= 101 | SHORT CUTS IN MATH ANYONE CAN DO By GORDON ROCKMAKER New YorkCopyiht © 195 by Gordon Rokmater Libary of Cangas Catalog Card No 65500 exp} Malo ine, Tra 2, Ovi PREFACE 101 Short Cuts in Math Anyone Can Do will unlock the secreis ofthe art of caleulation, Tr will erease your ower of computation and thereby enable you to get more Gut of the mathematics you now Know, You will soon be Simazed at your ability to solve once complex problems ‘ule Mathematics Is perhaps the most important baste sel nee today. Its & powerful atd Indispensable tool in every Biase of science and engineering, ‘The world of business hd rieance could act survive without i. From law and medicine tothe fine art, {rom atomic physics to shopping atthe supermarket, mathematics plays an essential role {our daily lives. ‘Many people never get farther than grade-school mathe- matics simply because they become bogged down inthe tlementary arithmetic operations. For them mathematics {is something mysterioss asd beyond understanding. They read about electronic computers performing complicated Arithmetic operations at speeds measured in microseconds (microsecond is millionth part ofa second) and wonder ‘why its sill Important to know how to perform these Dperations themselves. ‘The reason is obvious. For most people in their offices, shops, classrooms, stores, oF homes, use of such electronic ‘brains is impractical or impossible,’ The simple fact is that engineers and scleatiats have yet to develop a com- puter ae compact and efficient as the haman brain. ‘The short cuts in this book cover the busic arithmetic ‘operations of addition, subtraction, multiplication, and fivision. ‘They are used with whole numbers, decimals,Rapa cen Rae Bae ar oe PREFACE fractions, mixed numbers, and percentage, Ina word, they range across the whole Stel of ealculation ore is TABLE OF CONTENTS ely to se. in compiling the shortcuts tobe incled n this bok, any authentic ones wore chosen, Ab auhenti abort ca fs one tat wil prodice an arewor quekly and easly With- react ‘ out the necessity of gotng through tne usual intermediate” |——_INTRODUCTION t Stepe, and itis wunly very apeific, By extting through | iheneunaming menial oration a0 ging Chote raight fo the neat ofthe auswer, a tremensousamoust ol needlese wore is aided. SHORT CUTS IN ADDITION , ‘Al computations inthis book are performed from lett to right, This io the first tne thle approach has boon tu bate fie opine epics te tegen Mr ac raue ont es teparre es easel Cope? took uncon evary ter oa hy i SHORT CUTS IN'MULTIPLICATION eee ieee an oa devised, | Perigs he mst impor fuclno hisWook to re bios fo =. Tere seit 10, Matipbine br ¢ 14. Mutpiving by 438. Maltpiing by 8NUMBERS BEGINNING O8 ENDING IN 1 16. Maley by 21 12, Mulkpying by 12 TR Malesying by 112 18. Maltpying by a Maltipe of 12 20. staying by 21 21, Malkpying by 1 22) Mattpyieg bp 101 2, Malkipying by 1,008 24. Maltipsing by One More Than a Power of 19 28, Multpting by Any Two-Digit Number Eocing ia NUMBERS BEGINNING OR ENDING IN 5 21, Maltipying by 18, 2 aaltilying by 25, 28. maltpying by 82 30. Mulptying » Two-Digit Nomber by 95 3a. Muluptieg by 128 232, Multiplieg Two Two-Digit Numbers When Both dn 8 ad One Tens Dig is Oud While the Other Is Even 238, Maliptyieg Two Two-Digit Numbers When Both od in and Thele Tons Digits Are Eitor Both (or Both Even 14, Mltpivieg Two Two-Digit Numbers Wnose Tess Digits Ave Both & mad Whone Unite Digits Are 236, Multiplyeg Two Two-Digit Numbers Whoce Tens Digits Ate Both 9 sad One Unite bgt ts O38 2, Mulpieg Two Two-Digit Numbers Wnose Tens Digits Ave Beth Sand Whose Unite Digits Aad NUMBERS BEGINNING OR ENDING IN 37, Mutiptyng by 18 38. Muliptyng by 98 239, Mulipting by 998 40; Mulipiieg by # Namber Coesating Only of Nines 41, Maitpiying Two Pro-Digt Numbers Eadng in 8 42, Mating by 4 Pro-Digi Supe of 8 $3, Multpiing ty Any Two-Digt Number Ending in SQUARING NUMBERS 44, Squncing Any Number Being In 1 45. Suacing Any Two-Digit Sumber Ending in 8 6. Suncing Any Number Ending tn 5 (7, Stuarng Any Three Dig Sumber Ending in 25 $5. Stusring Any Foar-Dight