2 Chapter 1 | Review of Basic Arithmetic

Chapter
REVIEW OF
1 BASIC ARITHMETIC

LEARNING OBJECTIVES CHAPTER OUTLINE

■■ Identify place values of numbers and apply to round 1.1 P
 lace Value of Numbers and
whole numbers, decimal numbers, and percents to the Rounding Numbers
required place values.
1.2 Factors and Multiples
■■ Determine least common multiples or denominators
(LCM or LCD) and greatest common factors (GCF). 1.3 Fractions
■■ Identify types of fractions and perform computations 1.4 Order of Operations (BEDMAS)
using fractions. 1.5 Averages
■■ Perform basic arithmetic operations in their proper
order.
■■ Calculate simple arithmetic averages and weighted
averages for a set of values.
 Chapter 1 | Review of Basic Arithmetic 3

Introduction
­ rithmetic is the most elementary branch of mathematics. It is the study of numbers and includes
­­­A
calculations such as addition, subtraction, multiplication, division, etc. We use arithmetic in
everyday tasks such as counting, buying, selling, estimating expenses, and checking bank balances.
Arithmetic is the Arithmetic also forms the basis for all advanced technology, science, engineering, and business
study of numbers studies.
and includes
calculations, such as Throughout this textbook, we will be deriving multiple formulas related to the mathematics of
addition, subtraction, business and finance. Before we can understand how these formulas work and how to properly
multiplication, and apply them, it is essential that we gain confidence in performing arithmetic operations in the right
division, that may be
order, using whole numbers, decimal numbers, and fractions.
performed between
them.
In this chapter, you will review the basic arithmetic skills that are necessary for these business and
finance applications.

1.1 | Place Value of Numbers and

Rounding Numbers

­­­Place Value of Whole Numbers

The position of each digit in a whole number
determines the place value for the digit. Exhibit
1.1(a) illustrates the place value of the ten digits in 3,867,254,129
the whole number 3,867,254,129. In this example, ones
4 is in the 'thousands' place value and represents tens
hundreds
4,000, whereas 7 is in the 'millions' place value and thousands
represents 7,000,000. ten thousands
hundred thousands
We read and write numbers from left to right. A millions
comma (or alternatively, a space) separates every ten millions
hundred millions
three digits into groups, starting from the place billions
value for 'ones', thereby making it easier to read a
whole number.
Exhibit 1.1(a): P
 lace Value of a Ten-Digit
The place value of 'ones' is 100 ( = 1) and each place Whole Number
has a value 10 times the place value to its right, as
shown in Table 1.1(a) below:

Table 1.1(a) Place Value Chart of Whole Numbers

109 108 107 106 105 104 103 102 101 100

1,000,000,000 100,000,000 10,000,000 1,000,000 100,000 10,000 1,000 100 10 1

Hundred Ten Hundred Ten

Billions Millions Thousands Hundreds Tens Ones
millions millions thousands thousands
4 Chapter 1 | Review of Basic Arithmetic

The red, vertical lines denote the positions of the commas that separate the groups of three numbers,
starting from the place value for 'ones'. When written in standard form, the ten digit number in
Exhibit 1.1(a) is written as 3,867,254,129.
3 8 6 7 2 5 4 1 2 9

This can be written in expanded form as follows:

■■ 3,000,000,000 + 800,000,000 + 60,000,000 + 7,000,000 + 200,000
+ 50,000 + 4,000 + 100 + 20 + 9
Or,
■■ 3 billion + 800 million + 60 million + 7 million + 200 thousand
+ 50 thousand + 4 thousand + 1 hundred + 2 tens + 9 ones

Reading and Writing Whole Numbers

To make it easier to read and write numbers, any number larger than three digits is separated into
smaller groups of three digits, starting from the last digit of the number. Each group of these three
digits has a name.

Trillions Billions Millions Thousands Units

Hundreds

Hundreds

Hundreds

Hundreds

Hundreds
Ones

Ones

Ones

Ones

Ones
Tens

Tens

Tens

Tens

Tens
Follow these steps to write large numbers in word form:
Step 1: Start from the group furthest to the left and write the number formed by the digits in that
group, followed by the name of the group.
Step 2: M
 oving to the next group (to the right), write the numbers formed by this next group,
followed by its name. Continue to do this for each of the groups.
Step 3: F or the last group (i.e., the group furthest to the right), write the numbers formed by the
group; however, for this group, do not write the name of it.
Note: When all three digits in a group are zero, that group is neither read nor written.
Also, commas and hyphens are used when expressing numbers in word form.
■■ Commas (,) are used between the groups to separate them.
The word ‘and’
does not appear
■■ Hyphens (-) are used to express the two digit numbers in each group;
in the word i.e., 21 to 29, 31 to 39, 41 to 49,…91 to 99.
form of whole
numbers.
For example 700,629 is written in word form as:
Seven hundred thousand, six hundred twenty-nine

Place Value of Decimal Numbers

­­­
The position of each digit in a decimal number 0.35796
determines the place value of the digit. Exhibit
decimal hundred-thousandths
1.1(b) illustrates the place value of the five-digit point ten-thousandths
decimal number: 0.35796. thousandths
The place value of each digit is found by hundredths
tenths
decreasing powers of 10, as shown in Table
1.1(b) below: Exhibit 1.1(b): Place Value of a Five-Digit
Decimal Number
 Chapter 1 | Review of Basic Arithmetic 5

