EXXON MOBIL PNG LNG PROCEEDS : How Much Has Been Made Within 5 months?

The article discusses the proceeds generated from the PNG LNG sales within the first five months of operation. It addresses contradictions in the Prime Minister's statements and raises concerns about possible misinformation and irregularities in handling the country's revenue.

*Calculations are based on responses from the Prime Minister, Peter O’Neill, when questioned Don Polye and Sam Basil. 

ExxonMobil PNG LNG project

The PNG LNG project, launched on 26th May 2014, has witnessed 12 shipments of liquefied natural gas reaching Japan within a span of just five months. 

With a significant investment of USD$19 billion, the project is estimated to continue production for the next 30 years. However, recent statements by then Prime Minister Peter O'Neill have sparked debates over the actual revenue generated from these initial shipments.

According to Prime Minister O'Neill's response to questions posed by Don Polye and Sam Basil, the proceeds from the sales of these 12 LNG shipments amount to more than US$600 million. This indicates a promising start to the project's revenue generation. However, further scrutiny reveals some irregularities in the Prime Minister's response that warrant attention.

The first contradiction lies in the projected duration of the LNG project. While media outlets and Exxon Mobile claim a 30-year lifespan, the Prime Minister mentioned a 20-year duration during his response. This discrepancy of 10 years could potentially result in a loss of one-third of the projected revenue. Such inconsistencies raise concerns about the accuracy of the information provided to the public and stakeholders.

EXXON MOBIL PNG LNG PROCEEDS

The second concern arises from the PNG government Hansard, which highlights the Treasurer's previous statement about an undisclosed amount of the government's cut being kept in Trust Accounts during a parliamentary debate. However, the Prime Minister's response contradicts this, creating confusion among the international community and stakeholders. Transparency and consistency in communicating financial matters are essential for fostering trust and confidence in the project.

Furthermore, the Prime Minister's assertion that the revenue will start flowing into the government's coffers from 2015 onwards raises eyebrows. The decision regarding revenue allocation typically rests with the company's board of directors, rather than the Prime Minister or the government. This statement prompts further inquiry into the management and oversight of the project's financial affairs.

Summary:

In summary, the PNG LNG project has seen initial success, generating over US$600 million from 12 shipments within five months. However, discrepancies in the Prime Minister's statements regarding the project's duration and the handling of revenue distribution raise concerns about misinformation and irregularities. Clear and transparent communication is crucial when dealing with substantial amounts of the country's currency, and it is essential to address these issues promptly to avoid any potential long-term consequences. The government must prioritize accuracy and accountability to ensure a successful and sustainable future for the PNG LNG project.

By the start of production, the Project had spent nearly 11 billion Kina (US$4.53 billion) on combined Lanco and non-Lanco services #PNGLNG
— ExxonMobil PNG (@ExxonMobil_PNG) October 17, 2014

Archive Past Issues in Education

1. Lae School Fights (i): Students' Culture Vs School's Culture
2. School Fights in Lae (ii): What Can Be Done At School Level and Within Provincial Education Circles
3. Lae School Fights III: Fighting Bad Habits Vs Fighting Bad Students
4. Lae School Fights (iv): Principals Face Dismissal If Schools’ Performance Does Not Improve
5. MP Loujaya Toni's Take on School Fights in Lae
6. School Fights: Secretary For Education Concern and the Action He Never Took 
7. K1 Million for Marking Grade 12 Examination Papers: Consultants, NDoE and MSU To Give Back To PNG Government Factual Stats
8. National Education Plan 2005 - 2014| Ten Years Of Education Through A Measurement-Disservice-Unit
9. Bugandi Secondary School, Where Are You Heading? De-centralised, Provincial Government Has Total Control
10. A Good Call, Education Secretary - What Else Is Different That The Education Dept Wants From Civil Society?
11. 4500 Spaces at Tertiary Institutions in PNG are Susceptible to Bribery, Manipulation and Foul-play of all sorts
12. SUMMARY | Lae School Fights - Principals Are Best Placed To Stop Students Fights

School Fights: Secretary For Education Concern and the Action He Never Took

Dr. Michael F Tapo’s skilfully identified two important powers within school that remain inactive when discussing school fights in Papua New Guinea Schools, including Lae Schools: the School Admin and School Board.