Number Ending in 25 AS. squerng Any Two-Digt Number Whose Tens Digit ie 8 0; Shearing Any Number Ending i 9 St, Staring Any Number Constting Only of Nines 42) Suaring Any Two-Digt Number MULTIPLYING TWO NUMBERS THAT DIFFER [ONLY SLIGHTLY DMultpiying Two Numbers Whose Difference fe 2 Multiping Two Nubers Whose Dilerence fs 3 Multiplying Two Nunders Whove Difference Ie & Multipiyieg Two Numbers Whose Diference Is 6 ‘all Even Number SREEF MORE SHORT CUTS IN MULTIPLICATION 6. Mitsiying Two Two-Digt Numbers Whose Tens Digs Are tho Eee 8, multiplying Two Two-Digt Numbers Whose Units Digit Are the Same 0, Mulipisng Two Numbers Tast Are Justa Litle 1, Multiplying Two Numbers That Are Justa Lite 2, ang feo Nanbers Tat res ie 3, Malpiyng Two Susbers That Are Justa Lite TW andthe Otter Corresponding Digits Are Equal, eeChapter 3 SHORT CUTS IN SUBTRACTION 65, Siucaing = Mons fromthe He hs over 5, subtcacting a Number from Any Power 9 19 CChoper 4 SHORT CUTS IN DIVISION DETERMINING A NUMBER'S DIVISORS Diettilty ty 2 Diva oy 3 Divas by & Divs By § Diet 8 Diva by 2 Divablity by © Dives by 8 ively By 1 Divi Wy 3 NUMBERS ENDING IN 5 Tr. Diving 5 1B, Diving bp 1 ‘. Diving by 25 20) Dividing by 128 MORE SHORT CUTS IN DIVISION 22, Divan hy Factors ry Choptr 5 SHORT CUTS WITH FRACTIONS, MIXED NUMBERS, AND PERCENTAGE 3: £9, Adding Two Fractions Whose Numerator Are Bith 1164 EE NRK ite Duterence Between Two Fractions Whose a, Multipying by 27 aausying by 21/2 St, Multiples by 7-1/2 6. Multipiisg wy 12/2 re See Mtoe Same and Whose Fractions Addio1 181 490, aulipipng Tre Mixed Numbers When the Difference ‘Between th Whoke Numbers Is andthe Sum of ft. Souaring a Number Ending 1/2 2, Dividing by 1/2 98. Diving by 1271/2 Dividing by 30-1/3, Finding 1-1/9 of Number Finding £9-1/2 bof « Number Finding 97-1/25 of = Number Finding 62/25 of « Nabe Finding 66-2/35 af « Number Finding 971/24 of a Number Chapter & POSTSCRIPT ns 101, Do-t-Youeset sor Cuts 18INTRODUCTION CUTTING CORNERS Whether due to curiosity or sheer Inziness, man bas always been experimenting, searching for and stumbling up- ‘nays of making work eabier for himself. That anony~ ‘mous caverian who chipped the corners off a flat rock and Invented the wheel started (his tradition. Most of man's efforts in the past were directed at con- serving oF Increasing his muscle power, but as time went fn some were simed at saving wear and tear on another ital organ: his brain. It followed naturally that his atien= {Yon turned to reducing such laborious tasks as calculating, [WHAT SHORT CUTS ARE Shortcuts in mathematics are ingenious litle tricks in caleulating that can save enormous amounts of time and Ibor ~ not t9 mention paper — in solving otherwise com~ plicated problems. There are ao magical powers connected ‘with these treks: each is based on sound mathematical Principles growing out of the very properties of numbers themselves, ‘The results they produce are absolutely 2c ‘curate and infallible when applied correctly. short-cut methods are by no means of recent origin; they wore known leven to the ancleat Greeks. The supply of stort cuts is un Limited. Many are knows, and many are yet to be ds covered, ‘The 101 short cuts included inthis book have been Selected because they are easy to learn, simple to use, and ‘can be applied tothe widest range of calculating problems.INTRODUCTION PUTTING NUMBERS IN THEIR PLACE ‘The numbers 1,2, 8, 4, 5, 6, 7, & 9, Oare called digits. Integers are numbers consisting of ine or more digts- For rample, 72,958 is an integer cansistg of five digit, 7, 2,0, 5, and 8, In practice, the word sumber is applied to ‘any diferene combinations of digits ranging from whole flumbers, to fractions, mixed numbers, and decimals. The Word integer, however, applies only to whole numbers, ‘Each digi in 4 number has a name based on its position tn the number. ‘The number system we are accustomed 10 dealing with is based on the number 10. Each number po- sition inthis system is ramed for a power of 10. The po- Sition Immediately tothe left ofthe decimal point of & ‘umber is called the units position, tn the