4 finer s Youth Enterprises, Inc. Scottsdale, ArizonaIntroduction You, to0, can bea Human Calculator, when you KNOW, BELIEVE, and LOVE what you're doing. Thisis the message that you will hear in my audiocassette, The Human Calculator Plus, Itis the message have taken across the United States and Canada for the past several years. The five keys to Human Calculating, which I introduced in my book, The Magic of Math, are understanding numbers, thinking aboutnumbers, memory, practice, and creativity. give you this workbook so that you can use those keys—thinking, memory. practice, creativity and understanding numbers. Remember: it's 0.k. to be wrong. The important thing is to try. Even though the strategies I will show you are simple to learnand use, you can’t expect to hear them once and then work them like magic. Practice builds your confidence. Once you get to KNOW what you are doing, you will come 1 LOVE it.Copyright 1992 by Scott Flansburg and Youth Enterprises, Inc. ‘All rights reserved. Youth Enterprises, Inc. 7898 East Acoma Drive, Suite 100 Scotisdale, Arizona 85260Contents Introduction 1, Review of Basics Ll Place values .. Addition Subtraction Box Multiplication Right to Left Multiplication Left to right Multiplication Complementary Multiplicat Division .. Squaring 0 Cube Root 1 Calendar Formula EESRRROEGS 2. Subtraction in More Detail 23 Squaring in More Detail 3. Fractions 3. ‘Adding Fractions .... Subtracting Fractions. Multiplying Fractions Dividing Fraction: Mixed numbers . Decimal Fractions Adding and Subtracting Multiplyin; Dividing Percentages and Fractions ..... Working with Percentages Learning to "Speak Algebra" Nine Easy Steps to Algebra Keeping Equations in Balance. Adding with Algebra . Subtracting with Algebra Multiplying with Algebra... Dividing with Algebra ... SSsFLA Place Values Here’s How to Do It We write numbers in Arabic numents, reading from leftto right. Each figure in a number has a place ‘value. Place values tell how many ones, how many tens, how many hundreds, how many thousands, and so forth ‘a number represents, Look atthe number 12. This tie same as 10 plus 2, or 1 ten and Zones. The figurethattells how many ‘ones are in 12 is called the “units” or “ones” digit. The figure that tells how many tens are in 12 is called the “tens” digit RA tens digit units digit Let's examine a larger aumber: 2,458. It has 8 ones or units, 5 tens, 4 hundreds, and 2 thousands. thoysands hundreds we \ 4 2.458, eis ones ‘This applies to any number, no matter how large. Place values go in this order, from right to lef ones. tens hundreds ‘thousands ten thousands hundred thousands millions ten millions hhundred millioas billions. . and so forth ‘This way of looking at numbers will prove useful. Practice thinking about numbers in these terms. Now You Can Do It Identify the ts in these numbers. Here’s an example: 42,876 has 4 ten thousands, ? thousands, 8 hundreds, 7 tens, snd 6 units 28 35,892 927 50 007 $78 3 9,081,320 341,245 7,902 333 July 21 2001 360° x2 1244 87.256 16,252,110 T6tombones 101 dalmations Route 66 8 million 3,898,245,762 2122111.2 Addition Here’s How to Do It In school, you have probably learned to tackle an addition problem by starting with the first column on the right 462 231 26 With thismethod, you begin adding the units digits—the figures on the farright of anumber. Inthis case, you would add 2, Land 6 to get 9, the unts digit inthe answer. Then you work withthe tens digits: 462 231 226 9 ‘Your nent step would be toadd 6, 5, and 2, for asum of 11. You Would write the right-hand I in 11 as the tens digit in the answer and then move to the hundreds digits: 1 462 231 326 19 You would carry the left-hand | in 11 to the hundreds colunnn and add 1,4, 3,and 2 to get he first wo numbers of the answer: 10, 1 462 231 226 1019 ‘That's one way to work addition. Some people feel it makes more sense to adé the same direction that we read: from left o right. In fact, this is so easy you can add long columns of numbers in your head. We'll ty it out on a simple problem. 25 2 a Start with the tens digits on the left: 2 and 1is 3, plus 3 is 6. To help us remember that these are tens, ‘ve will mark the place value that we're not using just now with a Oin parentheses: 2(0) + 1(0) +3(0) = 6(0. a5 R a 60)Now, 6(0)isyourbase number, Itwillchange as wemove through the problem. In yourmind, keep track ‘of each change the base number makes—when you reach the end, the base number changes into the answer! Move overtotheunitscolumn. Think, 6(0) and 5 is 65:plus2is67: plus | is 68. Andthat's the answer. 25 1 au 6 ‘What if youhave to “carry” anumber, as we did in the example for right-to-left addition? Let's add our first set of numbers using this new method: 462 21 326 Start on the left, with the hundreds digits: 4 plus 2is 6, plus 3 is 9. To help us remember that these are bhundeeds, we will mark the place valuesthat we're not using with s, like this: 4(00) plus 2(00) plus 3(00) is 9(00). 4100) 2100) 30) 3400) (9(00) is the base number. Remember to keep track oft in your mind. [Now start adding the tens digits tothe base number; 9(00) and 6(0)is 940), plus 310) is 9(0), plus 20) is 1010) 460) 6(0) 230) oF, 101(0) + 300) 320) 1010) 1010) Finally, we addon the units digits: 101(0) plus 2s 1012, plus 1 is 1013. plus 6is 1019. We arrived at ‘the answer in seconds, without having to write down the steps. 462 2 Bi or, 1010) + 1 26 —! 1019 1019Now You Can Do It ‘Try left-to-right addition on these exercises. 124 15 32 ” 225 221 7865 24 1963 486 243 121 aud 48 28 2576 286 n 507 116 214 137 2176 ois 142 352 146 213 38 B 29 28 567 654 516 237 132 8113 1125 8999 g Egse B 136 98 n 8,703 2961 4365 212 3125 754 125 121 080 207 1,765 ois 432 95 358 308 522 9272 5.498 27 2309 2.860 1.6 1397 5276 348, 23 17 232 4047 287 164 352 in62 2 32 56 258 192 468 2 224324144 124+6= 4410454643 185 +220 432 +661 111 +2364 312= (652 + 181 +203 = 1.213 + 2114 + 2,00: 2222+ 37 +390: $63 + 248 +211 = 7,432 + 8,965 + 28 +437= 6231 1,345 4021 3.543 24446482 21 +42 + 84+ 168 +336= 2 a 68. 16 38 376 268 sis 2285 3214 1,416 4287 2.486 823 651 + 1,302 + 2,604 + 5,208 + 1,736 = 10,416 + 1,157 +895 + 36 22444 + 66+ 88= 18 48 n 18 42 789 456 123 4,685 3219 3207 7141 5216 3.567 24 32 8 22 48 368, 412, 61s. 26812 1221812 Subtraction Here’s How to Do It Subtraction it realy adding inneverse, When someone asks you, “What is 14minus 8." don’t think, “14 take-away 8 is what?” Instead, ask yourself what number added to & makes 14, 8+ 6=14 ‘The answer is 6. Visualize it like this: 4 8 6 (Think: 6 and 8 make 14) This works for larger numbers, 00. Try iton 199 minus 151: 199 2151 ‘Work fromefto right. Think: “100 plus 0 makes 100. ‘The answer must be less than 100,” Go tothe tens column: ‘5(® plas 4(0) makes 9(0). ‘The frst digitin your basenumberis 4(0). Now look at the units: 1 plus 8 makes nine. ‘Add that t0 4(0) to get the answer: 48, 199 ISL 8 (Think: 5(0) plus what makes 9(0)? 1 plus what makes 92) ‘That's exsy. But what happens when you have to borrow? Remember the meaning of place values, In number like 71, forexample, youhave 7tensand | unit. Thisisreally the same is6tens and L1units. Why? Because 1s really 1 ten and 1 unit. Now let's subtract 53 from 71, 1 233 ‘Ata glance, we see thatthe three in the units column is larger than the I aboveit. So, in your mind convert 71 to (6(0) and 11, and think of 53.as 5(0) and 3. Visualize: 60) and 11 = 5@and_3 ‘The rest is easy. Ask yourself the same questions: what number added to 5(0) makes 6(0)? It’s 1(0), And what ‘added to 3 makes 11? That's 8. Combine the two: 1(0) + 8 = 18. 6(0) and 11 10) = @)and_3 48 10 8 18 23 18 ‘The answer!Now You Can Do It ‘What number added to the bottom number makes the top number? 18 829 S18 656 a2 ay s¥ 316 168 a4 332 31 898, 682 249 187 918 709 973 129 154 505 692 987 263, 563 9875 2428 <1 578 231 123 876 468 2.765 9754 5,809 7,986 1456 = 986 3.987 +2360 4864 3.265 9.765 965, ; 2926 -2919 2875 1078 8197 6.269 941351.4 Box Multiplication Here’s How to Do It. Here's a way to multiply that makes you fee like you're working a crossword puzzle. Sey you want 10 multiply 24 x [2. First, draw abbox and divide it into four squares, one for each of the four digits in the problem ‘Now, write the first number along the top, with the left digit over the lft box and the right digit over the right box. ‘Then write the second number dow the right side, with the first (tens) digit on top and the second (unis) digit en the bottom. Finally, divide each of the four litle boxes in half diagonally. Step 1 Step? 4 oO eT ] Now you multiply around the box, entering each answer in thetop and bottom halves ofthe boxes youhave ‘made. Units digits go in the bottom triangles, and tens digits go into the top triangles. Starting at the top right, 4 8. Put the 8 in the lower triangle of that box. Next, move over tothe 2 in 24, and multiply . Put that 2 in the lower triangle of its box. And last, multiply 2x 2= 4, Put the 4 nits lower triangle. "Now weare going ‘o add the numbers in our box diagonally starting with the Iowerright-nand box. There's nothing toad to 8, so just write thatbelow its box. Inthe next row up, starting with the lower triangle on the bottomleft,4 44 =8, Write that beneath its box. The only number in the next row, which starts withthe upper triangle ‘on the bottom leftisa2. Write itnextto the box. Inthe last row, which consisis only of the upper left-hand wiangle, there are no figures. To see the answer, read off the new outside figures, going from upper left to lower right: 288 ‘Sometimes when you multiply the digits around the outside, you getan answer that has two digits. In that ‘ase, youputthe answer stensdigitin the Lop triangle ofits box, and the units digitinthelower triangle. Forexample, ‘uy multiplying 13 x 14. Matiply aroundthe outside: 3x1 = 3. Putthat3 initslower triangle, 3x inits upper rangle, and put the units digit, 2, in tslowsr triangle. Now multiply 1 x: ‘numbers in tei uiangles 2, Put the ens digit, 10), ‘$and 1x1 =15 put thoseNow all you have to do is add and read the answer: 1) a= 2 « i sé 2= 13x 42182 Sometimes when youare adding the numbers, you getatwo-cigitanswer, Thishappens when you multiply 34x 23, for example. In that case, write the answer's tens digit in the triangle just above the last aumber you're adding. Then add the tens digit in that row. ‘Starting on the upper right, 4x2 =8. Put this one-cigit answer in the lower triangle ofits box. Next, 4x 3= 12. Put the tens digit, 1(0) in ts iop tiangle and the units digit,2, in its bottom triangle. Finally, 3x3=9, which ‘you put in its bottom triangle. ‘Now add diagonally, just as youdidin the firstexample, Whea you getto9+ 1 +8, tne sumis 18. Write the 8 outside the box ard carry the I (which isa tens digit) into the tens triangle above the 9. Adil the I tothe 6, write the answer (1 outside the box, and read the answer: 782 10Does box mukiplication work on largernumbers? Sure. It works on numbers of any size. Try 345. 27: 345x 27 =931512 Now You Can Do It. ‘Try box muiplication on these problems E: « be Ex & ES be Rs g Be Es gE gE BE BE 58 & Es Es Ee Es ES bs bs Be 6 TT 2214 5.126 1901 7358 9185 be ks Ea Es bg ba a Gs Bs Es b 4121 7391 83883 1.276 8.894 x94) Es e bs be ZR Ba Be fe ke & Ss 3213 1452 1599 2493 2.002 xd) Bg 82 £8 Be be Ee Es 362 903 1422 3261 1627 1857 8.176 4012LS Right-to-Left Cross-Multiplication Here’s How to Do It Cross-multiplying i a strategy that allows you to solve surprisingly large problemsin your head. You ccan go right to left, orleft to right. Le’’s start with righicto-left cross-multiplication, Say we want to muliply 14 x 12. “4 a2 ‘Tofind the last digit (units digit)in the answer. multiply the two numbers onthe right: 2x4=8 Wrie this (or hold it in your head) asthe answer's units digit. 4 x2 8 ‘Togfind the mide digit, we cross-maltiply two sets of numbers and add the results, First multiply 1x. ‘2 (the answeris 2). Then multiply 4x 1 (the answeris 4). Add the two results o got the tens digit inthe problem's answer (2+ 4=6). 4 14 aR x12 68 ‘Tofind the final digit—which inthis problemis the hundreds digit—just multiply the leftmost di |. Write it down in the hundreds column, 4 a 168 This easy strategy gets even easier with practice. ‘What if cross-multipying and adding results in atwo-digit number? Let's see what happens. 62 22 Start on the right: 2x 2= 4, the units digit inthe answer, 02 22 4 Now cross-moliply and add theresults: 2x1 = 2, and 6x22 12, Notice that 2+ 12 14, We can't put 14 in the middle of the answer. But we remember that the digit we're looking for in the middle is atens digit ‘And actualy, when we cross-rultply, we're multiplying tens by units: 2 1(0) and 6() x2. What we have really ated i 20) + 120) = 14(0)! The tin our result of 14 will occupy the tens place inthe answer, That means tbe ur 140) telly a handed So, we'll simply write te ten digit (4 in the answers tes place. When we finish multiplying forthe next place, the result we get will bea hundreds digit. Then we will add the leftover 1(00)to the result, 6 a2 4 1314 Last step: multiply 6 x 1 =6, and add the leftover 1: 641 ‘magic, the whole answer appears! Here is our hundreds digit in the answer, and, like 02 wuz 748 ‘This strategy works on three-digit numbers, oo. Take, for example: er SB ‘Start onthe right: 1x4=4 e1 S84 4 Now multiply criss-cross: 2x4 =8, and 1x since we're now dealing with tens digits, 8(0) + 8(0) the leftover 1(00) to the hundreds part of the answer. . Add the results to see that 8 + 8 =16, Or, in reality, 16(0). Write the 6 as the tens digit in the answer and carry e x84 64 (remember, 1(00);s leftover) Go tothe left-hand digits and cross-multiply again, This time, we cross multiply three times: Hundred times units digit and ten x ten digits, or 6x 4= 24, 5x 1 = 5, and 2x 8= 16. Add the answers: 2445+ 16= 45. ‘This is ealy 45(00), since we are now dealing with hundieds digits. Now add the leftover 1(00): 45(00) + (00) = 46(00). Again, we'll write one digit down and carry the other. Inthiscase, we'll write down a 6nd carry 4(000) to the thousands digit in the answer 1 621 Bes Asad 664 (remember, 4(000) is left over) For the next step, multiply 6 x 8 =48 and 2x $= 10. Add the resulis: 48 + 10 = 58. Remember, this is in the thousands cigit, so itis really $8(000). We have 4(000) left over. So we add 4(000) to the $8(000) to get {62(000). Write the 2 in that 62 asthe thousands digit in the answer. The 6 isreally a jen thousands digit, and it gets added to the next step. e2t 5584 2664 (60,004) is left over) ‘One lst muliplication-and-addition will give us the final answer. Mulply the left-hand digits: 6x 5=30, 621 ASRS ‘This is really 30(0,000), and we ean add ovr leftover 6(0,000) toit: 30+ 6=36, 0F30{0,000) + 6(0,000)= 360,000). ‘Write down the 36 and see the answer, 62 2584 362,664Now You Can Do It Practice right-to-left cross-maltiplying enough, and you will soon be pecforming amazing feats in your ead. 2 32 23 "7 41 ala x2 aut x16 x2 16 B 31 m s4 xB xl ald a2 aul 28 2 16 a 18 323 aa alt pec alg 7 18 a “a R xls 332 xz aM al 81 ” 16 v 38 x38 xa a2 53 323. 