Table 1.1(b) Place Value Chart of Decimal Numbers

1 1 1 1 1
10–1 = 10–2 = 10–3 = 10–4 = 10–5 =
10 100 1,000 10,000 100,000

0.1 0.01 0.001 0.0001 0.00001

Tenths Hundredths Thousandths Ten-thousandths Hundred-thousandths

For example, the five-digit decimal number in Exhibit 1.1(b) is written as 0.35796 in standard form.
0. 3 5 7 9 6
This can be written in expanded form as follows:
■■ 0.3 + 0.05 + 0.007 + 0.0009 + 0.00006
Or,
■■ 3 tenths + 5 hundredths + 7 thousandths + 9 ten-thousandths + 6 hundred-thousandths

Reading and Writing Decimal Numbers

Follow these steps to read and write decimal numbers in word form:
The word ‘and’ is used
to represent the decimal Step 1: Read or write the numbers to the left of a decimal point as a whole number.
point (.)
Step 2: Read or write the decimal point as 'and'.
Step 3: Read or write the number to the right of the decimal point also as a whole number, but
followed by the name of the place value occupied by the digit on the far right.
■■ Hyphens (-) are used when expressing the place value portion of a decimal number such as
ten-thousandths, hundred-thousandths, ten-millionths, hundred-millionths, etc.
For example 745.023 is written in word form as:
The last digit, three, ends in
Seven hundred forty-five and twenty-three thousandths the thousandths place.
Therefore, the decimal
Whole Number Decimal Decimal 23
Portion Point Portion portion is 1, 000 .

There are other ways of reading and writing decimal numbers as noted below.
(i) Use the word 'point' to indicate the decimal point, and, thereafter, read or write each digit
individually.
For example,
745.023 can also be read or written as: Seven hundred forty-five point zero, two, three.
(ii) Ignore the decimal point of the decimal number and read or write the number as a whole
number and include the place occupied by the digit on the far right of the decimal number.
For example,
745.023 can also be read or written as: Seven hundred forty-five thousand, twenty-three
745,023
thousandths. (i.e., ).
1,000

Note: The above two representations are not used in the examples and exercise questions within this chapter.

Example 1.1(a) Identifying the Place Value of a Digit and the Amount It Represents

What is the place value of the digit 5 in each of the following numbers and what amount does it
represent?
(i) 675,342 (ii) 35,721,890 (iii) 243.4759 (iv) 64.057 (v) 231.547
6 Chapter 1 | Review of Basic Arithmetic

Solution

(i) 675,342 (ii) 35,721,890 (iii) 243.4759 (iv) 64.057 (v) 231.547
Place Value
Thousands Millions Thousandths Hundredths Tenths
of Digit 5
Amount it 5,000 5,000,000 0.005 0.05 0.5
Represents

Example 1.1(b) Identifying the Digit of a Number Given its Place Value

In the number 320,948.751, identify the digit that occupies the following place values:
(i) Hundred thousands (ii) Ten thousands (iii) Thousands (iv) Hundredths (v) Tenths

Solution (i) 3 (ii) 2 (iii) 0 (iv) 5 (v) 7

Example 1.1(c) Writing Numbers in Expanded and Word Forms Given Their Standard Forms

Write the following numbers in expanded and word forms:

(i) 43,583,621 (ii) 8,213,505,235 (iii) 478.25 (iv) 22.006 (v) 213.5078

Solution (i) Standard form: 43,583,621

Expanded form: 40,000,000 + 3,000,000 + 500,000 + 80,000 + 3,000 + 600 + 20 + 1
Word form: Forty-three million, five hundred eighty-three thousand, six hundred twenty-one
(ii) Standard form: 8,213,505,235
Expanded form: 8,000,000,000 + 200,000,000 + 10,000,000 + 3,000,000 + 500,000
+ 5,000 + 200 + 30 + 5
Word form: Eight billion, two hundred thirteen million, five hundred five thousand, two
hundred thirty-five
(iii) Standard form: 478.25
Expanded form: 400 + 70 + 8 + 0.2 + 0.05
Word form: Four hundred seventy-eight and twenty-five hundredths
(iv) Standard form: 22.006
Expanded form: 20 + 2 + 0.006
Word form: Twenty-two and six thousandths
(v) Standard form: 213.5078
Expanded form: 200 + 10 + 3 + 0.5 + 0.007 + 0.0008
Word form: Two hundred thirteen and five thousand, seventy-eight ten-thousandths

Example 1.1(d) Writing Numbers in Standard Form Given Their Word Form
Write the following in standard form:
(i) Thirty-five thousand, eight hundred twenty-five
(ii) Three million, three hundred forty-two thousand, six hundred seventeen
(iii) Half of a million
(iv) Three-quarters of a billion
Solution (i) 35,825
(ii) 3,342,617
1
(iii) Half of a million is × 1,000,000 = 500,000
2
3
(iv) Three-quarters of a billion is × 1,000,000,000 = 750,000,000
4
 Chapter 1 | Review of Basic Arithmetic 7

­­­Rounding Whole Numbers and Decimal Numbers

Rounding numbers makes them easier to work with and easier to remember. Rounding changes some
of the digits in a number but keeps its value close to the original. It is used in reporting large quantities
or values that change often, such as in population, income, expenses, etc.
For example, the population of Canada is approximately 35 million, or Henry's car expense for this
month is approximately $700.
Rounding of numbers also makes arithmetic operations faster and easier when it is not required to
calculate the exact answer.
For example, if you are required to estimate the area of a rectangular plot of land that measures 114  m
by 97 m, you would have to multiply 114 × 97, which will result in 11,058 m2. However, you can get a
quick estimate by rounding the measurements to the nearest ten. Rounding 114 m to the nearest ten
is 110 m. Rounding 97 m to the nearest ten is 100 m. This will result in an estimated area of 110 × 100
= 11,000 m2.