He correctly stated that:

“School administrations must establish a good working relationship with different authorities in the province and communities to minimize the disciplinary problems going on in schools especially school fights,” [Press Release]

They have to remain open-minded. That means every provincial education authority has to work together as a unit from school principals and board to provincial education adviser (PEA) and provincial education board (PEB).

The secretary for education has to do something if he is genuine about the concern he raised. He is not an ordinary citizen, nor is he a classroom teacher. He is the secretary! He has got to either have a plan or consult with affected schools on the best way to address schools fights.

The secretary’s ineptitude would be obvious if he had not done anything. 

This is a huge fight and it has to be fought strategically - a challenge that needs practical solution. To be successful, careful planning is needed before any action.

If he is truly concerned about school fights, he has got to have a plan of action to help school admin and board of governors; he must make his concern heard. It would be incompetent to have released a press statement without strategic plan.  

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School Fights in Lae (ii): What Can Be Done At School Level and Within Provincial Education Circles

UPDATED 16th December 2018

In an earlier post, Fight Against School Fights In Lae (i): School's Culture Vs Students' Culture, I explained students’ culture by stating 2 ways students are identified and 4 impacts on students education.To clarify any misunderstanding, this series of articles is not an attempt to outline duties for each of the positions below (they know what to do), but to give insight into what each person performing the role can do to help solve the problem of school fights in Lae schools. 

So, let’s have a look at those positions and powers at play here:

School administrators: secondary school admins are principal and deputy principals. Those positions are pivotal when it comes to disciplining students; applying discipline (when a student is in the wrong) and enforcing discipline (to show authority and maintain good school culture).

Every student WITHIN a school has got to have respect for admin. But to gain respect, admin must earn it! Drawing clear line between good and bad students' behaviour is where discipline matters. School admin must maintain students’ discipline at all times and enforce it when necessary.

If an admin cannot do this simple ask, they are rendered useless and ineffective. 

School board: A school board is the ‘ultimate’ body within school’s boundary; comprised of parents and teachers reps, senior teachers and admin. In additions to school governance, they make important decisions on bad student behaviours. 

On hindsight, there must be a clear and strong presence of school board chairpersons and their peers on matters pertaining to students’ discipline. 

I call it ‘the ultimate body’ as school boards have the potential to control and contain students from behaving badly. It can create a positive school culture in school by working closely with schools admins.

Morobe provincial education board: PEB exists on provincial government’s prerequisite. Its role is that of a ‘middleman’ between school board of governors and provincial education authorities. 

If teachers or students do not agree on school board’s decision they can go to the PEB. It can deal with discipline matters especially if students appeal a decision by school board. 

That means that PEB can hear disciplinary matters. If, for example, Bugandi or Bumayong or Busu or Lae Secondary School is seen to have on-going problems the chairman of PEB must step in and find out why.

He must keep school admin and board on their toes by asking questions and reporting to PEA, PA and Governor if/when necessary. 

Provincial education adviser: PEA represents the national department of education in the province. He advises on teachers’ professional conduct, including educators’ appointments to positions within the province.

He is the go-to person if there are internal disputes apart from the PEB. 

As the head of department in the province and having power over the principals, PEA is a key player to solving school fights. He is the mouth piece of the national department of education on policy matters. He is also the glue that holds schools and principals and school boards together. 

Provincial administrator: the PA oversees many departments in the province, representing provincial and national governments. This is a political appointment. PA has powers to question performances of PEA, principals and school board. 

