ENJOY MATHEMATICS

Introduction

There is a range and richness to numbers - they can come alive,

cease to be symbols written on a black board, and lead the reader into a
world of intellectual adventure where calculations are thrilling. Numbers
can amaze and entertain you. Imagine being able to multiply, divide, add
or subtract or calculate square roots, even cube roots of large numbers
in your head – faster than you could tap the numbers into a calculator.
People equate mathematical ability with intelligence. As these people are
perceived as being extremely intelligent, they are treated differently by
society. And because they are treated as being more intelligent, they are
more inclined to act more intelligently. The difference between high
achievers and low achievers is not the brain they were born with but how
they learn to use it. High achievers use better strategies than low
achievers.
First rule in mathematics:
‘Easier the method you use to solve a problem, the faster you will
solve it with less chance of making a mistake’.

Mathematics is a practical science as it helps us with daily life. It also

helps us to understand the mysteries of the universe.
The importance of calculations (Ganita) is explained by Bhagavan
mahavira (AD 850) as -:
“Whatever there is in all the three worlds, which are possessed of
moving and non-moving beings, can’t exist as apart from the ‘Ganita’
(Calculation)”

Numbers are like toys with which we can play. Some people find
emotional security in them, two plus two always made, and would always
make, four – no matter how the world changed.
To understand the methods which we shall describe you, need nothing
more than a basic knowledge of arithmetic. There are no formulae,
technical terms, algebra, geometry or logarithms. Here, if you can carry
out the basic functions of adding, subtracting, multiplying and dividing
you can follow all of it.

Why Teach Basic Number Facts and Basic Arithmetic?

Why does anyone need to do various arithmetic operations mentally

when we have calculators?
If the following problem is solved with the help of a calculator then some
students will get 20 and some will get 14 as an answer to it.
What is “Two plus three times four equals…?”
Which answer is correct? This is because there is an order of
mathematical functions. A calculator can not think for you. You must
understand what you are doing yourself. If we do not understand
mathematics, a calculator is of little help.
Here are some reasons why an understanding of mathematics is not only
desirable, but essential for everyone.
1. As with the body, exercise and training are required to develop
health, strength, agility and skill, so too with the young mind,
training is required for development of knowledge, creativity and
the ability to reason. Mathematics and, in particular, the
experience of working with number, provide one of the most
powerful tools to accomplish this.
2. People equate mathematical ability with general intelligence.
People have higher expectations from them and they generally
perform better not only in mathematics but in other subject areas
as well.
3. Mastering the mental calculations will give an appreciation for the
properties of numbers.
4. This improves concentration, develops memory, and enhances the
ability to retain several ideas at once. We can learn to work with
different concepts simultaneously.
5. Mental calculation will enable you to develop a feel for numbers.
This will improve the ability to estimate the answers.
6. It will foster an ability to think laterally and develop an ability to
try alternative ways of thinking.
7. It will boost your confidence and self-esteem.
8. Checking methods gives immediate feedback which keeps you
motivated.
9. Mathematics impacts on our everyday lives. We all need to be able
to make quick calculations.
By working your way through these methods, you will be amazed
that mathematics can be so easy and so enjoyable.

The current methods of calculating which have been adopted by most

schools are ‘Blanket’ methods. For E.g. With division, only one
method is taught and actually used by children. Although it will
suffice in all cases it may be often be difficult to use. Our principle is
that if the particular sum can be done by an easier method, then that
method should be used.
SOME TERMS DEFINED

We will be encountering some mathematical terms and conventions

which are of everyday use. All of these terms have precise meanings and
even if you are confident that you understand them, it would be as well
to read this short chapter so that we can both be sure that we are talking
about the same things.

DIGIT -: A Digit is an individual numeral; there are ten of them :

1,2,3,4,5,6,7,8,9 and 0.

FRACTION -: A Fraction in everyday language means a part of a whole.

To be more precise: A part of a whole expressed by putting one figure
over another and dividing them by a line, as in ½ or ¼. The figure on the
top is called the Numerator (it tells how many parts you have got) and
the one below is called the Denominator (it tells you what proportion of a
whole each part is).

DECIMALS -: Decimals are simply a different way of expressing the same

thing. In fractions the denominator is variable. In Decimals the
denominator is always in tens. Like Tens, Hundredths, Thousandths,
Ten thousandths etc of a whole. Thus 0.1 is same as 1/10 and 0.01 is
1/100 or 0.11 is same as 11/100

PERCENTAGE -: It is yet another way to express same thing. This time

the denominator is always 100. E.g. 4% is same as 0.04 or 4/100.
Percentage can be combined with decimals or fractions to express parts
smaller than one hundredth. E.g. one-five-hundredth can be expressed
as 0.2% or as 1/5%.

MULTIPLICATION -: The number that is multiplied is called the

Multiplicand, the number by which it is to be multiplied is called the
Multiplier and the result is called the Product of the two numbers. A
Multiple of a number is simply a number which is made up by
multiplying the original number of times. Thus 2,4,6,8 etc are all
multiples of 2.

DIVISION -: It is the reverse of Multiplication. The number to be divided

is called the Dividend and the number by which it is to be divided is
called the Divisor. If the divisor does not go into the dividend an exact
number of times, then the figure left over is the Remainder. E.g.
9(dividend)/2(divisor) = 4 with 1 left over as Remainder. If there is no
remainder then the result and the divisor are Factors of the dividend.
E.g. 2 and 3 are the factors of 6.

ADDITION AND SUBTRACTION -: In addition the result is known as the

Sum and in subtraction the result is known as Remainder.
ROOT AND POWER -: If a number is multiplied by itself, the product is
Square of that number. The square of 2 is 4 and 2 squared is written as
22. If the square is again multiplied by the original number, i.e. 2 2 x 2,
then the result is Cube of the original number, which is written as 2 3.
This is called as the raising the number to its second, third, fifth or
6785th Power.
The Root of a number is the original number which was raised to the
power of something in order to produce that number. E.g. the square
root of 9 is 3. The cube root of 27 is 3. The way this is written as
√9 = 3 in the case of square root and 3√27 or 4√81 in the case of cube,
fourth or further roots. The sixth root of 64 is 2; so 2 can be written
mathematically as 6√64, just as 64 can be written as 26.

SOME AMUSING THINGS ABOUT DIGITS

The ten digits are the ‘Alphabet’ of arithmetic.

We shall be seeing some very surprising and interesting facts about the
multiplication tables. With the regular steps in tables, each table
contains intriguing ‘Secret steps’ which vary with the different digits.

NUMBER 1

The study of number begins at one which is an expression of unity. From

here all the other numbers arise and if it were not for the number one we
would not have any numbers at all. If there is any fear of large numbers
it is always comforting to remember that there are really only nine
together with Zero which stands for nothing. All other numbers are just
repetitions of these nine. It is useful to treat these nine numbers as
friends.
The first thing about the number 1 is that whatever figure you multiply it
by or divide by it, remains unchanged. The first nine places in 1- times
table have no secret steps. But after that it becomes more interesting:
10x1=10 1+0=1
11x1=11 1+1=2
12x1=12 1+2=3
13x1=13 1+3=4
14x1=14 1+4=5
15x1=15 1+5=6
16x1=16 1+6=7
….and so on. No matter how far you go you will find that the secret steps
always give you the digits from 1 to 9 repeating in sequence. E.g.

Straight steps Secret steps

154x1=154 1+5+4=10, 1+0=1

155x1=155 1+5+5=11, 1+1=2
156x1=156 1+5+6=12, 1+2=3
157x1=157 1+5+7=13, 1+3=4
158x1=158 1+5+8=14, 1+4=5
159x1=159 1+5+9=15, 1+5=6
160x1=160 1+6+0 =7
161x1=161 1+6+1 =8

Another curiosity about the number 1 is its talent for creating

Palindromes (Numbers that read the same backwards as forwards):

1x1 =1
11x11 = 121
111x111 = 12321
1111x1111 = 1234321
11111x11111 = 123454321
111111x111111 = 12345654321
1111111x1111111 = 1234567654321
11111111x11111111 = 123456787654321
111111111x111111111 = 12345678987654321

At this point it stops, but the same thing works briefly with the number
11:

11x11 = 121
11x11x11 = 1331
11x11x11x11 = 14641

Finally the fact that 1 is, immune to multiplication. It means that

whatever power you raise it to, it remains unchanged.

NUMBER 2

To multiply any number by 2 is the same as adding it to itself.

2x1= 2 2
2x2= 4 4
2x3= 6 6
2x4= 8 8
2x5= 10 1+0=1
2x6= 12 1+2=3
2x7= 14 1+4=5
2x8= 16 1+6=7
2x9= 18 1+8=9
2x10=20 2+0=2
2x11=22 2+2=4
2x12=24 2+4=6
2x13=26 2+6=8
2x14=28 2+8=1(0)
2x15=30 3+0=3
2x16=32 3+2=5
2x17=34 3+4=7
2x18=36 3+6=9

As we can see that the secret steps always give us the same sequence of
the four even digits followed by the five odd ones.