233 123 6 342 618 xT xs x12 xa 3252 456 433, 267 418 si7 52I5 x36 x32 520 5282 816 237 986 236 497 x68 x22 689 x652 xD 109 20 76 922. 333 xMo x21 323 x08 3555 940 us 21 19 666,16 Left-to-Right Cross-Multiplication Here’s How to Do It ‘This strategy works in the opposite direction from the last one. Let's ry it on 36 x 24. 36 aa inthis case, wit the tens columns. Multiply 3 x2=6, butremember that you're really (00). Our base number, which will change as we move along, is (00). 6 x24 (00) [Now we cross-multiply, butin two sieps. First do 6 x 2(0)= 12(0). Add that to the base number of 6(00) to get a new base number, 7240). 6(00) + RO 7200) Cross-muliply 3(0) x 4 = 12(0), and add thet to the base number to form a new base number of 8440). 6x4=24, Add that tothe base number and view the answer: 864. it number, and at the same time review the process of carrying. Here's the same example we used in the last section, on 3584, ‘Start on the left, remembering thatthe 6 and the S are hundreds digits. 6(00) x 5(00) ~ 30(0000) On Bd 3040000) “Moving across the bottom, from leftto right,cross-multiply 6(00)x 8(0) = 48(000). Add that tothe base raumber to get a new base number of 348(000). 30(0000) +4800) 348(000) ow move toward the righ along the tp: erss-maliply (0) x (00) = 10000). Aad itt he tase number. 348(000) +1000) 358(000) 16Next, multiply 6(00) x the bottom units digit, 4: 6(00) x 4 = 24(00). Keep adding tothe base number: ‘now we have abase number of 360,4(00). 358(000) +2400) 360400) Ceoss-maltiply 1 x $(00) (00), and add it to the base number to get 360,900. 621 360,4(00) xS84 +5100) 360,9(00) Continuing left, cross-multiply 2(0) x 4 = (0) and add: 621 360,910) alas +8 360.9800) ‘Again cross-multiply and add: 1 x 8(0) = 8(0); the new base number is 361,06(0). 621 360,98(0) ais +810) 361,060) Nextmuhiply the center digits: 2(0) x 8(0)= 16(00). Add again to bring the base number 10 362,66(0).. 621 361.060) xS84 + 1.6100) 362,660 And finally, multiply 1 x= 4, Add itto the base number and see the answer: 362,664. ot 362.66(0) xs +4 362,664 362,664 7Now You Can Dolt ‘Try the speedy strategy you just leamed on these exercises: 15 16 21 41 2 xi xB alt xk xB 25 R 8 $5 n aD a2 a 5a a B " 45 6 2 St 3B aa aot xu 23x31= 14x23 T1x24= 35x35 DB x64 = a 36 9% 39 ot xa a xa xi xB 132 412 741 202 34 12B aR 5232 483 1302 43 sil 326 421 234 uu 132 x42 x31 x30 999 238, 64 638 375 1265 pears 4249 A658 4531 736 633 439 950 039 15a 1638 1966 1383 1536 112x231 = 2iix i= 432x 222= Bal x 425 = 654 x S71 = 181.7 Complementary Multiplication Here’s How to Do It When two numbers are close to 100, they're easy to multiply. Take, for example, 96 x 94 ‘The firs step is o quickly figure the difference between each number and 100. ‘The difference between 96 and 100 is 4. The difference between $4 ard 100 is6. Let's waite these numbers down like this: 96 4 Mm 6 ‘The next step isto subtract diagonally. Subtract 4 from 94 oF 6 from 96, It doesn’t matter which you ‘choose, the result will always be the same, In this case, we get a base number of 90. 6 4 4 6 90 Now, multiply the two differences: 4 x 6= 24. Write that to the right ofthe 90. 96 4 4 fo 90 4 And that's the answer! 96 x94 = 9,024. Ifthe numbers are larger than 100, you add the differences instead of subtracting. Try iton 103 x 107 The difference between 103 and 100is 3. ‘The difference between 107 and 100is 7. 103 3 107 1 Now, add diagonally: 3+ 107 = 110, or 7 + 103 = 110. 103 3 107 1 110 Multiply 3x7 = 21. Write the result to the right of the 110 and read the answer. 103 3 Jon a 110 a 103 x 107 = 11,021. Ifthe productof the differencesis more than three digits, youwillhave tocarrythe hundreds digits. Here's how this works on 88 x 87. 88 12 sr B 8 By subtracting diagonally, we geta base numberof 75. As youcan see bythe example above, thisisteally 75(00). Multiply 12 x 13 = 156 88 2 a1 Bb 8 136 ‘The answer is not 75,156. To find the true answer, we have to ald 75(00) and 156: 75(00) Liss 76 56 108 x 107 = 7,656 19Now You Can Do It Few of your friends will know how easy its to solve these posers. 98 92 96 97 on 11 1B 18 x9 599 99 90 92 94 93 a2 196 xl 199 x98 89 93 96 a1 99 x2 x87 x95 x88 x8 88 9 87 94 96 sat 32 382. 88 ar 101 105 104 108 102 x04 3107 3102 x07. 3103 109 108 106 103 107 x08 x14 3106 3109 x02 108 107 105 109 102 ald xz aud xu xu 17 us 106 119 129 xis aus xd 3107 108 2018 Division Here’s How to Do It ‘Long Division Division can be thoughtof as “reverse multiplication.” The trick isto find out how many times anumber has to be multiplied to get another number, ‘Ask “what number multiplied by 2 equals 87° The answer, 4, is the answer tothe division problem. 8+ 2x 8+ 4 Long division shows you the process used in this type of calculation. Let's divide 488 (which we will, ‘all the dividend) by 18 (the divisor): 18)488— Look at the divisor and ask yourself which ofthe first few digits in the dividend form a number you can ivideinto, 18does not gointo4. Itwillgointo 48 two times, witha lite left over. Write 2 over the 8in the dividend. 2 18) 488 Now multiply 2x 18 = 36, Write 36 beneath the 48 and subsract. 2 18488 26 12 [Next step isto bring down the 8 in thedividend and write it nextto the 12 you got from subtracting, Then divide 18 into this new number. 18 goes into 12 enter & seven times; write 7 in the answer tothe fight of the 2, 2 18)488 6 128 Multiply 7x 18 = 126. Again, waite this beneath the number into which you just divided, 128. Subtract. 2 1885 6 128 126 2 Let’sstophere. Thatleftover?is called theremainder. The answeriscalledthe quotient, Youcanexpress ‘an answerwith aremainderin (wo ways, Write itas "27 r.2" and readit, “Twenty-seven with a remainder of two” ‘Or write the remainder over the divisoras a fraction: 27 2/18. 21488+ 18= 271.2 488 + 18=27 218 ‘Whenthe divisor has three or more digits, frst figure out which digits ofthe dividend the whole divisor will fit into. Then look at the divisor's first one or two digits; divide them into the first wo or three digits of the dividend to find the first aumber of the answer. For example: 486+ 161 16178860 ‘You see that 161 will gointo 485, How many times? Well, 16 goes into 48three times. That's probably the correct number—write it asthe first digit in the anewer, If you multiply 161 x 3 and get s number larger than 486, you know the first number in the answer is less than 3. 3 161)4,860 483 Proceed with the problem as above. Short Division Long division helps you keep track of problems that involve large numbers, But when your divisor is number between | and 12, it's ezsy tokeep the partial remainder in yourhead ormake a shorthandnote oft. What is81+37 3)81_ "With short division, {like to write the answer under the dividend. 3 goes into 8 two times, with 2 left over. (Why? ‘Because 3 x2=6, and that is? less than 8.) Write 2 under the 8, and note the remainder of 2 above the next number. 2 3)81_ 2 ‘Now, picture the 2 ane the I asa new number: 21. Divide 3into that new number 21. 21+ 3= 7, with ro remainder. Write the 7 under the | in the dividend and read the answer: 27 81+3=27 22Now You Can Do It Use whichever method is easiest for you on the following. 69362 12658 13865 18)872 36)5,489 412638 161)486- 278)1,242 879" 8)637° 19625 213654 2993826 142)674 326)14,486- 4573 3974 159372 1291286 418,867 91)2,039 15830 444)38,291 7)963, 99807 ys 1a) 327897 35) 167 201/304 713)2,682 1,421)2826 9225 6)869 139759 16)380" 24671 siya 53)8.495 6,829)16439 2324 19 Squaring Here’s How to Do It ‘Squating is multiplying a number by itself. For example, when we multiply 4 x4=16, we say we have ‘Squared 4. Te answer—in this case, 16—is called the square of 4. Or, the square root of 16 is 4. To write the expression "4 squared,” simply write «raised 2 (for “squared”) after the 4: 42. Certain numbers are very easy to square. Here are some strategies that wil dazzle your friends, ‘Squaring Numbers That End in Five ‘The square of any number that ends in 5 will always end in 25, You automatically krow the second part of the answer, ‘Tofind the first part, take the number's frst digit, add 1, and multiply the result by the same firs digit. What is 3527 ‘The second part of the answer is 25, Add 110 the first digit: 3.41 Now multiply that by the first digit: 4 x 3 = 2, the frst part ofthe answer, Put the two together forthe answer: 1,225 352 = 1,228 If the number is larger than two digits, add 1 10 the number that's formed by the digits tothe left of the 5. For example, 1052: ‘The last part of the answer is 25, Add 1 to the first two digits: 1041 = 11 Multiply by the original first digits: 11 x 10 = 110 Pat the two parts together: 110 25 1082 = 11,025 ‘Squaring Numbers around 100 ‘fanumberis less than 100 but more than 51, simply figure the difference between 100 and the number. ‘Subtract that difference from the number, and wate the esultas the first digits in your answer. Let's try it on 962: 100-96 = 4. Subtract 4 from 96: 96-4 =92 ‘There's the frst part of the answer. Remember, thisis actually 92 hundreds: 92(00). ‘To get the second par of the answer. take the difference between 100 andthe number (in this case, 4) and square it: 42 = 16 ‘That's the Second part of the answer. Put the two together ard read the answer: 9,216. 96 = 9,216 ‘When you do this with numbers less than 91, you have to cary when you add the wo pars together, This Works the same way as with ordinary multiplication. Just remember that the first part ofthe answer really means hundreds. ‘What is 8827 100 - 88 = 12 88 = 75(00)‘This is the first part of the answer. ‘Square the difference: 122 = 144. Now add that to the first part of the answer: 76100) +144 7744 ‘The answer: 83? = 7,744. When you want to square a number that is larger than 100, you add the difference to the number, instead of subtracting, Fied the square of 106 106 +100 6 ‘Add 6 +106 = 112. This isthe fist par ofthe answer. Remember it really represents 112(00) Now square the difference: 62 =36. Add the two tgsthe to get the answer: 106? = 11,236 Weil show you how to square seme other numbers ina ler section of his workbook. Now You Can Do It ‘One of the keys to human calculating is memory. You need to know the multiplication table. To maze ‘your friends, you must know the squares of numbers up 10 12 as wellas you know your own name. Here they ave. Write each ore ten tines. Then recite the ansters without looking t youre sheet If writing each of these expressions takes you two seconds, and writing a math fact en times commits itto your memory. how many minutes will it take toleam all 12 squares? Find the squares of these numbers: 252 13s? 452 2st us? 1s? 1852 90s? 4652 8852 862 982 922 992 372 a2 1042 932 392 1022 ut vo w us? 1052 552 382 90? 1012 1062 103? ue ox 1082 3 942 1232 1102 1202 1282 962 1222 m2 1192 4852 2a vn 1092 na ia 2526 1410 Cube Roots Here's How to Do It Tocube a number, we multiply it by itself twice. For example, 3 cubed is 3x 3x 3=27. We write this with a raised three after the number to be cubed: 33= 27. Readit, “Three cubed equals 27.” A cube rootis just the opposite. The cube root of 27 is 3: it'sthe number which, multipliedby itselftwice, equals the number in question, Write i ike this a3 Finding the cube rot of member the old-fashioned way is, to putt mildly, a pain. But you can learn a strategy that makes it extremely easy to find the cube roots of numbers that are perfect cubes. you need to Team the following chat Look closely at the answers and you'll see that each one ends in a 18.27 64 135 216 343 512729 ‘This means that when whole numbers from 1 to 9 are cubed, no answer willl end in the same digit! Here's hov to wse this fact Take anumber, sch a 175616 Divide the number ino groups of 3 digi 175 616 Lookatthe number foed onthe right: 616, Lok at the char andsce which number, when cubed ends ina 6, The only one is 216, or 6°, ‘This means the second part of the answer is 6, ‘Newt, look at the left et of digits 175. Between which two numbers onthe cube char above does the number 175 fit? It falls between 125 and 216. The first figure of the answer is always the cube root of the smaller number. The cube root of 125is 5, and so the first digit in our answer is $. Put the two together: 9175516 = 56 If your number contains fewer than 6 digits, divide it into units starting with the first three digits on the ferent digit. right: 9,261: 9261 15,625: 19 625 ‘This strategy works with numbers up to one million,Now You Can DoIt Remember, to really impress your friends and family, you must memorize the cube rock chart, Try your trick on these: 2197 ¥85,184 ¥4096 Vo2673 9/103,823 Yous 125 V7.9 93007763 ¥4.000 6859 Via 9 250,047 V5 368 Y2405 21,952 (405 228 884,736 35,937 3/280,087 V175.616 Yeas VIA 369 VT8,688, VV 15,625 37 456,533 262,144 V5,194 32.768 357911 110,592 ¥ 86,656 Y 287.96 148877 125.00, 718.8 9261 287,496 5832 79,501 140,608 ¥4,096- 1728 V93.089, 1331 ¥39304 195.2 3/a70398 2728 11 TheCalendar Formula Here’s How to Do It ‘Aska friend what day, month, and yearhe was born. Think for afew seconds, andthen announce—with perfect accuracy—which day of the week he came into the world! This stretegy will make you look lke a wizard ‘Your first step isto learn the following significant values of each month in the year: January February March April May June July ‘Avgust September October November December Next, we assign these numbers tothe days: ‘Sunday Monday Tuesday Wednesday Thursday Friday Saturday Now, take the year the person was bom and drop the "19." If she was born in 1945, for example, take 43. Divide it by 4 and drop the remainder, without rounding. 