CH01 PPT

Learning Objectives
 Read whole numbers

 Write whole numbers
 Round whole numbers
 Add whole numbers
 Subtract whole numbers
 Multiply whole numbers
 Divide whole numbers
Business Math, Eighth Edition © 2009 Pearson Education, Inc. Upper Saddle River, NJ
Cleaves/Hobbs 07458 All Rights Reserved
1.1.1 Read Whole Numbers
 Our system of numbers, the decimal number

system uses 10 symbols called digits: 0,1,
2, 3, 4, 5, 6, 7, 8, and 9.
 Place-value system: a number system that

determines the value of a digit by its position
in a number.
How to read whole numbers
 Beginning with the ones place on the right,

the place values are grouped in digits of
three places.
 For example: 286,418,917
 Each group is called a period.
Understanding place value
 Each period has a name and a ones place,

a tens place and a hundreds place.
 In a number, the first period from the left
may have fewer than three digits.
 In many cultures, the periods are separated
by commas.
Read whole numbers
 Identify the period name of the leftmost
group.
 Read the three digit number from left to
right.
 Name the period.
 124,656,454 would read one hundred
twenty four million six hundred fifty six
thousand four hundred fifty four.
Note these exceptions
 Do not read or name a period that is all

zeros.
 34,000,892 would read thirty four million
eight hundred ninety two.
 Do not name the units period (892).
34, 000, 892
When reading whole numbers,
remember that…
 The period name will be read at each comma.

 Period names are read in the singular;
(“thousand” not “thousands”).
 Hundreds is not a period name.
 Do not say the word “and” when reading whole
numbers.
 Calculator displays ordinarily do not show
commas; insert when writing the number.
1.1.2 Write Whole Numbers
 Begin recording digits from left to right.

 Insert a comma at each period name.
 Every period after the first period must have
three digits.
 Insert zeros as necessary.
Here’s an example
Eight million, nine hundred three thousand,

four hundred twenty two.
8, million
903, thousand
422 (units)
is written 8,903,422.
1.3.3 Rounding Whole
Numbers
Rounding to a specific place:

 Identify the place
(“nearest hundred”, for example)
 Look at the number immediately to the right.
 Is it 5 or higher? Round up.
 Is it 4 or lower? It stays the same.
 All digits to the right of the specified place
become zeros.
Try these examples
Round to the nearest hundred:
4,856 10,527 234,567 8,648,078
And the answers are…
4,900 10,500 234,600 8,648,100
Key Terms
 Addends: numbers being added
 Sum or total: The answer or result of addition.
 Commutative property of addition: two or more

numbers can be added in either order without
changing the sum
 Associative property of addition: When more

than two numbers are being added, the addends
can be grouped by two at a time in any way.
1.2.1 Add Whole Numbers
 Write the numbers in a vertical column,
aligning digits according to their places.
 Beginning with the ones column, add the
place digits.
 Add, if necessary, to the tens column.
 Repeat the operation, adding to the
hundreds column, if necessary until you
have reached the farthest column of digits to
the left.
Try this example
 Add the ones column
 Place the 8 the bottom
1 3 6 7 8 of the ones column
5 4 6 2  Carry the 2 to the tens
4 5 7 0 9 column
 Place the 4 in the tens
+ __ __ __ 9 9
column.
=  Carry the 2.
 Finish the operation
 Answer: 64,948
Estimating
 Estimate: to find a reasonable approximate

answer for a calculation.
 Use estimating as a quick tool when an

exact number is not required.
 Round whole numbers to the place desired

for an estimate.
Try this example
 Sales for last week’s  What was the week’s

concession stand: total to the nearest
hundred?
 Monday: $219
 Tuesday: $877
 200 + 900 + 500 + 600
 Wednesday: $455 +1000 = $3,200
 Thursday: $614
 Friday: $980
1.2.2. Subtracting Whole
Numbers
 The order of the numbers is important so
therefore, subtraction is not commutative.
9–4≠4–9
 Grouping in subtraction is important.

Subtraction is not associative.
(8 - 3) -1 = 5 – 1 = 4 but
8 - (3 -1) = 8 - 2 = 6
4≠6
Key Terms
 Minuend: the beginning amount or number that
a second number is being subtracted from.
 Subtrahend: the number being subtracted.
 Difference: the answer or result of subtracting
 Borrow: regroup digits in the minuend by

borrowing 1 from the digit to the left of the
specified place and adding 10 to the specified
place.
Using rounding in subtraction
 Subtract 128 from 1,345 by rounding each

number to the nearest hundred to estimate
the difference.
 128 would become 100.
 1,345 would become 1,300.
 The estimated difference would be 1,200.
Try this example
 Subtract  Borrow 1 from the tens
column.
1 2 9 3  Subtract 8 from 13.
 Borrow 1 from the
hundreds column
- 5 9 8
 Subtract 9 from 18
 Borrow 1 from the
= thousands column
 Subtract 5 from 11
 Answer: 695
1.2.3 Multiplying Whole
Numbers
Numbers can be multiplied in any

order without affecting the result.
8x3x4=4x3x8
96 = 96
Key terms
 Multiplicand: the number being multiplied
 Multiplier: the number multiplied by
 Factor: each number involved in multiplication
 Product: the answer or result of multiplication
 Partial product: the product of one digit of the

multiplier and the entire multiplicand
Multiply these numbers
 Multiply Identify each:

7 9 Multiplicand
x 2 3 Multiplier
Partial product
2 3 7
Partial product
1 5 8 _
1 8 1 7 Product
Try these examples
(without using a calculator)
 418 x 107 = ?
 Answer: 44,726
 88 x 120 = ?
 Answer: 10,560
 348 x 27 = ?
 Answer: 9,396
1.2.4 Divide Whole Numbers
 Division is used to find the number of equal

parts a whole quantity can be separated
into.
 A $40 tip is shared equally among 5 servers.

How much does each server receive?
 $40 ÷ 5 servers = $8 each
Key Terms
 Dividend: the number being divided or the total

quantity
 Divisor: The number to divide by
 Quotient: The answer or result of the operation
 Whole-number part of the quotient: the

quotient without regard to its remainder
Key Terms
 Remainder of quotient: a number that is

smaller than the divisor that remains after
division is complete.
 Partial dividend: the part of the dividend that is

being considered at a given step of the process.
 Partial quotient: the quotient of the partial

dividend and the divisor.
Remainders
 There will be a remainder if an amount is

too small to be further divided by the divisor.
For example: 152 ÷ 3 = 50 R 2
 That amount may be expressed as a

remainder (R 2), a fraction, or a decimal.
How to divide whole numbers
1235 ÷ 5 = ?
1. Beginning with its leftmost digit, identify
the first group of digits of the dividend that
is larger than or equal to the divisor.
Is it 1? No.
Is it 12? Yes.
5 goes into 12 two times. Place the 2
above the 2 in the dividend.
(Go on to next slide)
Division step by step
2. Multiply 2 by the divisor. Place 10 under
the 12 and subtract. The result is 2.
3. Bring down the following digit which is 3
and divide 5 into 23. The result is 4.
4. Place the 4 directly above the 3 in the
dividend. Multiply 4 by the divisor.
(Go on to next slide)
Finish the problem
5. Place 20 under the 23 and subtract.

The result is 3.
6. Bring down the last digit which is 5
and divide 5 into 35. The result is 7.
Place 7 directly above the 5.
7. You have finished and the answer is
247.
Try these examples
(without a calculator)
 4,750 cases of detergent will be distributed

evenly to 25 local stores. How many will each
receive?
 Answer: 190
 420 bottles of fabric softener in the warehouse

are packed a dozen to case. How many cases
are there in the warehouse?
 Answer: 35

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Learning Objectives

 Read whole numbers

 Our system of numbers, the decimal number

 Place-value system: a number system that

 Beginning with the ones place on the right,

 Each period has a name and a ones place,

 Do not read or name a period that is all

34, 000, 892

 The period name will be read at each comma.

 Begin recording digits from left to right.

Eight million, nine hundred three thousand,

Rounding to a specific place:

Round to the nearest hundred:

4,856 10,527 234,567 8,648,078

And the answers are…

4,900 10,500 234,600 8,648,100

 Addends: numbers being added

 Sum or total: The answer or result of addition.

 Commutative property of addition: two or more

 Associative property of addition: When more

 Estimate: to find a reasonable approximate

 Use estimating as a quick tool when an

 Round whole numbers to the place desired

 Sales for last week’s  What was the week’s

 Grouping in subtraction is important.

 Subtrahend: the number being subtracted.

 Difference: the answer or result of subtracting

 Borrow: regroup digits in the minuend by

 Subtract 128 from 1,345 by rounding each

 1,345 would become 1,300.

 The estimated difference would be 1,200.

Numbers can be multiplied in any

 Multiplicand: the number being multiplied

 Multiplier: the number multiplied by

 Factor: each number involved in multiplication

 Product: the answer or result of multiplication

 Partial product: the product of one digit of the

 Multiply Identify each:

 Division is used to find the number of equal

 A $40 tip is shared equally among 5 servers.

 $40 ÷ 5 servers = $8 each

 Dividend: the number being divided or the total

 Divisor: The number to divide by

 Quotient: The answer or result of the operation

 Whole-number part of the quotient: the

 Remainder of quotient: a number that is

 Partial dividend: the part of the dividend that is

 Partial quotient: the quotient of the partial

 There will be a remainder if an amount is

 That amount may be expressed as a

5. Place 20 under the 23 and subtract.

 4,750 cases of detergent will be distributed

 420 bottles of fabric softener in the warehouse

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