Politicians: Elected members have direct responsibility to question admins and school boards of schools in their electorates. At the same time, they have a responsibility to make sure their schools are good schools. 

For example the Member for Lae Open Lae, Loujaya Kouza, has make a call for all Morobe politicians to form a working committee tasked with providing avenue for afterschool activities. As a former school teacher, she also knows that a solution can come about if she takes a leading role by engaging people within education circles. So, she must go to schools in her electorate and talk about her ideas there before asking her male colleagues support her.

Morobe governor: this is the highest political position in the province. Any school in the province facing a problem is his problem too. Fighting against School fights in Lae should be the Morobe Governor’s number one priority. He has inherited the problem, he must find the solution. 

Does it mean he must start sacking people? He has the power to make things happen. He can find a way out. He only needs to find a way to empower the principals, deputy principals, Chairman of PEB, PEA and PA. 

He needs to take a leadership role on the fight against school fights in Lae.

~~~~~~~~~~~~

My third post will be on 'signs of bad students' behavior and 'what to do' to protect good students

Vaki, Pala, Paraka and O'Neill: Why Have Their Lawyers Not Tested The Evidence In Sam Koim's Affidavit?

This is what should have happened - PM, Vaki and Ano should test the validity of evidence contained in Sam Koim and the Police Lawyer's affidavits that led to the WoA on Peter O'Neill. They NEVER did!

Instead, they fought (and are fighting) the justice system. It would be good to see those evidence tested at the National Court. Vaki's lawyer must argue the evidence contained in Sam Koim's affidavit is wrong.

For the sake of those who have forgotten here is what the lawyer would have to argue for and against:

1. O'Neill knew the letter containing his official signature existed since 24th of January 2012.

2. O'Neill signed the letter when he was F & T Minister under Somare.

3. O'Neill denied signing the letter when he is Prime Minister.

4. O'Neill LIED whilst in the PM's seat5. O'Neill confirmed he lied.

6. O'Neill gave directive to release K80 million to Paraka forthwith.

7. O'Neill and Paraka consciously collaborated in illegal and fraudulent payments.

8.  Payments were made without consent from Department of Justice.

9. O'Neill did his mate a favour - he had a bank overdraft of over K8 million at the time of the letter

10. Forensic investigators CONFIRMED the signature on the letter was Peter O'Neill's. 

Prove to courts that those were baseless allegation and the work of TFS is a sham. PM, Vaki & Pala and those laywers representing them have to prove to the contrary the evidence contained therein Sam Koim's Affidavit! Why isn't that happening?!

~~~~~~~

Take a look at what Sam Koim has to say after disbanding of Investigative Task Force Sweep

*Here is the latest on Supreme Court's ruling on the Warrant of Arrest on Peter O'Neill as discussed in Facebook group Sharp Talk.

Loujaya Toni's Take on School Fights in Lae

She calls on all Morobe MPs (as Minister for Community Development) to form a committee. She thinks the committee should work together to create after-school activities to keep students occupied. I think that is a great call, but it remains just a political view now.

She must take the lead, from here, as the member for Lae and the person making the call.

Fight Against School Fights In Lae (i): School's Culture Vs Students' Culture

UPDATED 17th December 2018

This is first of five write-up about school fights among Lae city schools. I am going to look at what was wrong, how groups are formed, impacts on students' lives, what Morobe education officials and politicians can do, what can be done and what if what can be done is not done.

School, as an organisation, functions within a culture: school facilitates a way to do things and participants (students and teachers) adhere to it. This then creates vibrant learning atmosphere within which stems adjacent nomenclatures like students' ethos and staff's code of practice.

So he who is at the helm of any learning institution must come up with the ultimate solution. (This is a topic for my other post so keep in check)

It is important to ensure the ethos and codes remain healthy and functional. Apparently, there is more to be desired from schools in Lae - the lae city schools.

