Master - Strategies - in - Computing - VERDIC MATH

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Preface
This is an abridged version of the 1st of 3 volumes of our 30 Master
Strategies in Computing(30 MSC) which will be released in print in the
first quarter of 2020.
Most books are designed for specific age levels, but this set is for all
ages. Most chapters start with a very simple idea often taught early in
elementary grades and developed into applications useful in the
intermediate, high school and even college levels.
We want to show that learning Math is not about memorizing which

formula or algorithm to use to solve a particular problem but
understanding the basic principles which were taught early in grade
school so that it can be creatively applied in high Math.
Our first strategy By one more than the One Before, for example, is
used in counting, rounding off numbers, special multiplication of a
variety of number pairs, division, divisibility and conversion of fractions
into recurring decimals.
While we intended 30 MSC to be a purely Vedic Math book, we decided

to include some materials from other sources which approach the
Vedic ideal of “at sight, one-line-mental solution”.
We recommend this book to teachers, parents of homeschoolers and

serious students of Mathematics, including those who regularly
participate in local and international math competitions.
Happy Vedic Math computing!
Ike and Nica Prudente
Table of Contents
MSC #1 - By One More than the One Before: counting; squaring
numbers ending in 5; multiplying complimentary numbers; using the
Ekadhika in division, divisibility tests and converting fractions into
recurring decimals ……………………………………………………………………………p 4
MSC #2 - All From 9 and the Last From 10: ten’s complements;
complement from other bases; decimals and money; other arithmetic
applications…………………………………………………………………………………….p 12
MSC #3 – Number Splitting: splitting according to place values and to
need; partitive proportion; number splitting in factoring………………..p 21
MSC #4 - Using Bar Numbers: writing bar numbers; expressing in
normal form; bar number applications………………………………………..….p 28
MSC #5 – Vertically and Crosswise: 2 x 2 multiplication; developing
multiplication shortcuts; polynomial multiplication………………………..p 32
MSC #6 – Completing the whole: Addition: ten’s complements; other
forms of completing the whole……………………………………………………….p 38
MSC #7 – Completing the whole: Addition and Subtraction:
subtraction without borrowing; creating zeroes by completing the
whole………………………………………………………………………………………………p 42
MSC #8 – Proportionately: Direct Proportion: the product of the means
is equal to the product of the extremes; reducing to lowest terms;
simplifying division………………………………………………………………………….p 46
MSC #9 – Proportionately: Inverse Proportion: multiplying numbers
ending in 5; removing decimals; “refactoring”…………………………………p 50
MSC #10 – Using a Base: using a base in addition; using a base in
computing the average…………………………………………………………………. p 55
MSC #1 – “By One more than the One before”
The first of our Master Strategy is also the first Vedic Math Sutra. It has
a wide range of applications.
In counting, the next number is always by One more than the One
Before.
Example 1: What number comes after 20?
It is One More than 20 or 21.
This rule is also used in rounding up.
Example 2: What is 0.276 rounded to the nearest hundredths?
The thousandths digit is more than 5 so the hundredths digit 7 is
increased by One More than the One Before to 8. Ans is 0.28
Squaring numbers ending in 5
This Sutra is used to square numbers ending in 5.
Example 3: What is 352 ?

The number before 5 is 3 so we will multiply it by one more than 3 or 4
to get the first part of the answer. 3 x 4 is 12. And the last part of the
answer is always 5 x 5 or 25.
352 = 3 x 4 | 5 x 5 = 12|25 = 1225
See proof of this in p. 53 of 25 Math Short Cuts.
This technique can be used with larger numbers.
Example 4: What is the square of 1005?
The number before 5 here is 100 so one more than this is 101.
1005 x 1005 = 100 x 101 | 5 x 5 = 10100| 25 = 1,010,025
Example 5: (3335)2=
= 333 x 334 |25 = 111222 | 25 = 11,122,225
And also with decimals.
Example 6: What is (3.5)2?

This is like Example 3 but 3.5 is exactly a tenth of 35. Whereas before
we have 5 + 5 = 10, now we have 0.5 + 0.5 = 1, also a unity
(3.5)2 = 3 x 4| 0.5 x 0.5 = 12| 0.25 = 12.25
And fractions.
Example 7: 4 1/2 x 4 1/ 2 =?
Here we have 1/ 2 + 1/ 2 = 1
4 1/2 x 4 1/ 2 = 4 x 5 | 1/ 2 x 1/ 2 = 20 | 1/ 4 = 20 1/ 4
Even in area computations:
Example 8: What is floor area of a square room which is 10’ 6” on a
side?
Since 6” = 1/ 2 foot, the sutra can also be used here.
10’ 6” x 10’ 6” = 10 x 11 | 6 x 6 = 110 square feet and 36 square inches
Exercise 1.1: Find the square of the following numbers

1) 65 6) 0.45
2) 85 7) 0.665
3) 2005 8) 9 1/ 2
4) 9,999,995 9) 24 ½
5) 19.5 10) 7’ 6”
Ans: 1) 4225; 2) 7225; 3) 4,020,025; 4)99,999,900,000,025; 5)380.25;
6)0.2025; 7) 0.442225; 8) 90 1/ 4; 9) 600 ¼; 10) 56 ft2 and 36 in2
Multiplication of Complimentary Numbers
This method is also applicable to multiplication of complementary

numbers – those who have identical initial digits and the last digits add
up to 10
Example 9: Evaluate 76 x 74.
7 x 8 = 56 and 6 x 4 = 24. 76 x 74 = 5,624
The proof of this is discussed in p. 59 of 25 Math Shortcuts
The use of this technique can be extended to complementary decimals.
Example 10: 10.7 x 10.3 = ?

The decimal parts 0.7 and 0.3 add up to 1 and their initial figures are
the same.
10 x 11 = 110 and 0.7 x 0.3 = 0.21. So 10.7 x 10.3 = 110.21
And also to mixed numbers.
Example 11: What is 9 9/13 x 9 4/13 ?

This would be very difficult to compute using the traditional methods
but since 9/13 and 4/13 add up to 1, we can apply the Vedic Sutra
here.
9 x 10 = 90 and 9/13 x 4/13 = 36/169 so 9 9/13 x 9 4/13 = 90 36/169
Even in some area computations.
Example 12: A rectangular table measures 4’ 2” by 4’ 10”. Find its area

in square feet and square inches.
2” + 10” = 12” or a whole foot, so we can also use By One More than
the One Before here.
4 x 5 = 20 and 2 x 10 = 20. The area is 20 square feet and 20 square
inches
And longer numbers.
Example 13: 1997 x 1903 =

Here 97 + 03 = 100 and they have the same initial numbers, 19 so the
Sutra is also applicable here. 19 x 20 = 380 and 97 x 03 = 291 but we
need to have four digits in the last part so 1997 x 1903 = 3,800,291
Exercise 1.2 Perform the indicated multiplication

1) 33 x 37 6) 5 2/11 x 5 9/11
2) 92 x 98 7) 2.4 x 2.6
3) 101 x 109 8) 0.43 x 0.47
4) 2002 x 2998 9) 0.304 x 0.396
5) 8 1/5 x 8 4/ 5 10) 0.1109 x 1191
Ans: 1) 1221; 2) 9016; 3) 11,009; 4) 6,001,996; 5)72 4/25; 6) 30 18/121;
7) 6.24; 8)0.2021; 9) 0.120384; 10) 132.0819
Using the Ekadhika
This sutra is also the basis for using convenient multiples of 10 instead
of difficult numbers ending in 9 like 19, 29, etc. in division, conversion
to decimals and as oscillators in divisibility test. We call the number
which is One more than the number before 9 its Ekadhika. The
Ekadhika of 19 is 2 and the Ekadhika of 29 is 3.
Example 14: What is the Ekadhika of 9?

9 can be written as 09, so its Ekadhika is 1.
Some numbers not ending in 9 can be multiplied by a suitable number
to convert it into a number ending in 9. 7 can be multiplied by 7 to get
49. So the ekadhika of 7 is 5. 13 x 3 is 39, so the Ekadhika of 13 is 4
Example 15: What the Ekadhika of 17?

17 x 7 = 119; 12 is its Ekadhika
Example 16: What is the Ekadhika of 43 ?

43 x 3 = 129; 13 is its Ekadhika
Now let us consider division by 9.

