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Category A/B1/B2
MODULE 1
Sub Module 1.1 ARITHMETIC
1.2 Algebra 00
1.4 Geometry 00
MODULE 1
Sub Module 1.1
ARITHMETIC
Addition of Fractions..............................................11
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PIA Training Centre Module 1 MATHEMATICS
Category A/B1/B2 Sub Module 1.1 Arithmetics
Subtraction of Fractions.........................................12
Multiplication of Fractions......................................13
Cancellation of Fractions........................................13
Division of Fractions...............................................13
Operations with Fractions......................................14
PRACTICE QUESTIONS......................................15
DECIMALS.......................................................16
The Decimal System..............................................16
Fraction to Decimal Conversion.............................16
Conversion of Decimals to Fractions......................17
Operations of Decimal Numbers............................17
Powers of Ten.........................................................17
Estimation Techniques...........................................19
PRACTICE QUESTIONS......................................20
WEIGHTS, MEASURES AND CONVERSION FACTORS21
The International System of Units..........................21
Factors of Multiples & Sub-multiples:.....................21
Space & Time:........................................................21
Mechanics:.............................................................21
Heat:......................................................................21
Expressing SI Units................................................22
Conversion Factors.................................................22
It is generally believed that our present number system began The natural numbers are positive integers, but suppose we wish
with the use of the natural numbers, such as 1, 2, 3, 4, . . . to subtract a larger natural number from a smaller natural
These whole numbers, known as the positive integers, were number, e.g. 10 subtracted from 7, we obviously obtain a
used primarily for counting. However, as time went on, it number which is less than zero, i.e. 7 10 3 . So our idea of
became apparent that whole numbers could not be used for numbers must be enlarged to include numbers less than zero
defining certain mathematical quantities. For example, a period called negative numbers. The number zero (0) is unique, it is
in time might be between 3 and 4 days or the area of a field not a natural number because all natural numbers represent
might be between 2 and 3 acres (or whatever unit of measure positive integer values, i.e. numbers above zero and quite
was used at the time). So the positive fractions were introduced, clearly from what has been said, it is not a negative number
either. It sits uniquely on its own and must be added to our
number collection.
Although we have mentioned negative numbers, we have not 1. 6, 7, 9, 15 are ___________ numbers.
considered their arithmetic manipulation. All positive and 8 1 7
negative numbers are referred to as signed numbers and they
obey the arithmetic laws of sign. Before we consider these laws, 2. 5 , 4 and 64 are ___________ numbers.
let us first consider what we mean by signed numbers. a
Conventional representation of signed numbers is shown below, 3. Rewrite the numbers 5, 13, 16 in the form b ,
with zero at the midpoint. Positive numbers are conventionally
where b 6 .
shown to the right of zero and negative numbers to the left:
4. Express the negative integers 4, 7, 12 in the
, 4, 3, 2, 1, 0, +1, +2, +3, +4, a
form b , where b 4 .
The number of units a point is from zero, regardless of its
direction, is called the absolute value of the number 5. 16 can be expressed as a positive
corresponding to the point on the above number system when ___________. It is ___________.
points are drawn to scale. Thus the absolute value of a positive
number, or of zero, is the number itself. While the absolute
6. 10 cannot be expressed as a/an ___________
value of a negative number is the number with its sign changed. number; however, it is a/an ___________.
For example, the absolute value of +10 is 10 and the absolute
value of 10 is also 10. Now the absolute value of any number n
is represented by the symbol |n|. Thus |+24| means the absolute
value of +24. Which is larger, |+3| or |14|? The answer is |14|
because its absolute value is 14, while that of |+3| is 3 and of
course 14 is larger than 3.
ARITHMETIC OPERATIONS
Fourth law: To multiply (or divide) one signed number by
The Laws of Signs another, multiply (or divide) their absolute values; then, if the
numbers have like signs, prefix the plus sign to the result; if they
First law: To add two numbers with like signs, add their absolute have unlike signs, prefix the minus sign to the result.
values and prefix their common sign to the result.
