# Maths Module 1. An Introduction to Mathematics. This module covers concepts such as:

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1 Maths Module 1 An Introduction to Mathematics This module covers concepts such as: basic arithmetic rounding order of operations mental computation strategies

2 Module 1 An Introduction to Mathematics 1. Introduction to Arithmetic 2. Arithmetic of Whole Numbers 3. Working with Decimals 4. Rounding and estimating 5. Order of Operations 6. Answers 7. Helpful Websites 8. Mental Computation Strategies to Explore

3 1. Introduction to Arithmetic Mathematics is the science of patterns and relationships related to quantity. For example, below are some relationships of the many you may have come across: o Every number is related to every other number in a number relationship. For example, 8 is 2 less than 10; made up of 4 and 4 (or 3 and 5); and is 10 times 0.8; is the square root of 64; and so on. o Number relationships are the foundation of strategies that help us remember number facts. For instance, knowing = 8 allows one to quickly work out = 9 (one more than 8); If one knows that 2 x 5 = 10, then 4 x 5 and 8 x 5 can easily be calculated (double 2 is 4 and so double 10 is 20; then double 4 is 8 and so double 20 is 40). o Each digit in a written numeral has a place value which shows its relationship to 1. For example, in the value of the 2 is 20 ones, while the value of the 5 is only fivehundredths of one. Understanding place value is critical when working with numbers. Mathematics is considered a universal language; however, words in English can often have more than one meaning which is why we sometimes find it difficult to translate from English to mathematical expressions. Arithmetic is a study of numbers and their manipulation. The most commonly used numbers in arithmetic are integers, which are positive and negative whole numbers including zero. For example: -6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6. Decimal fractions are not integers because they are parts of a whole, for instance, 0.6 is 6 tenths of a whole. The symbols we use between the numbers to indicate a task or relationships are the operators, and the table below provides a list of common operators. You may recall the phrase, doing an operation. Symbol Meaning + Add, Plus, Addition, Sum Minus, Take away, Subtract, Difference Times, Multiply, Product, Divide, Quotient ± Plus and Minus a Absolute Value (ignore negative sign) = Equal Not Equal < Less than > Greater than Much Less than Much More than Approximately equal to Less than or equal Greater than or equal 2

4 EXAMPLE PROBLEMS: ± 6 = 6 aaaaaa aaaaaa = Drink driving is a blood alcohol level of Speed of light speed of sound 1. Your Turn: Are the following statements true? a b. 7 > 6 c. 4 4 d. 5 = 5 e = Arithmetic of Whole Numbers Integers Whole numbers are integers; there are positive and negative integers. Positive integers are 1, 2, 3, 4, 5 The negative integers are -5, -4, -3, -2, -1 (the dots before or after the sequence indicate that there are more numbers in this sequence that continue indefinitely). Here are some more terms for you: An equation implies that what is on either side of the = sign balances. The sum of two numbers implies two numbers are added together. The sum of 4 and 8 is 12; = 12 The difference of two numbers implies that the second number is subtracted from the first number. The difference between 9 and three is 6; 9 3 = 6 The product of two numbers implies that two numbers are multiplied together. The product of 3 and 4 is 12; 3 4 = 12 The quotient of two numbers implies that the first number is divided by the second. The quotient of 20 and 4 is 5; 20 = 5 or 20 4 = 5 4 Rational Number: The term rational derives from the word ratio. Hence, a rational number can be a described by a ratio of integers or as a fraction. For example, 3 aaaaaa 0.75 are both rational numbers. 4 Irrational number: A number that cannot be written as a simple fraction or as a decimal fraction. If the number goes on forever without terminating, and without repeating, then it is an irrational number. For example, ππ is a recurring decimal that does not repeat: Therefore, ππ is an irrational number. Factors: A whole number that divides exactly into another number. 1, 2, 3, 5, 6, 10, 15, 30 aaaaaa ffffffffffffff oooo 30 Multiple: A number that can be divided by another number without a remainder. 3, 6, 9, 12, 15 aaaaaa aaaaaa mmmmmmmmmmmmmmmmmm oooo 3 Directed Numbers (negative and positive integers) Directed numbers are like arrows with a particular and direction + and They have positive and negative signs to signify their direction. Note that when using the calculator we use the ( ) key rather than the subtraction key. Each negative number may need to be bracketted ( 3) + (+3) = 0. When naming directed numbers, we use the terms negative and positive numbers; avoiding the terms plus and minus unless you are indicating that an operation is taking place of addition and subtraction. Thus ( 3) + (+3) = 0 reads negative 3 plus positive 3 equals zero. 3