number 1.4 the Gigi I is in the nite position and i called the units digit Infact, any digit that Oceupies that position is called the unite digit. The next postion to the left of the units posi~ ton 1s alied the tens position, and any digit eccupying that ‘space 1s called the tens digit. ta the number 51.4 tho 8 is, the tens digit. Coniinuing to the left, in order, are the hundreds, thousands, en-thousands, hundred- thousands, inllions positions, 2nd 60 on ‘ositions ofthe digits tothe right ofthe decimal Paint also have names similar to those tothe left. The Position Immediately o the right of the decimal polat 1s alle the tenths position. Notice that the same is teuths and not tens. Ts fact, all positions to the right of the deci- ‘al polat end in ths,’ The next position tothe right ofthe tenths postion is the hundredths pesition, then the thou ‘andths position, and, in order, the ten-thousancths, the hhundred-trousandths, the millionts IyTRODUCTION 3 nits ‘Tens Thowetnds Ter a ree ee a Weanaeildee, Remember, the position names never change. The position to the left of the decimal poist is always the units position, the one to the right 1s always the tenths position, no matter What digit occupies the space. jas [noite /eswave ae here I Northen sith In atin to the names of the positions as given above, the letters A,B,C, will Beused in ths book to Relp ex plain the various short-eut methods. Thus, in some short ats the digits will be arranged as given belo ABCDEFGHISKLM B35755 1428039 ‘The leters themselves have no significance beyond helping {deity at locate a particular digit under discussion in the shart cut. For that reason it is important not only to Jeara the various position names but also to gain familiari~ ‘ty withthe letter petation just mentioned. Both will be used frequently taroughout this book. GETTING THE POWT All numbers may be coasidered to have a decimalpoint. ‘The point Is used to separate those numbers that are equal oor greater than 1 from those numbers that are less than 1. “Even if we write & number without a decimal point, it4 INTRODUCTION {8 understood that there 1s one tothe right ofthe wits digit, For example, we can write seven dollars and forty nine cents a5 S180 Clearly the decimal point separates the dollars figure (Lor tore) trom the cents figure (he part that is less than one dollar), But when we speak of Seven dollars alone we may write it as $7 or $7. or $7.00, These three forms are ex {cily equal. In the first ease the decimal is omitted but nevertheless is understood to be to the right of the 7. Tis Also understood that the only digits that can be placed to the right ofthe decimal point without changing the value of the number are zeros, And as many zeros may be placed to the right ofthe docimal point as we wish. Later inthe Anplleation of many short-cut methods you will se Why ‘this is an important property of decimals. LEARNING 10 TAKE THE SHORT CUT ‘The preceding sections dealt with the language of mathe matics. Before studying any ofthe methods that follox, fake certain that you are thoroughly familiar with the terms that willbe used. When you read about the “hundreds igi,” you must immediately recognize that this refers to {porition a an Integer and not the number 100, Also, never confuse the hundreds digit withthe hundredths digit. ‘Once you have familiarized yourself with the language, the nest step is to develop a routine for learning and mem- bofizing the shortcuts, Maximui efficiency can be achieved ‘nly through constant practice, You will soon discover {hat shortcuts fall ito logiel groups or classifications. Short cuts involving numbers ending in § are an example of such a group. Learn to recognize a problem in terms fof Its group, would be pointless to have to refer to th ‘ook each time you want to apply a short ext. INTRODUCTION, 5 ‘TAKING THE SHORT CUT FROM LEFT TO RIGHT Moat of us were taught the arithmetic operations of multiplication, addition, and subtraction from right to let We alwaye started from the units digit and worked to the Teft. After we gor our antwer, we reversed the number