Therefore, applying this rule to the multiplication of two positive
This law works for ordinary arithmetic numbers and simply numbers, e.g. 3 4 12 ; 7 9 63 and so on, which of
defines what we have always done in arithmetic addition. For course, is simple arithmetic! Now applying the rule to the
example: ( 3) ( 4) 7 ; (-7) (-5) -12 and so on. multiplication of mixed sign numbers we get e.g.
( 8) (-3) -24 ; - 5 7 -35 and so on.
Second law: To add two signed numbers with unlike signs,
subtract the smaller absolute value
from the larger and prefix the sign of the number with the larger
absolute value to the results.
We have introduced earlier the concept of symbols to represent For example, you know that to check the accuracy of a division
numbers when we defined rational numbers where the letters a problem, you can multiply the quotient by the divisor to get the
and b were used to represent any integer. Look at the symbols dividend. For example, if 21/7 = 3, then 7 is the divisor, 21 is the
below, do they represent the same number? dividend and 3 is the quotient and so 3 7 = 21, as expected.
So, if 17/0 were equal to 17, then 17 0 should again equal 17
but it does not! Or, if 17/0 were equal to zero, then 0 0 should
IX; 9; nine; 81 equal 17 but again it does not. Any number multiplied by zero is
always zero. Therefore, division of any number by zero (as well
The answer is yes, since each expression is a perfectly valid as zero divided by zero) is excluded from mathematics. If b=0,
way of representing the positive integer 9. In algebra we use or if both a and b are zero, then a/b is meaningless.
letters to represent Arabic numerals such numbers are called
general numbers or literal numbers, as distinguished from When multiplying literal numbers together we try to avoid the
explicit numbers like 1, 2, 3, etc. Thus a literal number is simply multiplication sign ( ), this is because it can be easily mistaken
a number represented by a letter, instead of a numeral. Literal for the letter x .
numbers are used to state algebraic rules, laws and formulae;
these statements being made in mathematical sentences called Thus, instead of writing a b for the product of two general
equations.
numbers, we write a.b (the dot notation for multiplication) or
a more usually just ab to indicate the product of two general
If a is a positive integer and b is 1 , what isb ? Ofcourse numbers a and b . We can also write (a)(b)
a a a a
b . Any number divided by 1 is always itself. Thus 1 ,
c c 7 7
1 , 1 and so on.
We all know that 6 5 30 and 5 6 30 , so is it true that The above laws are valid no matter whether or not the number
when multiplying any two numbers together, the result is the is positive or negative. So, for example, 8 (16 5) 3 and
same no matter what the order? The answer is yes. The above ( 8 16) 5 3 .
relationship may be stated as: The product of two real numbers
is the same no matter in what order they are multiplied. That is,
ab ba ; this is known as the commutative law of multiplication. In order to complete our laws we need to consider the following
problem: 4(5 6) ? We may solve this problem in one of two
If three or more real numbers are multiplied together, the order ways, firstly by adding the numbers inside the brackets and then
in which they are multiplied still makes no difference to the multiplying the result by 4, this gives: 4(11) 44 . Alternatively,
product. For example, 2 3 4 24 and 4 2 3 24 . This we may multiply out the bracket as follows:
relationship may be stated formally as: The product of three or (4 5) (4 6) 20 24 44 . Thus, whichever method we
more numbers is the same no matter in what manner they are
choose, the arithmetic result is the same. This result is true in all
grouped. That is, a (bc ) (ab)c ; this is known as the associative cases, no matter how many numbers are contained within the
law of multiplication. brackets! So in general, using literal numbers we have:
a (b c) ab ac . This is the distributive law.
These laws may seem ridiculously simple, yet they form the
basis of many algebraic techniques, which we will be using
Remember that the distributive law is valid no matter how many
later! We also have commutative and associative laws for
numbers are contained in the brackets, and no matter whether
addition of numbers, which by now will be quite obvious to us,
the sign connecting them is a plus or minus. As we will see later,
here they are:
this law is one of the most useful and convenient rules for
manipulating formulae and solving algebraic expressions and
The sum of two numbers is the same no matter in what order
equations.
they are added. That is, a b b a . This is known as the
commutative law of addition.