­­­Rounding Whole Numbers to the Nearest Ten, Hundred, Thousand, etc.

Rounding whole numbers refers to changing the value of the whole number to the nearest ten, hundred,
thousand, etc. It is also referred to as rounding whole numbers to multiples of 10, 100, 1000, etc.
For example,
■■ Rounding a whole number to the nearest ten is the same as rounding it to a multiple of 10.
■■ Rounding a whole number to the nearest hundred is the same as rounding it to a multiple of 100.
■■ Rounding an amount to the nearest $10 refers to rounding the amount to a multiple of $10.

­­­­­­­­­ ounding Decimal Numbers to the Nearest Whole Number, Tenth,

R
Hundredth, etc.
Rounding decimal numbers refers to changing the value of the decimal number to the nearest whole
number, tenth, hundredth, thousandth, etc. It is also referred to as "rounding to a specific number of
decimal places", indicating the number of decimal places that will be left when the rounding is complete.
For example,
■■ Rounding to the nearest whole number is the same as rounding without any decimals.
■■ Rounding to the nearest tenth is the same as rounding to one decimal place.
■■ Rounding to the nearest hundredth is the same as rounding to two decimal places.
■■ Rounding to the nearest cent refers to rounding the amount to the nearest hundredth or to
two decimal places.
­­­­­­Rules for Rounding Whole Numbers and Decimal Numbers
Step 1: Identify the digit to be rounded (this is the place value for which the rounding is required).
Step 2: If the digit to the immediate right of the required rounding digit is less than 5 (0, 1, 2, 3, 4), do not
change the value of the rounding digit.
If the digit to the immediate right of the required rounding digit is 5 or greater than 5
(5, 6, 7, 8, 9), increase the value of the rounding digit by one (round up by one number).
For rounding whole numbers: after step 2, change the value of all the digits that are to the right of
Step 3: the rounding digit to 0.
For rounding decimal numbers: after step 2, drop all the digits that are to the right of the rounding
digit.
8 Chapter 1 | Review of Basic Arithmetic

Example 1.1(e) Rounding Whole Numbers to the Indicated Place Values

Round the following whole numbers to the indicated place values:
(i) 18,568 to the nearest ten
(ii) $24,643 to the nearest $100
Solution (i) Rounding 18,568 to the nearest ten
■■ Identify the rounding digit in the tens place: 18,568 (6 is the digit in the tens place).
■■ The digit to the immediate right of the rounding digit is 8, which is greater than 5;
therefore, increase the value of the rounding digit by one, from 6 to 7, and change the
value of the digits that are to the right of the rounding digit to 0, which will result in 18,570.
Therefore, 18,568 rounded to the nearest ten (or multiple of 10) is 18,570.

(ii) Rounding $24,643 to the nearest $100

■■ Identify the rounding digit in the hundreds place: 24,643 (6 is the digit in the hundreds place).
■■ The digit to the immediate right of the rounding digit is 4, which is less than 5;
therefore, do not change the value of the rounding digit, but change the value of the digits
that are to the right of the rounding digit to 0, which will result in 24,600.

Therefore, $24,643 rounded to the nearest $100 (or multiple of $100) is $24,600.

Example 1.1(f) Rounding Numbers (Visual Method Using a Number Line)

Round the following numbers to the indicated place value:
(i) 627 to the nearest ten (multiples of 10)
(ii) 16.5 to a whole number
Solution We can visualize these numbers on a number line to determine the nearest number.
(i) Rounding 627 to the nearest ten (multiples of 10)

627 is closer to 630 than 620.

Therefore, 627 rounded to the nearest ten is 630.
(ii) Rounding 16.5 to a whole number

16.5 is at the mid-point of 16 and 17. By convention, if a number is exactly in the middle, we
round it up.
Therefore, 16.5 rounded to a whole number is 17.

Example 1.1(g) Rounding Decimal Numbers

Round the following decimal numbers to the indicated place value:
(i) 268.143 to the nearest hundredth
(ii) $489.677 to the nearest cent
(iii) $39.9985 to the nearest cent
 Chapter 1 | Review of Basic Arithmetic 9

Solution (i) Rounding 268.143 to the nearest hundredth

■■ Identify the rounding digit in the hundredths place: 268.143 (4 is the digit in the
hundredths place).
■■ The digit to the immediate right of the rounding digit is less than 5; therefore, do not
change the value of the rounding digit. Drop all the digits to the right of the rounding
digit, which will result in 268.14.
Therefore, 268.143 rounded to the nearest hundredth (or to two decimal places) is 268.14.
(ii) Rounding $489.677 to the nearest cent
■■ Identify the rounding digit in the hundredths place: $489.677 (7 is the digit in the
hundredths place).
■■ The digit to the immediate right of the rounding digit is greater than 5; therefore, increase
the value of the rounding digit by one, from 7 to 8, and drop all the digits that are to the
right of the rounding digit, which will result in $489.68.
Therefore, $489.677 rounded to the nearest cent (or to two decimal places) is $489.68.
(iii) Rounding $39.9985 to the nearest cent
■■ Identify the rounding digit in the hundredths place: $39.9985 (9 is the digit in the
hundredths place).
■■ The digit to the immediate right of the rounding digit is greater than 5; therefore, increase
the value of the rounding digit by one, from 9 to 10, carrying the one to the tenths place,
then to the ones, then to the tens to increase 3 to 4. Finally, drop all the digits that are to
the right of the hundredths place.
Therefore, $39.9985 rounded to the nearest cent (or to two decimal places) is $40.00.