6 Refreshing your memory of traditional methods for arithmetic Addition Subtraction Division This is a method of long division you may recall. It was taken from the following book which covers various computation strategies. You will notice the 70 in a bubble; this reflects an easy number to work with to estimate Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally (6th ed.). Sydney: Pearson Education. Multiplication 5

7 2. Your Turn: Calculate the following: g h i j Sometimes when writing a product calculation, the multiplication sign x is replaced with a dot. or * or it can be omitted. For example: could be written as or as (3)(6)(9) 3(4 + 5) can also be written as 3 (4 + 5) This table will assist you multiplication and division of positive and negative numbers. Rules for multiplying and dividing positive and negative integers (positive) x (negative) = negative (negative) x (positive) = negative (negative) x (negative) = positive (positive) x (positive) = positive (positive) (negative) = negative (negative) (positive) = negative (negative) (negative) = positive (positive) (positive) = positive 2. Your Turn: k. 3 ( 2) = l. ( 1) 7 = m. ( 2)( 4) = n. 12 ( 4) = o. 8 4 = (tip: another way to signify division) 6

8 3. Working with Decimals Key Ideas: The decimal separates whole numbers from parts of a whole. For instance, 3.6; three is the whole number and 6 tenths of a whole. Each digit in a number has a place value (related to one). The value depends on the position of the digit in that number. Each position can be thought of as columns. Each column is a power of ten. For example, let s look at Tens 1x10 Ones 1 Tenths 1 10 Hundredths = = ( ) = ( ) = 0.09 A recurring decimal is a decimal fraction where a digit repeats itself indefinitely For example, two thirds = Because the number repeats itself from the tenths position a dot can be written above the 6 as such 0.6 If the number was one sixth( 1 ), which as a decimal is , then we signify as If the number contained a cluster of repeating digits, for example, five elevenths = we write A terminating decimal is a number that terminates after a finite (not infinite) number of places, for example: 2 = 4 or 0.4; and 3 = (terminating after 5) Working with Decimals What happens when we multiply or divide by ten, or powers of ten? Patterns are identified when multiplying by ten. However, often it is said that we simply add a zero. Is this correct? Think about , does it equal 4.30? Another misconception is that when multiplying by ten we move the decimal one place, whereas, it is actually the digits that move. When we multiply by ten, all digits in the number become ten times larger and they move to the left. What happens when we divide by 10? All the digits move to the right = all of the digits more one place to the right = all of the digits move one place to the left Another key point when working with addition or subtraction of numbers is to line up the decimal points. A zero can be regarded as a place holder. For example, = (see right)