in ‘out ilnd and read it from left to right. Not only was the process awlward, bot the mental gymnastics wasted time, ‘Take this simple example: 36447 ‘The product was obtained in the following order: 45,2 ‘Then to read the answer, it became 2,548 Why cannot answers be obtained in thelr natural reading order? There leno reason at all why we cannot solve prob- lems just a5 easi1y from left to right as we do from right tw let Tr this book all work will be performed in the natural order in which we weite and read numbers — [rom lelt to ight. laltially this methed may seem strange; but once mastered, its advantages will become evideat and the time~ Saving ease with which it can be usod will prove its worth In is book, the term “frst digit” refers to the handmost digit FOUR TO GO Here are a fow hints to get you started on the right foot st, read and reread the Rules as many times as nec cestary (xt least twice) vail a general idea of the short-cut ‘method is established In your thought, Keep in mind that6 INTRODUCTION you are studying and not reading a novel. Tey to follow the method in general terms without thisking of specific ‘numbers at this stage. Neat, follow the sample problems carefully, step by step. Do not skip steps just because you feel they involve some trivial operation, such as adding 1. After you have read the sample probiom a few times, try to do the same prob- Jom yourself, writing the numbers a5 you go along. Do not refer tothe book at this point, If you don't get all the steps correct, go tack over them again.” You may have to re- ead the Fale, Finally, when you are completely satisfied thatyou have mastered the short cut, ty the Practice Exercises. The answers shoula be written directly In the space provided. ‘Try doing intermediate steps mental. Very soon yout find that you ean solve most problems without paper and pencil Remember, systematic study and concentration on what xyosiare doing are vital to the mastery ofeach of the 101 short cuts in mathematics, Chaser 1 SHORT CUTS IN ADDITION ‘Addition 1s probably the first arithmetic operation most ‘of us learned after we found out what numbers were, Do ‘you remember the admonition, never to add dissimilar ob jects? "One must not add 2 oranges to 2 apples (unless one ‘were making fruit salad), Dilferent methods of adding were “urually ugh! to help speed the process, However, strictly ‘Speaking, thereare no shortcuts to adding Fandom groups ‘of umbers. No matter what method of addition Is used, fventually they all require adding digit by digit until the final sum is obtained. Ti adding regular sequences of numbers, short cuts are possible. ‘These sequences can he groupe of conseeutive rnambers, series of numbers that eifer by some constant Amount, br series of numbers where each term differs {rom the preceding term by some common ratio. An ex- ample of the first group would be the numbers 13, 14,78, 16, 7, 18,79, 0, 6 ‘This 19 a series of consecutive numbers from 78 to 81. An ‘ample ofthe second series would be the numbers 5, 12, 19, 26, 99 In this series each number is always 7 more than the pre= ‘ceding number, An example of the third group would be the series 1, 21, 63, 180, 567 Here each number is 3 times more than the preceding number,SHORT CUTS IN ADDITION In each case, of course, the sum of the terms in the series ean be found by simply adding digit by digit, bat briefer, less laborious ways of finding these sums are pre- nted in the short este that follow. 1 ADDING CONSECUTIVE NUMBERS Tale: Ada the smallest aumber in the group to the largest number inthe group, multiply the ult by the amount of sumbers in the group, and divide the resulting product by 2. ‘Suppase we want to find the sum ofall numbers {rom 3 to di. Fine, add the smallest number to the largest umber. m+ 4 Since there are nine numbers {rom 83 to 41, the nest step 14 0 = 666 (see Short Cut 15) Finally, divide tne result by 2. 