Long Multiplication
1. Brackets are used if there is any danger of 1. Find the value of:
ambiguity. The contents of the bracket must be
a. a (b c d ) , where a 3 , b 4 , c 6 and
evaluated before performing any other operation. d 1 .
Thus:
b. (21 6 7)3
2 (7 + 4) = 2 11 = 22 c. 6 4 5 3
15 - (8 - 3) = 15 - 5 = 10 d. 2 2 2
2. Multiplication and division must be done before 2. Which of the following has the largest absolute
addition and subtraction. Thus: value: 7, 3, 15, 25, 31?
35 = 5 7 .5 is a factor of 35 and so is 7. Example: Find the LCM and HCF of 12 and 18.
240 = 3 8 10 .3, 8 and 10 are all factors of
240. The multiples of 12 are 12, 24, 36, 48, 60, 72, and so on;
whereas the multiples of 18 are 18, 36, 54, 72, 90, and so on.
Therefore the LCM of 12 and 18 is 36.
63 = 3 21 = 7 9.. 63 is said to be a multiple
of any of the numbers 3, 7, 9 and 21 because each of them
The factors of 12 are 2, 3, 4 and 6; whereas the factors of 18
divides 63 exactly.
are 2, 3, 6, and 9. Therefore the HCF of 12 and 18 is 6.
Finally, it is to remember that any number n multiplied by 1 is
Practice Questions
itself, or n 1 = n . So every number has itself and 1 as factors;
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PIA Training Centre Module 1 MATHEMATICS
Category A/B1/B2 Sub Module 1.1 Arithmetics
1. What numbers are factors of: One question arises, why do we need to use fractions at all?
(a) 24 (b) 56 (c) 42 Why not use only decimal fractions? Well, one very valid reason
is that fractions provide exact relationships between numbers.
2. Which of the following numbers are factors of 12: 2, For example, the fraction 1/3 is exact, but the decimal fraction
3, 4, 5, 6, 12, 18 and 24? equivalent has to be an approximation, to a given number of
decimals 0.3333, is corrected to four decimal places. Thus, 1/3
+ 1/3 + 1/3 = 1 but 0.3333 + 0.3333 + 0.3333 = 0.9999, not
3. Write down all the multiples of 3 between 10 and
quite 1.
40.
Vulgar Fractions
4. Find the L.C.M. of the following set of numbers:
(a) 8 and 12 (b) 3, 4 and 5(c) 2, 6 and 12 The circle in the diagram below has been divided into eight
equal parts. Each part is called one-eighth of the circle and
5. Find the H.C.F. of each of the following sets of written as . If five of the eight equal parts are taken then we
numbers: have taken of the circle.
a) 8 and 12 (b) 24 and 36 (c) 10, 15
and 30
FRACTIONS
numerator
denominato r
(by dividing the numerator and denominator by Every improper fraction can be expressed as a whole number
16) and a proper fraction. These are sometimes called mixed
numbers. Thus, 1, 5 and 9 are all mixed numbers. In order to
Example: Write down the fraction with a denominator (bottom convert an improper fraction into a mixed number it must be
number) of 28. remembered that:
In order to make the denominator 28, we must multiply the top number
top number bottom number
original denominator of 7 by 4 because 7 4 = 28. bottom number
Remembering that to leave the value of the fraction unchanged
we must multiply both numerator and denominator by the same
amount, then
=
=
=
Multiplication of Fractions
Example: Add together
When multiplying together two or more fractions we first multiply
First add the whole numbers together, 5 + 2 + 3 = 10. Then all the numerators together and then we multiply all the
add the fractional parts in the usual way. The L.C.M. of 2, 3 and denominators together. Mixed numbers must always be
5 is 30. converted into improper fractions before multiplication. Similarly,
if the answer is an improper fraction, this can be finally
converted into the corresponding mixed number.
= 10 +
= 10 + Sometimes in calculations with fractions the word 'of' appears. It
= 11 should always be taken as meaning multiply. Thus:
Subtraction of Fractions =
The method is similar to that in addition. Find the common Example: Simplify
denominator of the fractions and after expressing each fraction
with this common denominator, subtract.
