Speed up your calculations Speed mathematics

Why mathematics is important????? People equate mathematical ability with general intelligence. If you are good at maths, you are generally regarded as highly intelligent. High achieving maths students are treated differently by their teachers and colleagues. Mental calculations improves concentration, develops memory, and enhances the ability to retain several ideas at once Mathematical nowledge boosts your confidence and self!esteem. "hese methods will give you confidence in your mental faculties, intelligence and problem! solving abilities.

1. MULTIPLYING NUMBE S UP T! 1"# We will begin by learning how to multiply numbers up to #$%#$ &.g. # '()*???? +olution! ' % ) * , % -

.o to the first number '. How many more do you need to ma e #$? "he answer is ,. .o to the ne%t number ). How many more do you need to ma e #$? "he answer is "hen subtract diagonally. "a e either one of the number. / '!- *0 )!,* 01 ' % ) *0/, and we get ' % ) *02. $. MULTIPLYING NUMBE S G E%TE NUMBE + T&%N 1". 'MULTIPLYING (IT& % E)E EN*E % -1/ put 0 on the left side and ne%t to tat 0 put the multiplication of , and -1

3sing #$$ as a reference number. #$$ 42 % 4' * 4,$$ !5 !, 6 #4,#+teps involved8 9ust ta e an e%ample of multiplying 42 ( 4' "a e #$$ as a reference number. 9ust subtract 42!#$$ * !5 and 4'!#$$ * !, "hen subtract diagonally and ta e either of the number, we will get 4, and it was multiplied by #$$. :ou will get 4,$$ and !5 (!, gives you 6#-. ;dd this #- with 4,$$ we will get 4,#-. /42!#$$* !5, 4'!#$$*!,,1, /4'!5* 4, /diagonally sub11 4,%#$$*4,$$ /multiply with #$$1, /!5%!,*6#-1 *7 4,$$6#-*4,#-

,. MULTIPLYING NUMBE S %B!-E 1""# 1"" #$2 % #$5 * ##$$$ add11 62 65 6 -5 ##,$-5 /#$2!#$$* 62, #$5!#$$*!5,1, /#$265*##$ /diagonally

##$%#$$*##$$$ /multiply with #$$1, /2%5*-51 *7##$$$6-5*##$-5

It<s similar to the previous technique. "a e #$$ as reference number, #$2!#$$ * 62, #$5!#$$ * 5. "his time =ust add diagonally. We will get ##$ and it was multiplied by #$$ we get ##$$$. "hen multiply 62 and 65 we get -5 and it was added to ##$-5. .. *!MBIN%TI!N%L MET&!/# 1"" 4- % 4, * )0$$ 1" !) !!' !, 6 02 )002

 +uppose on subtracting the given numbers with the reference number we getting higher number, we need to do the same procedure for the number /which we will get on subtracting the main number from the reference number.

0. MULTIPLYING NUMBE S %B!-E %N/ BEL!( T&E 1"" 4) % #,0 * #,,$$ !6,0 !'$ #,-,$ "he same principle is to be followed.

E)E EN*E NUMBE S#

Here 4) is lower than #$$ and #,0 is more than #$$. 9ust subtract the multiplying number with the reference number. We will get !- and 6,0. "hen =ust follow the previous technique we will get #,,$$, "hen multiply !- and 6,0 we get !'$. "hen =ust add #,,$$!'$ we will get #,-,$. 1. MULTIPLI*%TI!N BY )%*T! S# It<s easy to multiply by -$, as -$ are - times #$. ;nd it is simple to multiply by #$ and by -. "his is called multiplication by factors, as #$ and - are factors of -$.