10 ÷ 9 = 1 remainder 1
20 ÷ 9 = 2 r. 2
40 ÷ 9 = 4 r. 4
For every ten there is one nine and a remainder of 1

21 ÷ 9 = 2 r. 3
43 ÷ 9 = 4 r. 7
We can see that the quotient is the ten’s digit while the remainder is
the sum of the two digits.
The following divisions are correct:

73 ÷ 9 = 8 r. 1
73 ÷ 9 = 7 r. 10
73 ÷ 9 = 9 r. -8
We can use any of the above depending on the need.
Let us try dividing using the conventional method and see how we can
develop a short method.
Example 17: 1213 ÷ 9 =

. 1 3 4 r. 7
The first dividend is 12, so the first quotient digit is
9)1 2 1 3
1 and the remainder is 3 which the sum of 1 and 2.
9
3 1 31 is next dividend, so 3 next answer
2 7 digit,remainder is 3 + 1, 4
4 3 43 is last dividend, so 4 is the last digit of quotient
3 6 and 4 + 3 = 7 is the remainder
7
Now if we will use the 1, the Ekadhika of 9, as divisor, we just have to

bring down the first digit of the dividend to get the first digit of the
quotient. See the rest of the procedure in the next example:
Example 18: 1213 ÷ 9 =
9 1 2 1 3 Separate the last digit by a remainder bar since the base of
the divisor is 10, has one zero.
1 3 4
Bring down the first digit of the dividend, 1, into the answer
1 3 4 7 line.
This 1 is then added to 2 which is the next digit of the
Ans: 134 r. 4 dividend.
We have 3 in the answer line. Add this 3 to 1 in the dividend
line to get 4
Add 4 to the last dividend digit to get the remainder 7.
We will take another example, this time the divisor is 19 but we will use
its Ekadhika, 2
Example 19: 2367 ÷ 19 = ?

19 2 3 6 7 Use 2 as divisor instead of 19
1 2 4 2 ÷ 2 =1
1 2 4 11 1 + 3 = 4; 4 ÷ 2 = 2
2 + 6 = 8; 8 ÷ 2 = 4
Ans: 124 r. 11 4 + 7 = 11; rem 11
2367 ÷ 19 = 124 rem. 11
The use of Ekadhika in divisibility tests will be discussed in MSC #16 in

Vol 2 while its use in computing recurring decimals will be presented in
MSC #28 in Vol 3 of this book.
Exercise 1.3:
1) Find the Ekadhika of 43 6) 212101 ÷ 9 =
2) Find the Ekadhika of 37 7) 4632 ÷ 9 =
3) Findthe Ekadhika of 99 8) 5827 ÷ 9 =
4) 1132 ÷ 9 = 9) 4261 ÷ 19 =
5) 110203 ÷ 9 = 10) 7358 ÷ 9 =
Ans: 1) 13; 2) 26; 3) 1; 4)125 r 7; 5) 12,244 r 7; 6) 23,566 r 7; 7) 514 r 6;

8) 647 r 4; 9) 224 r 5; 10) 387 r 5;
MSC #2 – All From 9 and the Last From 10
Ten’s Complements
The ten’s complement of a number tells us how far a number is from

the next higher power of ten. This is obtained by subtracting the
number from the said power of 10 (1 followed by any number of zeroes
like 10, 100, 1000, etc.) which we call perfect bases. Quickly
determining the ten’s complements is important in many calculations.
The Vedic Sutra Nikhilam Navatascaramam Dasatah (All from 9 and
the Last from 10) is used to easily find the ten’s complements of a
number.
Example 1: What is the ten’s complement of 357?
1000 is the next higher power of 10 from 357 so we have to subtract
357 from 1000.
1 0 0 0
- 3 5 7
The conventional method starts from the right: 0 – 7, but since 7
is larger than zero, we have to regroup or “borrow” from the next
digit to the left. In case of powers of 10, we have to go all the way
to the left and this result is always as shown below: we removed
the initial digit 1 or to be exact, we borrowed 1 from 1 and
replaced it with a series of 9s with a 10 on the last digit.
9 9 10
1 0 0 0
- 3 5 7
Then beginning from the right, the subtraction process continues: 10 –
7 = 3; 9 – 5 = 4 and 9 – 3 = 6. Only after the last subtraction is complete
(and the results are written down) can one be able to read out the
answer, 643.
But as we mentioned earlier, when subtracting from a power of 10, the
initial borrowing always results in a series of 9s with a 10 on the last
digit, we can use the Sutra All from 9 and the last from 10 to rattle off
the answer.
For 357 because we read it as “three hundred fifty seven” we can
immediately announce the answer as (3 from 9 is ) six hundred; (5 from
9 is) forty (7 from 10) three.
3 5 7
↓↓↓
6 4 3
We also refer to 643 as the deficiency of 357 from 1000 and vice versa.

We have 9 – 1= 8 and 10 – 1 = 9, Thus the 10’s complement of 11 is 89
and 89 is the 10’s complement of 11.
Example 3: Solve for the 10’s complement of 9989.

Here we have 9-9 = 0; 9-9 = 0; 9-8 = 1 and 10 – 9 = 1. So the 10’s
complement of 9989 is 0011 or 11. We can also say that the ten’s
complement of 11 with respect to 10,000 is 9,989.
Here we momentarily disregard the ending zeroes and apply our
formula only to “78” where we get 22, then we affix the two zeroes.
Thus the ten’s complement of 7800 is 2200.
So far, we adhered strictly to the definition of ten’s complement, that
is, how far a number is from the next higher power of 10. Thus in all our
previous examples, the number of digits in the given figure is equal to
the number of zeroes in the power of ten.
In Example 2, however, we came upon the complement of 11 with
respect to 10,000. 11 has only 2 digits while the power of 10 has four
zeroes. Let us consider a similar example.
Example 5: What is 10,000 less 23?

Here we can try two techniques:
First is to add two zeroes in front of the subtrahend so that it will have
the same number of digits as zeroes in the base.
9 9 9 10
1 0 0 0 0
- 0 0 2 3
9 9 7 7
So the answer will be (9 – 0) nine thousand, (9 – 0) nine hundred ( 9 –
2) seventy (10 – 3) seven.
The second method involves using the sutra By one less than the one
before.
We can split the minuend as shown below into 100 and 00, deduct 1
from 100 and apply All from 9… only on the last two digits.
9 10
1 0 0| 0 0
- 1| 2 3
9 9 7 7
Exercise 2.1 Find the ten’s complements of the following numbers

1) 46 6) 667
2) 77 7) 8989
3) 91 8) 9898
4) 789 9) 90,009
5) 334 10) 191,191
Ans. 1) 54; 2) 23; 3) 9; 4) 211; 5) 666; 6) 333; 7) 1011; 8) 102;

9)9991; 10) 808,809
Complements from other Bases.
Sometimes we need to deduct from bases other than powers of

10.
Example 6: Find 8,000 – 783
Here the 783 must come from one of the 8 thousands. So only 7
thousand remains. This is also applying “by one less than the one
before. Then using the Sutra, 783 results into 217. So 8,000 -783 =
7,217
Example 7: What is 70,000 less 384?
Here we only have a 3 digit number to be deducted from a five

figure number ending in zeroes. We only have to apply the Vedic
sutra “By 1 less than the One before” to the excess digits. In this
case we deduct 1 from 70 getting 69 and proceed to use “All from
9…” to get the last three digits of the answer, 616. 70,000 – 384 =
69, 616.
Example 8: 600 – 173 =
Off hand we can say that since we are taking away more than one
hundred we will have only more than 4 hundred left. Then only
the ten’s complement of 73 is needed. 427 is the difference.
Example 9: 45,000 – 23,475=
In this example we can consider applying “by one less than the
one before to 45 before deducting 23 then “All from 9 and the
Last from ten to 475 to get the answer 21,525.
Example 10: 630,000 – 214,500 =
The minuend ends in four zeroes so there are 63 ten thousands
and the 4,500 must be taken from one of those together with the
21 ten thousands of the subtrahend. Only 411 ten thousands will
remain. Add to this the ten’s complement of 4,500 which is 5,500.
630,000 – 214,500 = 415,500
Exercise 2.2
1) 800 – 34 = 6) 70,000 – 2,449 =
2) 7,000 – 17 = 7) 50,000 – 29,995 =
3) 4,000 – 345 = 8) 40,000 – 4,900 =
4) 6,000 – 4,367 = 9) 850,000 –79,975 =
5) 90,000 – 3,435= 10) 85,000 – 79,975 =
Ans: 1) 766; 2) 6983; 3) 3655; 4) 1633; 5) 86,565; 6) 67,551; 7)20,005;
8)35,100; 9)770,025 ; 10) 5,025
Decimals and Money
Decimal computations can be easily done using All From 9 and the Last
From 10
Example 10: 1 – 0. 875 =
The subtrahend have 3 decimal places so we have to find the tens
complements of 875.
1.0 – 0.875 = 0.125
Example 11: 1 – 0.00234 =

There are five decimal places in the subtrahend so two 9s must be
placed in from of the ten’s complement of 234. 1- 0.00234 = 0.99766
Example 12: 12 – 0.0565 =
The decimal subtrahend must be taken from one of the units of 12.
12 – 0.0565 = 11.9435
This Sutra is also very useful in calculations involving money.
Example 13: What change will I get if I paid a P 426.75 with a P1000
bill?
Change is almost always the ten’s complement of the amount to be
paid. In this case the change is directly obtained using “All from 9…”,
P573.25.
Example 14: What is P500 – P226.75?
Apply “by one less than the one before to 5 getting 4 and then deduct 2
to get 2. Then apply all from 9… to 26.75 to arrive at P273.25
Exercise 2.3
1) 1 – 0.865 = 6) P1000 – 29.95
2) 1 – 0.0032 = 7) 1000 – 123.45
3) 1- 0.9934 = 8) P50 – 9.25
4) 3 – 0.024 = 9) P500 – 9.25
5) P 100 – 24.25 10) P200 – 189.95
Ans:1) 0.135; 2) 0.9968; 3) 0.0066; 4) 2.976; 5) P75.75; 6) P970.05; 7)
P876.55; 8)P40.75; 9) P490.75; 10) P10.05
Other Arithmetic applications:
Some subtraction calculations can be easily done using 10’s

complements.
Example 16: What is the difference between 1,234 and 987?