Example 1.1(h) Rounding Percents

Round the following percents to the number of decimal places indicated:
(i) 12.834% to one decimal place
(ii) 67.386% to two decimal places
(iii) 25.325% to two decimal places
Solution (i) Rounding 12.834% to one decimal place
■■ Identify the rounding digit in the tenths place: 12.834% (8 is the digit in the tenths place).
■■ The digit to the immediate right of the rounding digit is less than 5; therefore, do not
change the value of the rounding digit. Drop all the digits to the right of the rounding
digit, which will result in 12.8%.
Therefore, 12.834% rounded to one decimal place (or nearest tenth) is 12.8%.
(ii) Rounding 67.386% to two decimal places
■■ Identify the rounding digit in the hundredths place: 67.386% (8 is the digit in the
hundredths place).
■■ The digit to the immediate right of the rounding digit is greater than 5; therefore, increase
the value of the rounding digit by one, from 8 to 9, and drop all the digits that are to the
right of the rounding digit, which will result in 67.39%.
Therefore, 67.386% rounded to two decimal places (or nearest hundredth) is 67.39%.
(iii) Rounding 25.325% to two decimal places
■■ Identify the rounding digit in the hundredths place: 25.325% (2 is the digit in the
hundredths place).
■■ The digit to the immediate right of the rounding digit is equal to 5; therefore, increase the
value of the rounding digit by one, from 2 to 3, and drop all the digits that are to the right
of the rounding digit, which will result in 25.33%.
Therefore, 25.325% rounded to two decimal places (or nearest hundredth) is 25.33%.
10 Chapter 1 | Review of Basic Arithmetic

Example 1.1(i) Rounding a Set of Percents which Add Up to 100%

Stephanie spends 40.18% of her salary on rent, 20.61% on food, 15.62% on travel, 10.15% on entertainment,
5.5% on pet food, and saves the remaining 7.94%. Express these percents rounded to the nearest percent
without decimals.
Solution These percents rounded to the nearest percent without decimals (i.e., percent with whole number) would be:
Rent: 40%, Food: 21%, Travel: 16%, Entertainment: 10%, Pet food: 6%, and Savings: 8%.
However, the sum of these percents would result in:
40% + 21% + 16% + 10% + 6% + 8% = 101%
We have to round these numbers so that they add up to 100%; therefore, 1% has to be reduced from
one of these rounded numbers such that it does not have a significant effect.
Changing the largest percent will result in the smallest overall effect. If 40% is reduced to 39%,
39% – 40% 5% – 6%
the change is = –2.5%, but if 6% is reduced to 5%, the change is = –16.67%.
40% 6%
Changing 40% has a smaller effect than changing the 6% value.
Therefore, the percents rounded to the nearest whole numbers are best represented as:
Rent: 39%, Food: 21%, Travel: 16%, Entertainment: 10%, Pet food: 6%, and Savings: 8%.
39% + 21% + 16% + 10% + 6% + 8% = 100%

Do not round Note: In business and finance applications, final answers are generally rounded to the nearest hundredth
intermediate (2 decimal places) for value of money (e.g., $1234.56) and percents (e.g., 4.86%).
calculations.
Round your final
answer to two
decimal places.
Estimation
Estimation is finding a number that is close to the right answer. In situations when an exact value is not
required, we use an estimated value by rounding some or all of the numbers, factors, divisors, etc., so
that it is easy to arrive at an answer using mental calculations.
In solving problems, particularly when using calculators, estimation helps to determine whether the
calculated answer is reasonable and also helps to identify and prevent obvious mistakes. When using
calculators, it is possible that numbers, operational keys, or decimal points may be incorrectly entered,
leading to a wrong answer. Estimation helps to check the effective use of calculators.
We use various methods of estimation to judge whether the answer from a calculation is reasonable. The
following are a few examples of estimation:
■■ To estimate the addition and subtraction of numbers, we may first round each number to the
same place value and then add or subtract. Alternatively, we may round the numbers to their
biggest place values first, and then add or subtract.
For example, to estimate the value of 6724 + 4167 – 685,

■■ by rounding to the nearest hundred, we obtain: 6700 + 4200 – 700 = 10,200

■■by rounding to the biggest place value, we obtain: 7000 + 4000 – 700 = 10,300
Compare with the exact value: 10,206
■■ To estimate the product of numbers, we may round each number to its biggest place value so
that it has only one non-zero digit. Then, drop all the zeroes and mentally multiply the non-zero
numbers. Finally, reinstate all the zeroes that were dropped earlier. Alternatively, we may round
one or two factors that can be easily multiplied mentally with the other factors.
For example, to estimate the value of 3249 × 504 × 19,

■■ by rounding to the biggest place value, we obtain: 3000 × 500 × 20 = (3 × 5 × 2) × 1,000,000

= 30 × 1,000,000 = 30,000,000
■■by rounding two factors, we obtain: 3249 × 500 × 20 = 3249 × (5 × 2) × 1000 = 3249 × 10,000
= 32,490,000
Compare with the exact value: 31,112,424
 Chapter 1 | Review of Basic Arithmetic 11
■■ To estimate the division of numbers, we may round each number to its biggest place value,
drop the zeroes that are common to both the numerator and denominator, and divide mentally.
Alternatively, we may round the numbers to multiples of a common number.
For example, to estimate the value of 579 ÷ 26,

■■ by rounding to the biggest place value, we obtain: 600 ÷ 30 = 20

■■ by rounding to multiples of 25, we obtain: 575 ÷ 25 = 23
Compare with the exact value rounded to the nearest two decimal places: 22.27

1.1 | Exercises Answers to the odd-numbered problems are available at the end of the textbook.