There is an amusing party trick that can be played with the number 2.
The problem is to express all ten digits, in each case using the number 2
five times and no other number. Symbols of +,-,x, and ÷, and the
conventional method of writing fraction is allowed.
2 + 2 - 2 - 2/2 = 1
2+2+2–2–2=2
2 + 2 – 2 + 2/2 = 3
2x2x2–2–2 =4
2 + 2 + 2 - 2/2 = 5
2+2+2+2–2 =6
22/2 – 2 – 2 =7
2x2x2+2–2=8
2 x 2 x 2 + 2/2 = 9
2 - 2/2 - 2/2 =0

Finally, here is another oddity associated with 2:

123456789
+ 123456789
+ 987654321
+ 987654321
+ 2
-----------------
2222222222

NUMBER 3

The number three has two distinctions.

1. It is the first triangle number. It means it is a number the units of
which can be laid out to form a triangle. Like 000. Triangle
numbers have importance and peculiarities of their own which we
shall see later on.
2. Three is also a prime number, a number that can not be evenly
divided except by itself and by 1. 1,2,3,5,7,11,13,17,19,23 etc. are
the prime numbers and after that they gradually become
increasingly rare.
There are couple of strange things about the first few prime numbers.
E.g. 153 = 13+53+33
And 3 and 5 can also both be expressed as the difference between
two squares:

3=22-12
5=32-22

The secret steps in the three times table are very simple:

Straight steps Secret steps

3x1 = 3 3
3x2 = 6 6
3x3 = 9 9
3x4 = 12 1+2=3
3x5 = 15 1+5=6
3x6 = 18 1+8=9
3x7 = 21 2+1=3
3x8 = 24 2+4=6
3x9 = 27 2+7=9
3x10= 30 3+0=3
3x11= 33 3+3=6
3x12= 36 3+6=9

Again the pattern of the secret steps recur whatever stage you carry
the table up to.

NUMBER 4

With number 4 the secret steps in the multiplication tables become a

little more intricate:

Straight steps Secret steps

4x1 = 4 4
4x2 = 8 8
4x3 = 12 1+2 = 3
4x4 = 16 1+6 =7
4x5 = 20 2+0 = 2
4x6 = 24 2+4 =6
 4x7 = 28 2+8=10 1+0 = 1
4x8 = 32 3+2 =5
4x9 = 36 3+6 = 9
4x10 = 40 4+0 =4
4x11 = 44 4+4 = 8
4x12 = 48 4+8=12 1+2 =3
4x13 = 52 5+2 = 7
4x14 = 56 5+6=11 1+1 =2
4x15 = 60 6+0 = 6
4x16 = 64 6+4=10 1+0 =1

We can see here that the pattern is emerged of two interlinked

columns of digits in descending order.

NUMBER 5

Most important thing about 5 is that it is the half of 10. This fact is a
key to many shortcuts in calculation.
The secret steps in the 5-times table are very similar to those in the 4-
times table; the sequences simply go upwards instead of downwards:

Straight steps Secret steps

5x1 = 5 5
5x2 = 10 1+0 = 1
5x3 = 15 1+5 = 6
5x4 = 20 2+0 = 2
5x5 = 25 2+5 = 7
5x6 = 30 3+0 = 3
5x7 = 35 3+5 = 8
5x8 = 40 4+0 = 4
5x9 = 45 4+5 = 9
5x10 = 50 5+0 = 5
5x11 = 55 5+5=10 1+0 = 1
5x12 = 60 6+0 = 6
5x13 = 65 6+5=11 1+1 = 2
5x14 = 70 7+0 = 7
5x15 = 75 7+5=12 1+2 = 3
5x16 = 80 8+0 = 8
5x17 = 85 8+5=13 1+3 = 4
5x18 = 90 9+0 = 9
5x19 = 95 9+5=14 1+4 = 5
…and so on.

NUMBER 6
This is the second triangle number; and the first perfect number. A
perfect number is one which is equal to the sum of all its divisors. Thus,
1+2+3=6.
The secret steps in the 6-times table are very similar to those in the 3-
times table; only the order is slightly different.

Straight steps Secret steps

6x1 = 6 6
6x2 = 12 1+2 = 3
6x3 = 18 1+8 = 9
6x4 = 24 2+4 = 6
6x5 = 30 3+0 = 3
6x6 = 36 3+6 = 9
6x7 = 42 4+2 = 6
6x8 = 48 4+8 = 12 1+2 =3
6x9 = 54 5+4 =9
6x10 = 60 6+0 =6
6x11 = 66 6+6 = 12 1+2 =3
6x12 = 72 7+2 =9

…and so on.

NUMBER 7

This is the next prime number after 5. The secret steps in the 7-times
table almost duplicate those in 2-times table, except that they go up
instead of down at each step.

Straight steps Secret steps

7x1 = 7 7
7x2 = 14 1+4 =5
7x3 = 21 2+1 =3
7x4 = 28 2+8 = 10 1+0 =1
7x5 = 35 3+5 =8
7x6 = 42 4+2 =6
7x7 = 49 4+9 = 13 1+3 =4
7x8 = 56 5+6 = 11 1+1 =2
7x9 = 63 6+3 =9
7x10 = 70 7+0 =7
7x11 = 77 7+7 = 14 1+4 =5
7x12 = 84 8+4 = 12 1+2 =3
7x13 = 91 9+1 = 10 1+0 =1
7x14 = 98 9+8 = 17 1+7 =8
7x15 = 105 1+0+5 =6
7x16 = 112 1+1+2 = 4
7x17 = 119 1+1+9 = 11 1+1 =2
7x18 = 126 1+2+6 = 9
7x19 = 133 1+3+3 = 7
7x20 = 140 1+4+0 = 5
…and so on.
There is a curious relationship between 7 and the number 142857.

7x2 = 7x2 = 14
7x22 = 7x4 = 28
7x23 = 7x8 = 56
7x24 = 7x16 = 112
7x25 = 7x32 = 224
7x26 = 7x64 = 448
7x27 = 7x128 = 896
7x28 = 7x256 = 1792
7x29 = 7x512 = 3584
---------------------------------
142857142857142(784)
However far you take the calculation, the sequence 142857 will repeat
itself, though the final digits on the right-hand side which are
bracketed will be ‘wrong’ because they would be affected by the next
stage in addition if the calculation is taken further.

The number 142857 has itself some strange properties; multiply it by

any number between 1to 6 and see what happens;
142857x1 = 142857
142857x2 = 285714
142857x3 = 428571
142857x4 = 571428
142857x5 = 714285
142857x6 = 857142
The same digits recur in each answer, and if the products are each
written in the form of a circle, we can see that the order of the digits
remains the same. If you multiply the same number by 7 then the
answer is 999999.

NUMBER 8

This time the secret steps in the multiplication table are the reverse of
those in the 1-times table:

Straight steps Secret steps

8x1 = 8 8
8x2 = 16 1+6 = 7
8x3 = 24 2+4 = 6
8x4 = 32 3+2 = 5
8x5 = 40 4+0 = 4
8x6 = 48 4+8 = 12 1+2 = 3
8x7 = 56 5+6 = 11 1+1 = 2
8x8 = 64 6+4 = 10 1+0 = 1
8x9 = 72 7+2 = 9
8x10 = 80 8+0 = 8
8x11 = 88 8+8 = 16 1+6 = 7
8x12 = 96 9+6 = 15 1+5 = 6
8x13 = 104 1+0+4 = 5
8x14 = 112 1+1+2 = 4
8x15 = 120 1+2+0 = 3
8x16 = 128 1+2+8 = 11 1+1 = 2
8x17 = 136 1+3+6 = 10 1+0 = 1
… and so on.
Now look at some other peculiarities of the number 8:
888 + 88 + 8 + 8 + 8 = 1000

and

88 = 9 x 9 + 7
888 = 98 x 9 + 6
8888 = 987 x 9 + 5
88888 = 9876 x 9 + 4
888888 = 98765 x 9 + 3
8888888 = 987654 x 9 + 2
88888888 = 9876543 x 9 + 1

And lastly;
12345679 x 8 = 98765432

NUMBER 9

The steps in multiplication table are:

Straight steps Secret steps
9x1 = 9 9
9x2 = 18 1+8 =9
9x3 = 27 2+7 =9
9x4 = 36 3+6 =9
9x5 = 45 4+5 =9
9x6 = 54 5+4 =9
9x7 = 63 6+3 =9
9x8 = 72 7+2 = 9
9x9 = 81 8+1 = 9
9x10 = 90 9+0 = 9
9x11 = 99 9+9 = 18 1+8 = 9
9x12 = 108 1+0+8 = 9

It is an absolute rule that whatever number you multiply by 9, the

sum of the digits in the product will always be 9. For the first ten
places, 9-times table has another feature:

1x9 = 09 90 = 9x10
2x9 = 18 81 = 9x9
3x9 = 27 72 = 9x8
4x9 = 36 63 = 9x7
5x9 = 45 54 = 9x6
The product in the second half of the table is reverse of that in the
first half.