We can solve this by the method of Subtraction by Steps as discussed in
pp 7-8 of 25 Math Short Cuts. We can easily see that the minuend is
234 more 1000 and the subtrahend is just 13 below 1000. Therefore
their difference is 234 + 13 = 247.
Example 17: Subtract 786 from 924.

We can solve it using the procedure used in Example 16 but we will try
another method. We can add the tens’ complements of 786, which is
214 and then subtract 1000.
924
+ 214
1138
- 1000
1 3 8
The above computation may seem complicated but it will be clearer it
we would write the subtraction in a different way. 786 is 1000 – 214.
Thus
924 -786 = 924 – (1000 – 214) = 924 + 214 – 1000
= 1138 – 1000 = 138
Multiplication by 9s is quickly done using 10’s complements.
Example 19: 357 x 999?

999 is 1,000 – 1 so 357 x 999 = 357 x 1000 – 357
So we have 3 5 7, 0 0 0
Less 3 5 7
3 5 6, 6 4 3
The product is composed of two parts: the first part is obtained by
using “By one less than the one before” and the second part by using “
All from 9 and the last from 10”.
More uses of the ten’s complements shall be discussed in the succeding

chapters.
Exercise 2.4
1) 10023 - 9997 = 6) 334 x 999 =
2) 2,255 -1, 868 = 7) 7,601 x 9,999 =
3) 12, 124 – 9,888 = 8) 799 x 9,999 =
4) 9, 342 - 578 = 9) 256 x 999 =
5) 884 – 697 = 10) 124 x999 =
Ans: 1) 26; 2) 387; 3) 2,236; 4) 8,764; 5)187; 6) 333,666; 7) 76,002,399;
8) 7,989,201; 9)255,744; 10) 123,876
MSC #3 - Number Splitting
A very useful technique in numerical calculations is number splitting,

that is, splitting a number into smaller, more manageable parts. It is
also called, number decomposition or number partitioning.
Splitting according to place values
The simplest form of number splitting is by their places.
Example 1: Split the number 1234 in at least three ways.

Depending on the intended use, 1234 can be split as:
1|2|3|4 → 1000 + 200 + 30 + 4
12 | 34 → 1200 + 34
1| 23| 4 → 1000 + 230 + 4
Number splitting is useful in mental calculations using the distributive
property.
Example 2: 345 x 4 = (300 + 40 + 5) x 4

= (300 x 4) + (40 x 4) + (5 x 4)
= 1200 + 160 + 20 = 1,380
Example 3: 1215 x 5 = (1200 + 15)

= 6000 + 75 = 6075
Example 4: 345 ÷ 3 = (300 + 45)
= (300 ÷ 3) + (45÷ 3)
= 100 + 15 = 115
Example 5: 781,248 ÷ 6 = (780,000 + 1200 + 48) ÷ 6 =

= 130,000 + 200 + 8 = 130,208
It is also helpful in adding and subtracting from left to right.
Example 6: 2329 + 3812 = (2300 + 29) + (3800 + 12)

= (2300 + 3800) + (29 +12)
= 6100 + 41 = 6141
Example 7: 345 – 83 = (340 + 5) – (80 + 3)
= (340 – 80) + (5 – 3)
= 260 + 2 = 262
Exercise 3.1
1) 834 + 619 = 6) 2346 x 2 =
2) 3928 + 1414 = 7) 3224 x 3 =
3) 7569 + 1925 = 8) 60,508 x 12 =
4) 4524 – 1717 = 9) 6377 ÷ 7 =
5) 6324 – 4296 = 10) 815,472 ÷ 9
Ans: 1)1453; 2) 5342; 3) 9494; 4) 2807; 5) 2032; 6)4692; 7)9272; 8)
726,096; 9) 911; 10) 90,608
Splitting according to need
Depending on the need, 487 may be split in a variety of ways.
Example 8: 885 – 487 = 885 – (485 + 2)

= (885 – 485) – 2
= 400 – 2 = 398
Example 9: 975 + 487 = 975 + (25 + 462)

= (975 + 25) + 462 = 1462
Example 10:: 5 x 487 = 5 x (500 – 13) = 2500 – 65 = 2435
Number splitting can help explain shortcuts.
Example 11: 578 x 1001 = 578 x (1000 + 1) = 578,000 + 578 = 578,578
Example 12: 578 x 999 = 578 x (1000 – 1) = 578,000 – 578 = 577,422
Note that the first half of the product, 577 is 1 less than the first factor,
578 and the second half, 422 is the latter’s ten’s complement.
Number splitting can help solve Olympiad type question.
Example 13: 3839 x 3938 – 3838 x 3939

=( 3838+1) x 3938 – 3838 x (3938+1)
= (3838 x 3938) + 3938 x 1 – (3838 x 3938) -3838 x 1
= 3938 – 3838 = 100
Number splitting is useful in percentage computations.
Example 14: What is 17.5% of 840?

(10% + 5% + 2.5%) x 840
= 84 + 42 + 21= 147
Exercise 3.2 Use number splitting in solving for the following:

1) 94 + 78 =
2) 687 + 989 =
3) 3,456 + 1889 =
4) 512 – 295 =
5) 3,456 – 1889 =
6) 8777 – 7888 =
7) 997 x 6 =
8) 2703 ÷ 97 =
9) 1921x2119 – 1919 x 2121 =
10) What is 12.4% of 28?
Answers: 1) 172; 2) 1676; 3) 5,345; 4) 217; 5) 1567; 6) 889; 7)
5982; 8) 27 r 84; 9) 400; 10) 3.472
Partitive Proportion:
Many problems involve partitioning according to a certain ratio.
Example 15: A meter stick is to be cut into two parts in the ratio of 2:3.
At what point should the cut be made?
There should 2 + 3 or 5 parts. One part should be 2/(2 +3) or 2/5 and
the other 3/(2 +3) or 3/5 of a meter. 2/5 x 100 cm = 40 cm or 3/5 x 100
cm = 60 cm.
The cut should be made at the 40 cm or 60 cm mark.
Example 16: The ratio of boys to girls in the rural high school is 3:4. If
there are 630 students in the high school. How many are girls? There
are 3 boys + 4 girls = 7 students. There are 4 girls/7 students x 630
students = 360 girls.
Applications of partitive proportion to speed and mixture problems are

discussed in Chapter 23, Vol 3 of this book.
Number splitting in Factoring
There are many methods of factoring quadratics where the coefficient
of the x2 is not equal to 1. The technique recommended by Sri Bahrati
Tirthaji in his book, Vedic mathematics involves splitting the middle
term into two parts such that the ratio of first coefficient to the first
part is equal to the ratio of the second part to the last coefficient. This
ratio is the first factor.
The other factor is obtained by dividing the first coefficient of the
quadratic by the first coefficient of the factor and the last coefficient of
the quadratic by the last term of the factor.
Example 17: Factorize 2x2 + 7x + 6 = 2x2 + (4x + 3x) + 6 = (2x2 + 4x) + (3x
+ 6)
= 2x(x+ 2) + 3(x + 2) →( x + 2) is one factor
2x2/x + 6/2 = (2x + 3) is the other factor
Note that that if we split the middle term into 3x + 4x, we would have
(2x2 + 3x) + (4x + 6) = x(2x + 3) + 2(2x +3)
Example 18: 6x2 + 11x + 4 = 6x2 + (8x + 3x) + 4 = (6x2 + 8x) + (3x + 4)
= 2x(3x + 4) + (3x + 4) → 3x + 4 is one factor
6x2/3x + 4/4 = 2x + 1 → other factor
With this technique we can mentally do the factorization process.
Other methods of factoring will be discussed in future chapters.
Exercise 3.3
1) There are 5 junior high school students for every 2 senior high
students in Juan de la Cruz Integrated school. If there are a
total of 1470 students in the school how many are in the senior
high?
2) In a cattle breeding farm, there are 29 cows per two bulls. If
there are a total of 930 cattle in the farm how many are bulls?
3) Factorize the following trinomials:
a) 2x2 + 7x + 5
b) 4x2 + 8x + 3
c) 6x2 + 7x + 2
d) 6x2 + 19x + 3
e) 8x2 + 18x + 9
Ans: 1) 420; 2) 60; 3a)(2x + 5)(x + 1); 3b) (2x + 3)(2x + 1);
3c) (3x +2)(2x + 1); 3d) (6x + 1)(x + 3); 3e) (4x + 3) (2x + 3)
MSC #4 - Using Bar Numbers
Using bar numbers is an ingenious method of writing numbers, avoiding