45 +4 =11 (drop the remainder) ‘Adi that back tothe year: 11+45=56 ‘To that, add the day of the month—oar subject was bom on May 7. 5647263 ‘Now add the significant value forthe month in which she was born. ‘The signi 63 +1 = 64, Divide this by 7, the number of days in a week: 64472911 ‘The remainder is what matters. Ittells you the assigned day ofthe week! Monday is 1.and so oar friend ‘was bom on Menday, May 7, 1945. This procedure is easy to learn as the calendar formla. The abbreviation “SV” siands for“signficant Day ofthe week = (wears ) + year+ day + SV 7 Remember the remainder that you getafter dividing 7 into the top pastof the formala tells ou whichday ofthe week you're looking for. ‘The significant values given above work only for the 1900s. To find a day in the 1800s, add 2 to the significant value. Fer the 1700s, add 3; for the 1600s, add 4. To find a day in the 21st century (the 2000s), subtract 1 from the significant value. ‘The calendar formula works only for the Gregorian calendar, which was adopted in ‘most Catholic countries in 1582 and in England in 1752. wwounas-ouus é F the week. Remember them, too: ant value for May is 1 value.Now You Can Do It ‘On what days of the week did the following events take place? Archduke Francis Ferdinand was assassinated, which ledto the beginaing of World War (lune28, 1914), Neil Armstrong became the first person to walk on the moon (July 20, 1968). Edward VIII abdicated the throne of England so he could marry American divorcee Wallis Warfield ‘Simpson (December 11, 1936). ‘The term “United Nations” was frst used officially to describe 26 nations who allied themselves against the Axis powers (January 1, 1942). ‘Alexander Graham Bell spoke the first words over atelephone: “Mr. Watson, come atonee, Iwantyou.” (March 10, 1876) ‘The Salk polio vaccine went into mass di ‘bution (August 1, 1956) Robert Fulton's Demologos, the world's frst steam-powered warship, was launched at New York Harbor (October 29, 1814). Franklin Delano Roosevelt said, with more accuracy than he may have realized, “This generation of Americans has a rendezvous with destiny” (June 27, 1936). ‘The Continental Congress adopted the Declaration of Independence (aly 4, 1776). Irving Berlin's first musical, Waich Your Step, opened on Broadway (December 8, 1914). Sputnik, the first artificial satellite, was launched by the U.S.S.R. (October 4, 1957). ‘Abraham Lincoln was born ina log cabin on Sinking Spring Farm, near Hodgenville, Kentucky February 12, 1809). Richard M. Nixon resigned the presidency of the United States (August 8, 1974. ‘The Great White Fleet, a regata of 16 battleships, se sail foran eround-the-worldcruise mzantto impress the United States’ allies and potential opponents (December 16, 1907), ‘The dg cortisone was discovered: it was used for relief of rheumatoid arthritis (April 20, 1949). Mexico proclaimed Texas as one of its provinces (May 7, 1824), ‘Thomas Jefferson died on the SOth anniversary of his signing of the Declaration of Independence (July 4, 1826). 292.1 Subtraction in More Detail Here’s How to Do It Negative Numbers Even though we've called subtraction ‘reverse addition,” there’s one thing you can’tdo with subtraction that youcan with addition. Youcan add aumbersin any order and always get thesame answer, But youcar’tsubtract in ust any order. For example, 6 +9 is the same as 9 + 6—but 9 - Gis not the same as 6 -9. Can you take a bigger nomber away from a smaller number? Sure! ‘The result is called a negative number. It represents numbers less than 2e10. ‘Grandpa Helvig tramps in out of the Minnesota snow, shivers, and says, “I's 40 below out the ‘means the temperature measures 40 degrees below zero on the thermometer, or -40°. That's very cold, indeed. ‘Tosublracta larger number from a smaller ore, subtract the number ontop from the one on the bottom, and then mark the answer as a negative number. o- 6 3 Subtracting by Adding Numbers around 100 you are subtracting a number near 100 (such as 96, or 98), you can simplify the problem adding the ifference between the number and 100, subtracting 100, and then adding the difference tothe result. Let's try it (on 134 - 96. The difference between 96 and 1001s 4 (that is, 100 - 96 = 4). Aad the difference (4) 19 96: 96 +4 = 100. ‘Subtract 134 ~ 100 Subtract the difference from the result: 34.44 =38. 134 =96 38 Subtracting by Adding fo Fach Number Tfyou add the same amount to both numbers in a subtraction problem, the difference between the new. ‘This comes in handy any ime you can change one Of the numbers involved into a number that ends in 0. Why? Because it’s exsy to subtract with or from mambers that end in 0. Here’sa problem: 148 = ‘Wen change 97 into 100 byadding 3. Then, add3 to 148 and subtracto find the answer to the original problem. 148 + 3 = ISI 292 + 3 =100 SI Subtracting by Subtracting from Each Number Ifyou can add to both numbers in approblem and getthe same answer, then you can subtract from both ‘numbers with thesame effect. Consider 8,796 -6,342. You can subtract 342 from é,342to get 6,000—and you notice thatit’s prety ezsy to subtract 342 from 8,796, too: 8,796 - 342 = 8AS4 6.22 - 342 = 6,000 2484Now You Can Do It ‘Try your new strategies on these: 1s 7 50 25 982 or a ois 23 30 62 982 30 25 128 14 9876 6,789 One afternoonin Minot, North Dakota, it was 35°, By nightfall, the mercury had fallen 47°, How cold was it in Minot that evening? Joe borrowed $15 ftom Barbara. Today he sold his collection of old 33 rpm records ina yard sale or S8, ‘hich he will use to partially repay his debt to Barbara. By howmuch she till inthehole? Express thisasa negative number. (A banker would say that Joe has a negative balance on his debt) Playing “Mother May I," Peter tls his fiends to walk 18 steps forward and then 26 steps backward. How far to the rear do they march? Write this as a negative number. 186 24 340 358 s27 58 +189 236 222 2583 7,682 2.923 3,888 9,564 5482 24.397 L695 2.988 347-98 = 592 307 746-497 4586-1492 = 36 7 2% 2 6 221 83 22 2d 28 129 245, 683, 3 496 98,387 42,761 77,458 83.445 56,823 312.2 Division in More Detail Here’s How to Do It Factoring ‘Some difficult-looking problems can be made very simple by a process called factoring. This is based ‘onthe principle that you get the same answer by dividinga number by the partsofadivisor as youdo when you divide by the whole divisor. ‘The parts of a larger number are called factors. For example, 6 and 3 are factors of 18 (because 6 x 3 = 18). Suppose we want todivide 486 by 18. First divide 486 by 6. 4864.6 =81 [Now divide the result by 3, 8143=27. ‘Tais result, 27, isthe same as the answer to the original problem! 486+ 18 = 27 ‘Multiplying or Dividing Both Parts of a Division Problem ‘Whenyoumuliply or divide the divisor and the dividend bythe same number—any number—) change the answer tothe division problem. Ifthe divisor ends in5, forexample, you can double itand the dividend, and then you can divide by @ number ending in zero, which is easier. 28212 Multiply both parts of the problem by 2: 25x2=20 22x 2-404 Now divide: 81.24 S044 (ove: By doubling the dividend ad divisor, we gt the sane answer [quotient but he remainder is doubled, The answer to 25) 212 is actually 812. Ifthe divisor isa multiple of 5, you can divide it and the dividend by a factor that turns the divisor into. 4s)730 We know 9 x $= 45. Sodivide both pans by 9. Of course, your dividend has o be evenly divisible by the factor you want to use! 45+9= 720 += 980 Now-—what a piece of cake! 16 5)80 01,720 +45 =16 ‘Adding or Subtracting from the Dividend Another way to tame adifficult problem is to change its dividend into a number that ends in zero. Say ‘youwant to divide 2,396 by 4. Notice that 2,396 is 4 less than 2,400. So, add tothe dividend to make ita number that ends in zero. 322,396 +4 2,400 Now perform the unbelievably easy task of dividing 2,400 by 4: 600, 492400" We added 4 and then divided it by 4. So we now have 1 unittoo many (4+ 4= 1). Tocorrect for this, ‘subtract | from the result: 600 at 599 Believe itor not, that’s the answer o the original problem. 2306+ 4 = 599 Ifthe dividend is on the high side of zero, reverse the process. apa ‘Subtract 2412 -12= 2400. We've already seen that 2400 + 4 = 600. We have subtracted 12 ard divided it by 4. leaving us with 3 units too few in the answer (12-+4= 3), Therefore, we must add 3 to our result: 600 +3 = 603, 2812+ 4 = 603 6/1823 Subtract 1823-23=1800, 1800 +6=300. We have subiracted 23 and divided it by 6 leaving 3 units and a remainder of 5 too few in the answer. So, we must add 3 and a remainder of 50 our answer. 300+31.5=303 15, Note: The above process is difficult when we have to add to the dividend. For example: 4305 When we add 5 to get 2400 and divide by 4, our answer is: 600-1. 1= 598 r3. Asyoucan see, for this to work easily the number you add or subtract should be evenly divisible by the divisor. 3Now You Can Do It Fector the divisor: 16128 yi 127352 2168 198 14154 183 16)208" 24y192 3a 8 18)52 12)288 24)624 219768 Multiply both parts to make the divisor end in 0: (Remember to divide the remainder atthe end.) 15)187 35140" 15)253 55)210 sy30e" asyait S)50r 1)07 45)37 105)309 555)18,000_ sya Divide both parts to make the divisor a S: (Remember to divide the remainder atthe end.) asysa 13)a5~ 20)8- 1535" 33) 40104 65)156 85)102- 105)375- 115}483 55)396 85)1,037 9s )1159 495)728 915)1,058 ‘Add to the dividend to make it end in 0: oyna oy2a7 335 1224 816 Mayra 17) 2184 325665 18)554 aire so)RI7 20 )L678 3891276 Subtract from the dividend to make it end i 0: 4)308 13926 12)512 ‘7414 3109" oye 4998180 325,096 28)168 54jez16 6810, SI) ISS 23)6,161 42)18,12636 23 Squaring in More Detai Here’s How to Do It Squaring Numbers around 1,000 ‘The strategy here i similar to squaring numbers round 100. Mostimportant: keeptrack of yourplace valucs! Let's find the square of 995: 1,000 996 4 Subtract 996 -4 = 992, the first pan of the answer. I rally represents 992(000), or 992 thousands. Suate the diference: 42= 16, Remember at ss 16,n016(0. Writethe second part of the answer in the tens and units places. leaving zero inthe hundreds column, You'rereally adding 992(000) and 16: 992(000) +16 92016 oF, 9962 = 92,016 Fornumbers higher than 1,000, addinstead of ubtratingthe difference, just asyoudo for numbers higher than 100. ‘Squaring Numbers That End in | If you know your multiplication table, its easy to square numbers thatendiin zero, up to 120. All you have to dois square the first part and then add two 0s. = 144 and 00, 0r 14,400 To square anumber ending in one, fist think of the number right before it, which ends in zero. Square that number, For example, 212; “The number before 21 is 20 202 = 400 Now, add that nextlower number to the number you're squaring: 20+21 =41. ‘Adi the two results to get the answer: 400 #41 “1 or, 212 = 441 Squaring Numbers That End in Four ‘You already know how to square numbers that end in five, When you want to square a number ending in four, first square the next higher number (which will always end in five. What is 3427 Fins find the square of 35: 352 = 1,225, Now add the number (34) tothe next higher number (35). 34+ 38 = 69, ‘Subsract this from the square of the higher number: 1,225 - 69 = 1,156. The resultis the answer! 342 = 1,156 ‘Squaring Numbers That End in Six ‘This time, square the next ower number, which alwaysends in five. Try iton362: thenexinumberlower than 36 i835. as2 2s‘Ada the numberto thenext lowernumber: 36 +3571. Andinsteadof subtracting, ad this tothe square of the higher number: 1,225 +71 = 1,296. ox, 362 = 1,296 Squaring Numbers That End in Nine First square the nexthigher number, which alwaysendsin zero, Add Wve number iobe squaredto the next higher number and subtract the result from the square you've found. For example, what is 792? “The next number higher than 79 is 89. 