To begin with, every stakeholder involving and receiving this vital government service (Education) must first asks ‘What went wrong?!’. This question supersedes when, why, who or how. Only if this can can effectively analysed, then stakeholders and concerned citizens can use it as pointer to fight against school fights. 

So what happened, then? 

A culture (note: I call a culture and not cult) was created by students (students' culture) and it existed parallel to that of the affected schools (established schools' culture). Education psychology dictates that a culture can be negative or positive whether it is schools' or students'. In Lae city schools an unpopular and detrimental students' culture has existed right under the noses to school administrators and local education authorities which seem to have continued unobstructed over the years.

For whatever reason, students' way of doing things in and around schools went undetected (or ignored!). It flourished in schools like Bugandi Secondary School, Bumayong Lutheran Secondary School, Lae Secondary School and Busu Seconday School.

This culture has tentacles in primary schools, too. It has gone from bad to worse - uncontrollable!

Today the culture created by students evidently has prominence because it had an influence on negative behaviours about school. More-so, 'generational' structure into which every student is a subject makes it difficult for him/her to take an independent stand against it. Almost unavoidable!

How are students identified?

What happened among schools in Lae is contrary to good student culture. Students are distinctly identified on two obscure but effective conditions: where and why.

WHERE: This takes precedence. Students from same area mostly attend the same primary school. They know their seniors and their seniors know theirs. They, by default, easily identify themselves with whom they know, hence generation groups takes stronghold.

WHY: Being part of a group is survival instinct many animals display. Due to peer effect within school - to actually survive and thrive in a city school - students have to identify themselves with their peers.

What is bad is the fact that students are absorbed into these groups where the atmosphere is completely opposite to norms of every school. Instead, it promotes rebellion and disobedience. A grave concern when not only practising good character and personality at young ages are vital, but also good academic achievement.

A student by default joins a group or align themselves with one. Other reasons like smoke buddies, alcohol mates, class mates, etc are supplementary as they fall under 'where' and 'why'.

Lae city schools have a situation where negative students' culture exists parallel to schools' culture. It has got to a point when the Lae school administrators, school boards, Morobe Provincial Education board, Provincial Educations Adviser, Morobe Provincial Administrator, Morobe Governor and other Morobe Education officials must not let bad students' culture takes over schools' culture.

Four Impacts Within the Education System

The impacts of negative student's culture on students' lives are many both now or later and whether they are in the village or workplace. Those stated below are impacts on educational strand - what is happening within educational circles.

Rebellion: Students are influenced to develop negative ethos by doing something against school's prescribed norm. Such students' behaviour are to prove that they can do something against school's principles and get away! Call it the test of 'daring'. For example, deliberately disobeying teachers or causing injury to other students or taking drugs. This can lead to other serious incidences like having sex, taking alcohol, skelim boros, involve fights and killings, etc.

High Drop Out: There is likely to be a high rate of students failing their examinations. This is a concern for parents; it is also a concern for those running the school; and a concern for those at the helm of the Education System in Morobe.

Education Gap: The is a lap - a generational gap - where Morobe would have had a population of half educated individuals roaming the streets and villages.

Substandard Secondary Schools: Standard of a school is linked to students' performance. It has been a disgrace for Lae schools as far as students performances is concerned. It is shameful to class a school as 'low standard'. Substandard schools would be appropriate for schools in Lae City.

It is now time to think differently. 

So, what has been done to address this problem? Here is what the Morobe Provincial Education Chairman had to say.

In my next post I’ll explain the roles and responsibilities of School administrators, school board, Morobe Provincial Education board, Provincial Educations Adviser, Provincial Administrator, Morobe Governor; what they must do their school levels.

Algebra II - Higher Order Questions Sorted by Topic

If this PDF file does not open, click on 'Open in new window' arrow. (Here ▼)

GCSE Maths 2022 Edexcel Foundation Paper 1 Set Non-calculator

The GCSE maths contents are organised into topics. Teachers set our the termly programs and teach them by topics too. 