large digits which usually result in simpler computations. 49 is 50 – 1
and can be simply written as 51̅. The bar above the 1 is called a
vinculum.
Similarly, 38 is just 2 below 40 and can be written as 42̅. The digits 6, 7
8 and 9 may be written as bar numbers depending on the need. 51̅ is
read as 5, bar 1 and 222 ̅̅̅̅ is read as 2 bar 22.
Writing Bar Numbers
Example 1: Express 89 in bar notation.

We can change 8 or 9 or both to bar numbers. All of these are equal to
89:
̅̅̅̅ is (100 – 11); changed both 8 and 9
111
12̅9 is (100 – 20 + 9) or (80 + 9); changed 8 only
91̅ is (90 – 1); changed 9 only
Example 2: What is 7698 in bar form?

If we want to change all digits, we can conveniently use “All from 9 and
the last from 10” to express it in bar form. 10,000 - 7698 is 2302 so
̅̅̅̅̅̅̅.
7698 can be written as 12302
Sometimes, we have large digits in the middle of a number
Example 3: Change the large digits in 28,392 into bar numbers.

We can split the number in this way: 28|39|2
This is 32̅41̅2 in bar notation.
Exercise 4.1 Express the following numbers in bar form. Avoid using
digits larger than 5.
1) 38 6) 4952
2) 59 7) 6273
3) 98 8) 171,819
4) 299 9) 1888
5) 509 10) 9898
Ans: 1) 42̅; 2) 141
̅̅̅̅; 3) 102̅; 4) 301̅; 5) 511̅; 6) 51̅52; 7) 14̅33̅3; 8)
23̅22̅21̅; 9) 2112
̅̅̅̅̅; 10) 10102
̅̅̅̅̅̅̅
Devinculating (Expressing in normal form)
Example 4: Remove the negative (bar) digits in 53̅42̅.

This number is really 5000 – 300 + 40 – 2 or 4738. This result can be
readily obtained by splitting the number after the bar digit: 53̅42̅ →
53̅|42̅ which we can easily devinculate to get 47|38.
̅̅̅̅4
Example 5: Devinculate 444
̅̅̅̅|4 = 3564.
Again, we put the split bar after the last bar digit 444
̅̅̅̅̅ in normal form.

Example 6: Express 6324
Again the use of “All from 9 and the last from 10” is very helpful. 6000 –
324 is 5676.
Exercise 4.2 Devinculate the given numbers in bar form.

1) 24̅ 6) ̅̅̅̅04
242
2) ̅̅̅̅
124 7) ̅̅̅̅134
502 ̅̅̅̅
3) 101̅ 8) 41̅32̅13̅
4) 343̅ 9) ̅̅̅̅̅
1054
5) 4512̅̅̅̅ 10) ̅̅̅̅̅̅̅
123032
Ans: 1) 16; 2) 76; 3) 99; 4) 337; 5) 4,488; 6) 15,804; 7) 498,066; 8)

392,807; 9) 946; 10) 116,968.
Bar Number Applications
Example 7: What is the value of 3x3 – 4x2 + 5x – 1 if x is 10?

We can immediately write the answers as 34̅51̅ or 2649.
Example 8: What is 397 x 7 ?

̅̅̅̅ x 7 = 2821
397 x 7 = 403 ̅̅̅̅ = 2779
Example 9: What is 67 + 98?
67 + 98 = 67 + 102̅ = (60 + 100) + (7 – 2) = 160 + 5 = 165
Example 10: What is the product of 346 and 999?

346 x 999 = 346 x 1001̅ = 346, 346
̅̅̅̅̅ = 345,654
Example 11: Divide 2,512 by 487.

̅̅̅̅
2,512 ÷ 487 = 2,512 ÷ 513
5 r. 77
̅̅̅̅ 2,512
513
̅̅̅̅
2,565
77
Exercises 4.3
1-3) Express 79 in bar form in three ways.
4) Convert 81̅82̅83̅ to normal notation.
̅̅̅̅̅̅̅̅̅ in normal form is?
5) 112,345
6) Use bar numbers to compute 298 x 8 =
7) What is the value of x3 – 3x2 – 5x – 6 if x is 10?
8) What is the value of 8x3 – 2x2 – 3x + 7 if x is 10?
9) Find the total, 19 + 199 + 1999 + 19,999 =
10 Get the sum of 9,999 + 9,998 + 9,997 + 9,996 =
Answers: 1) 81̅; 2) 121
̅̅̅̅; 3) 13̅9; 4) 797,877; 5) 87,655 6) 2,384; 7) 644;
8) 7,777; 9) 22,216; 10) 39,990
MSC #5 - Vertically and Crosswise:
The Vertically and Crosswise sutra is the basis of the general

multiplication method in Vedic Mathematics.
2 x 2 Multiplication
Let us study this technique by considering the following 2-digit by 2-digit
example: 13 x 38.
Visualize the numbers one on top of the other:
1 3
x 3 8
Step 1) Multiply vertically the digits in the left hand column, 3 x 1 = 3

1 3
x 3 8
3
We are actually multiplying 10 by 30 here but we do not write the two

ending zeroes in the answer line.
Step 2) Multiply crosswise and add the results: 1 x 8 = 8; 3 x 3=9; 8 + 9 =

17
1 3
x 3 8
3 7
1
The crosswise step consists of two multiplications 10 x 8 and 30 x 3 and
then the products are added 80 + 90 = 170. 1 is written in the hundreds
column while 7 is placed in the tens column. The ending zero is not
written.
Step 3) Multiply vertically the last column 8 x 3 = 2 4

1 3
x 3 8
3 7 4
1 2
4 9 4
The last operation involves only the units digits. So the 24 is written as
shown above. Then the two rows are added to get the final result.
We can also perform the operation from right to left but by performing
the crosswise step first may prove easier when solving mentally.
Imagine this: after getting 170 in the crosswise step, we can do the
vertical multiplication of the tens digit and get 300. We can then begin
to announce the answer as “4 hundred” while mentally multiplying the
units digits, 3 x 8 = 24. We can then add the 2 of 24 to the 7 and
continue as “seventy four”.
Example 2: 4 3
x 2 4
Although we can readily make a written solution to this problem, let us
try to solve this mentally. Beginning with the crosswise step 4 x 4 + 2 x
3, we get 22 which is really 220. Then looking at the tens digits, we have
4 x 2 = 8 or 800. We can then begin to say the result: “one thousand”. 3
x 4 in the units column will give 12. Thus we will finish by announcing
“thirty two”.
Exercises 5.1
1) 2 1 4) 5 2
x3 5
x1 2
2) 2 3 5) 2 6
x2 1 x7 2
3) 3 2
x 1 3 6) 6 3
x2 8
Ans: 1) 252; 2) 483; 3) 416; 4) 1820; 5) 1872; 6) 1764
Developing Multiplication Shortcuts
By performing the crosswise step first, another way the short cut for
squaring numbers ending in 5 can be shown.

3 5
X 3 5
3 0 3 x 5 + 3 x 5 = 3 x (5+5) = 3 x 10 = 30
9 |2 5 3 x 3 = 9 and 5 x 5 = 25
12 25 the 12 came from 3 x 3 + 3 or 3 x(3+1); by
One more than the one before
Also of complementary numbers.
Example 4: Find 76 x 74.

7 6
x 7 4 Start with the crosswise step
7 0 (7 x 6 + 7 x 4) = 7 x (6 + 4) = 7 x 10 = 70
49|24 The 1st by the 1st = 7x7 = 49; the last by the last
6 x4 = 24
56 24 The 56 came from 7x7+ 7 or 7 x(7+1);
In the examples above the short cut is possible because (5+5) and (6 +4)
are both equal to 10. What happens when we reverse both numbers?
Example 5: Compute the square of 53.