666 + 2 = 333 Ansuer ‘The sum ofall mumbers {rom 38 to 41 Is therefore 833,2 ADDING CONSECUTIVE NUMBERS STARTING FROM 1 Consider the problem cf adding a group of consective numbers such as: 1,2, 8 4, 5, 6,7, 8, and 5, How would you go about finding their sum? "This group is certainly ‘easy enough to add the usual way. Bat if you're really Clever you might notice thatthe first mimber, 1, added to the last number, 9, totals 10 and the second number, 2, plus the next to last number, 5, algo totals 10. Infact, starting from both ends and adding pairs, the total in each case is 10, We find there are foar pairs, each adding to 10; there 4s no pur for the number 5. This 4x10 = 40; 40+ 5 = 48._ Going step further, we ean develop « method for finding the sum of as maby aumbers ina row a8 we please, Tiler Multiply te amount of aumbers in the group by one more than their number, and divide by 2. 4s an example, suppose we are asked (o find the sum of all the numbers from 1 to 99, There are 99 integers in this sertes; one more than this 18 100, Thus 99 x 100 9,800 9,900 + 2 = 4,850 Answer ‘The sum of all numbers from 1 to 99 is therefore 4,950, 10 3 FINDING THE SUM OF ALL ODD NUMBERS STARTING FROM 1 Rule: Syeare the amount of wambers lathe Series ‘To show this, the sum of all numbers from 1 to 100 will be caleulated. ‘There are 80 dd numbers ia this group. ‘Therelore 90 x 50 = 2500 Ansuer ‘This is the sum of all oad numbers {rom 1 to 100. AB a ceeck, we can compare tis answer withthe answers found fin Short Cate 2 and 4.4 FINDING THE SUM OF ALL EVEN NUMBERS STARTING FROM 2 ‘Rule: Multiply the amoun! of mumbers in the group by one more than thetr aumber We shall use this rule to find the sum ofall even num- bers from 1 to 100. Half of the numbers will be even and half will be od, which means there are 50 even numbers from I to 100. "Applying the rule, 50 x51 = 2,550 Thus the sum of all even numbers from 1 to 100 is 2,550 In Short Cut 2 the sum ofall the numbers from 1 to 89 Is ‘ound to be 4,980; consequently the sum ofall numbers trom to 100 ie 6,050. Th Short Cut the sum ofall cad wutbers ‘rom 1 to 100 is found to be 2,900. Our answer for the Sum ‘of all the even numbers {rom 1 to 100 is therefore in agree sum of Sum of Sum of allnumbers all odd numbers all even numbers 5050 - 2800 = 2880 8 ADDING A SERIES OF NUMBERS WITH 4 ‘COMMON DIFFERENCE Sometimes it is necessary to add a group of numbers that have a common difference, No matter what the com mon dilference is and ao matter how many aumbers are be- {ng added, only one additicn, multiplication, and division Will be necessary to obtaia the answer. Tule: Add the smallest number tote largest number, ‘ltiply the sum by the amount of numbers in the group, and divige by 2. ‘As an example, let us find the sum of the following numbers: 7, 91,95, 98, and 108 Notice thatthe difference between adjacent numbers is always 4. This short-cut method can therefore be used. ‘Add the smallest number, 87, to the largest number, 108. ‘Maltiply the sum, 190, by 5, Since there are five numbers nthe group. 190 X 8 = 950 (Short Cut 11) Divide by 2 to obtain the answer 950 + 2 = 475 Ausuer Thus 87 + 91 + 95 + 99 + 103 = 475 (Naturally this 4s exactly the same as the rule in Short ‘Cut 1, because there we were simply adding a series of numbers with a common diference of one. So, for ease of Femembering, you can combine Short Cuts 1 and 5,) rree oe ee eo i ee ee Peete et ee, ee em ett SHORT CUTS IN ADDITION 15 Practice Exercises for Short Cuts 1 through 6 6 Find the sum in each ease, ADDING A SERIES OF NUMBERS HAVING A 4) All od numbers from 1 t0 23 = CoMmatox RATIO [ Rule: snuitpiy the ratio by itself ax many times as] there are numbers in the series, Subiract 1 from the product and multiply by the first number in the sertes. Divide the result by tne loss than the ratio, 2) 946412 264 484 96 3) |AUL numbers trom to 108 ‘This rule is best applied when the common ratio is a ‘ small number or whea there are few cumbers in the series. there are maay numbers andthe ratio is large, the ne- cessity of maltiplying the ratio by itself many times d= 5 Iinisbes the ease with which this short cut can be applied. But suppese we are given the series 56 + 504.62 65 - 2126216 = 88, 106, 212, 428 6) 144156164174 186194 20421 « Here each torm is twice the preceding term, and there are {our terms in the series. The ratio, 2, is therefore mulli< 1) All numbers trom 1 to 1,000 plied four times, 2x2K2x2=16 ‘Subtract 1 and multiply by the first number. 