$"

-, % ,# * 6, 6##

2)$ ,,

/-,6##*,#6,*,5,

/,5 % -$*7 ,5% #$*,5$, ,5$% -* 2)$1!7 multiplication by

factors '#, 9ust do the same procedure. /-,6##*,#6,*,5, 1

/,5 % -$*7 ,5% #$*,5$, 55$% -* 2)$1!7 multiplication by factors ,>## gives ,, and 2)$6,, gives you '#, tats the answer. 2. MULTIPLYING BEL!( $"

$" #4 % #2 * !# !5

,$$ $5 ,25

/#4!5*#2!#*#0,1 /#0(-(#$*,$%#$*,$$ 1!7 multiplication by factors

Here the only difference we need to ta e -$ as reference number. ;nd follow the same procedure. 3. MULTIPLYING USING /!UBLE E)E EN*E NUMBE # ) ( ,'*???? /#$ % 51 ) % ,' !!) !, * -4$ 2 -42

In this problem we have two reference nos. , for ), the reference no is #$ and for ,', the reference no is 5$. Its shows the reference no of ) is four times the reference number of the ,'. 9ust subtract the no from its reference no. /) ! #$* !-, ,'! 5$* !,1

"hen multiply the first difference /-1 by 5 / the multiplies of the reference no #$1 , !7 !% 5 * !), "hen !)6,' * -4 , and multiply by the main reference no #$., -4%#$ * -4$. "hen !- % !, * 2, -4$62 * -42. "he answer is -42.

E%SY MULTIPLI*%TI!N BY 4 4(5)2 * ? /#$ % 541 4 !# !54 % 5)2 * 5,'$ !5 65 5,'5

 "he reference no for 4 is #$, and for 5)2 is 54$, ;nd the second reference no is 54 times the first reference no. 9ust the subtract the respective no from their reference no. We will get 4!#$ * !#, 5)2!54$* !5 Multiply the difference of first reference no /#$1 by the multiple of the second reference no. *7 !# % 54 * !54. +ubtract !54 from 5)2, *7 5)2!0$6# * 5,' and multiply by the first reference no. we will get !5,'$. "hen !# % !5 we will get 5 and it was added to 5,'$ we will get 5,'5... "hat<s the answer. S&! T*UT )! SUBT %*TI!N

What is the easiest way to ta e 4$ from a number? "a e #$$ and give bac #$ What is the easiest way to ta e )$ from a number? "a e #$$ and give bac -$ What is the easiest way to ta e '$ from a number? "a e #$$ and give bac ,$

#$$

4)%#,0 * #,,$$!'$ * #,-,$

!-

,0

,$

How do we ta e '$ from #,,,,$? "a e away #$$ and give bac ,$ *&E*5ING T&E %NS(E S BY USING SUBSTITUTE NUMBE # #, % #5 * #)-

 "he first number is #,. ;dd its digits together to get the substitute /#6,*58 four becomes our substitute for #,1 "he ne%t number we are wor ing with is #5. "he substitute is / #65*01 "hen multiply the substitute numbers / 5 % 0*-$8 twenty is a two digit number so we add its digits together to get our chec answer 8 -6$*-1. ?o the same principle in the @H+ +ide too / #6)6-*##, #6#* -1 +o both AH+ and @H+ are equal. Hence our answer is correct.

/!UBLING %N/ &%L-ING NUMBE S "o use -$ and 0$ as reference numbers, we need to be able to double and halve numbers easily. "o halve '), ') * /)$!-1. and half of /)$!-1 is 5$!# * ,4 "o double '), do it the reverse manner. /)$!-1. ?ouble of /)$!- 1 is #2$!5 * #02 MULTIPLYING T&E /E*IM%LS# #., ( #.5 *? Ignore the decimal point in the calculation.

#. #$

#, 6,

#5 65

#'$ ##)-

In order to put the decimal points, count the number of digits after the decimal point in the given question. Here two digits after the decimal points. Hence place the decimal point after two digits / #.)is the answer1 -. ) % 2) *? Aet ta e ).$ #$$ % 2) *?. * 5)$$

)$ % 2)