5 3
x 5 3
3 0 The cross product is again (5+5) x3 = 30
25|09 5 x 5 = 25 and 3 x 3 = 09
28 09 The first part of the answer, 28 comes from (5
x 5 + 3) and the last part, 09 from the square of 3.
562 = 25 + 6 | 62 or 3136 and 592 = 25 + 9 | 92 = 3481

We can also use the shortcut shown in the previous example by using
bar numbers. Sin 48 is 50 – 2, we can express 48 as 52̅ and 5𝟐
̅2 = 25 + 𝟐
̅
̅2 = 2304 . Similarly 432 is 25 – 7 | 72 = 1849
|𝟐
Example 7: Find the product of 67 and 47.

The factors here are the reverse of the complementary numbers 76 and
74 in example 2. So the ten’s digits are complementary and the units
digits are the same. The cross product is (6 +4 ) x 7 or 70. The product
67 x 47 = (6 x 4) + 7 | 7 x 7 = 3149.
Example 8: Compute: 64 x 77 .
In this example the digits of the multiplier add up to 10 and the digits of
the multiplicand are both 7 so the cross product is also 70. The product
is simply (6 x 7) + 7 | 4 x 7 = 4928.
Polynomial Multiplication
Vertically and crosswise is also useful in multiplying polynomials

Example 9: (2x + 3) (3x + 4) = 2x(3x) + [2x(4) + 3(3x)] + 3(4)
= 6x2 + 17x + 12
This is similar to the popular FOIL method with the outer and inner
products combined first.
Application of this technique to longer numbers and polynomials is
discussed in chapters 8 to 11 of “Algebra Made Easy as Arithmetic” pp
25 to 34.
Its use in fractions is discussed in later chapters here.
Exercises: Solve the following using the techniques discussed in this
section
1) 252 = 6) 74 x 34 =
2) 83 x 87= 7) 73 x 44 =
3) 542 = 8) 44 x 37 =
4) 422 = 9) 28 x 88 =
5) 612 = 10) 78 x 18 =
Ans: 1) 625; 2) 7221; 3) 2916; 4) 1764; 5) 3721; 6) 2516; 7) 3212; 8)
1628 ; 9)2464; 10) 1404
MSC #6 - Completing the whole: Addition
Addition is simple if we combine ten’s complements first.
Ten’s complements
Example 1: 8 + 7 + 2 = (8 + 2) +7 = 17
Example 2: 27 + 95 + 73 = (27 + 73) + 95 = 195
Example 3: 234 + 567 + 266 + 433 = (234 + 266) + (567 + 433) = 500 +
1000
Example 4: 244 + 28 + 50 + 6 = (244+6) + 28 + 50 = (250 +50) + 28 = 328
Example 5: 12 + 56 + 23 + 65 = (12 + 23) + 65 + 56 = (35+ 65) + 56 = 156
Example 6: Which of the numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9 should we

remove so that the sum of the remaining 8 numbers is 40.
The following number pairs add up to 10: 1 and 9, 2 and 8, 3 and 7 and
4 and 6. Those four pairs add up to 40. Therefore, remove the 5.
Example 7: Which two of the following numbers 1, 2, 3, 4, 5, 6, 7, 8, 9
and 10 should you erase so that the remaining numbers will add up to
37?
The numbers 1 to 10 has 4 pairs adding up to 10, a 5 and a 10. If you
will erase two numbers, only 8 will remain. These 8 can form 4 pairs: 3
pairs adding up to 10 and 1 pair adding up to 7. The 5 needs a 2 to be 7
so we must break up the 2 and 8 pair. We will remove the 10 and the 8.
Exercise 6.1
1) 3 + 9 + 7 = 6. 428 + 522 + 478 + 222 =
2) 76 + 68 + 24 = 7) 372 + 218 + 457 + 410 =
3) 38 + 84 + 62 = 8) 58 + 246 + 40 + 14 =
4) 42 + 79 + 58 + 21 = 9) 24 + 35 + 44 + 32 =
5) 386 + 276 + 724 + 614 = 10) 48 + 28 + 74 + 24 =
Ans: 1) 19; 2) 168; 3) 184; 4) 200; 5) 2000; 6) 1750; 7) 1457; 8) 358;

9) 135; 10) 174
Other Forms of Completing the Whole
Completing the whole can take many forms.

Example 8: 67 + 98
Solution 1: Add a whole then subtract
67 + 98 = 67 + (100 – 2) = 167 – 2 = 165
Solution 2: Split and complete:
67 + 98 = (65 + 2) + 98 = 65 + (2 + 98) = 65 + 100 = 165
Solution 3: “Dagdag- Bawas”

-2 +2
67 + 98 = 65 + 100
Solution 4: Use Bar Numbers

̅ = 167 – 2 = 165
67 + 10𝟐
Example 9: 4658 + 3888 = 4658 + (4000 – 112) = 8658 – 112 = 8,546
Example 10: 1875 + 5646 = 1875 + (125 + 5521) = 2000+ 5521 = 7521
Example 11: 99 + 98 +104 + 97 + 102

= (99 + 1) + (98 + 2) + (104 - 1 - 3) + (97 + 3) + (102 – 2)
= 400
Example 12: 39,999 + 3,999 + 399 + 39

= 40,001̅ + 4001̅ + 401̅ + 41̅
= 44,444̅ = 44,436
Example 13: It took Peter 4 hours and 23 minutes to climb to the top of
the mountain while it took him only 1 hour and 56 minutes to get
down. What is his total time?
1: 56 + 4: 23 = (1:56 + 04) + (4:23 – 04) = 2:00 + 4:19 = 6 hours 19
minutes
Exercises:
1)Add 37 to 28.
2)Find 68 + 97.
3)What is 678 + 997?
4)Get the total of 897 and 855.
5)What is the result when 875 is added to 6,767?
6)What is 5,678 + 9,898 =
7)Find the sum of 3,587 and 2, 888.
8)What is the aggregate of 566, 667 and 767
9)What is the perimeter of a rectangular table measuring 6’4” by
3’10”?
10) The 3 members of the Kenyan team ran the half marathon
with times of 58 min, 59 min and 1 hour 6 mins respectively. What
is their total time?
Ans: 1) 65; 2) 165; 3) 1675; 4) 1752; 5) 7,642; 6) 15, 576; 7) 6,475; 8)

2,000; 9) 20’4’’; 10) 3 hours 3 mins
MSC# 7- Completing the Whole: Addition and
Subtraction
Subtraction without borrowing
Many subtractions which require regrouping or borrowing can be

simplified by completing the whole.
Example 1: What is the difference between 435 and 198?

There will be two regroupings or “borrowings” when this is solved using
the traditional method. There are other simpler solutions
Solution 1: Subtract more then return the excess.

198 is only two less than 200. So we can deduct a “whole” 200 and
return 2.
435 – 198 = 435 – (200 – 2) = (435 – 200) + 2 = 235 + 2 = 237
Solution 2: Subtraction by Addition

A simple addition of 2 to both minuend and subtrahend will greatly
simplify computation.
435 – 198 = (435 + 2) – (198 + 2) = 437 – 200 = 237
Subtraction by Steps makes use of an intermediate “whole”. The

mental processes involved are similar to solution 1 in example 1
Example 2: Find the result when 388 is deducted from 741?
This will also require two regroupings. But we can use an intermediate
value like 400 to solve this easily.
741 – 388 = (741 – 400) + (400 – 388) = 341 + 12 = 353
Mentally, we can solve for the ten’s complement of 388 with respect to
400 first before adding it to the difference of 400 from 741.
Subtraction by Parts makes use of number splitting to create zeroes in

the minuend.
Example 3: Solve for the difference between 684 and 389.