Now take any number: 87594

Reverse the order of digits: - 49578
Subtract the lesser from grater: ---------
38016
Now add the digits in the remainder
3+8+0+1+6 = 18, 1+8 = 9. The answer will always be 9.
Again , take any number 64783
Calculate sum of digits 6+4+7+8+3 = 28
2+8 = 10
1+0 = 1

Now take the sum of the digits away from the original number, and
add up the sum of the digits of the remainder. Wherever you choose
to stop, and whatever you originally select, the answer will be 9.
64783 – 28 = 64755
6+4+7+5+5 = 27 2+7 = 9
64783 – 10 = 64773
6+4+7+7+3 = 27 2+7 = 9
64783 – 1 = 64782
6+4+7+8+2 = 27 2+7 = 9
Take the nine digits in order and remove the 8 and then multiply by
9:
12345679 x 9 = 111111111
Now try multiplying by the multiples of 9:
12345679 x 18 = 222222222
12345679 x 27 = 333333333
12345679 x 36 = 444444444
12345679 x 45 = 555555555
12345679 x 54 = 666666666
12345679 x 63 = 777777777
12345679 x 72 = 888888888
12345679 x 81 = 999999999

There is a little mathematical riddle that can be played using 9. What

is the largest number that can be written using three digits?
The answer is (99)9, or 9 raised to the ninth power of 9. The ninth
power of 9 is 387420489. no one knows the precise number that is
represented by 9387420489; but it begins 428124773… and ends …89.
The complete number will contain 369 million digits, would occupy
over five hundred miles of paper and take years to read!!!

ZERO

We should have a particular affection for Zero because it was some of

our countrymen who first gave it the status of a number. Though the
symbol fir a void or nothingness is brought to have been invented by
the Babylonians, it was Hindu mathematicians who first conceived of
0 as a number, the next in the progression 4-3-2-1.
The Zero is a central part of our mathematics, the key to our decimal
system of counting. And it signifies something very different from
simply ‘Nothing’ – just think of the enormous difference between
0.001, 0.01, 0.1, 1, 10, 100 to remind yourself of the importance of
the presence and position of a 0 in a number.
The other power of 0 is its ability to destroy another number – Zero
times anything is Zero.

SIMPLE PRACTICE OF NUMBER

NUMBERS
Number begins at One which is absolute. All other numbers come
from One but in fact there are only nine numbers and a Zero. As long
as we remember this fact, then there need be no fear of large
numbers. The ten numbers are our friends and we can play with them
and use them to discover about the world in which we live.
PLACE VALUE

The first place value is that of units.

Ten units make a TEN.
Ten tens make a HUNDRED.
Ten hundreds make a THOUSAND.
The names we use for the first seven place values are: UNITS, TENS,
HUNDREDS, THOUSANDS, TEN-THOUSANDS, HUNDRED-
THOUSANDS and MILLIONS.
To find the value of a digit in a number we look at the column in
which that digit is placed. For E.g. the value of the digit 5 in 352 is
five tens, because it is in the tens column.

Exercise 1: Give the value of 5 in the following.

(The answer to the first question is 5 units)
1. 35 6. 530 11. 5432 16. 43521
2. 15 7. 350 12. 1985 17. 94857
3. 53 8. 245 13. 3587 18. 58780
4. 125 9. 4566 14. 125004 19. 15362
5. 156 10. 1522 15. 856743 20. 276511
Exercise 2: Write the following numbers in words:
Example A Thirty – five.

Thousands Hundreds Tens Units

A. 3 5
B. 7 2
C. 6 1
D. 3 4 5
E. 6 0 7
F. 4 3 9 2
G. 1 4 2 6
H. 5 7 8 9
I. 4 2 4 5
J. 5 6 0 0
K. 9 0 0 3
L. 1 3 2 8

Exercise 3: Write the following numbers in words:

100 10
Millions Thousands Thousands Thousands Hundreds Tens Units
A. 3 5 4
B. 4 1 7
C. 9 8 0
D. 6 5 0 3
E. 9 8 7 6
F. 5 0 3 2
G. 3 2 0 1
H. 7 8 7 9
I. 1 6 5 4
J. 1 1 3 4 7
K. 5 6 2 1 4
L. 9 9 9 9 9
 M. 1 1 3 5 0 6
N. 3 1 2 5 4 6
O. 2 3 6 0 0 1
P. 3 2 6 5 0 8 7
Q. 6 2 0 6 4 6 1

Exercise 4: Write the following numbers in words:

1. 12 11. 243 21. 5463 31. 76852

2. 38 12. 506 22. 7658 32. 40006
3. 42 13. 781 23. 6000 33. 57003
4. 57 14.154 24. 7002 34. 50304
5. 87 15. 456 25. 4056 35. 89654
6. 54 16. 670 26. 4205 36. 8600
7. 25 17. 405 27. 2803 37. 42000
8. 77 18. 920 28. 8930 38. 451003
9. 99 19. 571 29. 1455 39. 768307
10. 101 20. 665 30. 9897 40. 8920043

Exercise 5: Write the following numbers in figures:

1. nineteen 21. nine hundred and twenty

2. forty-two 22. seven hundred and twenty one
3. fifty-eight 23. four hundred and thirty-seven
4. seventy-three 24. three hundred and fourteen
5. ninety-five 25. six hundred and forty-eight
6. sixty-eight 26. two hundred and seventy-three
7. thirty-one 27. three hundred and sixty-six
8. eighty-two 28. one thousand, five hundred
9. twelve 29. eight thousand and twenty-nine

10. twenty-nine 30. six thousand and twelve

11. six hundred 31. one thousand, two hundred
12. one hundred and nine 32. three thousand and forty-two
13. two hundred and fifty 33. two hundred and eight
14. five hundred and sixty 34. four thousand six hundred
15. three hundred and one 35. nine thousand and twenty nine
16. eight hundred and nine 36. ten thousand, four hundred
17. five hundred 37. twenty five thousand
18. one hundred and eleven 38. nine hundred thousand
19. six hundred and fourteen 39. six million
20. nine hundred and thirty 40. four million, three hundred and
thirty-two thousand
PATTERNS IN NUMBER

Exercise 6: page no 04 vedic mathematics for schools vol 1

ADDITION AND SUBTRACTION

Exercise 7: page 04 vol 1

Exercise 8: page 05
Exercise 9: page 05
Exercise 10: page 06
Exercise 11: page 06

Multiplication Practice
Exercise 12: page 07
Division Practice
Exercise 13: page 08

MULTIPLICATION

We do want to stress at this point that we are not suggesting magical

method by which you can do everything in your head. Do not be
ashamed of using paper and pencil, especially when you are learning
and practicing the different methods we are going to explain. The
point is not to be able to do without paper; it is to grasp the methods
and understand how they work.
If you multiply 456 by 76 by the method usually taught in schools,
you end up with a calculation that looks like this:

456
x 76
--------
2736
+ 31920
------------
34656
You have had to do separate operations of multiplication and one of
addition, and you have had to remember to ‘carry’ numbers from one
column to the next.
The first essential thing about multiplication is not to automatically
adopt any one method; but to look at the figures involved and decide
which of the several methods we are going to explain will be quickest
and work best.
 METHOD 1

The key to this method is the one shortcut in arithmetic. To multiply

any number by 10 you simply add a zero; to multiply by 100, add two
zeros; and so on. This basic technique can be widely extended.
To take a simple example, you were asked to multiply 36 by 5. A
moment’s thought will show you that 5 is half of 10, so you multiply
by 10, so if you multiply by 10, by adding 0, and then divide by 2 you
will the answer much quicker. Alternatively, you can first halve 36,
giving you 18, and then add the 0 to get 180.

Here are some extensions of this method.