1. Write the following numbers in (i) expanded form and (ii) word form:
a. 7,061 b. 40,318 c. 5,249,346 d. 95,275,385
2. Write the following numbers in (i) expanded form and (ii) word form:
a. 9,807 b. 32,045 c. 9,265,335 d. 30,673,984
3. Write the following numbers in (i) expanded form and (ii) word form:
a. 0.35 b. 0.067 c. 41.08 d. 19.006
4. Write the following numbers in (i) expanded form and (ii) word form:
a. 9.07 b. 0.053 c. 0.59 d. 51.002
5. Write the following in (i) standard form and (ii) expanded form:
a. Sixty-five thousand, two hundred forty-four and thirty-four hundredths
b. Twelve million, four hundred fifty-two thousand, eight hundred thirty-two
c. Half of a billion d. Seven and four tenths
6. Write the following in (i) standard form and (ii) expanded form:
a. Eight hundred thirty-three thousand, six hundred forty-one and eighty-two hundredths
b. Thirty-two million, six hundred eighty-four thousand, two hundred fifty-six
c. Three-quarters of a million d. Twenty-three and twenty-five thousandths
7. Write the following in standard form:
a. Eighty-nine million, six hundred thirteen thousand, five hundred twenty-two and thirteen hundredths
b. Sixteen million, two hundred seventeen thousand, five hundred sixty-seven
c. Half of a million d. Eighty-seven and five tenths
8. Write the following in standard form:
a. Nine hundred fifty thousand, six hundred fifty and five hundredths
b. Sixty-five thousand, eight hundred fifty-six
c. One-quarter of a billion d. Two hundred and two hundredths
9. Round the following to the indicated place values:
a. 1645 to the nearest ten b. 9558 to the nearest thousand
c. $25,972 to the nearest $1000 d. $895 to the nearest $10
10. Round the following to the indicated place values:
a. 9157 to the nearest hundred b. 53,562 to the nearest ten
c. $7915 to the nearest $100 d. $1095 to the nearest $10
11. Round the following to the indicated place values:
a. 132.1356 to the nearest tenth b. 2.8525 to the nearest whole number
c. $85.4273 to the nearest cent d. $34.9861 to the nearest cent
12 Chapter 1 | Review of Basic Arithmetic

12. Round the following to the indicated place values:

a. 14.3575 to the nearest thousandth b. 142.9852 to the nearest whole number
c. $86.6246 to the nearest cent d. $4.0573 to the nearest cent
13. Express the following decimal numbers in their word form:
a. 6.7 b. 0.45 c. 0.034 d. 1.006
14. Express the following decimal numbers in their word form:
a. 2.4 b. 0.91 c. 0.073 d. 1.002
For Problems 15 to 18, round the percents to (i) the nearest whole percent (without decimals), (ii) the nearest percent with one
decimal place, and (iii) the nearest percent with two decimal places:
15. a. 5.567% b. 29.875% 16. a. 56.596% b. 140.265%
17. a. 75.253% b. 115.796% 18. a. 8.955% b. 19.555%
For Problems 19 to 26, (i) estimate the values by first rounding the numbers to the nearest ten, and (ii) calculate the exact
answer. Express answers rounded to two decimal places, wherever applicable.
19. a. 745 + 1045 b. 428 + 255 c. 326 + 1555 20. a. 357 + 245 b. 451 + 625 c. 3255 + 2105

21. a. 2449 – 2255 b. 946 – 452 c. 855 – 251 22. a. 495 – 357 b. 868 – 745 c. 1858 – 255

23. a. 58 × 75 b. 472 × 48 c. 95 × 71 24. a. 63 × 59 b. 35 × 97 c. 246 × 45

25. a. 85 ÷ 9 b. 396 ÷ 24 c. 145 ÷ 26 26. a. 78 ÷ 19 b. 245 ÷ 45 c. 38 ÷ 8
27. Estimate the values in Problems 19 and 21 by first rounding the numbers to the nearest hundred.
28. Estimate the values in Problems 20 and 22 by first rounding the numbers to the nearest hundred.
29. A prepaid phone card to make calls to Singapore for 3 hours costs $5. Calculate the cost per minute rounded to the
nearest cent.
30. A prepaid phone card to make calls to China for 1 hour costs $2.50. Calculate the cost per minute rounded to the
nearest cent.
31. 55.25% of the employees of a large software company are engineers, 35.40% are project managers and team leads,
2.40% are senior managers, and the rest are administrative staff. By rounding the given percents to the nearest
percent without decimals, estimate the percent of employees that are administrative staff.
32. Amy invested 4.20% of her savings in bonds, 32.65% in stocks, 25.55% in mutual funds, and the balance in her
brother's business. By rounding the given percents to the nearest percent without decimals, estimate the percent that
Amy invested in her brother's business.
Express the following numbers in decimal notation.
3 9 297 7
33. a. b. 17 100 c. 15 1000 d.
10 1000
7 7 123 3
34. a. b. 12 100 c. 13 1000 d.
10 100
For Problems 35 to 40, estimate the values by first rounding the numbers to the nearest ten.
35. Girija wants to save $6300. If she saves $205 per month, how many months will it take her to achieve her goal?
36. How long will it take to travel 910 km at 63 km per hour?
37. An item costs $176.92. If you give $200 to the cashier, what will you receive as your balance?
38. The normal selling price of an item is $457.50. If the item is discounted by $70, what is the reduced price of the item?
39. Chandler leased a car on a 30-month term at $475.75 per month. At the end of the lease period, he paid an additional
$12,578.90 to purchase the car. Determine the total amount Chandler paid for the car.
40. Mythili bought a TV and agreed to pay $175.75 every month for ten months. A few months later, the TV went on sale
for $1699.99. How much more money than the sale price did she pay for the TV?
 Chapter 1 | Review of Basic Arithmetic 13