We note here that the last two digits of the subtrahend is only slightly
larger than that of the subtrahend.
684 – 389 = 684 – (384 + 5) = (684 – 384) – 5 = 300 – 5 = 295
Creating Zeroes by “Completing the Whole”
Addition and subtraction have the same order of precedence so they

can be interchanged. Try to complete the whole whenever possible.
Example 4: What is the difference between 964 and the sum of 345 and
264?
964 – (345 + 264) = 964 – 345 – 264
= (964 – 264) – 365
= 700 – 365 = 335
Example 5: What is 163 deducted from the sum of 763 and 229?
(763 + 229) – 163 = 763 + 229 – 163
= (763 -163) + 229
= 600 + 229
= 889
Example 6: What is the result if the difference between 523 and 164 is
deducted from 736?
736 – (523 – 164) = 736 – 523 + 164
= (736 + 164) – 523
= 900 – 523
= 477
Example 7: Solve: 21 – 11 + 22 – 12 + 23 – 13 + 24 –14 + 25 – 19

= (21 – 11) + (22 – 12) + (23 – 13) + (24 –14) + (25 – 19)
= 10 + 10 + 10 + 10 + 6 = 46
Example 8: 220 – 217 + 215 – 212 + 210 – 207 + 205 – 202

= (220 – 217) + (215 – 212) + (210 – 207) + (205 – 202)
= 3 + 3 + 3 + 3 = 12
Exercises:
1) What is the difference between 425 and 387?
2) Find the sum of 136 and the difference between 364 and 273.
3) What is the result if 252 is taken away from the sum of 575 and
452?
4) What remains when 111 is deducted from the difference of 898
and 689?
5) What is the difference between the sum of 587 and 545 and the
sum of 345 and 387?
6) Sir Winston Churchill, who was born on 1874, died on 1965. How
old was he, when he died?
7) The movie started at 2:55PM and ended at 4:08 PM. How long
was the movie?
8) The Philippines declared its Independence from Spain On June 12,
1898. Last June, 2019, the Philippines celebrated how many years
of Independence?
9) What is 100 – 96 + 95 -91 + 90 – 86 … 5 – 1?
10) Compute: 878 + (646 – 378) – 146 =?
Ans: 1) 38; 2) 227; 3) 775; 4) 91; 5) 400; 6) 98 years; 7) 1hour 13
minutes; 8) 121 years; 9) 80; 10) 1,000
MSC #8 - Proportionately I: Direct Proportion
Among the least favored topics in Mathematics are ratio and

proportion, although their applications are wide and far-reaching. A
ratio is the simplest way of comparing two quantities and the
expression of the equality of two ratios is called a proportion.
The Product of the Means is equal to the Product of the

Extremes
A proportion is often expressed in colon format, a:b = c:d. To solve any

unknown quantity in the proportion, we were taught that the “product
of the means is equal to the product of the extremes” or bc = ad.
𝑎 𝒄
It may also be in fraction form, = in which case cross
𝑏 𝒅
multiplication is used to get the equality ad = bc. From here we can
solve for any unknown. b = ad/b or it may be c = ad/b.
This method requires 3 operations: two multiplications and 1 division.
But most people do not solve problems this way
Example 1: 1 cup of rice is good for 3 persons. How many cups of rice
should be cooked if 12 persons will eat lunch?
Obviously, we don’t need to get the product of the means and the
extremes here.
We just “know” or “feel” that since there will be 4 times as many
persons who will eat then 4 times as many cups of rice need to be
cooked.
A ratio indicates how many times a number is contained in another.
We can compute for the proportionality constant, k such that a/b = k.

We can say that a is directly proportional to b, that is a = kb. This is the
same as saying that the dividend is directly proportional to the divisor
with the quotient being the proportionality constant.
Example 2: A fuel efficient car used only 5 liters of gasoline in covering

the 65km distance from San Pablo City to Pagbilao, Quezon. How far
can the car travel with 20 liters of gasoline?
As in example 1, since the car will traverse 4 times the amount of fuel
(4 x 5 = 20) then it will cover 4 times the distance, 4 x 65 = 260 km.
We can also compute the constant of proportionality k, 65km/5 liter or
13km/liter. We can then compute that 13km/li. X 20 liters = 260km.
Students are already familiar with the computations used above,

although in other forms.
Reducing to lowest terms
Example 3: Simplify 0.25/0.03
0.25/0.03 =(0.25 x100)/(0.03 x 100) = 25/3
Example 4: Reduce 15/25 to its lowest terms.
15/25 = (15 ÷ 5)/(25 ÷ 5) = 3/5
Example 5: Simplify 700/200.

We can remove an equal number of ending zeroes both in the
numerator and the denominator (dividend and divisor).
This is equivalent to 700 ÷ 200 = 7/2.
Simplifying Division
Many division problems can be simplified by proportion.

Example 6: What is 435 divided by 5?
We can double both the dividend and the divisor.
435 ÷ 5 = (435 x 2) ÷ (5 x 2) = 870 ÷ 10 = 87
A short cut for dividing by 5 is to double the dividend and move the
decimal point one place to the right.
Example 7: Divide 536 by 5.

Some find it easy to solve this mentally if the dividend is “read” as 53.6
then doubled to get 107.2
Dividing by 0.5 is simply doubling the dividend.
Example 8: 185 ÷ 0.5 = (185 x 2) ÷ (0.5 x 2) = 370 ÷ 1 = 370
Doubling works well whenever the divisor ends in 5.
Example 9: 24.5 ÷ 3.5 = (24.5 x 2) ÷ (3.5 x 2) = 49 ÷ 7 = 7

Doubling may be repeated as necessary.
Example 10: 375 ÷ 25 = 750 ÷ 50 = 1500 ÷ 100 = 15

Halving and repeated halving may also be done
Example 11: 252 ÷ 36 = 126 ÷ 18

= 63 ÷ 9 = 7
Exercises:
1) 635 ÷ 5 = 4) 87.5 ÷ 0.125 =
2) 725 ÷ 25 = 5) 224 ÷ 4 =
3) 7.5 ÷ 0.15 = 6) 1218 ÷ 6 =
7) Convert 2/0.3 into its simplest form.
8) Given A: 3 = B: 27, If B = 36, What is A?
9) Given A:B = 2: 3 and B:C = 9:10. What is A if C = 40?
10) A car covered a distance of 125km in 105 min. Travelling at
the same speed, how far can it go in 7 hours?
Ans: 1) 127; 2)29; 3) 50; 4) 700; 5) 56; 6) 203; 7) 20/3; 8) 4; 9)24; 10)
500km
MSC #9 – Proportionately II: Inverse Proportion
By cross multiplication of equal fractions in the previous section we

obtained equal products ad and bc. Equating both products to k, we
can say that the factors, a and d are inversely proportional to each
other with k as their constant of proportionality. The same can be said
to the factors b and c.
The equality above means that we can change the factors in a
multiplication and still get the same result. We will use this principle to
simplify some difficult multiplication (Mastering doubling and halving
procedures as discussed in chapter 5 and 6 of 25 Math Short Cuts is
very helpful in using this technique.)
Example 1: Solve 14 x 9
14 x 9 = (2 x 7) x 9 = 2 x (7 x 9) = 2 x 63 = 126
Example 2: What is 18 x 4?
18 x 4 = (9 x 2) x 4 = 9 x (2 x 4) = 9 x 8 = 72
We can halve one factor while doubling the other.
Multiplying numbers ending in 5
Example 3: Find the product 342 x 5

342 x 5 = (171 x 2) x 5 =171 x (2 x 5) = 171 x 10 = 1710
This is equivalent to;
342 x 5 = (342÷2) x (5x2) = 171 x 10 = 1710
A short cut for multiplying when one factor is 5 is thus developed: Halve
the other factor and affix zero at the end (or move the decimal point
one place to right when quotient ends in 0.5) See Multiplying by 5, 50,
5%, etc , pp 33-34, 25 Math Short Cuts.
Example 4: Multiply the following by 5: a) 824 b) 563

a) 824 → 824/2 = 412 → 4120
b) 563 → 563/2 = 281.5 → 2815
Some prefer to add zero at the end of the other factor first before
halving.
a) 824 → 8240 → 8240/2 → 4120
b) 563 → 5630 → 5630/2 → 2815
This doubling and halving technique works well whenever one of the
factors end in 5
Example 5: Multiply 35 by 16
16 x 35 = 8 x 70 = 560
This procedure may be repeated as necessary.
Example 6: Compute the following: a) 48 x 25; b) 36 x 75; c) 56 x 125

a) 48 x 25 = 24 x 50 = 12 x 100 = 1200
b) 36 x 75 = 18 x 150 = 9 x 300 = 2700
c) 56 x 125 = 28 x 250 = 14 x 500 = 7 x 1000 = 7,000
With experience we can eliminate intermediate steps
a) 48 x 25 = 12 x 100 = 1200 (divide and multiply by 4)
b) 36 x 75 = 9 x 300 = 2700 (divide and multiply by 4)
c) 56 x 125 = 7 x 100 = 7000 (divide and multiply by 8)
Multiplication shortcuts when one of the factors are 4 or 8 are similarly

developed.
48 → 48/4 → 12 → 1200 or 48 →4800 →4800/4 → 1200
And
56 →56/8 → 7 → 7000 or 56 → 56,000 → 56,000/8 → 7,000
Removing decimals
This technique can be extended to decimal and percentage

calculations.
Example 7: Find the product 430 x 0.2.