To multiply by 15 remember that 15 is one and a half times 10.
So to multiply 48 by 15 first multiply by 10. 10 x 48 = 480
Then, to multiply by 5, simply halve the figure 480/2 = 240
Add the two products together to get the answer 480 + 240 = 720
To multiply by 7½ all you have to remember is that 7½ is three
quarters of 10. For E.g. 64 x 7½:
64 x 10 = 640. The easiest way of finding three quarters of 640 is to
divide by 4 and multiply by three, thus:
640/4 = 160 and 160 x 3 = 480

It’s easy to see that this method can work just as well for 75 or 750.
For example to take a problem in decimal currency, suppose
87.60 x 75. Instead of adding a zero just move the decimal point.
87.60 x 100 = 8760
8760 ÷ 4 = 2190
2190 x 3 = 6570

To multiply by 9 just remember that nine is one less than 10, all that
is necessary is to add a zero and then subtract the original
multiplicand, Take 9 x 84
10 x 84 = 840
840 – 84 = 756

This can be extended if asked to multiply by 18.

This method can be used for all numbers which are multiples of 9.
For E.g. if asked to multiply 765 by 54 you will realize that 54 is 6 x
9, the calculation that goes:
756 x 6 = 4590
4590 x 10 = 45900
45900 – 4590 = 41310
Multiplying by 11 is easy if we remember that 11 is 10 + 1.
For E.g. 5342 x 10 = 53420
53420 + 5342 = 58762

Here are some other relationships that can be exploited to use this
basic method:
112.5½ is 100 plus one-eighth of 100
125 is 100 plus one-quarter of 100;
125 is one-eighth of 1000
45 is 50 minus 5, 50 is half of 100 and 5 is one-tenth of 50
25 is quarter of 100
35 is 25 plus 10
99 is 100 minus 1
90 is 100 minus one-tenth of 100
and so on. If you experiment you will find many more of these useful
relationships, all of which can be used to take advantage of the basic
shortcut offered by the fact that to multiply by 10 all you do is add a
zero. After some practice you will find that you can spot almost
without thinking a case where this first method is going to help.
METHOD 2

The next method can be used when the multiplier is a relatively small
number, but one for which our first method is unsuitable because
there is no simple relationship to 10 which can be spotted and
exploited.
This method can be extended to any number which can be broken
down into factors. For E.g. 928 x 32
The factors of 32 are 8 and 4 so:
924
x 4
-----
3712
x 8
-------
29696

Even if you have to write the calculation out as above it is a great deal
quicker than the conventional method.
In practice this method is best used where the multiplier is relatively
small and its factors therefore easily and quickly extracted; if you
would remember the multiplication tables up to 12 you will be able to
judge at a glance whether or not this is a suitable method in the case
of two digit multiplier.

METHOD 3
For this method we will be using complements to do multiplication. A
complement is that which relates a number to unity. In mathematics
the unity is expressed as a 1 or 10 or 100, or 1 with any number of
zeros after it.

For the numbers relating to 10,

The complement of 9 is 1,
The complement of 8 is 2,
The complement of 7 is 3,
The complement of 6 is 4, etc.

COMPLEMENTS

The simple formula to take complement of any number is as follows:

‘ALL FROM NINE AND THE LAST FROM TEN.’
This simple fundamental of taking complement, relates any number
back to unity, or One. It does this by giving what must be added to
the number to make it up to the next base of ten above.
In the number system there are only nine numbers and a zero. With
these we can display all multiplicity. In counting, once we are past the
number 10, then the numbers repeat themselves. The points where
the repetitions begin are 10, 100, 1000 etc. These numbers, one with
any number of zeros following, also represent the unity from which
number begins.
For E.g. with the number 86, the nearest base of ten which is more
that 86 is 100. If we take all from nine and the last from ten we have,

8 from 9 = 1
6 from 10 = 4
86 is 14 less than 100. 14 is called the COMPLEMENT of 86.

To obtain the complement of 783 7 from 9 = 2

783 we take each of the digits 217 8 from 9 = 1
from 9 and the last from ten. 3 from 10 = 7
so the complement of 783 is 217.

When there are zeros at the end, the last number is taken from 10
(because zero is not a number). For example, the complement of 740
is 260, that is, 7 from 9 = 2, 4 from 10 = 6, and the zero is just added
at the end. The meaning of the formula is, ‘All from nine and the last
number from ten’.

Exercise 1: page 10, vol.1

Exercise 2: page 02, vol.2
 MULTIPLICATION PART 1

MULTIPLYING NUMBERS UP TO TEN

Using the method of taking complement, now we will begin by

learning how to multiply numbers up to 10 x 10.
We will take 7 x 8 as an example. Then write down the complement of
each number below it in a bracket or circle.
7 x 8 = 56
(3) (2)
Now subtract diagonally. Choose the subtraction which you find
easier. Either way the answer is the same.
8-3 = 5 or 7-2 = 5 This is the first digit of your answer.
Now multiply numbers in the circle i.e. 3 x 2 = 6 This is the last digit
of your answer.

8 x 9 = 72
(2) (1)
8-1 = 7 or 9-2 = 7 (first digit of your answer)
2 x1 = 2 (second digit of your answer)
This is the basic strategy that we will use for all of our
multiplications.
Exercise
a) 9 x 9 = e) 8 x 9 =
b) 8 x 8 = f) 9 x 6 =
c) 7 x 7 = g) 5 x 9 =
d) 7 x 9 = h) 8 x 7 =

You do not have to memorize the tables because you can now with a
little practice, calculate your tables instantly. If you already know
your tables then learning this method is a bonus.

MULTIPLYING NUMBERS GREATER THAN TEN

For e.g. 96 x 97 =
Take the complement of each number. Write it below each number in
bracket or circle.
96 x 97 =
(4) (3)
Then subtract the complement from the number diagonally
96 – 3 or 97 – 4 = 93 This is the first part of your answer.
Then multiply both the complements 4 x 3 = 12
This is the second part of your answer. The full answer is 9312.
We all should remember the first law in mathematics.
“The easier method you use, the faster you do the problem and
the less likely you are to make mistake.”
Examples for practice-:
a) 96 x96 = e) 98 x 94 =
b) 97 x 95 = f) 97 x 94 =
c) 95 x 95 = g) 98 x 92 =
d) 98 x 95 = h) 97 x 93 =

Isn’t it exciting? Our brain has not grown suddenly; we are using it
more effectively and using better and easier methods for your
calculations.

The method for multiplication has worked for the problems we have
done until now, but, with a slight adjustment, we can make it work
for any numbers.

USING TEN AS A REFRENCE NUMBER.

Let’s go back to 7 x 8 =

[10] 7x 8=
(-3) (-2)
The 10 to the left of the problem is our reference number. It is the
number we take our multipliers away from. Are the numbers we are
multiplying higher than or lower than the reference number? In this
case the numbers are below ten. So we write minus sign before each
number. By subtracting diagonally we get 5. Now multiply 5 by the
reference number 10. it is 50. Now multiply the numbers in the
bracket. 3 x 2 is 6. add this to 50 to get the final answer 56.

[10] 7 x 8 = 50
(-3) (-2) +6
-----
56 Answer.

USING ONE HUNDRED AS A REFERENCE NUMBER

[100] 96 x 97 = 9300
(-4) (-3) +12
-------
9312 Answer.

MULTIPLYING NUMBERS IN THE TEENS

 (+3) (+4)
[10] 13 x 14 = 170
+12
------
182 Answer

13 and 14 are above reference number. So we put the brackets above

the multipliers. And give them a + sign. Now we add diagonally.
13+4 or 14+3 = 17. 17 multiplied by reference number 10 is 170.
Then Multiply the numbers in the brackets 3 x 4 = 12. and add 12 in
170 it comes 182.
If the number we are multiplying is higher than the reference number
we put the bracket above. If the number is lower than the reference
number we put the bracket below.
“If the bracketed numbers are above we add diagonally, if the
numbers are below we subtract diagonally.”

Examples for practice -:

a) 12 x 15 = f) 12 x 16 =
b) 13 x 15 = g) 14 x 14 =
c) 12 x 12 = h) 15 x 15 =
d) 13 x 13 = i) 12 x 18 =
e) 12 x 14 = j) 16 x 14 =

One more example

(+2) (+11)
[10] 12 x 21 = 230
+22
-----
252 Answer
we took 10 as reference number.

MULTIPLYING NUMBERS ABOVE 100

(+6) (+4)
[100] 106 x 104 = 11000
+ 24
---------
11024 Answer
Add diagonally 104+6 or 106+4 = 110. Multiplying it by hundred we
get 11000. adding 6x4 =24 in 11000 gives the final answer11024.

Problems for practice -:

 a) 102 x 114 = c) 112 x 112
b) 103 x 112 = d) 102 x 125

Always use a reference number.

COMBINING METHODS

[100] 92 x 93 = 8500
[10] (-8) (-7) +50
(-2) (-3) +6
--------
8556 Answer

[100] 86 x 87 =
(-14) (-13)
86 – 13 or 87 – 14 = 73. 73 x 100 ( reference number) = 7300
(+4) (+3)
[10] 14 x 13 =
14 +3 or 13 +4 = 17. 17 x 10 ( reference number) =170
4x3 = 12
final answer is 7300 + 170 + 12 = 7482 Answer.
Problems for practice -:
a) 92 x 92 = d) 88 x 85 =
b) 91 x 91 = e) 86 x 86 =
c) 91 x 92 = f) 87 x 87 =

Combining the methods taught here creates endless possibilities.