802 = 6.400 ‘Adi the number ané the next higher number: 79 + 80 = 159. ‘Subtract this from the square of the higher number: 6,400 - 159 = 6,241. or, 792 = 6,241 Now You Can Do It Use the strategies you now know to work these squares: oon 9382 oon goa? Loe? 10072 1.0022 1,0082 ose 1.0032 sox 1,0062 a2 82 a2 m2 4 612 ne a2 10322 12 9382 hon? ag? sa or 12a? 2 2602 312 12 200182 1202 5 ss? 262 462 662 se 36 s62 762 962 6662 9862 1362 4262 492 792 nse 250 3292 1392 2192 4492 9812 1.0122 1,0372 si2 tor 912 7a 1062 nee 2168 392 363.1 Adding Fractions Here’s How to Do It To aid factions that have the same botim namber (denominator), you simply add the nambers above the Tine (he numerator). Then, if necessary, reduce the faction (0 its lowest terms. For example: +16 8 i6 We have added the numerators: 5+ 1+ 2 8. We putthat number over the denominator that all three fractions shared (16). ‘Next, we must reduce 8/16 by dividing each term by the same number. Both 8 and 16 are divisible by ‘and 16 +8 =2, Use the 1 as anew numerator and the 2.as anew denominator to find the answer: 8: 8+8= got 6 2 56+ 116+ 216 2 Finding a Common Denominator ‘Sometimes you need to ade fractions that have different denominators. We might, for exemple, want to ‘know the sum of 3/8 and 1/16. Fractions must have the same or common denominators in order for us toadd them, ‘We can change 3/8 to sixteenths by multiplying both the numerator and the denominator by 2. 3x 2=6 8 x 2=16 Now it’s possible o add the fractions: 6 io 1 +16 a 16 ‘Since 7/16 cannot be reduced, itis the answer. ‘Here's another way to find a common denominator: First mubiply the denominators together. 3738 ne 1 3 1 4 Multiply 2x 3x4 =24. Now, change each fraction to 24ths by multiplying its aumerator by the number required to change the denominator to 24. To change the denominator of 1/2 0 24, we must multiply it by 12; so, multiply the numerator (1) by 12: 1x2=R 2x12 4 To change 1/3 to 24ths, we multiply by 8; to change 1/4 to 24Uhs, multiply by 6. 1x8= 8 3x8 2 1x6=6 4x 6= 4 ‘Toaddlthe fractions, add thenew numeraors: 12 + 8+6=26. Pucthatnumber over the common denominator and reduce: 26/24 = 1 2/24 0r 11/12 ‘To change an improper fraction, a fraction where the numeratoris larger than the denominator, (26/24) to a whole number and a fraction, divide and use the remainder as the numerator: 26+ 24 = 1.2, 0F 1 2/24 ‘Thismethod works with large factionsthatdon'thave any obvious common denominator. Actually, we could see ata glance that 12is also acommon denominator for 1/2, 1/3,anx 1/4: 2=6/12; 1/5 =4/12;and 15 = 3/12, ‘Those fractions total 13/12, or 1 1/12. Remember, there's always more than one way to find the answer toa math problem! Human Calculating with Fractions Here's a really fast way to add fractions. First, multiply the denominators. ‘Then cross-multiply the ‘numerators and denominators and add. For example, what is 1/3 + 1/2? Cross-maltiply the first numerator times the second denominator: 1 x 2=2. Cross-maltiply the second rumerator times the firs denominator: 1x 3=3. Add the two products: 2+3=5, Thisis the answer's numerator: Multiply the denominators: 2x 36, Make that the denominator of the answer: 1/6, And the answer 516. or, 13+ 12 =5/6 I you'relucky enough to add two fractions whose numerators are I, jst put the sum ofthe denominators over the prnduct of the denominators. Add 1/3 + 1/8: ‘The sum of the denominators is 3 + 8 = 11. This is the new numerator (11/2). The product of the denominators is 3 x8 =24. This isthe new denominator (2/24). The answer is; 11/24, 13+ V8 = 1704Now You Can Do It Practice finding common denominators for fractions: 213 and 1/4; 1/2 and 3/8; 47 and 5/6, 4 and. 16; 215 and 13; 219 and 1/3; 5'8 and 4¥5; 1/10 and 1/2; 3/6 and 7/8; 9/0 and 1/11 718 and 1/6 and 3/4; 2/5 and 4/10 and 7/15; 3/110 and 1/9; 11/12 and U5 and 2/9; 5/5 and 18/45, and 32/80 Reduce these fractions to their lowest terms: SNO; 478; 6/12; 18736; 9/15 7/21; 12/14; 39; 40/60; 1820 50/100; 121/132; 26/28; 35/56; 45/81 ‘Add by cross-muliplying: 1 g 2 4 6 8 2 4 1 43 43 42 1 4s 2 9 16 10 4 3 18 au 28 223 2 a 4 8 9 10 az 13 3 +45 #10 “8 150 Be ok aw bone 39Add these fractions: en Re Be Be e Be be Change to whole or mixed numbers: 16/15; 8/5; 42; 973; 18/12 LOIS; 2877; 32/9; 25/15; 36/32 18/12; 92/42; 63/45; 13009; 1.248164 Beno 2 b ne Be ae ke om ke be Bix on on3.2 Subtracting Fractions Here’s How to Do It ‘The basic method for subtracting fractions uses the same principles we leamed for adding fractions. Find acommon denominator. Change al the fractions to new fractions with that common denominators. Subtract the ‘smaller numerator from the larger one. And if necessary, reduce the resulting fraction to its lowest terms, Here's an example using fractions that already have the same denominator: Wl s=2 B48 43 ‘What about subtracting 1/3 from 2/5? First, give the fractions common denominators. The lowest common denominaior for 13 and 2/5is 15. 2 «32 6 5 x32 15 1 3 3 15 [Now subtract the new fractions. 18 a is ‘There's the answer: 25-3 = WS Human Calculating with Fractions: Subtraction Rememberhow we added fractions by cross-multiplying? Well, wecando the same thingon subtraction, Le’ say you want to subtract 3.2 a5 “The common denominator is still the product of the denominators: 4 x5 =20, To find the numerator, «ross-multiply the fir numerator and second denominator, and then the second numerator and first denominator, ‘Then subtract these numbers: 3 x5-2x4= 15-87. Put this over the common denominator. 2.251 45 20 4)Now You Can Do It Remember to reduce the answers to their lowest terms, and that it’s possible for some answers to be negative numbers, 6 R a 4 8 8 15 10 5 9 4 2 4 2 2 23 as 10 a 2 10 u 1B 4s oa 16 26 19 18 at f 2 BR LB a 216 226 = 8 221 R 3 48 23 176 96 a 165 4 980 i“ R 2 2 33 296 +61 16s 84 2980 Subtract by cross-multiplying: 4 1 a a 1 5 8 6 10 8 a a 2 26 2 a 5 1 3 4 9 2 5 Ee oon keaa aa a4 “7 “~ "4 wa ‘Subtract these fractions: 2 103 74 “4 a) “y as 14 ay oh] aq a4 I wy aq oy a3 aq “4 sq na ag33 Multiplying Fractions Here’s How to Do It ‘Tofinda fraction ofa larger number, mukiply thenumber by the fraction, For example, to see how mech 273 of &cupsis, multiply 8 cups x 2/3 ‘Tomultiply a fraction by a whole number, simply multiply thenumerator by the number, place the result over the denominator, and reduce the resulting fraction to its lowest terms. 8x28 Multiply 8x 2= 16. Place the 16 over the denominator of 3: w3 Reduce the fraction: 8/3 =2 2/3 8x23=223 ‘To multiply two fractions, multiply the numerators and then multiply the denominators. If possible, simplify things first by reducing the original fractions to their lowest terms, and of course you reduce the answer, 100. Lx2 Bx3 First multiply the numeratos: 4. This isthe new denominaior. 1x202 ax3 Reduce the result: 2/24 = WI2, 8x23 = WAR. Sometimes you can make ashortcut by canceling. There are two waysto cancel. One isto cossivide ‘numbersin amulipliation problem, i they divide evenly nto one another. Divide numerators wth denominators only—not numerators into numerators or denominators into denominators. Inthe example above, 2 goes into 8 fourtimes. Draw a line though the 2 and replace it with aI: daw 4 line through the 8 and replace it with a4 1 xe 4x3 4 [Now multiply Ix 1= 1 (new numerator) and4x:3= 12 new denominator) to see theanswer: 1/12. This saved having to reduce the answer from 2/24. ‘Whenever you find eros in both a numeratoranda denominator, you can cancel them, tbo. inthis case, they simply ¢isappear. Say you need io multiply 1/10 x 360/92. x2=2. This isthe new numerator. Then multiply the denominators: 8x3 1x 360 10 92 ‘Cancel the zeros in the numerator (360) and the denominator (10). Now you just multiply 1 x 36 =36 (new numerator) and 1 x 92 = 92 (new derominater), 1/10 x 360/92 = 36/92. Now reduce the result: 36/92 =9/23 Be sure to canes! only the number of zers inthe second number that coresponds tothe number of zeros in the first number. For example, to multipty 10/16x 8/4200, you could cancel only one 0 from 4200, to match the ‘one 0 you cancel from the 10, 1Q x 8 Cancelone0: 1/16 x 8/420 16 x 4200 and 16x 420 = 6720. Reduce this fraction: 8/6720 = 1/840. 10/16 x 8/4200 = 1/840 Mubiply 1 x8Now You Can Do It “4 a] “a “a “a | “a “a “a “a aq "y aq “a aa “y “4 “] 74 #4 “a “] “"] 20 210 aR “IS “a “4 aq “aae “4 “a a4 "4 “a ag 4 44 ay "y “a 44 “a 14 4g “ay x) 2 iso 320 ag *4 “a “4 |34 Dividing Fractions Here’s How to Do It ‘To divide a fraction by another fraction invert the divisor and follow the same steps asin multiplication, iby V4: del 2°4 ‘The divisor is 1/4, so we tum it upside-down: 4/1, 1y4 21 ‘Cancel the2 into the 4: 1,42 Le") the answer's numerator, and 1 x 1 =1, the denominator. Qe 1 Le’'s di ‘And maltiply: 1 x2 Because any number divided by 1 isthe number. 2/1 = 2. Ay le 2%4 2 Dividing with Fractions and Whole Numbers What if you need vo divide a fraction by a whole number—say, 1/3 + 2? Make a faction out ofthe whole number by putingit over 1. Aswe ust saw,2is the simeas 2/1. Then invert ths new fraction (because itis the divisor) and multiply. te 372 ‘The answer is U6. To divide a whole numberby a fraction. once again invert the divisor (this time, the fraction). Let's see ‘what happens when we divide 2 by 1/3: ele aes 3 2x? eis 2+} 26 ‘Whea you divide a number by a proper fraction, you get a larger number! 47yl 241 2°6 3°3 Lad 0,6 75 ns Ase, 88 2,7 190” 7180 100 "i0 1s 2, 377 3°? 243 ae 4 3 1, M4, 2°'4 9°* a seh 3 5 5 16 “6 ™s 4 +18 2 5 48 Now You Can Do It 20,15 41100 1, i+16 Sa1g 6 So Sora 243 9» 10 12 14432 81 25100 5 ord to +8 ef yo 6 too+ {8 148.3 250 844 s+ 6 15 +4 od35 Handling Mixed Numbers Here’s How to Do It ‘A mixed number occurs when a whole number and a fraction appear together: 11/2is a mixed number. Another way of expressing the same value is with an improper frection—a fraction whose numerator is larger than its denominator, The mixed number 2 3/4 i the same as the improper fraction 11/4 ‘Todd, suteract, multiply or divide mixed numbers, you can convert them to improper fractions. Do thisby multiplying the whole number bythe fraction’s denominator and then adding he resulttothe numerator. This ives you the numerator of the improper fraction. 23/8 Multiply 2x 4 = 8, and then add the result tothe numerator. 3: 8 + 23/4= 104 ‘Tochange an improper fraction into a mixed number, divide the numeretor (11) by the denominator (4). Use the remainder as the numerator of the mixed number's fraction. M+422 23 ‘The 2is the whole part of the mixed number; place the remainder 3 over the denominator to find the fraction: 3/4. necessary reduce the fraction. 1422.98 ‘Any fraction that has a1 as a denominator equals the numerator. For example, $/1 = 5. ‘Any fraction that has the same numbberas a numerator and asa denominator equals. For example, SS = | Now You Can Do It ‘Change these mixed numbers to improper fractions: 5.1/2; 3 4/5; 6 718; 2 9/10; 4 4/7 9 21; 15 6/7; 21 7/8; 46 2/5; 3 14/15 17 12/13; 12-415; 19 2110; 50; 72 3/8 ‘Change these improper fractions to mixed or whole numbers: 15/7; 19/6; LOIS; 8/7; 14/3 21/7; 25/8: 3216; 16/15; 43/9 33/12: 168/168: 18/14: 151/75: 12/1 49Here’s How to Do It ind of faction. Itexpresses fractionsin tens, hundreds, thousands, and so forth, Forexample,1/2s the same asthe desimal 5,or 5/10, Thefigures after the decimal pointrepresenta faction. One ‘igure stows the faction counts tenths; two figures, hundredths, thre figures, thousandth, and ond oinfiity S/O= 5. five tenths 5/100 =.05 five hundredths '5/1,000=.005 five thousandths '5/10,000 = 0005 five ten-thousandihs 5/100,000 = 00008 five hundred-thousandths Notice that no comma appears in the figure to the right ofthe decimal point “To waite 37/100 asa decimal fraction, just write 37. To make it37/,000, write 037. For 37/10,000, write 0037. And toexpeess 3 7/10, you would write 3.7. You can tum any fraction intoa decimal by dividing the denominator into the numerator. Let's try that on 5/10 1095 ‘Writea decimal pointafter the 5, and then place another decimal pointjustaboveit wherethe answer goes. 10)3 Now divide 10 into S010 get. Place the $ ever the 0, tthe rightof the decimal point, and you will see how 5/10 tums into St s 1050" Zeros after the 5 don't change the decimal fraction’s value: .5 = 50= $00= 1/2. ‘You'll findit useful to lear the decimal equivalents of afew common fractions. If you need to find what 25 of some quantity is, for example, you'll know that all you have wo dois divide by 4, because .25 isalways 1/3. 142.25 1 S 3 (approximately) 213 = 666 (approximately) 18 =.125, 1/12 = .08 (approximately) Notice that some decimal equivalents are approximations, This happens when the denominator will not ‘evenly divide the numerator no matter how many 2270s we putin, Sometimes, as with 1/3 oF /3, a single number repeats over and over:at other times, as with 1/7 or 1/11, set of numbers repeats over and over. Th 333. and I/7 = 142857142857... these are called repeating decimals.51 Now You Can Do It Write these numbers as eight tenths. nine tenths sixteen hundredths three thousandths four hundredths ‘one hundred twenty-two thousandths fone and one-half one fifth three quarters ten and three hundredths ‘twelve and thirty-one hundredths imals: ‘Change thes fractions into decimal fractions: continue repeating decimal until you see the pattern start over again, 6 49 3/7 2 618 1220 13/21 416 5/7 2045 123/458 16/125 90/360 27/60 5/1600 26/95 15/322 10023 25/8 176/7 1,241/2,555 1003/15 16/8 398/88 25 1/442 Adding and Subtracting Decimals Here’s How toDolt Decimals are added just the same way as whole numbers. I's especially imponantto keep tackof place vahies. When you writedown a column of decimal figures be sue to write the decimal points one directly beneath the othe, This will help insure that you don't accidentally add tenths to hundredth. 4586 1321 7074 43 2192 Usethemethod easiest for you toadd the figures. Whenyougettothetenthscolurmnand you have tocar. remember that tenths carry over into units. Simply add the numbers exactly as you would add a column of whole numbers, and then place the decimal point in the answer directly below your column of poins. 4.586 B21 7.074 43 2162 56.790 Subtraction works the same way. Be sure to keep the decimal point in order. 135.8791 = 22.648 Note that the .645 isthe same as .6450, so you subtract O from 1. 