So, you should also use the maths questions by topics when revising for the maths exams. Here are some ways to organise your revision notes by topics. More details here, but here is a brief outline.

Here are some GCSE maths tips for acing your exams.

How to organise your GCSE maths revision notes by topics?

The GCSE maths school syllabus has all the outlines that schools/teachers follow when teaching the content. 

All the content should be covered before the exams, but the maths syllabus has lots of things in it. You can be lost in it.

Some suggestions to organise study notes:

Year 7 - 10 Maths Exercise Books

Your exercise books are the best places to find the topics you learn in class. Teachers teach the topics in sequences, so your books will already have the topics in order.

Maths Past Test Papers

The end-of-the-term test papers are fantastic materials to use when looking for maths questions. They are summaries of what you've learnt, condensed.

Maths teachers help

Your maths teacher is the best person to get advice from. S/he knows you well enough to suggest areas you need to improve on. Alternatively, look back at your school report. 

Study group

Take time to have conversations about maths problems and topics that you think you need help with. Talk with friends and family about things that you are struggling with.

Private GCSE maths tuition near you

If you need extra help, get an online/local maths tutor to help you with maths problems.

Download GCSE Maths Questions

There are four GCSE exam boards where you can get the maths past paper Pdf for free AQA, Edexcel, SQA and OCR.

The exam boards also provide the marking schemes, examiner reports, and practice materials.

Check out the resources here for more information on GCSE maths exams, study guides and past papers.

Exam Questions: Solving Quadratics Equations

If this PDF file does not open, click on 'Open in new window' arrow. (Here ▼)

Introduction to Algebra

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Addition Methods | Adding by Parts

Adding two or more numbers can be fun and easy when done in parts - by parts I mean unit, ten, hundred,....

For example

Work out the value of 5 + 15 + 34 + 58 + 72

add the tens:                      10 + 30 + 50 + 70 = 160  (you see, 70 + 30 give 100, 10 + 50 give 60 )
add the units:               5 +  5  +   4 +   8 +  2 =   24    (5 + 5 = 10, 8 + 2 = 10: that's 20, plus 4 give 24)

Now add 160 and 24

160 + 24 = 184

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Maths is Fun ^o^

GCSE Basic Algebra Questions and Study Guides 2022 Exams

There are four basic parts in GCSE algebra that you should know when revising for the maths papers. They are:

• 1. Substituting
• 2. Expanding
• 3. Factorising
• 4. Solving

GCSE Algebra Questions

Algebra is often regarded by both students and teachers as a tough topic to learn or teach. 

Yet, you will do well if master the four skills. The skills are the same in primary (Years 5, 6, 8) and secondary (Years9, 10, 11, 12).

Basic Algebra Questions

Below you'll find some basic algebra questions (and solutions) addressing the four skills. The questions were adapted from the UK GCSE maths exam papers.

SEE MORE ON GRADE 10 EXAM QUESTIONS HERE

1. Substitution

a. Write down the value of abc when a = 10, b = 2 and c = 0

The answer is 0 (but, many students will write 20) ……………..1 mark

Maths knowledge: any number multiplied by 0 is 0

b. Work out the value of 1/2x - 3y when x= 10 and y= 2

 5 - 6 = - 1 (many students write 1 instead)

Concept tested: Addition and subtraction of -ve and +ve numbers. (Reinforce the differences between 6 - 5 and 5 -6 or ask students to think about the number line, starting at 5 and moving left 6 places)