16-1 = 15; 18x 53 = 7095 Ghort Cut 27) ‘The next step is to divide by one loss than the ratio; how fever, since the ratio is 2, we need divide only by 1, prenaiat eee tar 10) 197+ 196+ 190+ 200 + 201 + 202 + 209 = SB + 106 + 212 + 426» 795 Answer All even numbers from 1 to 60 = 9) 192197 + 1424 147 =CChepter 2 SHORT CUTS IN MULTIPLICATION Multiplication is self @ short-cut process. For ex ample, a problem in repeated addition, Be3+909+9+9+9= 0 4s quickly recognized as nothing more than ax3-0 ‘Thus shorthaad notation led us directly tothe answer, eliminating the necessity of six additions along the way For most of us, the multiplication table, drummed into cur miads early ia our mathematical training, provided the Felerence source for obtaining the answer. But, happily, proficiency in multiplication does not depend oa memoriz~ Ing tables. The short-cut methods described in this sec~ Hon eniplcy addition, subtraction, division, and, of course, elementary multiplication. But if you can ad two numbers ‘quickly and halve or double a number with ease, you should fave no trouble at all THE piGiTs ‘The basic calculating unit 18 the digit. When two num- ers are maltiplied, every combination oftheir individual figs is multiplied, and by correctly adding the results (with proper regard to thelr position) the product ofthe two numbers ts abealned "8 SHORT CUTS IN MULTIPLICATION Consider the following example: 432 678 ‘The nine possible combinations of digits of the two numbers 4x6 9x6 2x8 4x KG BKT 4x8 3x8 2x8 By arranging the products according to number position, ‘we can obtain the product desired. 24 16 12 2112 28 21 14 2034 32 a4 16 1.356 2112-2034 «1356 292,896 492 678 - 292, 895 Answer ‘Thus, by memorizing only the maitiplication tables forall digits trom 1 to 8 we are able to multiply one number by another, regardless of how many digits each of them con ‘But memorizing the eighty-one products inthe multplt~ cation table is not esseatial for multiplying by the digits, ‘The methods for multiplying by the digits described tn this Section involve only addition, subtraction, and doubling or halving. ‘The rules are given in detail intentionally. For some digits, the rule may appear unusually long. ‘This is only because the prosentation must consider all exigencies. Don't be discouraged by what Seems like complicated SHORT CUTS IN MULTIPLICATION 19 ‘way of multiplying a simple digit. ter the second or third Teading of the rule a pattern will emerge and the process Will become a mere routine ‘A rule for multiplication by 1 has boen omitted, since the product obtained by multiplying any number by 116 the orig {nal number.eA MULTIPLYING BY NUMBERS ENDING IN ZEROS Numbers ending in zeros may be thought ofa the prod- uot af the nonzero part multiplied by a power uf 10, For example, 7,000 is really 37 1,000, Since multiplying by zero restlts in zero, malipying by numbers enlog ia eros maybe shortened by inating the ters andthe a xing the required amount after the nonzero part has een multiplied. ae Rule; Multiply he two mambers as W they did nol ead] lm zeros. Then affix an amount of zeros equal to the sum of all the zeros ignored in the mul tpliation, Asslmple case will be chosen, Let us find the predict of 37,000 » 6,000,000, By sgnoring the zeros, we have mxe Using Short Cut 12, we find 37. 