!-$

!,-

25$ 055$

Aet same principle for multiplying we got the answer 055$ Aet count the no of digits, its # "hen answer is 055.$. Aets try 4 % ), * , 4 % 2' * M3A"IPAIB;"ICD E: ## "o multiply a two digit number by ##, simply add the two digits together and insert the result in between. For e%ample, to multiply /-, % ##1, add /-6,* 01, and insert the 0 in between - and ,, the answer is -,0. M3A"IPA:ID. M3A"IPA&+ CF ##. &.8 ,,$ % #- * ? ,,$ * , % #$ % ## / ignore the Gero now1 , % ## % #- * ## % ,2 * ,42 Dow eep the Gero now. We will get ,42$. BCDH&@"ICD CF IIAC.@;M+ ID"C PC3D?+8 ?C3EA& "H& D3ME&@, M3A"IPA: E: ##, ;D? ?IHI?& E: "&D "C ;BBC3D" FC@ "H& ?&BIM;A PA;B&. / "C BCDH&@" I. "C PC3D?+ :C3 M3A"IPA: E: -.-1 #. )$ I. "C PC3D?+ * ? )$ g * /)$ % -.-1 * #2$% ##J#$ * #'2 pounds. M3A"IPA:ID. A;@.&@ D3ME&@+ E: ##8 -. #-,50 ( ## * ? Write Gero in front of the number we are multiplying. / $#-,50 % ## 1 Eeginning with the units digit, add each digit to the digit on its immediate right. In this case add 0 to the digit on its right. "here is no digit on its right, so add nothing 06$*0, /write 0 as the last digit of your answer1

$#-,50 % ## 0 Dow go to the 5. Five is the digit on the right of the 58 /560 *4 1 $#-,50 % ##, / continue the same procedure1 40

,65 *' -6,*0 #6-*, $6#*# "he answer is #,0'40 BH&BIID. :C3@ ;D+W&@+8 #. $#-,50 % ## #,0'40

Write a cross under every second digit of the answer, beginning from the right hand end of the number. "he calculation will now loo li e $#-,50 % ## #,0'40 ( ( (

Dow add the digits with the cross under them / #6064 * #01 ;dd the digits without the cross / ,6'60 * #01 We are getting both the answers are equal hence our answer is correct. -. $-#'5'0 % ## -,4---0 ( ( ( ;dd the digits in the cross/ ,6-6- * '1

 ;dd the digits in the without cross / -646-60 * #)1 "he difference between two answers is ##. If the difference is $,##,--,,,,55,00,22 etc., then the answer is correct. M3A"IPAIB;"ICD E: 4 8 "here is an easy shortcut for multiplication by ## because ## is one more than #$, so there is an easy shortcut for multiplication by 4 because 4 is one less than #$. Instead of adding each digit to the digit on the right, we subtract each digit from the digit on the right. Eecause subtraction involves borrowing and carrying, we can ma e the following short cut.. We subtract the units digit from #$, then subtract each successive digit from 4 and add the neighbor. We subtract # from the first digit of the number for the first digit of the answer. %//ITI!N The 6asic rule 7or mental addition# To add 48 add 1" and su6tract 1# to add 38 add 1" and su6tract $9 to add 2 add 1" and su6tract ,8 and so on. If you wanted to add 5', you would add 0$ and subtract ,, "o add #42, add -$$ and subtract 5. "o add ,) to a number, add 5$ and subtract -, T(! /IGIT MENT%L %//ITI!NS# If the units digit is high, round off to the ne%t ten and then subtract the difference. If the units< digit is low, add the tens then the units. With two digit mental addition you add the tens digit of each number first, then the units. If the unit<s digit is high, round off the number upwards and then subtract the difference. If you are adding5', add 0$, and then subtract ,. "o add ,0, 2', and 5, together you would begin with ,5, add '$ to get #$0, subtract , to get #$-, add #$ to get #5- then the , to get your answer of #50. %//ING T& EE /IGIT NUMBE S# ,006'0-6245 *? ,006'$$ * #$00

 #$0060$6- * ##$' ##$'6'$$!2 * #)$'!2 * #)$# C@ :ou may prefer to add from left to rightK adding the hundreds first, then the tens and then the units. %//ITING L% GE )52# 602') We begin with the thousands column.)60 * #,, since we are dealing with thousands, our answer is #, thousand. Cbserve that the numbers in the hundreds column conveniently add to #$, so that gives us another thousand. "hen answer is #5$$$. "hen add 2# to #5$$$, we getting #5$2#. ;dd )$ to and subtract -. "o add )$ add #$$ and subtract -$, /#5$2#6#$$!-$!-1 * #5#2#!-$!-*#5#5#!-*#5#,4 is the answer. ;n easy rule is8 when adding a column of numbers add pairs of digits to ma e tens first, then add the other digits. SUBT %*TI!N# "o subtract mentally, try and round off the number you are subtracting and then correct the answer. "o subtract 4, ta e #$ and add #8 to subtract ), ta e #$ and add -K to subtract ', ta e #$ and add ,, #. &g8 02!4 * !# /"o ta e 4 from 02 in your head, the easiest and fastest method is to subtract #$, /521 and add# we get 5'.1 -. 05!,) * #2 6 55!5$, plus - ma es #2 NUMBE S#