Experiment for yourself.

MULTIPLYING NUMBERS ABOVE AND BELOW THE REFERENCE

NUMBER

Up until now we have multiplied numbers that were both lower than
the reference number or both higher than the reference number. How
do we multiply numbers when one number is higher and one is lower
than the reference number?

For e.g. 98 x 135

We will use 100 as a reference number.
(+35)
[100] 98 x 135 =
(-2)
Now calculate diagonally
 98+35 or 135-2 = 133 multiplied by 100 = 13300
Now multiply the numbers in the bracket. (+30) x (-2) = -70
So we have to minus 70 from 13300
Now our problem should look like this
(+35)
[100] 98 x 135 = 13300 – 70 = 13230 Answer
(-2)

A SHORTCUT FOR SUBTRACTION

“The easiest way to solve a problem is also the fastest, with the
least chance of making a mistake.”
What is the easiest way to take 90 from a number?
Take 100 and give back 10.
What is the easiest way to take 70 from a number?
Take 100 and give back 30.

Problems for practice -:

a) 98 x 145 = e) 98 x 146 =
b) 97 x 125 = f) 9 x 15 =
c) 95 x 120 = g) 8 x 12 =
d) 96 x 125 = h) 7 x 12 =

MULTIPLYING NUMBERS IN THE BRACKETS

The rule for multiplying the numbers in the circles is as follows:
“When both circles are above the numbers or both circles are
below the numbers, we add the answer to our sub-total. When one
circle is above and one circle is below, we subtract.”

For e.g. 8 x 45
(+35)
[10] 8 x 45 = 430 – 70 = 360 Answer
(-2)

CHECKING NUMBERS
It is not enough to calculate an answer to a problem in mathematics;
you haven’t finished until you have checked you have the right
answer.

SUBSTITUTE NUMBERS
To check a calculation, we use substitute numbers instead of the real
numbers we were working with.
Let us say we have just calculated 13 x 14 = 182 and we want to
check the answer.
13 x 14 =182
1+3=4 and 1+4=5 so 4 and 5 are the substitutes for 13 and 14
respectively.
We now do the original calculation using the substitute numbers
instead of the original numbers.
4 x 5 = 20. twenty is a two digit number so we add its digits together
to get our check answer. 2 + 0 = 2
Two is our check answer.
“If we have the right answer in our calculation with the original
numbers, the digits in the real answer will add up to the same as
our check answer.”
The original answer was 182. The addition of the digits is 1+8+2=11
and 1+1=2 Two is our substitute answer and this is same as our
check answer. So our original answer is correct.

For e.g. 13 x 15 = 195

1+3=4 (substitute for 13)
1+5=6 (substitute for 15)
4x6=24
2+4=6 (check answer)
195 (original answer)
1+9+5=15
1+5=6 is the addition of the digits of the original answer.
So we can be confident we didn’t make a mistake.

CASTING OUT NINES

There is another short cut to the procedure described above. If we find

a 9 anywhere in the calculation, we cross it out. In some answers we
do not find 9 but we can caste out the numbers whose total comes to
9.
For e.g.
In the previous answer195 we can simply caste out 9 to get the check
answer as 5+1=6.
For e.g. 13 x14 = 182
we have two digits that add up to 9, the 1 and the 8. cross them out
and you just have the 2 left. No more work at all to do.
For e.g.
167 x 346 = 57782
1+6+7 = 14 and 1+4 = 5 is the substitute for 167.
3+4+6 =
 we see that 6+3=9, so we cross out 3 and 6. 4 will be substitute for
346
In answer 57782 we find 7 and 2 who make 9. so immediately we
cross them out and add other digits. 5+7+8=20 so 2+0=2 is our
substitute answer.
Multiplying the substitutes 5 x 4 = 20 and 2+0=2 is same
So our answer is correct.

For e.g.
456 x 831 = 378936
-- - - ---
6 x 3 = 18 as 3+7+8=18
so the answer is right.

If you multiply any number by nine, the sum of the digits in the
answer will always add up to nine if you keep adding the digits in the
answer until you get a one-digit number. If the digits of any number
add up to nine, or a multiple of nine, then the number it self is evenly
divisible by nine. That is why when you multiply any number by nine,
or a multiple of nine, the digits of the answer must add up to nine.
If the digits of a number add up to any number other than nine,
that number is the remainder you would get after dividing the number
by nine. Whatever you do to the number, you do to the remainder, so
we can use the remainders as substitutes.
We choose nine because of the easy shortcut for finding the
remainder. This is a phenomenon peculiar to the number 9. it is very
useful for checking answers and divisibility by nine. It can be used
not only to divide by nine, but also to illustrate the principle of
division.

MULTIPLICATION PART 2

MULTIPLICATION BY FACTORS

The method we learnt is easy to use when the numbers are near 10 or
100. But what about multiplying numbers that are around 30 or 60?
Now we must choose the reference numbers that are easy to multiply by.

(+3) (+4)
[20] 23 x 24 =

24+3 or 23+4= 27; 27x20=540

3x4=12; 540+12=552 Answer
23x24=540; checking the answer
2+3=5 and 2+4=6 and 5+5+2=12;1+2=3
5x6=30 and 3+0=3 so the answer is right.

For e.g.

(+3) (+11)
[20] 23 x 31 =
31+3 or 23+11= 34; 34x20= 680
11x3 = 33; 680+33= 713 Answer.

Problems for practicing -:

a) 21 x 26 =
b) 24 x 24 =
c) 23 x 23 =
d) 23 x 27 =
e) 21 x 36 =
f) 26 x 24 =

MULTIPLYING NUMBERS BELOW 20

For e.g

[20] 19 x 16 =
(-1) (-4)
19-4 or 16-1=15; 15x20=300
4x1=4; so 300+4=304 Answer.

There isn’t much difference between the two reference numbers. It is the
matter of personal preference. Simply choose the reference number you
find easier to work with.

NUMBERS ABOVE AND BELOW 20

For e.g.

(+12)
[20] 18 x 32 =
(-2)
32-2 or 18+12=30; 30x20=600
12x(-2)=-24;so 600-24=576 answer.

MULTIPLYING HIGHER NUMBERS

If the numbers are above 30 then we use the reference number as 50

For e.g.
 (+3) (+7)
[50] 53 x 57 =
57+3 or 53+7 = 60 ; 60x50=3000
7x3=21;3000+21=3021 answer.

Problems for practice-:

a) 46 x 42 =
b) 47 x 49 =
c) 46 x 47 =
d) 44 x 44 =
e) 51 x 55 =
f) 54 x 56 =
g) 51 x 68 =
h) 51 x 72 =

DOUBLING AND HALVING NUMBERS

78 / 2 =
78=80-2. Half of (80-2) is (40-1). That is your answer.
Problems for practice -:
a) 38 x 2 =
b) 29 x 2 =
c) 59 x 2 =
d) 68 x 2 =
e) 39 x 2 =
f) 47 x 2 =
g) 38/2 =
h) 56/2 =
i) 78/2 =
j) 94/2 =
k) 34/2 =
l) 58/2 =
m) 18/2 =
n) 76/2 =

ANOTHER METHOD FOR MULTIPLICATION

This method is one that should be used where there is no easily
discernible means of using the first two, and where the number of digits
involved makes them impracticable.
All the methods described above can be done mentally when you have
had a little practice. The next method which is described here can be
used more generally, but which require pencil and paper. Even with this
method, most of the calculations can be done mentally; you use the
paper to keep note of your intermediate results.
In each case you do a sequence of diagonal or vertical multiplications –
the pattern of these is shown in diagrams at the bottom of the examples.
For e.g.
63 following the diagram given below the steps in the
x 48 multiplication are as follows -:
------
3x8=24, so put 4 in the units column and carry 2; you will add this to
the sum of the products of the ‘diagonals’ 8 and 6, and 4 and 3. your
mental calculation runs thus:
6x8=48; 4x3=12; 48+12+2=62.
You write 2 in the tens column and carry 6, this you add to the product
of the two tens digits 6 and 4.
The mental calculation 6x4=24; 24+6=30 gives the final figures, all you
have had to write down is the problem itself and the answer:
63
x 48
---------
3024

3 digit example

436
x 254
--------
110744

following the diagram 1: 6x4=24, 2 carry, 4 written in the answer at

units place
dig.2: 3x4=12, 5x6=30, 12+30+2(carry)=44, 4carry, 4 in answer at tens
place
dig.3: 4x4=16, 6x2=12, 5x3=15, 16+12+15+4(carry)= 47, 4 carry, 7
written in answer at hundreds place
dig.4: 4x5=20, 3x2=6, 20+6+4(carry)= 30, 3 carry, 0written in the answer
at the thousand place
dig.5: 4X2=8, 8+3(carry)=11, 11 written at ten thousands place in the
answer.

