4 syllables: mul, ti, ply, ing. Stress on mul.
MUHL-tip-leye-ing
/ˈmʌl.tɪ.plaɪ.ɪŋ/
multiplying is pronounced MUHL-tip-leye-ing (/ˈmʌl.tɪ.plaɪ.ɪŋ/). It has four syllables (mul-ti-ply-ing), with the stress on "mul". Multiplying is the verb form of multiply, meaning to increase a number by another number or to reproduce by growth. In everyday language it often describes arithmetic processes or growth patterns, and in mathematics it denotes the operation of combining equal groups. The word typically carries a formal, instructional tone, especially in academic or teaching contexts.
Multiplying is the verb form of multiply, meaning to increase a number by another number or to reproduce by growth. In everyday language it often describes arithmetic processes or growth patterns, and in mathematics it denotes the operation of combining equal groups. The word typically carries a formal, instructional tone, especially in academic or teaching contexts.
"The teacher demonstrated how multiplying 6 by 4 gives 24."
"Biologists observed the bacterial colonies multiplying rapidly under ideal conditions."
"Students practiced multiplying fractions to simplify the expressions."
You pronounce it as /ˈmʌl.tɪ.plaɪ.ɪŋ/ in US English and /ˈmʌl.tɪ.plaɪ.ɪŋ/ in UK; AU is similar to UK. The stress is on the first syllable: MUL-tuh-PLY-ing. Break it into four beats: MUL - ti - pli - ing, with the primary stress on MUL and a clear /plai/ in the third syllable. Make sure the -ing ending is a reduced /ɪŋ/ rather than a full /ɪ-ɪŋ/ sequence, which keeps the word flowing naturally in connected speech.
Common errors include misplacing stress (putting emphasis on the -ply- rather than the first syllable), muting the /t/ blend between /l/ and /t/ as in /ˈmʌl.tɪ.plaɪ.ɪŋ/ instead of a clearer /ˈmʌl.tɪ.pllaɪ.ɪŋ/?; and mispronouncing the /ai/ in the -ply- syllable as /iː/ instead of /aɪ/. Correct by practicing the four-beat rhythm, ensuring the /pl/ cluster is crisp, and lengthening the /aɪ/ to the /aɪ/ diphthong in the third syllable: /ˈmʌl.tɪ.plaɪ.ɪŋ/.
In US English, the first syllable often has a strong /ˈmʌl-/ and the -plai- syllable tends to be rapid with a clear /pl/ blend. UK English keeps a similar rhythm but may show slightly tighter /t/ release and less vowel reduction in connected speech. Australian English mirrors UK in rhoticity and vowel quality but tends to have a more centralized or flatter /ʌ/ in the first syllable and a quicker overall tempo. Overall, the main differences lie in /ɹ/ rhotic presence (US) and subtle vowel lengths, with AU often falling between US and UK.
The difficulty centers on sequencing two hard consonant clusters (/l/ after /m/ and /pl/) and the long /aɪ/ vowel in the third syllable, all while maintaining stress on the first syllable. The transition between /pl/ and /aɪ/ is a tricky glide for many; you must avoid a clipped /pl/ and keep the /aɪ/ intact before the final /ɪŋ/. Focus on clean consonant release, steady rhythm, and not rushing the -ing ending since it anchors the cadence of the word.
The unique aspect is mapping the four-syllable flow with a mid-stress early pattern and a crisp /pl/ cluster followed by a strong diphthong /aɪ/ before /ɪŋ/. Unlike simpler verbs, you maintain clear separation between syllables to preserve the four-beat rhythm; rushing can blur /tɪ/ and /plai/ into one indistinct syllable. The key is deliberate articulation of /mʌl/ then a precise /tɪ/ followed by /plai/ and finally the final /ɪŋ/.
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- US vs UK vs AU: US tends to rhoticity with a robust /ɹ/ in other words, but multiplying is not rhotic-specific; focus on the /mʌl/ initial and the /plai/ third syllable; in UK, the /t/ release may be crisper and the vowel in the first syllable slightly clipped; AU shares UK vowel qualities but often has more relaxed articulation and a slightly flatter /ʌ/ in the first syllable. IPA references: US /ˈmʌl.tɪ.plaɪ.ɪŋ/ , UK /ˈmʌl.tɪ.plaɪ.ɪŋ/ , AU /ˈmʌl.tɪ.plaɪ.ɪŋ/.
Multiplying originates from the verb multiply, which comes from Old French multiplier, from Latin multiplicare, meaning to make many, to increase in number. The Latin root multiplic- derives from multa ‘many’, and the verb-forming suffix -are. The term in mathematical usage dates back to the medieval period as European scholars formalized arithmetic operations, aligning with the broader algebraic tradition that quantified quantities via repeated addition. Early uses emphasized replication and escalation, then spreading into modern contexts of growth, reproduction, and scaling in both mathematical and applied sciences. The modern English form multiplying appears with the present participle suffix -ing, indicating ongoing action, and aligns with the systematic naming of operations (add, subtract, multiply, divide) that structured arithmetic instruction. Etymological traces show the semantic shift from simple addition-based replication to the broader notion of producing many instances or quantities, reflected across educational materials and computational disciplines since the Renaissance and into today’s data-driven fields.
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💡 These words have similar meanings to "multiplying" and can often be used interchangeably.
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Words that rhyme with "multiplying"
-ing sounds
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