,. 5,2!)' *

6#, "a e #$$ to get ,,2. ;dd #, and we will get ,54 easy. SUBT %*TING !NE NUMBE BEL!( % &UN/ E/S -%LUE ) !M %N!T&E (&I*& IS :UST %B!-E T&E S%ME &UN/ E/S NUMBE S. T& EE /IGIT SUBT %*TI!NS# #. 52# !-'0 * -0 #2#6-0 * #2$6-$606# * #)2 -. ),5 L -)2 * #5 0,56#5 * 0,$6#$6565 * 05$6) * 05)

SUBT %*TI!N MET&!/ !NE# #. '-05!,)4' *

2 #

' - 0 5 , , 4 ' , , 0 '

+ubtract ' from 5. We can<t, so we borrow # from the tens column. Bross out the 0 and write 5. ?on<t say ' from #5, we have to say ' from #$ and add 5 we getting ,65 * ' / the first digit of the answer1 Dine from 5 won<t go, so borrow again. Dine from #$ is #, plus 5, the ne%t digit answer. &ight from # won<t go, so borrow again. &ight from #$ is -, plus # is ,, three from 2 is ,, the final digit of the answer. SUBT %*TI!N MET&!/ T(!#

' - 0 5 , ) 4 ' , , 0 ' +ubtract ' from 5. We can<t, so we borrow # from the tens column. Put a # in front of the 5 to ma e #5 and write a small # alongside the 4 in the tens column. ?on<t say ' from #5, but ' from #$, add 5 on top gives ', the first digit of the number. "en / 46#1 from 0 won<t go so borrow again in a similar fashion. "en from #0 is 0 or #$ is Gero, plus 0 is 0. Dine from - won<t go, so borrow again. Dine from #$ is # plus - is ,. Four from ' is ,. :ou have your answer. SUBT %*TI!N ) !M % P!(E !) 1"# "he rule is 8 +3E"@;B" "H& 3DI"+ ?I.I" F@CM #$, "H&D &;BH +3BB&++IH& ?I.I" F@CM 4, "H&D +3E"@;B" # F@CM "H& ?I.I" CD "H& A&F". #. #$$$ !0'5

#$!5*2, 4 ! ' * -, 4 ! 0 * 5, #!#*$ "he answer is $5-2 SUBT %*TING SM%LLE NUMBE S#

If the number we are subtracting has fewer digits than the one you are subtracting from, then add Geros before the number /at least, mentally1 to ma e the calculation8 For instance8 -, $$$ L 52 * -, $$$ $ $52

-- 405 3se the same principle as subtraction method -. S;U% ING T&E NUMBE S# #. +quaring the numbers ending with 0. ,0- * +eparate the 0 from the digits in front. in this case there is only a , in front of the 0. ;dd # to , get 5 /,6#* 51 Multiply these numbers together8 , % 5 * # Write the square of 0 /-01 after #-. We will get #--0. #,0 - * ?? "a e #,, add # to it we will get #5. "hen #, % #5 * #) ;dd the square of 0 ne%t to it. We will get #)--0. S;U% ING T&E NUMBE S NE% T! 0"# #. 52- * Forty si% squared means 52 % 52. @ounding upwards, 0$ % 0$ * -0$$. "a e 0$ and -0$$ as our reference points. 0$ 52!5 52 * 0$!5, so 5 is a minus number. +o we ta e 5 from the -0 hundreds. /-0!51 % #$$* -#$$ "o get the rest of the answer, we square the number in the minus. / 5 -* #21 ;dd -#$$ and #2 we will get -##2 is the answer. 02- * Fifty si% squared means 02 % 02. @ounding upwards, 0$ % 0$ * -0$$.

