1. ## Some questions

1.Is in true that ''per cent'' is both singular and plural,and something like per cents will be wrong?

2.Is it true that cardinal numbers don't have a plural form ?

thank you very much

2. ## Re: Some questions

Originally Posted by merrick999
1.Is in true that "per cents" is wrong?

Yes.

3. ## Re: Some questions

1. "Per cent" is a ratio. How many out of (per) one hundred? You can say 1 per cent, 45 percent, or 0.25 per cent. There is no "per cents." ("Percent" as one word is more common.)

2. No. When I play poker I can have two threes and three fives to make a full house.

4. ## Re: Some questions

Originally Posted by Chicken Sandwich
I know that you cannot say "Fourteen percents", but in a different context, let's say that a math teacher says to his students: Today we're going to talk about per cents/percents. Isn't the usage of "per cents / percents" correct in this case?
The teacher should say "percentages." But, yes, that would be OK.

5. ## Re: Some questions

Welcome to Using English, merrick.

In the future, please ask unrelated questions in separate threads. It can be very confusing if someone wanted to talk more about the idea of "three twos" and the next person wanted to talk more about percentages.

Thanks.

6. ## Re: Some questions

Originally Posted by merrick999
2.Is it true that cardinal numbers don't have a plural form ?
All children used to learn their tables at school:

four threes are twelve, five threes are fiften, six threes are eighteen, ...

7. ## Re: Some questions

Originally Posted by 5jj
All children used to learn their tables at school:

four threes are twelve, five threes are fiften, six threes are eighteen, ...
That's what I learnt too. My cousin, who is 15 years younger than me, was taught to recite:

three times three is nine, four times three is twelve, six times three is eighteen, ...

Come to think of it, my cousin was probably in the last year or so of maths classes where they still taught the times table(s).

8. ## Re: Some questions

Off topic, but we would have relay races for our multiplication tables. Each person on the team would have a number. You had to run to the board, write yours (1x6=6, 2x6=12, etc. to 12x?), and then run back and hand the chalk to the next person. Points off for any wrong answer. We were competitive! We learned them!

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