135.8791 222.685 113.2341 What if you want to subtact 4.4257 from 22.6452 Add a 0to 649 and proceed. 2645 = — 22.6450 +44387 = -4.4257 18.2193 “This makes it easy to subtract, say, 3/10,000 from 1/2Now You Can Do It ‘Add decimals representing these numbers: ¥2+215 ‘M4 +13 8 + 3/8 s412 12344278 4/5 +27/100 1628 +847 267/1,000+ 3/4 64+ 172 9/10 + 146/100 7YS0+9710 $2443 1739/4427 120 BID+SIIS 61204619 4235 +1078 Subtract decimals representing these numbers 34-04 98-13 v2. us 23-172 118-478 STN0-310— 140-172 7-3/0 4s-3910 L1R- US 1010-734 1-27/100 25/100 - 21/1000 a's -7/100 25/6-9/10 15/100 - 17/1000, 9172-99900 1/4 -2780 19- $290 16 18-1118 ‘Add these decimal numbers: 123 66.4 3412 36 8 4g2) 22434541 6.68 + 4.0091 3.62.4 21 + 37.208 61,889 + 1.3 + 923.0071 12 + 37.348 6+ 3094478 184184 18 TALE LIT 4177471 8.249.821 38.005 + 1.435 +5.505 412.5 4.5641 1,876,890123 + 45.7612 + 42+ 761.227 ‘Subtract these numbers, using decimals: five tenths minus twenty-five hundredths tree and thirty-three hundredths minus one fifth four fifths minus one sine hundred thousandths minus one half During asummer drought, the evel of water in the ‘own water tank fell to 1/4 ofthe tank's capacity of 100,000 gallons. Fall rains aded 50,000 gallons tothe tank. How many gallons are now in the tank? Express that asa decimal fraction of the tank's capaciy. Subtract: 1.227 3.22 sls 82.658 pad 21076 2603 78.169 87.37 035 2001 - 51.54 2225-12 3.8211 - 08 9099 - 099943 Multiplying Decimals Here’s How to Do It To multiply numbers with decimal pints. frst use the method that’s easiest for you to find s product, ‘ignoring the decimal points, Then, countihe total number of figures tothe right ofthe decimal points inthe problem. Thiswoal isthe numberof igure hat must pear tobe ight f the decimal pontin he answer. Focexample, 4.21 X35: 421 xa Cross-multiply 421 x35 = 14,735. Now count the number of digits tothe right of the decimal points— there are two in 4.21 and 1 in 3.5, fora total of 3. That means the answer has three digits to te right of its decimal point: 14.735. That's all there is toitt 421x359 = 14.735 Now You Can Do It Practice muliplying these numbers as decimals: 92 34 410 aul 322 a2 40 97 761 3.3 x8 x.003 300 00s 132 xan x2 x1 6.89 x01 3x12 7.007 x2.001 ATK 99.119 x 50 7942.1 4899 3829 xt 005 aac? 3.3333 62.148 790 x3 x12 x867/100 2 28. n9 455 4312 xa 94,82 2no4.4 Dividing Decimals Divide decimal numbers just as youwould whole numbers. The trick isto figure where the decimal point ‘goes inthe answer, There are two ways to do this. In one method, you count the number of digits to the right ofthe decimal points in the divisor and then in the dividend, Then subtract the divisor’s number from the dividend’s to get the number of digits to the right of the decimal poirt in the answer. 9108 We know that 108+9 = 12. The dividend, 1.08, has two decimal digits (,08) and the divisor, 2,has one decimal digit. Subtract the divisor's from the dividend's: 2-1 = 1, The answer contains one decimal digit: 1.2 Tn the second method, writ the division problem in the conventional way: syi.08 Witha pencil or inyour mind’ seye, move the divisor's decimal pointall the way to the right. Then move the dividen¢’s decimal point the same number of places to the right oye Place the decimal point over the new place in the line for the answer, and divi 12 9108 1.08+9 2 If the there are more digits behind the decimal point in the divisor than in the dividend, add zeros tothe dividend until you have enough figures. 009108 009910800 1200 910800 10.8-+ 009= 1200Now You Can Do It Dividing these numbers is easy when you keep the decimal points straight. 8)7Z_—3.S)TS .42).2352 .63)3028 2.7925.92 6s12= O15 +3/4= S/00+ 1no= 22.95 + 045 = 3740+ 5.5 = 82.7VERT S)O7S 82}973 3)2VF 26.3)631.716 55.8)93186 53)90-1 5.3)901 53)90.1" .012);768"5.1 Percentages and Fractions Here’s How to Do It Percentages ae a special form of decimal fraction. “Percent” means“ is a way of figuring parts ofa whole by hundredths. To say "74" means “seven out of 100 parts.” When we say “percent of something,” Weare speaking of that many hundredths oft. Ten percent of 56,forexample,is the same 410, orten hundredths, of 56, Percent to Decimals “To.eonvert percentages to decimals, all youhave todo is move the decimal point wo laces tothe eft and drop the percent sign (%). Decimals to Percent sign. Fractions to Pereent We have seenhow to equate certain decimal numbers toeasy-to-work-with fractions. For example, 5 isthe same as 1/2, and 8s the same as 4/5, Since percentages are really hundredths, some percentages equal useful common fractions, When you know that 20% =.20- 1/5, it's easy tofigure 20% of 155: just divide ISSby S. Why? Because 20% = 1/5 of 185. oF 1/5 x 155. 20% of 155=31 ‘Any fraction can be expressed as apercentage. Ifthe fraction is already a hundredth, just express it as ‘a decimal, delete the decimal point, and place the percent sign (#) aftr i ‘To express other fractions as percentages, first convert them into decimals (divide the numerator by the denominator), Then shift the decimal point (wo places tothe right 2s ‘Move the decimal point two places to the right: Here are some common percentage equivalents to fractions: 110 = 10% US = 20% S733 13%, 0 33.3% (approx. 33%) 40% 309% 66 Y3%, 0F 66.6% (approx. 66%) ‘Knowing these, you can easily ind 10% of any number simply by dividing the number by 10. To find. 20% of a number, divide by 5 250 of a number, divide by 4 ‘Approximately 33% of a number, divide by 3 40% of a number, divide by $ and multiply by 2 50% of a number, divide by 2 “Approximately 66% of a number. divide by 3 and smoukiply by 2 75% of a number, divide by 4 and multiply by 3 80% of a number, divide by 5 and multiply by 4 Now You Can Do It ‘Tur these decimals into percentages 81 95 16 or 34 643 $91 2.36 oF 008 401 370 2 5 5.08 083, 9401 0701 7907 385.385, Out of every 100 minutes after school, Joe watches soap operas for 37 minutes. What percentage of his time is spent watching the soaps? ‘Turn these fractions into percentages: us 3i51 146 sno 67/100 516 nas 78 2 19/20 1015 525 ons. w 3 1110 318 14s 912 i810 ais 53160 9060S 825 ‘Throe quarters ofthe pets sold by Theresa's Pet Shop are goldfish. What percentage of her sales ismade up of golefish? “Tum these percentages into fractions, mixed numbers, or whole numbers: 5% 60% BIB — 10% 90% 40% 13% 25% 100% 66 23% 125% 30% 16% 81% 172% 95% ne 540% 480% 233 13% 1.625% 51% 200% 5.001% 4.804% Jeanine, a hospital worker, visits 38 patients each day. When she has seen $O% of them, what fraction of the total number of her patients has she visited? How many people is this? Tum these percentages into decimals: 87% 50% 100% 4.287% 13% 35% S% 15% 342% 204% 99.9% 999% 40% 05% 112% 3.25% 25%. NG 335% 008%$2 Working with Percentages Here’s How to Do It ‘What Percentage of a Number is That? Lee Wong's factory made 8 widgets today. Their production schedble says they should make 32 widgets uring the week. What percentage of their weekly production did the factory workers accomplish in one day’? ‘The question is, what percent is § of 32? Figure the percentage by dividing the number that follows the ‘words “what percent is" by the other number. Then move the decimal point two places to the right to see the percentage. In this case, we divide 8 by 32: 8432225 8 = 25% of 32 Another way todo this: make a fraction ofthe wo numbers: 8/32. Reduce itas far as possible andchange itto-a decimal number. Then move the desimal point two places to the right 932-14 Wa 2.25 8=25% of 32 How Many Is a Percentage of That Number? Inthe third week of May, the Lee Wong Widget Factory produced 75% oftheir quotaof 32 widgets. How rany widgets did they make that week? ‘Now the question is. what is 25% of 322 “To find the answer, change the percentage to decimal by moving the decimal point two places to the let: 1860 = 15 Multiply the number whose percent you wish to find by the decimal fraction: 32 widgets x.75 = 24 widgets It you know the fraction equivalents tothe percentages, you have a short-cut: 75% isthe same as 4 To get the same answer, simply divide 32 by 4 and multiply by 3. 32 widgets +4 =! Bx 3= 24 widgets Now You Can Do It ‘Convert the percentages to decimals or fractions to figure the answers to these 5% of 328= 14% of 82 25% of 40: 33. 1/3% of 90: 30% of 160. 21% of 67= 18% of 98: 2% of 101 35% of 66 80% of S0= 21% of 99 20% of 350, 10% of 1,562 = 15% of 1,60) 75% of 132 = 59101% of 15 93% of 27, 66 28% of 60 10% of 90 = 210% of 40 = Divide to find the answers to these questions: 20 is what percentage of 80? 40 is what percentage of 50? 10 is what percentage of 20? 16 is what percentage of 32? 25 is what percentage of 50? 36 is what percentage of 72? 42 is what percentage of 56? 19 is what percentage of 20? 27 is what percentage of 102? 34 is what percentage of 257 100 is what percentage of 150? 99 is what percentage of 182? 77 is what percentage of 177? 480 is what percentage of S00? 760 is what percentage of 1,000?64 Learning to “Speak Algebra” Here’s How to Do It Algsbrais away of speaking and thinking about math. It allows uso express ideas i shorthand. ‘An expression in algebras simply a way of making a statement. For example, suppose we know that ‘4 Compact Dise playeris on sale for 25% less than the regular price. We could have the leer § stand forthe sale price and the letter stand for the regular prise. We remember that one way tofind a percentage of a number is 0 ‘multiply the number by the decimal equivalent ofthe percentage—in this case, 25% isthe same as.25. Then we could say,"‘The sale price is 25% less than the regular price” in algebraic language, like this: S=1-25 How do we read that expression? “The sale price, S, equal the regular price. minus.25 times In algebra, there are wo important kinds of numbers: variables and constants. A variable isa number whose value may change. A consantisaaumber whose value is alwaysthe same. For example. there is 4 constant called x. which is used in figuring the dimensions of a circle. That symbol, Pronounced “pie,” is the Greek letter “pi.” The value of wis always approximately 3.1416. It never changes—it remains constant ‘A variable isa number that can change according to circumstances. For example, when we wantto igure ‘ut the sale price of our Compact Dise player, we know that both the regular price and the sale price will vary according 1o which "CD" we wanttobuy—some "CD's cast more thanothers. So, inthe formulaabove, both $ and are variables In algebra, we are allowed to symbolize any namber with leter ofa Greek letter, We show how the ‘numbers relateto each other using symbols similar tothe ones we use in arithmetic. We use + tomean “added to,” = for “subiracted from,” + for “divided by,” and.= to mean “equals.” We alsocan show division by writinga fraction. The number or numbers tobe divided go on top, and the number we are using as.a divisor goon the Bottom. To write “6 divided by 3,” then, we coald write: 6 3 A special kind of We know that 6 is the sameas 2 plus 4. If we wanted to divide 2 plus 4 by 3, we could show it like dad 3 ‘We could show that a variable—any number—is o be divided by 3. Simply let the letter x stand forour variable: x 3 Read this as “x divided by 3.” And if we wanted to say that two variable numbers ae to be added togetherandthen by another, we may simply place both numbers together: .25t 6162 a>7 ‘This says “ais greater than 7.” ‘The symbol means js equal to or greater than; and the symbol < means is equal to or ss than The symbol + means plus or minus. 1 10 reads “a is equal to or greater than 10” bS 10 reads “b is equal to or less than 10” ‘¢ 0 reads “e plus or minus 10” Parentheses are used to group figures together. When you see them, it means you should perform the ‘operations inside the parentheses first. and then proceed with the rest ofthe formula. Normally, all multiplication and division is dove first, and then addition and subtraction. Here are some examples: (x+y) means “a number that is the sum of x and y" (xy) means “a number that is the product of x and y" (xy) means “a number that is the result of x minus" (xy + a 6) means “a number that is the result of multiplying x times y, adding a, and subtracting 6.” Suppose we saw a statement like this: 6X4 Ola tbte)+ 369 6 [If we didn’t know the values of any of the variables, we could still simplify this statement by dividing the 6 into the 36 in 36y and into the Gof the frst part: 6+6=1 and 36-+6=6, Wecould then cancel the6 and change the 36t0 a6: Bx+ Gila tb +e) 4 36y = (x +6) (a+b +) + by 6 But suppose we knew the values of ab c,x, and y. Suppose the values locked like this; x=? If we filled in teters with the values, we would know exactly what number our formula represents: SQ+613 454143604 6 Perform the operations inside the parentheses first: 246=8 3454129 [Now the statement looks like this 6x8x9436x4 6 Next, multiply: 6x8x 36x4= ‘This makes the statement say 4324 14d 6 Now divide: 432 +6 +24 ‘Tand 24; 2 and 144 «6 =24. Cancel the 6 and replace 432 and 14 wi‘Add these numbers to get the sum: 96, ‘With the variables we were given, we see that Now You Can Do It ‘Translate these statements into algebra: (Use your own letiers for variables) (One number is added to a second number. Multiply an unknown variable by 3. ‘Three hundred forty-eight is more than 27, Five times an unknown number is more than 1,786. A certain number equals six. One numbers subtracted from a second number. One number times another number equals a third number. One number divided by another namber is twice as large asa thied number. A certain number is greater than 8, but it could also be equal to 8, ‘Ten plus eight—or sometimes minus eight—times 14 equals change a number. ‘Add fourto certain number, take the sum and multiply ities the same variable mins 10; divide the resultby 16. ‘Symbolize a constantas x (thisis the Greek letter “pi,” and itis pronounced “pie.” Itreallyis aconstant. Which is always approximately 3.14416). Call the area of a circle A, and the distance from the center tothe outside ofthe crcler. The area of ths citcle is this distance squared times pi. Write that statement asan algebraic formula Suppose we havea series of variables, but ona certain day we know how much they stand for. They and their Values areas follows: a=0 125 y=10 123 With these in mind, figure out the values ofthe following statements: (a+y)-042) abx xy Sy x 3b b+ 29) St n>-a ab(a + boc +x) Act zlab+ 3be) - 48a 4a Walz=2+ 10x)- 18b Re6.2. Nine Easy Steps to Algebra Here’s How to Do It ‘There arejusta few basic ground rules for algebra. Once you learn them, you're on your way toa grasp. Of the whole science. Here they are: 1 The sum of a series of numbers is the same, no matter what order you add them. ‘You know this from arithmetic: 2+3 +5 isthesame as 5 +3 +20r3 +54 2or 245 +3, and so forth. “The same rule holds true in algebra, even when Values are grouped in parentheses. Por example: (ay teaxty texty ee or Xtytzezty4xsytztx And soon. 2. The product of numbers is the same, no matter in what order they are multiplied. Here,too, we know from arithmetic that2 x4 =4x 2, Inalgebra, we can make general statement about that fact xy = yx, The product of more than two numbers alsois the same, no matter how you multiply them: (ay)e= xly2) = xyz = 2yX= yx 3. Ifyou multiplya sum by a certain number, you get the sameresult as you would ifyou multiplied ‘each number in the addition problem by the same number. Let's ry that with arithmetic. Suppose we add 2 + 4 2 6 Now, suppose we multiply the answer, 6, by the number 2, 6 x2 2 What would happen if we multiplied each of the numbers inthe addition problem by 2 and added their products? 