If the multiplier has only two figures you can still use this method by
replacing the missing hundreds figure with a 0. For E.g. 476x26 can be
written as 476x026.

We can now extend the method to deal with four-figure, five figure
numbers. The diagram for them is as follows:
Diagram for 4 figure multiplication:

Diagram for 5 figure multiplication:

All the computing goes on in your head, the addition at the end involves
only two digits in each column.
Exercises for practice:
Vedic mathematics part 1
Page 12, 13, 14, 15,16, 17, 18
Vedic mathematics part 2
Page 11, 12, 13, 14, 15, 16
Vedic mathematics part 3
Page 3, 5, 6,7,8,9,10,11,12,14,15,16,17,19,22.

ADDITION
Here is the basic rule for mental addition:
“ To add 9, add 10 and subtract 1; to add 8, add 10 and subtract2; to
add 7, add 10 and subtract 3, and so on.”

For two digit mental addition there is a simple principle for mental
addition:
“ If the units digit is high, round off to the next ten and then
subtract the difference. If the units digit is low, add the tens, then
the units.”

Examples for practice :-

a) 56+8= a) 34+48=
b) 38+9= b) 62+26=
c) 76+9= c) 82+39=
d) 65+9= d) 27+31=
e) 47+8= e) 33+44=
f) 26+7= f) 84+76=
g) 44+37=

if we want to add fo e.g. 6+8+4=

an easy rule is:
“ When adding a column of numbers, add pairs of digits to make
tens first, then add the other digits.”
So, 6+4=10 then 10+8=18. most people will find it easier.

CHECKING ADDITION BY CASTING OUT NINES

Just as we cast out nines to check our answers for multiplication, so we
can use the strategy for checking our addition and subtraction.
Here is an example:

12345 6
67890 21 3
42735 3
 +2 1 8 6 5 13 4

144835 7

Our substitutes are 6,3,3,4. The first 6 and 3 cancel to leave us

with just 3 and 4 to add 7. 7 is our check or substitute answer. By
checking we get that the answer is correct. The numbers which are
caste out are made bold.

SOME TIPS
Addition can be thought of as an extension of counting. It is simple
but mistakes are easy to make when long lists of numbers are
being added together, or when numbers are carried from one
column to the next.
One way of avoiding mistakes in long additions – of 20 or 30
numbers say – is to break the list up into smaller groups and then
add the totals of all the groups together.
It is easier add round numbers like 40 or 70 than numbers ending
in 7, 8, 9. If you round these awkward numbers up by adding
3,2,1 the calculation is not much longer, and it is easier.
One way of avoiding the errors of carrying is to reverse the
ordinary method of working and add from left to right by adding up
columns of numbers.
For e.g.
215
426
513
112
328
---------
add the figures in the hundreds column and hold the total 1500,
then add tens column 70, then units 24 to get the answer as 1594.

SUBTRACTION

Most people find subtraction more difficult than addition. It need

not be so. We will learn some strategies in this chapter that will
make subtraction easy.
To subtract mentally try and round off the number you are
subtracting and then correct the answer.
To subtract 9, take 10 and add 1; to subtract 8, take 10 and add 2;
to subtract 7, take 10 and add 3.
56 – 9 = ; subtract 10, and add 1 to get 47.
54 – 38 = ; 54 minus 40 is 14 and add 2 to get the answer 16.
To subtract a number near 100, take 100 and add the remainder.
436 – 87 = ; take 100 to get 336 and add 13, add 10 and then 3 to
get 349.

SUBTRACTING ONE NUMBER BELOW A HUNDREDS VALUE

FROM ANOTHER WHICH IS JUST ABOVE THE SAME HUNDREDS
NUMBER.
134 – 76 =
76 is 24 lower than 100. 134 is 34 higher than 100. add 24 to 34
for easy answer of 58.
Examples for practice -:
a) 152 – 88 =
b) 142 – 88 =
c) 164 – 75 =
d) 123 – 70 =
e) 114 – 80 =
f) 112 – 85 =
g) 136 – 57 =

The same principle applies for numbers above and below ten.
Examples for practice -:
a) 13 – 6 = b) 12 – 7 = c) 15 – 8 =
d) 13 – 9 = e) 14 – 8 =

Also the strategy works for any three digit subtraction.

461 – 275 =
(25)
461 – 300 =161, 161 + 25 =186;
we do one easy subtraction; the rest is addition.
Examples for practice -:
a) 834 – 286 =
b) 541 – 87 =
c) 263 – 198 =
d) 725 – 375 =
e) 429 – 168 =

SUBTRACTION: METHOD ONE

For e.g. 7254 – 3897 =
6 1 4

7 2 5 4
- 3 8 9 7

3 3 5 7
Subtract 7 from 4. You can’t. So you borrow 1 from the tens
column. Cross out the 5 and write 4. now, here is the difference.
You do not say 7 from 14, you say 7 from 10 = 3, then add the
number above (4) to get 7, the first digit of answer.
With this method, you never subtract from any number greater
than 10. The rest is addition. 9 from 4 won’t go, so borrow again. 9
from 10 is 1, plus 4 is 5, the next digit of the answer.
Eight from 1 won’t go, so borrow again. Eight from 10 is 2, plus 1
is 3, the next digit of the answer.
Three from 6 is 3, the final digit of the answer.

SUBTRACTION: METHOD TWO

1 1 1
7 2 5 4
- 3 8 9 7
1 1 1
3 3 5 7
Subtract 7 from 4. You can’t, so you borrow 1 from the tens
column. Put a 1 in front of the 4 to make 14 and write a small 1
alongside the 9 in the tens column. You don’t say 7 from 14, but 7
from 10 is 3, plus 4 on top gives 7, the first digit of the answer.
Ten (9 plus 1 carried) from 5 won’t go so borrow again in a similar
fashion. Ten from 15 is 5, or 10 from 10 is 0, plus 5 is 5.Nine from
2 won’t go, so borrow again. 9 from 10 is 1, plus 2 is 3.Four from 7
is 3. you have your answer.
You don’t have to learn or know the combinations of single-digit
numbers that add to more than 10. You never subtract from any
number higher than 10. This makes the calculation easier and
reduces mistakes.

Examples for practice-: a) 7325 – 4568 =

b) 5417 – 3179 =

SUBTRACTION FROM A POWER OF TEN

The rule is:
“ Subtract the units digit from 10, then each successive digit
from 9, then subtract 1 from the digit on the left.”
For e.g: 1000-574=
Using rule, 4 from 10 is 6, 7 from 9 is 2, 5 from 9 is 4, snd 1 from
1 is 0. So the answer is 426.
Now let us try it from left to right: 1 from 1 is 0, 5 from 9 is 4, 7
from 9 is 2, 4 from 10 is 6. The answer is 426.
This way we only have to subtract from numbers upto 10 then add
if necessary. The setting out is exactly the same as before. The only
difference is what you say in your mind.
Examples for practice-:
a) 40000-2748 = b) 10000-3456 = c) 50000-27214 =

SUBTRACTING SMALLER NUMBERS

If the number we are subtracting has fewer digits than the one you
are subtracting from, then add zeros before the number ( at least
mentally) to make the calculation.
23000-46 =
23000 – 0046 = 22954
You extend the zeros in front of the subtrahend ( the number being
subtracted) as far as the first digit than is not a zero. You subtract
1 from this digit. 3 minus 1 equals 2. subtract each successive
digit from 9 until you reach the final digit which you subtract from
10. The benefit of the method taught here is that it becomes
mechanical and can be carried out with less chance of making
mistake.

CHECKING SUBTRACTION BY CASTING OUT NINES

For subtraction the method is same as that of used in the addition

but with a small difference
8465 14 5
- 2897 8
5568 24 6
5 minus 8 equals 6? Although in the actual problem we are
subtracting a smaller number from a larger number, with the
substitutes, the number we are subtracting is larger.
So we add 9 to the number we are subtracting from 5+9=14,
14-8=6 so our answer was correct.
There is another way to solve this problem. Add the number you
subtracted to the answer to get your original number as the
answer.
Add the substitutes upwards:
6+8=14 ; 1+4=5. our answer is correct.