 "a e 0$ and -0$$ as our reference points. 0$ 0262 02 * 0$65, so 2 is a positive number. +o we add 2 to -0 hundreds. /-0621 % #$$* ,#$$ "o get the rest of the answer, we square the number in the minus. / 2 -* ,21 ;dd ,#$$ and ,2 we will get ,#,2 is the answer.

S;U% ING NUMBE S NE% T! 0""# "his is similar to our strategy for squaring numbers near 0$. Five hundred times 0$$ is -0$$$$, we ta e 0$$ and -0$$$$ as our reference number. #. 0$2- * 0$$ 0$262 0$$- * -0$$$$ Five hundred and si% is greater than 0$$, +quare of 0$$ is -0$$$$ "he number 2 is added to the thousands /-0$621 %#$$$ * -02$$$ +quare 2 is ,2. -02$$$6,2 *-02$,2 is the answer. S<uare the num6er ends =ith 1# #. ,#- *

 First, subtract # from the number. "he number now ends in Gero and should be easy to square. /,$- * , % , % #$ % #$1 * 4$$ ;dd ,$ and its ne%t number ,# /,$6,#1. We will get 2#1 ;dd /4$$ 6 2#1 * 42#. -. ,0#-*? ,0$- * #--0$$ ,0$ 6,0# * '$# #--0$$ 6'$# * #-,-$# (E *%N %LS! USE T&E MET&!/ )! S;U% ING NUMBE S EN/ING IN 1 )! T&!SE EN/ING IN 1. ,. )2- * )0- *'--0 )06)2 * #'# '--06#'# * ',42 +quaring numbers ending with 4 #. -4- * ;dd # to the number. "he number now ends in Gero and is easy to square. ,$- * 4$$ Dow add ,$ with given number-4 /,$6-4 *041 "hen su6 /4$$ ! 04 * )5#1

-. ,54- * ,0$- * #--0$$ ,0$6,54 * 244 +ub /#--0$$ ! 244 * #-#)$#1 MULTIPLYING NUMBE S (&EN T&E UNITS /IGITS %// T! 1" %N/ T&E TENS /IGITS /I))E BY 1.

T&E E IS ULE IN M%T&EM%TI*S T&%T I) Y!U MULTIPLY T(! NUMBE S T&%T /I))E %B!-E %N/ BEL!( % S;U% E BY T&E S%ME %M!UNT8 T&E %NS(E (ILL BE T&%T NUMBE S;U% E/ LESS T&E /I))E EN*E S;U% E/. #. 2' % ', * 2' * '$ ! , ', * '$ 6 , 2' % ', * '$- L , * 54$$ L 4 * 5)4# MULTIPLYING NUMBE S NE% 0" #. 05 % 0) * 0$ 05 5 % 0) )

;dd 5 6 ) * # Halve the answer #-J- * 2 ;dd that answer to -0 , we will get -062 * ,# /,# hundreds1 Multiply / 5 % ) * ,-1 ;dd /,#$$ 6 ,- * ,#,-1

-. 52 % 5) * 0$ 52 % 5) !5 !-

;dd /!5 !- * !21 Halve the answer /!2J- * !,1 +ubtract / -0 L , * --1 / -- hundreds 1 5%-*) ;dd / --$$ 6 ) * --$)1 TEMPE %TU E *!N-E SI!N#

"o change Fahrenheit to Belsius, subtract ,$ degree and then halve. "o change Belsius to Fahrenheit, double and then add ,$. "hen answer you will get using this formula will not be e%act, but its close enough for practical purposes. If you are told the temperature will be ) o B, double it and add ,$. We will get 52 F. but the actual temperature would be 52.5 oF &asy temperature conversion formulas 8 /o B % -1 6,$ * o F, /o F !,$1 J - * o B, &%act temperature conversion formulas 8 /o B % 4J01 6,- * o F, /o F !,-1 % 0J4 * o B, TIME %N/ /IST%N*ES# #. ; common ruler is ,$ cm. thirty divided by #- gives appro%imately - M. / -.0 cm is equal to # inch1 -. #$$ m * 2$ miles. PC3D?+ "C IIAC.@;M+ #. # I. * -.- PC3D?+ 20 g * 20 % ## % -J#$ *#5, pounds
o

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