2x2= 4 4x2= 48 2 ‘The answeris the same! Weel y tat in the language of algebra like this: (xt ymaxet ye 4. Youcan subtract any number fromanother number. Sometimes theresultisa negative number. ‘We talked about negative numbers in an earlier section, Suppose z is larger than x. (We would write it as 7>x,or we could say x<2: “x issmallerthan 2"). Now, if we subtracted z from x, ur answer would be anegative number. We might write that like ths: ens 5. You can divide any number by any other number, except zero. You cannot divide a number by zero. 6. The number Ois unlike other numbers. Any number subtracted from itself equals 0, and any number multiplied by 0 equals. If weexpressa number—any number—as g, we ean write these ideas like this: a-a=0 ax0=0 ‘Substitute your favorite number in these statements, and you will see that this makes sense: 10-10=0 Wx7. The number 1 is unlike other numbers. Any number (other than 0) divided by itself always ‘equals 1. Any number divided by 1 equalsitself. In algebraic language: al Again, try itwith a familiar number. Let “a” stand for 10: 8 Any positive number multiplied by a negative number becomes a negative number. And any ‘negative number multiplied by another negative number becomes a positive number. Again, our number will be represented by a ‘This time, let's suppose a equals 3. Substitute 3 in each of those expressions: Bx-le 3 sx-l If we used some other number than the unique number 1, the result would look like this: ax-6=-6a -ax-6=60 ‘Try that again, assuming a 9. You can add equals to equals, subtract equals from equals, multiply equals by equals, and divide equals by equals and the results will always be equal. The only exception is that you can’t divide by 0. ‘Whatdoes this mean? Suppose you have a number that you decide tocall, You have another number, which you call x. And you have a third namber, called y. ‘You lear that x and y are the same. Once you know that, you realize that 2axnzey In other words, if x= y and you find out that y = 5, you know that aaKsrtye2tS By the same token, xesye ‘You have already ased this principle in some additon ané multiplication strategies, explained in earlier Now You Can Do It You tave four numbers—s,b.c, and I4. Show how many ways they can be mulipied fa=$ and b= 15, what isthe rest of ab/75? Show another way of finding the answer tox (14 +). 12, what is the result of xy/2x+y? 2, what will happen if you multiply (x + y) by -1? ee know that x(a + ed? 4b isthe same as what “expression without parentheses”? a= 16,b= 12. and c= 0. what isthe est of axbxe? Given the vahes above, what do you get when you subtract (a +b) -(a +)? And whatis (a8)? Using the same values find the answorto aa. Find the answer toat What is the value of a(-a)? Whatis the value of ab)? What do you get when you multiply 36a x 2? What is the result of -14b x -2b?63 Keeping Equations in Balance Here’s How to Do It ‘An equation shows that an expression on one side of an equal sign is the same as the expression on the ‘ther side of the equal sign. These are equations: 4x =2y ‘You can think of anequation asa scale that’s in balance. You can do thingsto one side or another—add cr subtract, fr example—but to keep it in balance, you have to do the same thing to both sides. Take 4x = 2y, for example. Now suppose we add the number 5 to 4: ax a5 = 297? Of course, 4x + $ doesn't equal 2y. Butit does equal 2y +5. y +5 Let's try it with an equation that contains enly known valves. 4x3=2x6 R=12 Add 3 to both sides: x94 2+ 17=17 We have changed the value of the sides, bu each side has stayed in balance with the ether. When we do the same thing to both sides, we see that each side sil equals the other side. ‘Youcan adi to bothsides, subtract from both sides, multiply both sides, and divide both sides by the same 2x6)45 245 number. Sowhat? ‘Well, suppose we have this equation: 2=14 We wantto know the valueof x. Weean usethe principle of balansing equations to findit. Notice that x ismultipliod by 2on the left side. Pecform the opposite operation—division, as we have seea, isreverse multiplication, and subtraction is reverse audition. So divide both sides by 2: preses 2 2 Dividing 2c by 2 cancels the 2 on the left side and leaves us with 14 divided by 2 on the right: i 2 x=7 Check this by replacing x with 7 in the statement 2x= 14, Then,2 x7 = 14. If we knew that x divided by 2 was 14, we would do something similar: 4 2 Multiply both sides by 2: 2X2 14x2 2 x=14x2 x=28 Check this by replacing x with 28 in the statement x/2 = 4. Then, 28/2 = 14.‘And if x plus 2 were 14: ‘Subtract 2 from both sides: x42-22 14-2 14-2 =12 ‘Check this by replacing x with 12 in the statement x + And finally, ifx minus 2 were 14; ‘Add 2 to both sides: 6 (Check this by replacing x with 16 in the statement x-2= 14, Then, 16 ~ 6768 Now You Can Do It ‘ind the value ofthe unknowns in these equations: 18 ‘Anna wants to buy her brother an ivory-handled pen knife for his binhday. Iis price (p) is $4.98 more than she earned by doing her household chores c) lst week. Sheearned $12.50. How much does the pen knife cost? [Express and solve this as an algebraic equation. ‘Three pens cost $15. We express this as an equation by letting psiand for pens 3p=S115 How mach does one pen cost? How would you caleulate how much 15 peas cost? Chris hasa large collection of computer games. Yesterday he lent Penny eight games. This reduced his collection by 1/4. With an algebraic equation, figure how many games Chris owns, ILis not possible to find the value ofall the unknowns in these equations without more information, But ‘youcan show several ways tofind their value. By adding, subtracting, multiplying ordividingboth sides, ty tofind s2x/y = V2 Syz = 36) Tx-4 2ab: 4y/3x Did you notice the its possible to find the value of z in the equation 9yz.= 36y? Whatisz? Show how ‘you figured it out If its true that 2(52x/y) = 1, and that any number divided by itself is one, what do we know about the value of 2(52x/y)? What does this tell us about the value of y?64 Adding with Algebra Here's How to Do It We've seen that we can add numbers to both sides of an equation, Sometimes this allows ust find the value of anunknown, Butinalgebra youdon'talwaysendup with anumerl. Oftenthe bestyoucan do issimplify anexpression, Suppose you have anexpression like this: 2b-6a= 3x + 4a-+86y By adding 6a to both sides, you can see the simplest way find 2b: 2b- 6a + 6a = 3x +a + 86y + 60 2b= 31+ 4a+ 86y + 68 ‘Youcancombine 4aand6aading thenumberparsof those two expressions: 4a+6a= 10a, Now weseethe simplest way tofind 2b: 2b= 31+ 10a + 86y Notice that the terms we added had to have the same letter. Expressions in an equation that have identical letters are called like terms, We could not add 3x and 86y to come up with something lke $9xy! Also, we cannot add 3xy 0 86y. To ad like terms in an algebra expression, simply the numerals, Now You Can Do It ‘Combine like terms in these expressions and equations to simplify them: 2x + dy 4 Bab + 17K. Sn +76nm +52n+ 14m [8a 16q= Ib + 7a 13¢ 38ed-+ 15x - 87e = Te - Bd - Sed 23p - 86 + lépg = Sed - Sp(6cd) + 15p Titohasabag of epples and oranges. He gives two apples to Angola, He gives three applesto Chrisine He gives one apple and two oranges to Jorge. And he gives four oranges to Peter. He has seven apples and three oranges left, Let x sind for apples, y stand for oranges, and z stand forthe total number of apples and oranges that ‘Tito started with. Express these fectsin the language of algebra. Once youhave deseribedall of Tito's gifts simy the equation. ‘Combine like terms: “Tabe - 3a + dae = Sed -d +70 20y - 18vb +761 + 8be = Tvb- 451+ Sv 87ac+ 74 = Idac+ Sde 19ab= 156 + Tab - 6ab 3a + 10b+ 6c = 180abe +7b- 4a70 6.5 Subteacting with Algebra Here’s How to Do It Subtracting algebraic expressions works the same way as adding them, ‘To combine like terms, simply subtract the numbers. 4x4 10x 14x In algebra, we used negative numbers more often than in arithmetic. A number with asign in front of it, such as +6 or-8, is called a signed number. Sebiracting a positive rumber isthe same as adding anegative number. Subtracting a negative number isthe same a adding a positive number. Lets think about that. Suppose we have an equatin: 2b -6a= We decide to sutras! a negative rumber from both sides, That numbers 4, 2-6 -(-4a) = 3x = (-40) When two minus (or negative” signs occur together. they become aplus(or“postve”) sign. Thus, onthe lft side ‘our - (4a) becomes +4a! Let's combine tems onthe left side: 20-6 -(-4a)= 3x -(-40) ab 6a4da 3x. (la) 2b - 2a = 3x - (-4a) ‘Now combine tems on the right side: 2h -2a= 3x (4a) db - daz 3x eda To tel how to find 3, all we have to do is move 4 to the left side by subtracting 4a from both sides: 2b-2a-4a= 3x 2-6 = 3, which ie where we began Now, suppose you come across an expresion like this: ox-a-b+0) The minus sign onthe outside ofthe paronbeses tells you that you can remove the parentheses if you shange the signs ofthe numbers inside the parentheses. In other words, you have two choices, You can ether subtract nd add all the numbers inside the parentheses ane subtract that from 97x, or yu can remove the parentheses and change the signs on a,b, and c; a becomes a bbecemes +, and becomes -<. ‘The new expression looks like this SIx-a+b-c Let's give a, b, and ¢ the values of 4, 3,and 2, 97x {a-b 4c) 97K (4-342) 4-342 97x -(4-3+2)=91x-3 Now try removing parentheses and changing signs Uk-a+b-c satb-c=443-2 91x -a+b-c=9IK-3 Now You Can Do It Combine terms in these expressions: 481 + 3b - 6c + 12a- 6ed = 4b 12k +4y -2ab + Sxy + 3x +2y + ab nm - #6c + 3de = 3nm + cde + 14e- 8 Sbvd -(-6a.4 2bvd- 18) 32i6a + 19be + (18 - Sbe) 9e- (Bat b-6)-4e Ba-(-4a- 6b) 10c- (8d +6¢ - 10a) 12ay - (ay + 12 + 3d) Sac - (ad -3ae- 18ea)6.6 Multiplying with Algebra Here's How to Do It “To muhiply algebra terms, write them nextto each ther and simplify. ab xd =abed Remember, though, that one number pus nother number equals two times the number. But when a nnumberis multiplied by anotner number, it squares the number. So: beb=2d bxb=b2 When you adda number toitselt, you are really multiplying it. 1 you added b five times, for example, you would actwally multiply i by 5: brbrbrb+beSb But when you multiply numbers by themselves, you raise them to a higher power. When we say “four ‘times four is Four squared (42)," we could also say that “four squared is four to the second power.” Four cubed (4 x4 x4) is written 43; that is the same as “four to the third power.” Each time we multiply a number by itself, we raise it to the next higher power. So, if we multiplied b by itself five times, we would raiseit to the fifth power, The fifth power is written with a small raised 5, like this: 5 bxbxbxbx od In effect, a plain number like 4 or b is anumber raised to the first power. Imagine 4.as 4! and b asbl ‘Then you can see that to multiply b by itself five times, all you do is add the powers: bl xbl xb! xbl xbl = ‘Now, suppose you wanted to multiply ab times b: abxb=? ‘You will be muliplying b!timesb!, which means you wil ada the powers: !*!=2. Thenew power of bis 2 which is just a way of saying that b times b equals b. Now combine the result with a: ab x b= ab? ‘And to multiply b? by b, add the powers: 2+ 1 = bexbebs “This works with any powers Wd Seal How do you multiply expressions? Simply muliply one term ata time: (a+ d(C +4) =ac-+ ad + be-+bd Remember thot when you multiply a postive number by a negative number you get negative number acb) =-ab ‘When you multiply a negative number by anegative number, you get a positive number: ab) = ab Apply these facts t0 multiplying expressions: (a+ bab) = a2 + Cab) + ab + (-b2) =at-b? ‘The-ab cancels out the +ab, nd adding ance: bis the same as subtracting b2. 