SUBTRACTION USING COMPLEMENTS

COMPLEMENTS:
We have already seen how the complement of a number is obtained
by using the “All from nine and the last from ten” rule and
relate any number back to unity.
1) To find complement of 3648,
3 from 9=6
6 from 9=3
4 from 9=5
 8 ( the last) from 10=2; The complement is 6352
2) To find the complement of 304000,
3 from 9 = 6
0 from 9 = 9
4( the last number) from 10 = 6
any final zeros are brought straight down.
The complement is 69600.

Examples for practice -:

Vedic mathematics part 1: page 39

SUBTRACTION USING COMPLEMENTS

In the simple case, such as 365-215, when the sum is set out we
find that all of the top row digits are greater than or equal to the
digits directly below. In this example each digit is subtracted from
the one above. 365 – 215 =150
Complements are used when this is not the case. The basic
method is to take the difference of the two digits and, when the
bottom row digit is larger, write down the complement of the
difference. When complements are no longer needed we subtract
an extra 1 from the next left hand column.
For E.g.: subtract 3876 from 5322
5322-3876=1446
a) Starting from the right, 6 is more than 2, so we take the
difference,4, and write down its complement from 10 (since it is the
last), that is 6.
b) In the next column, the difference between 7 and 2 is 5 and the
complement (from 9) is 4.
c) For the hundreds column, the difference between 8 and 3 is 5
and the complement of 5 is 4.
d) In the thousands column, 5 is greater than 3 and so we can
finish using complements. This is done by reducing the answer by
1 after the ordinary subtraction, that is, 5-3-1=1.
e) The answer is 1446.

Exercise for practice

Vedic mathematics part 1: page 41, 42, 43, 44, 45.

STARTING WITH COMPLEMENTS IN THE MIDDLE OF A SUM

To start using complements at any point in the subtraction treat
the particular column as if it was the first on the right5.
For e.g
56381-19670=36711
a) In the first two columns on the right, the digits in the top row
are greater then those below. 1-0=1, 8-7=1.
b) In the hundreds column, 6 is greater than3 and so we start
using complements here. Difference is 3, complement (from 10) is
7.
c) In the next column, the difference 3, the complement ( from 9 )
is 6.
d) For the last step, where 5 is greater than 1, we take an extra 1
off to finish using complements, 5-1-1=3.

FINISHING WITH COMPLEMENTS IN THE MIDDLE OF A SUM

The procedure for finishing with complements at any particular
column in a subtraction requires that the digit in the top row is
greater than the digit directly below. The process is to subtract and
then take off 1.
For E.g.
6753-3459=3294
a) In the units column, the difference is 6, and the complement is
4.
b) In the tens column, 5 is not greater than 5 and so we stay with
the complements. Difference is 0, complement is 9.
c) 7 is greater than 4, so 7-4-1=2
d) in the left hand column, 6-3=3
e) The answer is 3294.

THE GENERAL CASE OF SUBTRACTION

The general case is where complements are only used when
necessary in a subtraction. There are four points to remember in
this type of method of subtraction:
1) Go into complements when the digit in the bottom row is larger
than the one above.
2) The first complement is from ten and the rest are from nine.
3) Come out of complements when the digit in the top row is larger
than the one below.
4) When coming out of complements drop 1 in that column.

The example next shows how to start and finish using

complements more than once in a single subtraction.
671245-380674=290571
a) 5-4=1
b) Difference 3, complement (from 10)= 7.
c) Difference 4, complement (from9) = 5.
d) 1-0-1=0
e) Difference 1, complement (from 10) = 9.
f) 6-3-1=2
g) The answer is 290571.
 DIVISION

Division is the reverse of multiplication. To multiply 3 by 4 is to

add 4 three times together. Dividing 12 by 3 could be said to be
subtracting threes for 4 times.
First some special cases:
To divide a number by 5 you take advantage of the fact that 5 is
half of 10, multiply the dividend( the number being divided) by 2
and divide by 10 by moving the decimal point one place to the left.
165 divided by 5 = 330/10=33

To divide by 15 multiply the dividend by 2 and divide by 30.

105 divided by 15 = 210/30=7

Some divisions can be simplified by halving both divisor and

dividend – divisions by 14, 16, 18, 20, 22, and 24 become divisions
by 7, 8, 9, 10, 11, 12 – but this time you must remember to double
the remainder.
Some examples-:
392 divided by 14 = 196/7=28
464 divided by 16 = 232/8=29
882 divided by 18 = 441/9=49
4960 divided by 20 = 2480/10=248
946 divided by 22 = 473/11=43
1176 divided by 24 = 588/12=49

DIVIDING BY FACTORS
If a number can be broken down into factors, it may be simpler to
divide by these, successively, than to do single calculation. A
mental division by 8, and then by 4, is simpler than a division by
32. For E.g. 1088/32 is 1088/8 =136, and then 136/4=34
Numbers easy to handle in this way are the products in the basic
multiplication tables – For E.g. 2695/55= divide by 5 first then by
11.
To divide by numbers that are powers of 2 (4,8,16, and so on) you
merely have to go on halving the dividend. 16 for instance is 2
raised to 4, so halving the dividend four times is the same as
dividing by 16.
NAMING THE PARTS OF A DIVISION SUM
A division sum has four parts which are called divisor, dividend,
quotient and remainder. In the example of 4 into 2862, the divisor
is 4 because it is the number we are dividing by. 2862 is called the
dividend and is the number that is being divided. 715 is called the
quotient, which is the result of the division. 2 is the remainder
because it is that which remains.
The following rhyme will help you to remember the parts of a
division sum:-
The divisor is the number that divides the dividend, the
answer is the quotient, the remainder’s at the end.

CHECKS FOR THE DIVISIBILITY OF THE NUMBERS

There are tests that can be made to show whether a number is

exactly divisible by another number or multiple of it.
1) If a number is divisible by 2 it will end in an even number or 0.
2) If a number is divisible by 3 the sum of its digits will be divisible
by 3. (For E.g. 372 = 3+7+2=12.)
3) If a number is divisible by 4, the last two digits are divisible by
4, or the last two digits are zeros.
4) If a number is divisible by 5, the last digit will be 5 or 0.
5) If a number is divisible by 6, the last digit will be even and the
sum of the digits divisible by 3.
6) There is no quick test for finding out if a number is divisible by
7.
7) If a number is divisible by 8, the last three digits are divisible by
8.
8) If a number is divisible by 9, the sum of its digits is divisible by
9.
9) If a number is divisible by 10, it ends with a 0.
10) If a number is divisible by 11, the difference between the sum
of the digits in the even places and the sum of the digits in the
odd places is 11 or 0. For example, 58432 is shown to be
divisible by 11 because: 5+4+2 = 11, 8+3 = 11, 11-11=0. And
25806 is shown to be divisible by 11 because: 2+8+6 = 16,
5+0 = 5, and 16-5 =11.

CHECKING THE DIVISION BY CASTING OUT NINES

Divisions, like additions and multiplications, can be checked by
casting out the nines. You obtain check numbers, as before, by
adding up the digits in the numbers in the calculation – in this
case the divisor, dividend, and quotient – and dividing them by 9.
The check number is the remainder left after each division.
Multiply the check number of the divisor by the check number of
the quotient. If the check number of this product is the same as
the check number of the dividend the division may be assumed to
be correct. For example to check: 2426376/5321=456
2+4+2+6+3+7+6=30, casting out the nines leaves 3
5+3+2+1=11, casting out the nines leaves 2
4+5+6=15, casting out the nines leaves 6
6 x 2 = 12 (check number divisor x check number quotient).
Casting out the nines leaves 3 ( 1+2=3) – which is the same as the
check number of the dividend.
When there is a remainder the sum of the digits in the remainder
are added to the product of the check number of the quotient and
the divisor, and the operation is completed in the usual way. For
example to check : 1481265/4281=346 remainder 39.
1+4+8+1+2+6+5 = 27, casting out the nines leaves 0
4+2+8+1= 15, casting out the nines leaves 6
3+4+6=13, casting out nines leaves 4
3+9=12, casting out nines leaves 3
6 x 4 = 24, 24 + 3 = 27, adding these digits and casting out the
nines leaves 0 – which is the check number of the dividend.
Examples for practice:
Vedic mathematics: part – 1 ; page number 19, 20, 21, 23.

DIVISION
We first take up the case of dividing a number by a single digit
divisor which is near to 10.
Suppose we want to divide 8 into 111.
a) Set the sum out as before but this time write the complement of
8, that is 2, underneath the 8.
b) The complement 2 is to become a multiplier.
c) Bring down the first digit, 1. Multiply this 1 by the complement,
that is 1 x 2 = 2, and write this underneath the next dividend
digit.
d) Add up the second column, 1 + 2 = 3, and this is the next
quotient digit.
e) Multiply this 3 by the complement, that is 3 x 2 = 6, and place
the 6 under the last 1.
f) Add up the final column for the remainder, 1 + 6 =7.
g) The answer is 13 remainder 7.