2 marks

c. Find the value of 3x + 2y when x = 4 and y = 5

 12 - 10 = 2

2 marks

2. Expanding Brackets (note that expanding and factorising are opposites)

 Expand the following expressions

a. 3(2y – 5) =    ……………..1 mark

 6y - 15 ( many student forget to do 3 x - 15)

b. 4(2m + 3n) =    ……………..1 mark

8m + 12n

c. x(x – 10) =    ……………..1 mark

 x^2 - 10x

3. Factorising

Factorise the following expressions  (note that expanding and factorising are opposites)

a. 2a + 10 =                                                   ……………..1 mark

Highest Common Factor (HCF) of 2a and 10 is 2

2(a + 10)

b. 4 + 6x =                                                      ……………..1 mark

HCF = 2

2(2 + 3x)

c. 3x – 9=                                                        ……………..1 mark

3 (x - 3)

d. 2x^2  + 4x

 HCF = 2x

2x (x + 2)

2 marks

4. Solving equation

Solve the following equations to find the value of x

a. 4x = 20                                                       ……………..1 mark

x = 5

b. 3x - 7 = 8                                                   ……………..1 mark

 3x = 8 + 7 ( it is important to get the order 8 + 7 right and not 7 + 8: even the answer is same, the answer may not be the same when - ing, see the example below)

3x = 15

  x = 5

c. 8(x + 12) = 100

 8x + 96 = 100 ..................Expand the brackets

8x = 100 - 96................... (subtract 96 on both sides (remember balancing equations?)

x = 4/8 (Why divide by 8? In order to find the value of x, you must divide LHS and RHS by 8)

x = 1/2 (or 0.5)

2 marks

Check out past algebra questions and maths resources here.

GCSE Foundation Maths Algebra Questions

Solve the following to find the value of y

a. y/3 = 9                         ……………..1 mark

   y = 27 .............multiply 3 x 9 ( now, this is important as you can use this to solve complex equations that have a divisor)

b.  2y/5 = 4                               ……………..1 mark

2y = 20.......... ( 20 = 5 x 4)
y = 10

c.  2y + 3 / 2 = 5

 2y + 3 = 10.......... ( 10 = 2 x 5)

2y = 10 - 3 ...........( subtracting 3 on both sides of the equation)

2y = 7

y = 7/2

y = 3.5

2 marks

Where to get GCSE Maths Questions?

There are four GCSE exam boards where you can get the maths past paper Pdf for free AQA, Edexcel, SQA and OCR.

The exam boards also provide the marking schemes, examiner reports, and practice materials.

Check out the resources here for more information on GCSE maths exams, study guides and past papers.

Division Methods | Long Division and Division by Chunking

These two methods can be very useful. I recommend introducing them together - give the students options to work with.
-------------------------

Method 1 - Long Division

Solve 351divided by 9

 Steps

1. 9 goes into 35, 3 times

2. 9 x 3 - 27

3. 35 - 27 = 8 ......bring the unit, 1, down. That makes 81

4. 9 goes into 81, 9 times.

5. Now, 81 - 81 = 0....no remainder, the answer is 39

 

Note: If there is remainder, your answer will be a mixed number (or a decimal number)

 

Method 2 - Division by Chunking - This is about calculating in parts

Solve 351divided by 9

351
  81        (9 x 9) .....you know that from x9 table
----
270        (9 x 30)

ANSWER 39 ......add 30 and 9 to give you the answer (easy aye :))


YOUTUBE Links
Long Division
Division by Chunking

Multiplication Methods | Long Multiplication, Chunking and Grid

Multiply big numbers by breaking them into parts is the easiest way, especially when working with non calculator papers.

Here, are illustrations on how to make calculations by using Long Multiplication, Multiplication by Chunking and Multiplication by Grid

Work out the value of 135 x 27

Method 1 - Long Multiplication by Chunking

             135
             x22
             -----
             270 .........multiply 2 x 135
         +2700..........put a 0 under 0, then multiply 2 x 135 and add the results
           ------
           2907
         ---------

Method 2 - Multiplication by Chunking

In 135, we have 100 + 30 + 5. Multiply each part by 22

           100 x 22 = 2200
             30 x 22 =   660...easy mental calculation, if 3 x 22 = 66, 30 x 22= 660  
               5 x 22      110
                              ------
                              2970     .......add 2200, 660 and 110 together       ...Happy now? :)
                            ---------

Method 3 - Multiplication by Grid

100   30   5
    0   20   2
---------------
      0      0      0               ....x 0
2000  600  100            ......x20
  200    60    10            ........x2
------------------
2200   660   110          .....add the number down
-------------------
    2970                           .....................Take the grand total (add across)       ......Get it? :( haha!
...............