772 Now You Can Do It Simplify these expressions and equations: (xy) x(ab) x (6d) (asmix+y) 12044) 6a(a-+b) = 4a-26) B(x +2) 2tab + od 46y) abdicde + 4ed) 1Sa(2b # 3ac - 23)(a+ b) xy= Kerb) cd =nm+xy(e+d) ap + Bod = dab -20(¢ + 4) ab =a (45e +b) Sb (ab +e = 154 (e+) 4-3: 1at +2(a+0) 15x Qx4dy)=3x2420xy ayab +2x +3) 2a(4ed - 3a) 4u(12xyz + 24x36y) 1Snm(m5 -3n7) 1axdy 42x + Sxy + Ty2)6.7 Dividing with Algebra dividend. eam about in more advanced algebra courses, For now, just keep: Here’s How to Do It Ina division problem, like terms may cancel each other out. cg day = 2y OS 2td) _ 2x ytd) 3 Todivide powers in an algebraproblem, subtract the power of the divisor fromthe power ofthe By doing this, you may end up with a negative power. Thereis such an animal, which you will ‘mind that negative powers are 0k. 73Now You Can Do It Simplify the following: 74é i i TTT oy 3 4 WORKBOOK 2 5Introduction You, to0, can bea Human Calculator, when you KNOW, BELIEVE, and LOVE what you're doing. Thisis the message that you will hear in my audiocassette, The Human Calculator Plus, Itis the message have taken across the United States and Canada for the past several years. The five keys to Human Calculating, which I introduced in my book, The Magic of Math, are understanding numbers, thinking aboutnumbers, memory, practice, and creativity. give you this workbook so that you can use those keys—thinking, memory. practice, creativity and understanding numbers. Remember: it's 0.k. to be wrong. The important thing is to try. Even though the strategies I will show you are simple to learnand use, you can’t expect to hear them once and then work them like magic. Practice builds your confidence. Once you get to KNOW what you are doing, you will come 1 LOVE it.Copyright 1992 by Scott Flansburg and Youth Enterprises, Inc. ‘All rights reserved. Youth Enterprises, Inc. 7898 East Acoma Drive, Suite 100 Scotisdale, Arizona 85260Contents Introduction 7. Everday Business Math at Checkbooks 72 Tips & Tax.. 73 Sales Dsicour 74 Budgets 8. Math Magic: Games to Reinforce Number Sense 81 Games and Puzzlers...7.1. The Checkbook Here's How to Do It People put their money in banks to keep it safe and to earn some interest, Banks have several different kinds ‘of accounts: savings, checking, money market, etc. ‘When you put your money in a checking account, the bank issues you a set of chesks printed with yourname, ‘address, account number, and the number of the check. To pay a bill with a check, you wnte the date, the amount Cf the check in numerals and in words, and sign your name. The person who receives your check presents itto the bank, which transfers the amount you have authorized on the check to that person. ‘You may receive a check from someone who owes you money. In that case, you sign your name on the back his is called endorsing the check) and take it o your bank, which deposits that sum in your account. “To keep track of how much meney is in your account, you have a checkbook or check register. The checkbook is setup with blank spaces for you to record the amount of each check or deposit, person to whom you wrote the ‘check, and the reason you wroie the check. ‘A typical check register looks like this Namber | Date Description oftransaction | _ Payment et Each time you write a check or make an automatic elle transaction, you enter the check number, date, noies showing to whom youwrote the check and why, andthe amount. To sce how much money remains in your account, subtract the amount from the halanee and enter the new balance. ‘Whenever you make a deposit, write the date, anote showing the source ofthe deposit, and the amount. Add the amount to the balance and note the new total. ‘Suppose that on July 4, you have $872.37 in your checking account. On the way to 8 friend's potluck picnic and swim party, you make a couple of stops: Numier_| Date | Description oftransacton | Paymem | w | Deposit | Balance [8 = [sete ['sn.37 “ai | WhisBarg Superman) 1762 1762 Supplies. 0p 4 7k | USweDrgiore | 589 — | Sunantotion | FH | Automatic Teller | 2500 | 25.00 “]_Babysiting earings — twochecks and making adeposit on July 4, you have a total of $873.86 in your checking account. ‘Once a month, the bank sends you a siatement sumasizing ll your transactions, plus any charges the bank. makes (banks charge fees for printing checks, for checks written on insufficient funds, et.). Because you usually write checks or make deposits between the time this report was compiled and the day itarrives inthe mail, thebank's balance is usually not the same as the balance in your checkbook. To confirm that you know your correct balance and to check for any errors (yours or the bank's), you must tesoncile your checkbook with the bank statement. Go through your checkbook and check off, in the coluna headed witha checkmark or the word “cleared,” each deposit that appears on your statement. As you go, be sure the amount in your checkbook agrees withthe amount ‘on the statement (verify your deposits). On the staiement, place a checkmark next to each verified deposit Now check off in your checkbook each check. withdrawal, or other deduction that appears on the statement, Again, carefully verify the amounis as you go. Place acheckmark on the statement nextto each verified check.‘When this is done, look at the statement. Any items not checked off are deposits or withdrawals not entered inyour checkbook. Enter these items in the checkbook and add to or subtract from the balance accordingly. Check ‘each entry off in the checkbook and on the statement as you go. On a separate piece of paper (sometimes the bank statement provides space, ist all the withdrawals, checks, and other deductions that are not checked off in your checkbook. Add them up and note the total Next, list and add up all the deposits that are not checked offin your checkbook. Note that total Write down the ening balance shown on the stalement. Addto this number the total of your deposits. Then subtract the uncleared checks, withdrawals and other deductions. The result should equal the balance you show in your register. If not, ask yourself the following questions: Have you checked all addition and subaction in your checkbook? Have you correctly entered the amount of each withdrawal and deposit? Have you carried the correct balance forward from one register page to the next? Have all withdrawals, charges, checks, and automatic payments been subtracted? Have you deducted all bank charges? Ifyou have done all these things correctly and your checkbook still does no! reconcile with your statement, contact ‘your bank,Katie opened a checking account on May 5. Belo ‘opening bank statement, Namber | Date Desctipti ‘Now You Can DoIt is her first statement, Reconcile her checkbook with her of wansaetion Payment aes | sis__| Depo: - | Opening checking ace. 101 519 | Bike Rack | Beye tre 2 | sis | Tie-athon —___| Concert - 108 ‘/18_| Computer Store 105 ‘SS 104 520 | Mega-Pump [Computer Game Gasoline [Magni | Makeup & perfume S| Honey‘ Roses C | Gift for Mom _ “Gi _| Auto Teter ——_— [east —_1 Bank Statement Opening Balance, 5/5 $500.00 Sehesks 21363 1 other deduction 20.00 Service charge 8.93 Ending balance, 62 asras Depaait: 35 $500.00 Chests: 35 v1 5598 sis 102 3000 58 103 4995 520 104 937 525 10s 6783 Other deductions: ol Auto Teller 2000 Service charge aS ‘Check printing 893 9387 __ 67.83 32.56 20.0 Lv | Deposit | Balance 36407 354.20 286.37 125381 233817.2 Tips and Tax Here's How to Do It Figure tips in round numbers on the before-tax tabs 15% give or take afew cents. Precisely 15% of an $8.75 restaurant bill is $1.31. Leave $1.30, $1.35, o-—if the service was really primo—S1.50. ‘An casy way to find 15 %eis first find 10% ofthe bill by moving the decimal point one place othe right, Ten percent of $8.75 is 8750, orabout 8 cents. Then add haf ofthat (44cents): $88+$.44=S1.32. Roundtheanswer to the nearest 5 or 10 cents and you'll have the tip: $1.30, In the United States, most people tip as follows: Waitresses, waiters, and bartenders: 15% Hotel maids: 10% of total room bill Taxicab drivers: 15% Airport luggage handlers, bellboy’: $1 a bag Room service waiters: $15% of meal bill Tour bus drivers: 10% to 15% ‘Shuttle bus drivers: 10% if a fee is charged, $1 a bag if no fee Hair siylists: 15% to 20% If arestaurant or hotel bill states that a gratuity is added to your total, tips are unnecessary. ‘Tipsareoptional, buttaxes are not. Many states and cities charge sales tax on restaurant meals, liquor, nonfood items purchased in grocery stores, and purchases such as clothing and appliances To figure the tax, you first have toknow how much the local government levies. Say your state has a 4.596 tax and your city a 1.2% tax on restaurant food, The easiest approach is to add them together: 4.5% + 1.2% = 5.7%. Convert this to a decimal by moving the decimal point two places tothe left 5.7% =.037. To find the precise tax. multiply the total taxable bill by.0S7. To get a rough estimate, round the multiplier to the nearest tenth or hundredth: .057 rounds 0.06. Many governments charge notax on food. Thismeans the only thingspurchased ina grocery store that re taxed Aare ronfood items such as detergent, paper towels, and the like. Suppose your supermarket kill looks lke this 1 pound hamburger $1.99 potato chips 1.28 canned soup 67 furniture polish 3.98 dishwasher detergent 426 coffee 2.89 coffee maker 459 32.66 tax 6.7%) az TOTAL $34.13 Your tax is not 5.7% of $32.66. Tax is charged only on the nonfood items—furniture polish, dishwasher detergent, and coffee maker—which total $25.83.Now You Can Do It (ChrisChringlemakes abusinesstripto Chicago. The taxi fromthe sirport costs her$21.55,and when she arrives atthe hotel, the bellboy wrestles her three heavy bags out ofthe cab, caries them into the lobby, and delivers them toher room. Since she is tired and hungry, she orders a sandwich and a soft drink from room service, w the tune of $12.87. A waiter delivers her order promptly. Before she goes to her business meeting, she has her hair washed and set inthe hotel's beauty salon ($35.00), and she buys a $15.00 scarf at the salon’s check-out desk. After their ‘meeting, she and her clients goto dinner, she covers the tab of $141.85, plus tax. Next morning, she pays the $107 oom bill and rides the hotel's free shuttle bus back to the airport. The driver loads her suitcases onto the bus and lifts them off atthe curbsidecheck-in. How much, all old,does this ripcostherin tips? (Round prices tothe nearest dollar) If Chicago charges a 6.2% cales taxon restaurant food, how much did Chris pay in tax for the business dinner with ber clients? {In Chris's home town, regular unleaded gasoline sells for $1.19 2 gallon, taxes included. Her state charges a ‘6% sales tax on gasoline. How much is the before-tax price of gasoline? ‘Anneighboring town adds its own 2,39 sales tax to the base price of gasoline. How much would Chris have topay to buy gas there? (Figure the 2.34 city tax and the 6% state tax on the before-tax price) ‘You buy the following goodies in 2 gourmet store: CCastriron skillet (regular price, $49.95) Nonstick griddle ($35.88) ‘Set of chopsticks ($14.50) Jar of imported English marmalade ($5.97) English tea crackers ($9.67) Hot pad shaped like a rooster ($10.99) Can of pickled pigs” fet ($4.85) ‘Ceramic cookie jar shaped like a goldfish ($18.99) Cookies ($11.88) Stainless steel tea kettle ($57.99) ‘The store gives you a 5% discount on exch purchase, Your state charges a 4.4% sales tax on noafocd items. How ‘much is your total? (Seles tax is figured on the discounted price.)73 Sales Discounts Here's How to Dot Asale is one place where knowing how to use percentages comes in handy. Suppose you gotoan appliance storeto purchase refrigerator. There you see signs trumpeting, “SALE! TAKE 40% OFF THE ALREADY DISCOUNTED PRICE!!!" Very exciting, bt what docs it mean? You ind arefiigerator witha price tag of $688.99. Naturally, younotie that thisisjustone centshor of S689, ‘whichis so close o $700 that bythe time you pay asales tax the real cost wll be more than $700. However the $688.99 price tag hasbeen crossed outand marked down 10 $398.99. You recogeize that his is really about $600. According to the signs if you buy this refrigerator, you get to take another 40% off the $598.99. To figure how much you wouldhave to pay firstcalculate $40% ofthe round figure of $600 (shortcut: vide $8600 by Sand double the result: $600 + 5 » $120; $120 x2 =$240). Subtract his number fromthe $600 price ta tofind the discounced price: $600 - $240 = $369. You would pay about $360, plus ta, fora efigeralor whose ‘tiginal price was about $700. Nota bad deal! Meanahile, down the block another appliance sore i Selling arefigerator for $450. The orignal price was about $800. By what percentage isit discounted? ‘To find out, subtract $800 - $450 = $350. Divide $350 by $800 to get 4375, or about 44, Change this toa Percentage (move the decimal two places tthe right to see the pereent discount. 