1.2 | Factors and Multiples

Factors of a number are whole numbers that can divide the number with no remainder. For example,
factors of 12 are 1, 2, 3, 4, 6, and 12. We can express factors of a number by showing that the product
of two factors will result in the number.
12 = 1 × 12 or 12 × 1 1 2 3 4 6 12
12 = 2 × 6 or 6 × 2
12 = 3 × 4 or 4 × 3
Multiples of a number are whole numbers that can be divided by the number with no remainder. For
example, multiples of 10 are 10, 20, 30, 40, 50, etc. We can express multiples of a number as the product
of the number and a whole number.
10, (10 + 10), (10 + 10 + 10), (10 + 10 + 10 + 10), (10 + 10 + 10 + 10 + 10) ...
10, 20, 30, 40, 50
10, (10 × 2), (10 × 3), (10 × 4), (10 × 5)

­­­Prime Numbers and Composite Numbers

A prime number is a natural number (counting number) that has exactly two different factors: 1 and
the number itself; i.e., prime numbers can be divided only by 1 and the number itself.
For example, 7 is a prime number because it has exactly two different factors: 1 and 7.
A composite number is a natural number that has at least one factor other than 1 and the number
itself; i.e., all natural numbers that are not prime numbers are composite numbers.
For example, 8 is a composite number because it has more than 2 factors: 1, 2, 4, and 8.
Note: 0 and 1 are neither prime nor composite numbers because 0 is not a natural number and 1 has no
other factor other than itself.

Example 1.2(a) Identifying Prime Numbers and Composite Numbers

(i) Identify all the prime numbers less than 25.
(ii) Identify all the composite numbers less than 25.
Solution (i) All the prime numbers less than 25 are: 2, 3, 5, 7, 11, 13, 17, 19, and 23.
(ii) All the composite numbers less than 25 are: 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, and 24.

Example 1.2(b) Determining Factors of Prime Numbers

Determine all the factors of 13.
Solution 1 and 13 are the only factors of 13.
1 13

Example 1.2(c) Determining All Factors of Composite Numbers

Determine all the factors of:
(i) 18 (ii) 20

Solution (i) The factors of 18 are: 1, 2, 3, 6, 9, and 18. 1 2 3 6 9 18

(ii) The factors of 20 are: 1, 2, 4, 5, 10, and 20. 1 2 4 5 10 20

 14 Chapter 1 | Review of Basic Arithmetic

Example 1.2(d) Determining the Prime Factors of Composite Numbers

Determine all the prime factors of 24.
Solution All the factors of 24 are: 1, 2, 3, 4, 6, 8, 12, and 24. 1 2 3 4 6 8 12 24

In the above factors, only 2 and 3 are prime numbers.

Therefore, the prime factors of 24 are: 2 and 3.

­­­Least or Lowest Common Multiple (LCM)

The Least Common Multiple (LCM) of two or more natural numbers is the smallest multiple that is
common to those numbers. The LCM can be determined from one of the following methods:
Method 1
(1) First, select the largest number and check to see if it is divisible by all the other numbers. If
■■ If the last digit of the number
is 0, 2, 4, 6, or 8, then the
it is, then the largest number is the LCM. If it is not, then the LCM is greater than the largest
number is divisible by 2. number.
■■ If the sum of the digits of (2) If the largest number is not divisible by all the other numbers, check to see if any of the
the numbers is divisible
by 3, then the number is numbers have any common factors between them (other than 1). If they do not, then the
divisible by 3. LCM is the product of all the numbers. If they do, then the LCM is less than the product of
■■ If the last digit of the all the numbers.
number is 0 or 5, then the
number is divisible by 5. (3) If the numbers have a common factor between them, then the LCM will be greater than the
largest number, and less than the product of all the numbers. Determine the lowest multiple of
the largest number that is divisible by all the other numbers. This value is the LCM.

Method 2
(1) Determine the prime factors of each of the numbers and list the different prime numbers
(using a factor tree as shown in the example that follows).
(2) Count the number of times each different prime number appears in each of the factorizations.
(3) Determine the largest of these counts for each prime number.
(4) List that prime number as many times as you counted it in step 3. The LCM is the product of all
the prime numbers listed.

Example 1.2(e) Determining the Least Common Multiple

Determine the LCM of the following:

(i) 3, 6, and 18 (ii) 9 and 15 (iii) 3, 5, and 8
Solution (i) Determining the LCM of 3, 6, and 18 
Method 1
(1) The largest number, 18, is divisible by both 6 and 3.
Therefore, 18 is the LCM of 3, 6, and 18.