Teachers' Note - it is important to use simple methods without diverting from traditional ones. However, introducing an optional method can help others students with difficulty in application of the other.

Students' Note - It is better to know two other methods that one.

How to Memorise Multiples of 9

This is the best and easiest technique I learnt in my first year of teaching. Could have been really helpful if I had known in back in Grade 2...

The idea is discovering the pattern in multiples of 9.


Source: PNG Teachers on Facebook

1 x 9 = 09
2 x 9 = 18
3 x 9 = 27
4 x 9 = 36
5 x 9 = 45
6 x 9 = 54

Do you see the pattern developing?
The tens increase from 0, 10, 20, 30, 40, 50....
Units decrease from 9, 8, 7, 6, 5, 4, ....

Now, you can smile :) and complete the rest...

7 x 9 =
8 x 9 =
9 x 9 =
10 x 9 =
11 x 9 =
12 x 9 =
13 x 9 =

------------------
Hope this helps :)

Memorising Vs Collective Summation | 4x, x6, x7, x8, x12 & x 13

My Gr 2 headmaster in the village would let us out for recess if only we recite our multiplication tables. Those were the times. Here, is a strategy and if used properly can be very effective too.

I'd like to called it 'Collective Summation'. It uses the idea of patterns and simple multiplication & addition.

Students can easily recall the first 5 multiples of 4

4 x 1 = 4
4 x 2 = 8......I will us this to show the strategy
4 x 3 = 12
4 x 4 = 16
4 x 5 = 20

Strategy 1
Key: remember the last multiple and add 4.

4 x 2 = 8

then 4 x 3 = 12 = 4 + 8
        4 x 4 = 16 = 4 + 12
        4 x 5 = 20 = 4 + 16

Instead of responsive recall of multiples of 4, what you are doing is actually working with what you know and adding a 4 to the subsequent number to get the next.

This strategy can be applied to hard-to-recall multiples in 6, 7, 8 and 13 times tables.

---------------------------
Strategy 2

Using square numbers:

4 = 2 x 2
9 = 3 x 3
16 = 4 x 4
25 = 5 x 5
36 = 6 x 6
49 = 7 x 7
64 = 8 x 8
81 = 9 x 9
100 = 10 x 10
121 = 11 x 11
144 = 12 x 12
169 = 13 x 13

If you know, you can easily work out the multiples, when these numbers are doubled.
2 x 2 = 4            2 x 4 = 8 = 4 + 4

3 x 3 = 9            3 x 6 = 18 = 9 + 9
-----------------------------------------
16 = 4 x 4          4 x 8 = 32 = 16 + 16
25 = 5 x 5          5 x 10 = 50 = 25+ 25

36 = 6 x 6           6 x 12  = 72 = 36 + 36
49 = 7 x 7           7 x 14 = 58= 49 + 49

Got the idea? Now, try these

64 = 8 x 8              8 x 16 =
81 = 9 x 9              9 x 18 =

100 = 10 x 10              10 x 20 =
121 = 11 x 11              11 x 11 =

144 = 12 x 12              12 x 24 =
169 = 13 x 13               13 x 26 =

Teacher's Note: You may have a technique you have used in class over time - this is what I personally find useful. It can give your students confidence in you, too. (You know what I mean when you cannot do 12 x 24 in front of your student :))

Students' Note: You will find this useful when doing calculation involving 12 x 12, 12 x 24, 13 x 13 and 13x 26. It can save you lots of exam time.

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