430 x 0.2 = (430/10) x (0.2x10) = 43 x 2 = 86
We can simply move the decimal point in 0.2 one place to the right to
make it a whole number while moving the decimal point in 430 the
same number of places in the opposite direction.
Example 8: What is 11% of 2700?
11% of 2700 = 0.11 x 2700 = (0.11 x 100) x ( 2700/100) = 11 x 27 = 297
Example 9: What is 84% of 10?
84% of 10 = 0.84 x 10 = 84 x 0.10 = 0.10 x 84 = 10% of 84 = 8.4
Since we can move the decimal point of 0.84 two places to the right
while moving the same number of place in the opposite direction for
10, 84% of 10 can be 10% of 84.
Example 10: What is 36% of 25 + 75% of 36?

0.36(25) + 0.75(36) = 0.25(36) + 0.75(36)
= (0.25 + 0.75)(36)
= 1(36) = 36
“Refactoring”
Inverse proportion enables us to change the factors of a product with

changing the results.
Example 11: Find the factors of 48.

48 = 1 x 48 = 2 x 24 = 3 x 16 = 4 x 12 = 6 x 8.
The factors of 48 are 1, 2, 3, 4, 6, 8, 12, 16, 24 and 48.
Example 12: The greatest common factor (GCF) and Least Common
Multiple (LCM) of two numbers are 6 and 336 respectively. If one of the
numbers is 24, find the other number.
6 x 336 = 12 x 168 = 24 x 84. The other number is 84.
Example 13: If 10 men can finish paving a stretch of road in 12 days
how many days will it take 15 men to finish the job?
10 x 12 = (10 x 3/2) x (12 ÷ 3/2) = 15 x (12 x 2/3) = 15 x 8 .
Example 12: A motorist going from town A to town B expects to cover

the distance in 5 hours by travelling at 40 kilometers per hour (kph). If
he wants to arrive 1 hour earlier, at what speed should he travel?
Speed needed = (40 kph x 5 hours) / 4 hours = 50kph
Exercises:
1)16 x7 = 4) 328 x 25 =
2) 45 x 6 = 5) 864 x 125=
3)432 x 5 = 6) 2 x 4 x 5 x 8 x 25 x 125 =
7)Find all the integral of factors of 72.
8)What is 23% of 50?
9)The house designed for the newly-weds have a square floor area,
12 m. on a side. The bride wanted to re-design it to have the same
area but with a frontage of 16 m. What will be the depth of the
house.
10) The house is expected to be completed by 24 workers in 60
days. The groom, however wanted to finish it in 40 days. How
many workers must be hired to do the job?
Answers: 1) 112; 2) 270; 3) 2160; 4) 8200; 5) 108,000; 6) 1,000,000
7) 1, 2 ,3, 4, 6, 8, 9, 12, 18, 24, 36, 72; 8) 11.5; 9) 9 m.; 10) 36 workers
MSC #10: Using a base
Many computations can be simplified by using a base
Using a base in Addition
Example 1: Find the sum of the following numbers: 80, 81, 84, 86 and
87.
All the 5 numbers are near 80. We can just add their excesses over 80
to simplify addition: 5 x 80 + (1 + 4 + 6 + 7) = 400 + 18 = 418.
Example 2: Grace got the following grades in her quizzes : 98, 99, 96
and 99. What is her total grade?
As in example 1, we can have 90 as a base and get the total as follows:
(4 x 90) + ( 8 + 9 + 6 + 9) = 360 + 32 = 392
Computation would be a lot easier if we use 100 as a base: (4 x 100) –
(2 + 1 + 4 + 1)= 400 – 8 = 392.
Bar numbers may also be used here: 102̅ + 101̅ + 104̅ + 101̅ = 408̅ = 392
Example 3: What is the total height of the starting line-up of the Tigers
basketball team if their heights are 5’11”, 6’3”, 5’10, 6’2” and 6’ 1”.
Use a base of 6 feet and by completing the whole, transfer 1” from
6’1” to 5’11” and 2” from 6’2” to 5’ 10” so that all four of them can be
considered 6’ in height. So the total height is 5 x 6’ + 3” or 30 feet and 3
inches.
Using a base in computing the average
Using a base is very useful in solving for the average or arithmetic

mean.
Example 4: What is average height of the two tallest players in the team
if one is 6’ 5” and the other is 6’ 10”?
We can avoid lengthy computations by simply using the height of the
shorter player as base: we can see that there is a 5” difference in their
height. Half of that is 2.5”. Their average is therefore the base plus half
the difference: 6’ 5” + 2.5” = 6’ 7.5”
The average of the figures in examples 1 and 2 are easily solved Using a
Base
Example 5: Find the average of the following numbers: 80, 81, 84, 86
and 87.
Using a base of 80, we only get the average of their excesses ( 1+ 4 + 6 +
7)/5 = 18/5 = 3.6. We then add this to the base: 80 + 3.6 = 83.6
Example 6: In the local science high school, the final grade is computed
using the ff. formula: 40% Final Exam, 30% long tests, 20% short quizzes
and 10% class participation where Wilfred got grades of 92, 91, 89 and
93 respectively. Compute his final rating.
Using conventional method, noting the relative weights of the grades
we have:
92 x 4 = 368
91 x 3 = 273
89 x 2 = 178
93 x 1 = 93
912
912/10 = 91.2
Using a base of 90 is definitely easier and can be done mentally.
2x4= 8
1x3= 3
-1 x 2 = -2
3x1= 3
12 and 12/ 10 = 1.2. The weighted average is 90 + 1.2 =
91.2
Example 7: The average of a set of 25 numbers is 80, and the average of

another set of 15 numbers is 88. What is the arithmetic mean of all 40
numbers?
Use a base of 80. Multiply 15 by (88 -80) = 120. 120/ (25 +15) = 3. The
average is 80 + 3 = 83.
Example 8: Carla’s average for her four previous exams was 88. What
score does she have to get if wants to have an average of 90 so as to
maintain her scholarship?
The usual solution to this is let S be the score needed and solve for the
equation
(4 x 88 + S)/ 5 = 90
352 + S = 450
S = 450 - 352 = 98.
In the solution above 4 x 88 represents the total score for the 4

previous test. It also means that we can consider her getting a score of
88 in each of the 4 tests.
Using the desired average, 90 as base, we can see that Carla also needs
to raise the score of each of the 4 exams by 2 (90 – 88). So 90 + (4 x 2) =
98.
Example 9: The sum of five consecutive integers is 125. Find the

smallest.
Using the average as the base, we have 125/5 = 25. 25 is the middle
number, the smallest is 23.
Example 10: Senior citizens get a 20% discount for admission tickets in a
movie house priced ₧350 per adult. If 1200 tickets were sold and the
total receipts was P402 500, how many senior citizens watched the
movie?
If we assume that all tickets are sold at a base price of P350, then P350
x 1200 = P700 x 600 = P420,000. But only P402,500 was realized from
the sales The short fall of P17,500 is due to the 20% senior citizen
discount of 20% or P70 per ticket.
P17,500 / 70 = 250 senior citizens availed of the discount.
Using a base for multiplication and division will be covered in
succeeding chapters.
Exercises:
1) Find the sum of the following: 80, 81, 83, 80, 79
2) The last six months of the year, July to December have 31, 31, 30,
31, 30 and 31 days. What is the total number of days in the
second half of the year?
3) Plaridel got grades of 87, 92, 89, 90 and 88 in his first five quizzes.
What grade does he need to get in his last quiz to get an average
of 90?.
4) What number is exactly midway between 2.8 and 2.81?
5) What is the average of 587 and 925?
6) In a Grade 12 section there are 4 – 16 year olds, 12-17 year olds,
16 - 18 year olds, 6 - 19 year olds and 2-20 year olds. What is the
average age of the class?
7) Clara’s average in her 5 exams is 89. If her lowest grade is to be
disregard, her average will go up to 91. What was her lowest
grade?
8) The sum of 4 consecutive even numbers is 260. What are the
numbers?
9) The average of 5 values is 35. When one of them is changed to 12,
the average went down to 32. What is the original value replaced?
10) The average of six numbers 33, 43, 53, 63, m and n is 50.
What is the average of m and n?
Ans. 1) 403; 2) 184; 3) 94; 4) 2.805; 5) 756; 6) 17.75; 7) 81; 8) 62,64,66
and 68; 9) 27; 10) 54.
References:
Glover, James, The Curious Hats of Magical Maths, Books 1 and 2, Delhi
India, Motilal Banarsidass Publishers Private Limited, 2010.
Glover, James, Swati Dave, Marianne Fletcher, Gowri Ramachandran,
Veronica Prudente, and Virgilio Prudente, Inspirational Maths from
India- A Teacher’s Handbook, San Pablo City, Philippines: MATH-Inic
Publishing, 2018.
Jagadguru Swami Sri Bharati Krsna Tirthaji Maharaja, Vedic
Mathematics, Revised Edition, Delhi, India: Motilal Banarsidass, 1992.
Prudente, Virgilio Y., 25 Math Short Cuts, San Pablo City, Philippines:
MATH-Inic Publishing, 2017.
Prudente, Virgilio Y., Algebra Made Easy as Arithmetic, San Pablo City,
Philippines: MATH-Inic Publishing, 2017.
Williams, Kenneth R., Discover Vedic Mathematics, 1st Indian Ed.,Delhi,
India: Motilal Banarsidass, 2006.
Williams, Kenneth R., Vedic Mathematics Teacher’s Manual,
Intermediate Level, 1st Indian Ed., Delhi, India: Motilal Banarsidass, 2005
Books by MATH-Inic Publishing showcase what MATH-Inic is: MATH
Made FUN, FAST and EASY!
Printed and e-books copies of these can be ordered at the FaceBook

