 |
99 x 20 = 1980 |

Multiplication tables are essential for building math skills. Some tips and tricks of 99 are given below:

- As multiplication of two digits involves the additive principle, students might confuse carrying over values. For example, multiplying 99 × 3 gives 297, but they might confuse it as 279 or adding the wrong numbers in the ones and tens place gives wrong values.

- Recognizing the pattern is also quite confusing for students, the pattern for table of 99 is (100-1). For example, 99 × 4 = 396 which can also be written as (400-4=396), students tend to miscalculate or balance the subtraction here.

- Students may misinterpret the concept of factors, especially when they strive with numbers. They may be puzzled with 99 and 9, might as well calculate 9 instead of 99 mistakenly.

- Not all the students think and cope alike, few of them might adapt to shortcuts instead of getting to know the method. They may switch to adding or subtracting the number, which may not always give the right answer.

- Another trick is to calculate the multiples of 99 from number 1 to 9. For example, for 99 × 2 hold up all 10 fingers. Lower your second finger. The fingers on the left-hand side represent the ten's place, and the ones on the right represent this one's place. The number of fingers lowered on the left is 1 and on the right is 8. So, 99×2=198

- Draw a simple graph or chart which can give a simple representation of numbers to the students, where the products of 99 are on the x-axis and the numbers we multiply on the y-axis. It helps the students to get a better understanding of it.

- Recognition and understanding the pattern is also very helpful to the students to get the better understanding of the pattern. For example, 99= 100-1 ,For 99×5, (100×5)-5=495.

**Skip counting:** Skip counting is a mathematical concept in which the numbers are counted forward or backward by a number except 1.

**Multiple: **A multiple of a number is the outcome of multiplying the number by an integer.

**Column Multiplication:** Process of multiplying numbers by aligning them in place values.

**Pattern Recognition:** Identifying repeated patterns in the numbers.