9 4. Rounding and Estimating Rounding numbers is a method of decreasing the accuracy of a number to make calculations easier. Rounding is important when answers need to be given to a particular degree of accuracy. With the advent of calculators, we also need to be able to estimate a calculation to detect when an answer may be incorrect. For example: What is 7 divided by 9 to 3 decimal places? Some Rules for Rounding: 1. Choose the last digit to keep. 2. If the digit to the right of the chosen digit is 5 or greater, increase the chosen digit by If the digit to the right of the chosen digit is less than 5, the chosen digit stays the same. 4. All digits to the right are now removed. So we know that 7 9 = etc. The chosen digit is the third seven. The digit to the right is 7 which is larger than 5, so we change the digit to = to three decimal places. Estimating is a very important ability which is often ignored. A leading cause of getting math problems wrong is because of entering the numbers into the calculator incorrectly. Hence, if you can estimate the answer first, you will be able to check if your calculations are correct. If not, something may have been entered incorrectly. Some simple methods: o Rounding: =? If we round to the tens we get which is much easier and quicker. We now know that should equal approximately 580. o Compatible Numbers: =? If decrease 11 to 10, then we can easily solve = To calculate further we simply need to add 529 (one more group of 529). o Cluster Estimation: = All four numbers are clustered around 350, some larger, some smaller. So we can estimate using = 1400 EXAMPLE PROBLEMS: 1. Round the following to 2 decimal places: a gives b gives c gives Estimate the following: a , ssss b , ssss = 18 c , ssss Your Turn: a. Round the following to 3 decimal places: i b. Estimate the following: i ii ii iii

10 5. Order of Operations Look at the example problem below =? If I do the addition, then the multiplication, the answer would be: 9 2 = 18 If I do the multiplication, then the addition, the answer would be: = 15 There can NOT be two answers to the same question. A rule is required to make sure everyone uses the same order. There is a calculation priority sequence to follow. Different countries, different states, even different teachers use different mnemonics to help you remember the order of operations, but common versions are BOMDAS or BIMDAS which stand for: Brackets {[( )]} Other or Indices xx 2, sin xx, ln xx, eeeeee Multiplication or Division oooo Addition or Subtraction + oooo The Calculation Priority Sequence: 1. Follow the order (BOMDAS or BIMDAS) 2. If two operations are of the same level e.g. ( oooo ) oooo (+ oooo ), you work from left to right. 3. If there are multiple brackets, then work from the inside set of brackets outwards. EXAMPLE PROBLEMS: 1. Solve: Step 1: 5 2 has the highest priority so: Step 2: 7 x 2 has the next priority so: Step 3: only addition left so left to right: = Solve: [(3 + 7) 6 3] 7 Step 1: (3 + 7) has the highest priority: [10 6 3] 7 Step 2: 10 6 inside brackets has the next priority: [ 60 3] 7 Step 3: the brackets and then the multiplication: 57 7 [(3 + 7) 6 3] 7 = 399 = 399 9

11 5. Your Turn: a. 4 (5 + 2) = h. ( ) 20 = b = i = c = j. ( ) = d. (10 + 4) 6 = k = e = l (40 30) (2 + 8) 5 = f. (50 6) 8 = m = g = Tip: When working the examples given, use a lot of space to set your working out as a series of logical steps. This will assist your mathematical thinking and reasoning. 10

12 6. Answers 1. a. False b. True c. True d. True e. False 2. a. 13 b. 2 c. 21 d. 5 e. 1, 2, 3, 4, 6, 8, 12, 24 f. 14, 21, 28 g. 222 h. 54 i or 52r17 or j k. -6 l. -7 m. 8 n. -3 o No questions for section three 4. a. (i) a. (ii) b. (i) 35x60=2100 b. (ii) 36-13=23 b. (iii) 30x4= a. 31 b. 34 c. 34 d. 84 e. 2 f. 352 g h. 2.5 i j. 32 k. 80 l. 560 m Helpful Websites Integers: Rounding: Estimating: Order of Operations: 8. Mental Computation Strategies On the following pages are some mental computation strategies to explore. Developing strategies to work and solve basic number facts mentally is critical for future mathematical thinking and reasoning. You may have some others that you use and may be willing to share. If so, please any suggestions to The suggested strategies below have been adapted from: Anderson, J., Briner, A., Irons, C., Shield, M., Sparrow, L., & Steinle, V. (2007), The Origo handbook of mathematics education (Section 3.1). Australia: Origo Education. 11

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