page MATH-Inic Philippines: Math Made Fun, Fast and Easy
(https://www.facebook.com/MATHInicPhils/) and pay via BPI, BDO and
Palawan Pawnshop Express Pera Padala or thru Gumroad(e-books only)
(https://gumroad.com/mathinic) and pay using PayPal or credit card.
Isa, Dalawa, Tatlo, Magbilang Tayo! (P250/$4.99) – even before

children can learn to read and write, they already have to ability to
grasp Math concepts. This book will help parents introduce to their
children the basic attributes of objects like colors and shapes and teach
them how to differentiate between big or small, tall or low, long or
short and many or few.
Counting objects are taught in different ways. Finally, the correct
strokes in writing numbers up to 10 are shown. Recommended for
parents with children ages 3 to 5.
25 Math Short Cuts (P300/$5.99) – Knowing how to calculate quickly,
without the need of a calculator or pen and paper is a very useful skill.
Whether you need to divide a dinner bill among friends, double a
recipe, compute for a discount or commission, or figure out how many
more pages of your textbook you have to read, knowing math shortcuts
can make your life so much easier.
The 25 short cuts included in this book are some of the most useful in
everyday life and among the easiest to master.
Packed with useful calculation methods, neat Math tricks and amusing
anecdotes, and all explained in a fun and very readable style! – Kenneth
R. Williams, Founder, Vedic Mathematics Academy(UK)
What I see in … this book’s collection of “tricks” is practical Algebra.
They will be important for our children…ensuring that they understand
Math before calculators and computers come in. – Michael L. Tan,
DVM, Ph.D., Chancellor UP Diliman
Ike’s book is very useful. I certainly enjoyed reading it and learned some
new things as well. – Reynaldo B. Vea, Ph. D., President, Mapua
Institute of Technology
I really like your short cuts. I now realize how easy a lot of things in
computing would have been if I learned your shortcuts early in life. Your
techniques should reach as wide a readership/adherence as possible,
especially among young ones. – Gen. Hermogenes Esperon(Ret.),
National Security Adviser
25 Math Short Cuts is a book every household should have, and should
be read by all its members, children and elders alike. – Cielito Habito,
PH.D., former Director-General , National Economic and Development
Authority and Socio-Economic Planning Secretary
Algebra Made Easy as Arithmetic (P300/$5.99) – Algebra Made Easy as
Arithmetic demonstrates how the application of some basic arithmetic
procedures can greatly simplify many algebraic operations. It also
shows that there are other approaches to algebraic solutions which
some students may find simpler to use.
This excellent book from Virgilio “Ike” Prudente is a welcome and much
needed addition to the Vedic Maths literature and will undoubtedly be a
great help to all those who wish to expand and enrich their knowledge
of Mathematics. – Kenneth R. Williams, Founder, Vedic Maths
Academy (UK)
MATH-Inic mixed with practice would make anyone fall in love with
Algebra. I wish I had this when I was a kid – it really makes Algebra as
easy as Arithmetic – Giovanni Tapang, Ph. D., Dean, College of Science,
University of the Philippines - Diliman
Algebra Made Easy Arithmetic is a terrific book that offers something

for everyone…I can recommend this book to all Algebra students and
their teachers as well. – Dr. Annette Lagman, UP System IT Consultant
and former Math and Computer Science Professor, James Madison
University and Effat University
In general, it is a good resource for teachers specially for coaches of

learners who join different Math competitions. This book can also help
regular teachers to show their learners that Math is not hard to
understand and learn. The book can really improve the performance of
the learners specially in Algebra. – Dr. Severa Salamat, EPS
Mathematics, Division of Sta. Rosa City
Inspirational Maths from India - a Teacher’s Handbook
(P400/$7.99)– The growing worldwide interest in Vedic mathematics,
and the current surge in enthusiasm to have the system taught in
schools, has prompted the IAVM to produce this teacher’s handbook.
Inspirational Maths from India provides an introduction to Vedic
Mathematics. It is divided into two sections, the first for primary
teachers and the second for secondary of high school teachers. In each
chapter you will find worked examples, where each step is carefully
explained, explanations of how the methods work and practice
exercises for you to gain ‘hands-on’ experience and so achieve
familiarity.
Vedic Maths is concerned with a universal structure of mathematics

revealed through a personal approach to problem-solving and other
fields of human activity. There are sixteen sutras and a similar number
of sub-sutras and these succinctly express naturally occurring mental
processes by which mathematical problems can be solved with the
least effort.
Vedic Maths does not advocate sole use of blanket methods through
which students can reduce problems to merely mechanical responses
to given stimuli. Instead, it encourages an intelligent and holistic
approach - one that engenders reason and develops strategic thinking.
There are general methods as well as special case methods. If you find a
problem can be solved by an easier or different method from what is
commonly taught then that is used as a valid method, even if the
problem is solved just by inspection.

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We want to show that learning Math is not about memorizing which

While we intended 30 MSC to be a purely Vedic Math book, we decided

We recommend this book to teachers, parents of homeschoolers and

Happy Vedic Math computing!

Ike and Nica Prudente

Squaring numbers ending in 5

This Sutra is used to square numbers ending in 5.

Example 3: What is 352 ?

Example 6: What is (3.5)2?

Exercise 1.1: Find the square of the following numbers

Multiplication of Complimentary Numbers

This method is also applicable to multiplication of complementary

Example 10: 10.7 x 10.3 = ?

And also to mixed numbers.

Example 11: What is 9 9/13 x 9 4/13 ?

Even in some area computations.

Example 12: A rectangular table measures 4’ 2” by 4’ 10”. Find its area

Example 13: 1997 x 1903 =

Exercise 1.2 Perform the indicated multiplication

Using the Ekadhika

Example 14: What is the Ekadhika of 9?

Example 15: What the Ekadhika of 17?

Example 16: What is the Ekadhika of 43 ?

Now let us consider division by 9.

For every ten there is one nine and a remainder of 1

The following divisions are correct:

We can use any of the above depending on the need.

Example 17: 1213 ÷ 9 =

Now if we will use the 1, the Ekadhika of 9, as divisor, we just have to

Example 19: 2367 ÷ 19 = ?

The use of Ekadhika in divisibility tests will be discussed in MSC #16 in

Ans: 1) 13; 2) 26; 3) 1; 4)125 r 7; 5) 12,244 r 7; 6) 23,566 r 7; 7) 514 r 6;

The ten’s complement of a number tells us how far a number is from

Example 2: What is the ten’s complement of 11?

Example 3: Solve for the 10’s complement of 9989.

Example 5: What is 10,000 less 23?

Exercise 2.1 Find the ten’s complements of the following numbers

Ans. 1) 54; 2) 23; 3) 9; 4) 211; 5) 666; 6) 333; 7) 1011; 8) 102;

Complements from other Bases.

Sometimes we need to deduct from bases other than powers of

Example 6: Find 8,000 – 783

Here we only have a 3 digit number to be deducted from a five

Decimals and Money

Example 11: 1 – 0.00234 =

Other Arithmetic applications:

Some subtraction calculations can be easily done using 10’s

Example 16: What is the difference between 1,234 and 987?

Example 17: Subtract 786 from 924.

Multiplication by 9s is quickly done using 10’s complements.

Example 19: 357 x 999?

More uses of the ten’s complements shall be discussed in the succeding

A very useful technique in numerical calculations is number splitting,

Splitting according to place values

The simplest form of number splitting is by their places.

Example 1: Split the number 1234 in at least three ways.

Example 2: 345 x 4 = (300 + 40 + 5) x 4

Example 3: 1215 x 5 = (1200 + 15)

Example 5: 781,248 ÷ 6 = (780,000 + 1200 + 48) ÷ 6 =

It is also helpful in adding and subtracting from left to right.

Example 6: 2329 + 3812 = (2300 + 29) + (3800 + 12)

Depending on the need, 487 may be split in a variety of ways.

Example 8: 885 – 487 = 885 – (485 + 2)