6 = 222. A total of nine eros was ignored bofore the multiplication; therefore nine eros are alized to the product, 222,000, 000,000 Answer 20 MULTIPLYING BY 2 Multiplying by 2 is another way of saying we are doubl~ saga number or simply that we are adding a number to it- Scie, Doubling a number may be accomplished quickly ‘Eitnout carrying by appying the following simple rule. Pale: Starting from the frst digit a the given nam ber, double the digit itis 4 or less and put the anower under the respective digits of the fiven number, For digits 6 to 9, subtract 5 find double the result. Place tho answer un- Ger the respective digits ofthe given aum- ber. Now inspect the tentative answer. Each Gigi ofthe answer tothe immediate Let of ft digit in the given namber 8 or greater Should be increased by 1, The result is the final answer. ‘At fret reading, this rule may sound more complicated ‘than simply adding digit by digit. The beauty ofthis short~ feu methed 1s, however, (hat the answer is obtained im= ‘mediately trom left to right and we are never bothered by having to remember to carry over any digits, As an ex- Ample, suppose we were acked to multiply 5,377 by 2. First let us write the given number, using our alphabetic identi- eation ABcD Ba77 Startiog from A, double each number less than § (but not ‘equal 108) ifthe number is grenter than 5, subtract 5 ‘rom it and double the result, placing a small line under ‘24h digit ofthe answer that isto the Immediate left of a ii2 SHORT CUTS IN MULTIPLICATION 2 __suorr curs m muumipticarion digit in the given number that 1s 5 or more, ‘The reason for this small line willbe explained shortly. Trout given number, the first digit 185; subtract 5 from this and double the rest 5-5-0 040-0 Place O under the and a small Line under the space to the left ofthe 0 (since there is no number in that space), Our first result will lok like this: ABeD baat Given number 0 ‘Tentative answer after first step ‘The nest digit fs Less than 5, so we merely double It, and (our answer begins to look Like this now: ABCD B317 Given number _o8 Tentative anewer after Second step ‘The C digit 1 a 7; subtract § from this and double the result. T-Sem 24a—4 This isthe C digit ofthe anawer; but remember, & small Hine must be placed under the next digit tothe left in the answer (the 6). We have now come tis far in our answer: Abep saat Given number 086 Tentative answer after third step Finally, the D digit is more than §, so once again we ob- fin 4 and place a small line under the previous 4 im the fnswer. Our answer now looks like thisr = show CUTS 06 MULTIPLICATION 2 ABeD sat ven number Testtie answer ater es fourth step. ach underlined digit is increased by 1 to obtain the fal 10,754 AnswerMULTIPLYING ay 3 [Pate ist enaive dig of te answer a ob {ined by taking one-half the first digit of the iven number. ‘Next, in turn, each digt of the given num- ber is subtracted from 9, the result doubled, then ade to one-half the digit tothe night in the glven number to obtain exch digit of the answer. Ifthe original digit inthe given ‘umber is odd, add an extra 3. Ignore Sey fraction that occurs when taklag one-hall = | ond the wats dg of the answer, sab- tuact the units digit of the given number frum 10 and double the result. Add an extra 5 If the units digit of the given numer Is od In each ofthe steps above, record only the units digit in the answer. Any tens digt should be carried and added fo the answer Aigit immediately to te left. ‘To obtain the final answer {rom the tenta~ live answer digits obtained above, subtract 2 Srom the test digit recorded, Naturally, when multiplying @ small number by 3 the ng” Way Would probably be ax quick, though mayte nt as simple to use; but when long aumbers are multiplied, the short cut explained above is an excellent time and Labor For example: 4,895,117 * 3, ‘One-half of 4 is the test tentative digit. we 2 =~ “enORT CUTS IN MULTIPLICATION 2 ena ME pecaatng Ate Sextet of he anaes found by ert Pong tne result, aad aang oneal he dg the arose ace fie evan the ational 3 Isso a B-425 SX 2- 1; 104 1-13 ‘Record the 3, carry the 1, and add it to the 2 previously rion othe ‘nest digit in the given number ts 6, 9-6-8 3x2= 6 6+ He 7 (ne fraction jis ignored.) The next digit inthe given mumoer Is 3. 9-8-6 Ox2=1% 12+ 46)-14 wes 19 eae BS wus added cane’ sok) ocord the {het tothe let The four dg ef ald inte aaee Continue withthe other digits of the given number. D-5-4 4x2- 8 Beis 8 o+5=13 Record the 8; carry the 1 tothe let O-1-8 ax2-16; 16+ in)=16 16+5=a1 Record the 1; carry 2. P-1=8 ex2=15 16+ im=19 1925-24 Record 4; carry 2. ‘The units digit is nex W-r=3 sx2- 6 845 ip