Method 2
1 18 The largest number, 18,
is divisible by 6 and 3.
6 2 × 9 Therefore, the LCM is the
largest number, 18.
3 2 × 3 2 × 3 × 3
2 Number of 2's = 1 Number of 2's = 1
Number of 3's = 1 Number of 3's = 1 Number of 3's = 2
3 Largest count of the prime number 2 = 1
Largest count of the prime number 3 = 2
4 LCM = 2 × 3 × 3 = 18
 Chapter 1 | Review of Basic Arithmetic 15

Solution (ii) Determining the LCM of 9 and 15

continued
Method 1
(1) The largest number, 15, is not divisible by 9.
Therefore, the LCM is greater than 15.
(2) Factors of 9 are: 1, 3, and 9.
Factors of 15 are: 1, 3, 5, and 15.
9 and 15 have a common factor of 3.
Therefore, the LCM is less than 9 × 15 = 135.
(3) Multiples of 15 are: 15, 30, 45…
45 is divisble by 9.
Therefore, 45 is the LCM of 9 and 15.
Method 2
1 9 15 9 and 15 share a
common factor of 3.
3 × 3 3 × 5 Therefore, the LCM is
2 greater than the largest
Number of 3's = 2 Number of 3's = 1
number, 15, and less
Number of 5's = 1
than the product of the
3 Largest count of the prime number 3 = 2 numbers, 9 × 15 = 135.
Largest count of the prime number 5 = 1
4 LCM = 3 × 3 × 5 = 45

(iii) Determining the LCM of 3, 5, and 8

Method 1
(1) The largest number, 8, is not divisible by 3 and 5.
Therefore, the LCM is greater than 8.
(2) Factors of 3 are: 1 and 3.
Factors of 5 are: 1 and 5.
Factors of 8 are: 1, 2, 4, and 8.
3, 5, and 8 do not share a common factor (other than 1).
Therefore, 3 × 5 × 8 = 120 is the LCM of 3, 5, and 8.

Method 2
1 8 The numbers have
no common factors
2 × 4 between all of them.
Therefore, the LCM
3 5 2 × 2 × 2 is the product of all
2 the numbers.
Number of 3's = 1 Number of 5's = 1 Number of 2's = 3

3 Largest count of the prime number 2 = 3

Largest count of the prime number 3 = 1
Largest count of the prime number 5 = 1

4 LCM = 2 × 2 × 2 × 3 × 5 = 120

Example 1.2(f) Determining the Least Common Multiple to Solve a Word Problem

Two flashing lights are turned on at the same time. One light flashes every 12 seconds and the other
flashes every 15 seconds. How often will they flash together?
16 Chapter 1 | Review of Basic Arithmetic

Solution In this example, we are required to determine the least common interval for both lights to flash together.
Thereafter, both lights will continue to flash together at this interval (multiple).
The largest number, 15, is not divisible by 12.
12 and 15 share a common factor of 3.
Therefore, the LCM is greater than 15 and less than 12 × 15 = 180.
Multiples of 15 are: 15, 30, 45, 60, 75...
Multiples of 12 are: 12, 24, 36, 48, 60, 72...
The LCM of 12 and 15 is 60.
Therefore, the two flashing lights will flash together every 60 seconds (1 minute).

Least or Lowest Common Denominator (LCD)

The Least Common Denominator (LCD) of a set of two or more fractions is the smallest whole
number that is divisible by each of the denominators. It is the least common multiple (LCM) of the
denominators of the fractions.
In performing the addition and subtraction of fractions, it is necessary to determine the equivalent
fraction using the least common denominator. The best choice for a common denominator is the LCD,
because it makes any further simplification easier.

Example 1.2(g) Determining the Least Common Denominator

4 7
Determine the LCD of and .
9 15
Solution 4 7
The LCD of the fractions and is the same as the LCM of the denominators 9 and 15. It is the
9 15
4 7
same as in Example 1.2(e)(ii). Therefore, the LCD of and is 45.
9 15

­­­Greatest Common Factor (GCF)

The factors that are common for two or more natural numbers are called common factors of those
numbers.
The Greatest Common Factor (GCF) of two or more numbers is the largest common number that
divides the numbers with no remainder. In other words, the GCF is the largest of all the common
factors. GCF is useful when simplifying fractions. For this purpose, GCF is also known as the Greatest
Common Divisor (GCD).

Example 1.2(h) Determining the Common Factors

Determine the common factors of 12 and 18.

Solution The factors of 12 are: 1, 2, 3, 4, 6, 12.
1 is a factor that is common to all
The factors of 18 are: 1, 2, 3, 6, 9, 18. numbers but is not included in the list
of common factors.
Therefore, the common factors are: 2, 3, and 6.
 Chapter 1 | Review of Basic Arithmetic 17

Example 1.2(i) Determining the Greatest Common Factor

Determine the GCF of 72, 126, and 216.

Solution The factors of 72 are: 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72.
The factors of 126 are: 1, 2, 3, 6, 7, 9, 14, 18, 21, 42, 63, 126.
The factors of 216 are: 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 27, 36, 54, 72, 108, 216.
The common factors are: 2, 3, 6, 9, and 18.
Therefore, the GCF is 18.

Example 1.2(j) Determining the Greatest Common Factor to Solve a Word Problem

Three pieces of timber with lengths 24 cm, 36 cm, and 48 cm are to be cut into smaller pieces of equal
length without remainders. What is the greatest possible length of each piece?