8 11/1
2 2 6

13/7

Problems for practice : page 24, 25, 26.

DIVISORS WITH BASE 100 AND 1000
With a base of 100 we use the complement of the divisor and leave
two digits for the remainder portion. The following example shows
how this is done.
We have to 123 by 88

a) The sum is set out as shown with the complement of 88, that is
12, written underneath.
b) Since the base of the divisor is 100, we leave 2 digits on the
right of the remainder stroke. The first digit, 1, is brought down as
before.
c) We next multiply this 1 by the complement, 1 x 12 = 12, and
write these two digits under the next two numbers in the dividend.
d) Finally, add up the remainder, 35, and the answer is 1
remainder 35.

88 1 / 2 3
12 12

1/35

DIVISION WITH ANY BASE

The next stage is to divide with any large divisor close to a base. It
is important to remember the base because the number of zeros in
the base gives the number of digits which must be left after the
remainder stroke. So for a base of 10 we leave one digit after the
remainder stroke, for a base of 100 two digits must be left, and for
a base of 1000, three digits must be left.
Following is the rule about remainder digits:-
For the number of digits on the right, keep the zeros of the
base in sight.
Divide 1374 by 878
a) The number of digits in the base, 1000, is the same as the
number of digits in the remainder and so the remainder stroke is
placed between 1 and 3.
b) The complement of 878, found by all from nine and the last from
ten, is 122 and is written below the divisor.
c) The quotient digit, 1, is brought straight down into answer.
d) 1 x 122 = 122, and this is placed below 374 with the digits in
line.
e) 374 + 122 gives the remainder and so the answer is 1 remainder
496.

878 1/374
 122 122

1/496

Examples for practice from vedic mathematics part 2: pages

23,24,25,26,27,28,29,31,32,33,34,35.

In the previous exercise each dividend has one more digit than its
divisor. We now take up the case where there are a large number
of digits in the dividend. The following example illustrates the
method.
10014 divided by 88
a) The remainder stroke is placed so that the number of digits on
its right is the same as the number of digits in the divisor, (two).
b) there are three digits to the left of the remainder stroke and this
gives the number of spaces to be left before the answer line is
drawn.
c) The complement of 88, that is 12, is written down below the
divisor.
d) 1 is brought down. 1 x 12 = 12 and this is placed below the next
two digits of the dividend.
e) The second column is added up, 0 + 1 = 1, and this gives the
next answer digit.
f) The complement is now multiplied by the second answer digit,
12 x 1 = 12, and the result is written in the next two columns.
g) The third column is added up for the next answer digit,
0 + 2 + 1 = 3.
h) The complement is multiplied by the third answer digit, 12 x 3 =
36 and this result is set below the next two digits of the dividend.
i) The remainder portion is added up, (giving 70) and the final
answer is 113 remainder 70.

88 1 0 0 / 1 4
12 12
1 2
36

113/70

The next step is to find out what to do when the addition of digits
in a column comes to more than 10. The following example
illustrates this.
Divide 4261 by 9

9 4 2 6 / 1
1 4 6 12

4 6 12 / 13

4 7 2 / 13

4 7 3 / 4

4 is brought down.
4 x 1 = 4, 2 + 4 = 6
6 x 1 = 6, 6 + 6 =12
12 x 1 = 12, 1 + 12 = 13
In the third column 12 is kept as a single number until the next
line when the 1 of 12 is carried to the left.
In the remainder column 13 is actually larger than the divisor, 9,
and so must be redivided. 9 into 13 is 1 remainder 4 and this 1 is
carried to the left.

DIVISION BY TRANSPOSE AND ADJUST

Where the divisor is a little more than the base then we use a
method very similar to all from 9 divisions.
This method of division takes the divisor and transposes all the
numbers greater than the base into vinculum numbers. In the sum
itself vinculum numbers have to be added ot ordinary numbers
and so the next exercise has some practice for this.

7 + (-3) = 4 , A vinculum is a deficiency and so when the deficiency

of 3 is added to 7 the answer is 4 which is same as 7 – 3 = 4.
The following example illustrates how to proceed with this method.

256 / 11 = ?

1 1 2 5 / 6
-1 -2 -3
2 3 / 3
The base of the divisor is 10. The divisor, 11, is one more than the
base and so the surplus is 1. This 1 is transposed into -1 and
written underneath.
The rest of the process is very much as before.
2 is brought down, 2 x -1 = -2
-2, which is written below the next digit 5.
5 + (-2) = 3, gives the next answer digit. 3 x -1 = -3
6 + (-3) = 3 which gives the remainder.

For larger divisors, all the digits are transposed into vinculum
numbers except for the first 1 of the divisor. Particular care must
be taken when setting these sums out as the number of lines
required depends on the number of digits of the dividend which lie
to the left of the remainder stroke.

For example:

23689/112

1 1 2 2 3 6 / 8 9
-1 -2 -2 -4
-1 -2
-1 -2

2 1 1 / 5 7

The base of the divisor is 100 and since this has two zeros we allow
two digits after the remainder stroke. The surplus of 12 is
transposed to -1-2 and this is written below 112.
There are three digits to the left of the remainder stroke and this
provides the number of lines needed for working. 2 is brought
down as the first answer digit.
2 x -1-2 = -2-4 and this is set below the next two dividend digits, 3
and 6.
The second column is added, that is 3 + (-2) = 1, to give the next
answer digit.
1 x -1-2 = -1-2 which is put into the next two columns, below 6
and 8.
The sum of the third column is 6 + -4 + -1=1, and this is the third
answer digit.
1 x -1-2=-1-2 which is set down below the last two dividend digits.
The remainder is added up, 9 + -2 = 7 and 8 + -2 + -1 = 5.
The answer is 211 remainder 57.

So far in this chapter we have discussed three types of division:

Simple division, All from 9 division, and transpose and adjust
division. Choices have to be made as to which method is most
suitable. Simple division is generally used where the divisor has
one digit, such as 4 or 7. For the choice between all from 9 division
and transpose and adjust division the base of the divisor must be
found. Where the divisor is a little less than a base then use All
from 9 and where the divisor is a little more than the base then
use transpose and adjust.

STRAIGHT DIVISION

The general method for dividing numbers is called Straight

Division. It is called straight because it covers all possibilities and
the answer comes in one line.
When the divisor is written down all its digits, except for the first
are hoisted into the flag position. The dividing is then only done by
the first digit. With two-digit divisors there will be one flag digit and
with three digit divisors there will be two flag digits, and so on.
Example:-
337/24

The sum is set out as shown with the 4 of 24 placed on top of the
flag. The number of flag digits indicates the number of digits which
need to be placed after the remainder stroke, in this case One.
4
2 3 3/ 7

All the dividing is done by the 2 of 24. 2 into 3 is 1 remainder 1

and this is put down as shown with the remainder placed below
and just before the second dividend digit, 3. The second dividend
number is now 13.
4
2 3 3/ 7
1

1
From 13 subtract the first quotient digit, 1, multiplied by
the flag digit,4, and divide the answer by 2. This is 13 – (
1 x 4) = 9, and 2 into 9 = 4 remainder 1. The 4 is the
next quotient digit and the remainder is annexed to the
7 making it 17.
4
2 3 3/ 7
1 1

1 4/
In the remainder portion we do not divide but merely
subtract the product of the previous quotient digit and
the flag digit.
This is 17 – (4 x 4) = 1 and this is the remainder. The
answer is then 14 remainder 1.

4
2 3 3 / 7
1 1

1 4 / 1

Exercise page no 141 part 2

We can extend the straight division method to dividends

with a larger number of digits. With two digit divisors the
remainder stroke must be placed so that there is one
digit after it in the dividend. The remainder may have
more than one digit. The next example has two digits in
the divisor and four digits in the dividend.
9774/78

8
7 9 7 7 / 4
2 5 6

1 2 5 /24

The remainder stroke placed so that the number of digits

to the right of it is same as the number of flag digits.
7 into 9 = 1 remainder 2
27 – (1x8) = 19. 7 into 19 = 2 remainder 5.
57 – (2x8) = 41, 7 into 41 = 5 remainder 6.
64 – (5x8) = 24.
The answer is 125 remainder 24.

8
7 9 7 7/ 4
2 5 6

1 2 5/24
Exercise page 142, 143, 144, 145,146
SQUARES AND SQUARE ROOTS
The
square of a number is that number, multiplied by itself.
The sequence of squares and the squares and the
sequence of odd numbers have what at first sight seems
a mysterious relationship:
1 = 1= 12
1+3 = 4 = 22
1+3+5 = 9 =32
1+3+5+7 = 16 = 42
1+3+5+7+9 = 25 = 52
1+3+5+7+9+11 = 36 = 62
1+3+5+7+9+11+13 = 49 = 72