44%. Now You Can Do It Tocelebrate its 21st anniversary, Business Warehouse advertises that it wll sell any computer for 21% off the listed price. You have been considering a $2999 model. How much will you pay if you buy on the store's anniversary? Kosa’s Designer Apparel isalsohaving a sale. On one rack, the store offers many outfitsat diferent discounts. ‘One awesome pair of wool slacks is marked down from $58 to $42. An equally nice skirt is priced at $55, down from $73. Given that you would wear one about as often as the other, which is a better bargain? ‘Your favorite supermarket has a Super-Savers Club. Members who present a card tothe cashier get discounts ‘oncertain items. This afternoon, Wallbanger’s Fancy Canned Mushrooms ae on sile to Super-Savers at 12% off ‘The regular price is $2.49. Schlemiel’s Canned Mushrooms are not on sale. Their regular price is $2.15, Which Isa better buy Every year in your community, a lacge volunteer organization conducts a book sale, You have selected the following fine titles: Listprice: $45.00 Sale Prive: 4,00 ‘LMarried a Teenage Werewolf List: $10.00 Sale: $.! Guide to Underwater Breathing List: $19.95 Sale: $.25 ‘Shop ull You Drop! List: $24.50 Sale: $1.95 ‘What percent do you save ofthe lstprice ofeach title? M'you buy all of them, what would be your percentaze saving off the total of the list prices? ‘You run into your family doctor atthe book sale. Noticing your taste in reading matter, he offers to sell you an autographed copy of his self-published beok, Dr, Smit’ Secret Joumal and Pocket Guide to Toenail Cae, at 27% off the retail price of $39.95. Naturally, you jump atthe opportunity. If you fal tojump out of the way, how much will you save on this book? About how much would you pay for the following sale-priced items, not counting taxes? Boombox: 15% off original price ef $329.95 Package of floppy disks: 6% off original price of $800 ‘Telephone: 30% off original price of $79.95 ‘Original painting: 12% off original price of $3,490. Diamond earrings: 40% off original price of $569Your kid brother, oe, went toa sidewalk sale and coulén’t resis the following goodies: Set of oy cas, $4.69 (originally $3.99) ‘shin with weird design, $16.95 (originally 19.99) Nintendo Game, $27.88 (originally $47.00) Rubber bullwhip, $2.99 (orginally $9.95) Ice skates, $54.95 (orignally $60.00) How much, in percentages, was each of these items discounted? Ihe sold you the T-shirt for $% aff the original ice, how much profit would he make?74 Budgets Here's How to Dot We think of math as a type of creative thinking that employs logic. Budgeting brings together math with the kind of logic we use every day—common sense, Few activities bring a better sense of accomplishment and independence than making a budget of your owa design work. ‘A budget plans and tracks the inflow and outgo>of money. Anyone who has any income and expenses benefits bby planning how the money willbe spent. That includes homeowners, business managers, government officers, and even kids with allowances. ‘To make a budget, establish two large categories: Income and Expenses. Under Income, list allthe sources of ‘money that you expect to come in regularly. Under Expenses, allow reasonable amounts for everything thet you know you will spend on. Among your Expenses, you should include a litle extra amount for miscellaneous ‘expenditures justin case you go overboard on a shopping spree, and you should alway’ set aside something for savings. Your expenses. including savings, should equal your income, Let's invent a sample budget for Carri, a 14-year-old git She atends high school, and she gets an allowance ‘of$25a week, Her parents buy her school lunches, but she uses her own money for on-campus snacks (usually 60 cents eachday) Occasionally she goes out afte schoo! fora pop and French fries with her friends (about $2.00). She also likes to buy clothes and make-up. On Saturdays,she goes to the mall with her girlfriends, where she may have ‘an ice cream treat or fast-food lunch (about $3.00). She plays varsity basketball, and after the once-weekly games she goes out with her team-mates for pizza (her share of a pepperoni pizzitis $350, plus 65 censs for a soft drink). ‘To eam extra money, Carrie sells preprinted Christmas cards to local businesses—she stars this enterprise in ‘September and through mid-December cams about $50 a month in commissions. She hopes to use some of this income to buy Christmas gifts for her family. She aso colleets ceramic figurines of horses. (Carrie list her Income for the month of September below, on the left, and her Expenses on the right. Fist, she lists all her regular expenses. After she adds them up, she will know how much she has left to spead on clothes, ceramic horses, and the like. To figure the cost of a month's worthof snacks, she multiplies theircostby the number oftimes she buy shacks. Since she goesto school five times a week, and 2 month has about 4 weeks, she multiplies $ x 40 get the number ‘of days she buys snacks: 20. She spendsabout 60 cents per school day on saacks: 20x $.60= $12.00a month. She thinks she ean afford to go out with her friends after school twice a Week, or 8 times a month, for a total of $16. ‘Weekend tripsto the shopping mall cost her $12.00 a month. Afier-game pizza parties four times a month come t0$1660. In addition to these expenditures, she tries to save $15.00 each month, September Income Expenses Allowance (4 weeks) sis School snacks: $12.00 Christmas cards 0 After school: 16.00 $25 Mall crawling: 12,00 Pizza: 16.60, Savings 15,00 Her regular expenses come to a subtotal of: s7i.60 ‘Subtracting that from her total September Income, Carrie sees how much she has left over to spend as she pleases— ‘Now Carrie distributes this sum among the other things she would like to have or do. Expenses. continued Christmas gifts: 13.00 Clothes: 20.00 Makeup 5.00 Miscellaneous 10.00 3.40 53.40 Total expenses, $71.60 + $53.40: $125.00Of course a fancy ceramic horse costs more than $3.40, Butif Carrie saves her figurine money in September, ‘she will have $6.80 to spend on a horse in October, and $10.20 in November. She might also use some of her “miscellaneous” funds for a special collector's item. ‘Similarly, $5.00 won't buy her much lipstick—unless she waits until next moath to make her purchase. Then she would have this month's amount to add to October’s $5.00 makeup budget, fora total of $10.00. If she succeeds in setting aside $15.00 each month between September and December for Christmas gift, she ‘ill have $45 to spend on family members. And $15.00 placed in her regular savings account each month for an ‘entire year will add upto $180—not enough to send her to Harvard, but itought to buy her a swell outfit next fall. To stay within her budget, Carie writes the names of her expenses on separate envelopes. Each month, she places the amount she has budgeted for each expense inside itsenvslope, This helpsher to avoid spending toomuch ‘on any given item. Her friend Christine simply keeps a running list of he expenses ina Tedgerbook—this allows her toseeata glance how much she is using for her various categories.‘Now You Can Do It Joe is 16 and owns a cat, To support ihe car, he started his own lawn maintenance business, which he works at afterschool and on weekends. Fortunately for Joe, he lives in a Sunbelt city where grass growsall winter long. In addition to mowing and trimming, he makes extra money cleaning swimming pools. Joe charges $40.00 a month to mow and trim alawn. He has 5 customers, and he uses their equipment. Three of his customers pay him $5.00 a week to clean their pools. Joe’s father also gives him an allowance of $35.00 a ‘week and pays him $10.00 forevery “A” he brings home on his high school reportcard. Joe gets areportcard every other month, on which he averages three A’s and two B’s. In addition, Joe’s kid sister, Corinne, bribes Joe to do her chores by giving him 1/3 of her allowance of $15.00 a week. ‘oe's dad paid for the car. However, Joe has to buy insurance, gasoline and oil; and he has to pay forrepairs and upkeep. Joe's insurance costs $120.a month. Gasoline runs about $10 a week, as longas he stays in town. The ‘car reeds an oil change every 2,000 miles—about every 3 months. Joe buys and changes his own oil ($1.00 quart, ‘plus $6.00 for a filter; the car takes 4 quarts of oil. In between changes, the car uses another quar of oil. The car needs tobe serviced iwice a year, to the tune of about $50. Occasionally, things need to be fixed—a recent brake job cost Joe $60, To cover these inevitable repair bills, Joe ought to pul aside about $100 a month, Now, Joe has some other interests, One of them is girls. He and his girlfriend, Sharon, enjoy movies, dances, concerts, and the like, To take Sharoa to a moderately priced dinrer costs Joe about $20. A movie costs $6.50 apiece—popcor and soda add another $3.00 to the tab. A concert ticket is $10.00, and admission to roller rinks, ‘water parks, and similar amusements averages $5.00 apiece. A night out with Sharon may run Joe $33.00, plus gas for the car. Joe takes Sharon out for this kind of evening twice a month. Every Saturday, they do something like ice skating or miniature golf, and Joe always buys Sharon a soft drink and snack (about $2.00). ‘To impress Sharon and Ieok good while driving his car, Joeisa sharp dresser. His clothes, which he purchases ‘with his earnings, are always in style and fit him wel. Joe plars to help his parents send himto college, and so each month he puts money into savings bonds for hat purpose, "Anything that he has left over after these expenses is spent on computer gains, fishing gear (Joc Tikes deep- sea fishing) , and ammurition for his.22 target rifle Joe is an expert marksman). Calculate Joe's income and expenses, and create a monthly budget for him. 10lath Magic8.1 Games and Puzzlers 1. Which of these two stacks of figures total the largest sum? 987654321 123456789 87653421 123433678 7654321 1234567 654321 123456 5432112345 4321 124 321123 212 1 ou 12s coming up. The corner market sells turkey for 89 cents « pound. You plan tohave 18 people to dinner. Allowing for 3/4 pound per person, how large a turkey should you buy? How much will it cost? How much will each serving cost? 3. On the other hand, everyone has turkey. What ifinstead you served steak, at $3.59 pound? Because the steak 0u will serve hasno bones, you can allow 1/2 pound per person. How much steak will you buy to serve 18, at what ost? What will he the cast per guest? 4. You decide to serve turkey, and, to be sure you have enovgh, you purchase an 18-pounder, It takes 20 minutes per pound to cook a turkey. How long will your turkey need to roast? 5, Oliviabought adress foron sale For 25% off the marked price. She paid $62.50 for it. How much was the original rice? 6. Tom Jones’ Television and Repair Shop did well this year. Business increased 135%. Last year the sioreearmed '3235,000, How much did it make this year? 7. Two cups make a pint, and two pints make & quart. What percentage of a quart isa pint? 8. Leroy Jones went wo the grocery store and purchased the following items on 3 cans green beans, 90 cents (regularly 37 cents a can) 10 pounds of potatoes, 59 cenis (regularly 15 cents a pound) 2 pounds of T-bone steaks, $6.78 (regularly $3.90 a pound) 3 avocados, $1.20 (down from $0 cents apiece last week) 2 fresh lemons, 30 cents (regularly 20 cents apiece) How much did save off the regular prices by baying sale-priced items? 9. The bank charges Rodrigo 10 cents for every check he writes. What will ke left after he writes three checks — ‘one for $14.98, one for $52.67, and one for $30,00—on a balance of $268.45? 10. Find he now amount in cach ofthe Following instances ‘40 increased by 40% $1,500 decreased by 20% {$890 increased by 15% 120 miles perhour increased by 30% 148 bilowatts decreased by S0%% 2 rabbits increased by 150% unis game is called "Magic Squares.” Draw a square and divide it into 9 smaller squares, three on each side. rT td b-t-4-4 bororod ror L-L-1t_J Now, place a in the center topsquare and a9 inthe center bottomsquare. Arrangethe restof the numbers 2 through 8 im the other squares so that they add up to the same number vertically, horizontally, and diagonally 12, Your mom drives youto school five days a week. Round trip from school to yourhouse is 24 miles. Your car fgets about 18 miles tothe gallon, Gas at Mom's favorite filling station is 99 cents a gallon. How much gas dces intake to carry you back and forth to school each week? How much did it cost todrive toschoo! this week? Ifan 8% tax is included in the price of gas, how much gas tax did you pay this week? 13, You inherit a milion dollar fom your aust. To relieve Mom from having to drive you to school, you hire a chauffeur-driven limousine. The limo company charges S89 a mile. andthe roundtrips 37 miles. How mach do y0U tip the diivereach day? 14, One day, you decide to take the whole family t9 Disneyland in your limo. The fare comes to $496.62. Now it's time to figure the tip. If you round the driver's fee down to $495 instead of up to $497 and pay a tip of 16 28%, how much do you tip the driver? 15, Yourdadtakes you and your teacher tolunch ata popular coffee shop. She onders.a bacon-Lettuce-and-iomato, sandwich ($4.25), a chocolate milkshake ($1.90), and a side of French fries ($1.25). You amaze her and make Dad Pleased 2s punch by quickly calculating her tab and 20% tip. What are these figures? 16, Toone thousand twenty, add one thousand weaty. Then add twenty, and twenty again, Now add ten, and ten again. What's the total? 17. Express algebraically: ‘The umber of feet in y yards the numberof inches inf feet the number of months in x years the numberof quarters ind dollars the numberof cups in p pints 18. The Nighthawks are an astronomy club. Club members each pay $15. year in dues, and there are 35 members. ‘To mail te club newsletter once every 4 months costs $10.15. Every Thursday night, the Nighthawks meet to look at stars through their telescopes and search for undiscovered comets. ‘The club buys cookies and drinks for each ‘meeting ($5.00), ‘The Nighthawks want to buy a fancy telescope for their club. It costs about $475.00. Make a budget for the ‘Nighthawks that will show whether they can afford to buy this telescope with this year’s dues. If they can’t, show ‘where they can save enough money make the purchase possible. Hint: reste a budget fora year,rather than amonth. 12