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Category A/B1/B2 Sub Module 1.1 Arithmetics
16 7 35
=
Example: Simplify 20 8 4
Example: Simplify
1 6 21 7 3 5 7 1 7 7 49 9
4
2 5 5 8 1 4 2 5 1 2 10 10 With problems of this kind it is best to work in stages as shown
below.
Division of Fractions
Example: Divide
1 5 2 7 3 5 3 13
(a) 2 , 6 , 3 , 12 (b) 4 , 8 , 5 , 20
We now have to decide how to deal with fractional quantities, Therefore to convert a fraction into a decimal we divide the
that is, quantities whose values are less than one. If we regard denominator into the numerator.
666.666 as meaning 600 + 60 + 6 + then the dot, called the
decimal point, separates the whole numbers from the fractional Example: Convert to decimal number.
parts. Notice that with the fractional or decimal parts, e.g. 0.666,
each figure 6 is ten times the value of the following one, reading = 27 32
from left to right. Thus is ten times as great as , and is ten
times as great as , and so on.
If we have to write six hundred and five we write 605; the zero
keeps the place for the missing tens. In the same way if we
want to write we write 0.305; the zero keeps the place for the
missing hundredths. Also would be written
0.067; the zero in this case keeps the place for the missing
tenths.
Powers of Ten
1,000,000 = 1 106
100,000 = 1 105
10,000 = 1 104
1000 = 1 103
100 = 1 102
Sometimes a fraction will not divide out exactly. For example, = 10 = 1 101
0.333 0 = 1 100
1/10 = 0.1 = 1 10-1
Conversion of Decimals to Fractions 1/100 = 0.01 = 1 10-2
1/1000 = 0.001 = 1 10-3
We know that decimals are fractions with denominators 10, 100, 1/10,000 = 0.0001 = 1 10-4
1000, etc. Using this fact we can always convert a decimal to a 1/100,000 = 0.00001 = 1 10-5
fraction. 1/1,000,000 = 0.000001 = 1 10-6
Example: Convert 0.32 to a fraction. We show the number one million (1,000,000) as 1106, i.e. 1
multiplied by 10, six times. The exponent (index) of 10 is 6, thus
0.32 = the number is in exponent or exponential form.
Together with major metric countries, Britain has adapted the Area square metre m2
International System of Units known worldwide as the S.I. Volume cubic metre m3
(System International) Units. The effect of this system is to Velocity metre per second m/s
introduce standard units for many of the quantities for which a Acceleration metre per second squared m/s2
multitude of units exist as present. Angular Velocity radian per second rad/s
Angular Acceleration radian per second squared rad/s2
S I Base Units: Frequency Hertz Hz
Expressing SI Units
Conversion Factors
The symbol for SI units and the conventions which govern their
use should be strictly followed. The units which it is thought most likely you will be required to
Use the correct symbols used in the foregoing lists. know are set out below with appropriate conversion factors.
Never use a prefix without a unit either in writing or
speech, e.g. kilogram or kilometre not kilo, or To go from the first quantity into the second multiply by the
millimetre or millilitre not mil. number given.
Always put a zero before a decimal quantity less
Inches Millimetres 25.4
than Unit, e.g. 0.705 m. m Inches 39.37
When two units are multiplied together use a small Knot km/hr 1.852
space between the symbols as the multiplier, e.g. Pounds Kilograms 0.4536
o Kilogram metresquared kg m2. Kilograms Pounds 2.205
o Newton metre N m. Imp. Galls Liters 4.546
bar p.s.i. 14.5
When dividing, use an oblique stroke to separate
p.s.i. Pa (Pascal) 6895
the numerator and denominator. bar Pa 105
metre per second m/s N/m2 Pa 1
Joule per second J/s 1bf N (Newton) 4.45
Use a space as a thousands marker not the horsepower W (Watt) 746
B.T.U. KJ 1.055
comma. The comma is used as a decimal marker in
ft 1bf J (Joule) 1.356
most countries using the metric system and its use
as a thousand marker will cause confusion. Up to
four figures may be blocked together but five or
more figures should be grouped in threes, e.g.
1000 mm = 1m
1 000 000 J = 1 MJ (MegaJoule)
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Category A/B1/B2 Sub Module 1.1 Arithmetics
Example: Two lengths are in the ratio 8:5. If the first length is
120 meters, what is the second length?
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Category A/B1/B2 Sub Module 1.1 Arithmetics
Proportional Parts Example: Divide Rs.1100 into two parts in the ratio 7:3.
The following diagram shows a line AB whose length is 16 Total number of parts = 7 + 3 = 10
centimeters divided into two parts in the ratio 3 : 5. As can be Amount of each part = = Rs.110
seen in the diagram the line has been divided into a total of 8 Amount of first part = 7 110 = Rs.770
parts. Amount of second part = 3 110 = Rs.330
= 2 centimeters long; hence AC is Two quantities are said to vary directly, or be in direct
3 2 = 6 centimeters long, and BC is proportion, if they increase or decrease at the same rate. Thus
5 2 = 10 centimeters long. the quantity of fuel used and the distance travelled by an aircraft
are in direct proportion.
We could tackle the problem in this way:
In solving problems on direct proportion we can use either the
Total number of parts = 3 + 5 = 8 parts. unitary method or the fractional method.
Length of each parts = = 2 centimeters.
Length of AC = 3 2 = 6 centimeters.
Length of BC = 5 2 = 10 centimeters.
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Category A/B1/B2 Sub Module 1.1 Arithmetics
Example: If 25 kilograms of dry powder fire extinguishant cost = 16 days.
Rs.1700, how much does 8 kilograms cost?
Inverse Proportion
Since this is an example of inverse proportion the number of 1. Express the following ratios as fractions in their
days required must be increased in the ratio . lowest terms:
Number of days required = 12. (a) 8 : 3 (b) 9 : 15 (c) 12 : 4
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Category A/B1/B2 Sub Module 1.1 Arithmetics
11. Two gear wheels mesh together. One has 40 teeth
2. Express the ratio of 30p to Rs.2 as a fraction in its and the other has 25 teeth. If the larger wheel
lowest terms. makes 100 revolutions per minute how many
revolutions per minute does the smaller wheel
3. Express the ratio Rs.5 : 80p as a fraction in its make?
lowest terms. 12. 4 men can do a piece of work in 30 hours. How
many men would be required to do the work in 6
4. Divide Rs.800 in the ratio 5 : 3. hours?
5. A sum of money is divided into two parts in the ratio
5 : 7. If the smaller amount is Rs.200, find the
larger amount.
To find the average of a set of quantities, add the quantities 1. Find the average of the following readings: 22.3
together and divide by the number of quantities in the set. mm, 22.5 mm, 22.6 mm, 21.8 mm and 22.0 mm.
Thus,
2. A train travels 300 km in 4 hours. What is its
Average = average speed?
Example: A student falls asleep in every lesson, the following
number of times: 8, 20, 3, 0, 5, 9, 15 and 12. What is his 3. If a car travels for 5 hours at an average speed of
average per lesson? 70 km/h how far has it gone?
By finding the total mass of all 22 boxes, we can then find the
average mass per box. So we have:
9 12 = 108 kg
8 14 = 112 kg
5 15.5 = 77.5kg
100 = 85
25% of 50 = 50 = 12.50
4. What is:
(a) 20% of 50 (b) 12% of 20 (c) 3.7% of
68
Example: The cross section of a block of metal is shown. Find Example: A hollow shaft has an outside diameter of 2.5cm.
its area. Calculate the cross-sectional area of the shaft.
1m = (10 cm) = 10 cm
= 1 000 000 cm
Each
layer The following table gives volumes of some simple solids
contains
4 x 3 =
12 cubes.
There are
2 layers.
Hence the
volume is
Practice Questions
SQUARES, CUBES AND SQUARE & CUBE ROOTS 3 3 3 = 27, it is usual to write it as 33 or 3 cubed.
Squares
Square Roots
When a number is multiplied by itself the result is called the
square of the number. The square of 9 is 9 9 = 81. Instead The square root of a number is the number whose square
of writing 9 9, it is usual to write 92 which is read as the equals the given number. Since 52 = 25, the square root of
square of 9. Thus: 25 = 5.