Solution In this example we are required to determine the greatest common length of the three pieces of
timber.
The factors of 24 are: 1, 2, 3, 4, 6, 8, 12, and 24.
The factors of 36 are: 1, 2, 3, 4, 6, 9, 12, 18, and 36.
The factors of 48 are: 1, 2, 3, 4, 6, 8, 12, 16, 24, and 48.
The common factors are: 2, 3, 4, 6, and 12.
The GCF is 12.
Therefore, the greatest possible length of equal piece is 12 cm.

1.2 | Exercises Answers to the odd-numbered problems are available at the end of the textbook.

Determine all (i) the prime numbers and (ii) the composite numbers within the following ranges (excluding both the given
numbers):
1. a. Between 1 and 10 b. Between 14 and 28 2. a. Between 10 and 22 b. Between 28 and 38
3. a. Between 32 and 42 b. Between 44 and 58 4. a. Between 42 and 55 b. Between 54 and 72

Determine all the prime factors of the following composite numbers:

5. a. 36 b. 28 6. a. 20 b. 34
7. a. 54 b. 65 8. a. 46 b. 21
9. a. 56 b. 60 10. a. 64 b. 49
Determine the Least Common Multiple (LCM) of the following:
11. a. 5 and 15 b. 6 and 8 12. a. 7 and 21 b. 6 and 9
13. a. 4, 6, and 18 b. 4, 10, and 12 14. a. 2, 15, and 30 b. 3, 7, and 14
15. a. 12, 40, and 48 b. 14, 28, and 42 16. a. 24, 36, and 12 b. 6, 15, and 18

Determine the Least Common Denominator (LCD) of the following:

2 3 8 4 1 32 7 5
17. a. and b. and 18. a. and b. and
7 14 3 11 3 21 8 12
3 6 8 1 13 6 1 11 3 2 4 3
19. a. , , and b. , , and 20. a. , , and b. , , and
4 15 5 2 3 7 6 4 5 5 13 11
18 Chapter 1 | Review of Basic Arithmetic

3 5 5 3 2 3 7 3
21. a. and b. and 22. a. and b. and
8 14 10 20 7 21 15 25
Determine the (i) factors, (ii) common factors, and (iii) greatest common factors (GCF) of the following:
23. a. 36 and 84 b. 48 and 160 24. a. 13 and 91 b. 93 and 124
25. a. 35 and 75 b. 24 and 64 26. a. 18 and 32 b. 16 and 30

27. a. 50, 75, and 125 b. 30, 75, and 90 28. a. 40, 50, and 80 b. 12, 36, and 48

29. a. 76, 114, and 152 b. 96, 144, and 216 30. a. 33, 143, and 176 b. 85, 102, and 204

31. Two wires of lengths 96 cm and 160 cm are to be cut into pieces of equal length, without wastage. Determine the
greatest possible length of each piece.
32. Two ribbons of lengths 112 cm and 154 cm are to be cut into pieces of equal length, without wastage. Determine the
greatest possible length of each piece.
33. Tahrell has music lessons every 6th day and swimming lessons every 8th day. If he had music and swimming lessons on
February 04, on which date will he have both lessons again?
th th
34. Enea has skating lessons every 8 day and ballet lessons every 10 day. If she had skating and ballet lessons on March
03, on which date will she have both lessons again?

­­­
1.3 | Fractions
Definition of Fractions and Types of Fractions
A fraction is a rational number written as one integer divided by another non-zero integer. It is usually
written as a pair of numbers, with the top number being called the numerator and the bottom number
the denominator. A fraction line (horizontal bar indicating division) separates the numerator and the
denominator. The use of fractions is another method of representing numbers.

3 numerator
division sign
8 denominator

3
For example, ( ) is a fraction. It is read as "three divided by eight", "three-eighths", or "three
8
over eight", which all indicate that 3 is the numerator and 8 the denominator.

A proper fraction is a fraction in which the absolute value of the numerator is less than the absolute
value of the denominator; i.e., the absolute value of the entire fraction is less than 1.

For example,
3
The absolute value of
a number refers to the ■■ 8
( ) is a proper fraction.
positive sign of that
number. –2 2 –2
For example, the ■■ 5
in absolute value is (
5
), which is a proper fraction. Therefore,
5
is a proper fraction.
absolute value of –2 is 2.
i.e. |–2| = 2.
An improper fraction is a fraction in which the absolute value of the numerator is greater than the
absolute value of the denominator; i.e., the absolute value of the entire fraction is more than 1.
7 –3
For example, ( ) and (   ) are improper fractions.
4 2
(seven quarters) (negative three halves)
 Chapter 1 | Review of Basic Arithmetic 19
A mixed number consists of both a whole number and a proper fraction, written side-by-side, which
implies that the whole number and proper fraction are added.

5 5 Mixed Number
For example, 3 8 implies 3 +
8 5
three 38 Fraction
five-eighths

Whole Number

A complex fraction is a fraction in which one or more fractions are found in the numerator or
denominator.
d n
2 5
1 3 36
For example, , , and are complex fractions.
1
d n
3 6
d n
4 8

­­­Whole Number as a Fraction

Any whole number can be written as a fraction by dividing it by 1 (i.e., 1 is the denominator).
7
For example, 7 =
1

­Reciprocal of a Fraction
Two numbers whose product is equal to 1 are called reciprocals of each other.
4 7 4 7
For example, and are reciprocals of each other because × = 1
7 4 7 4

When the numerator and denominator of a fraction are interchanged, the resulting fraction is called
the reciprocal of the original fraction.
7 1
For example, the reciprocal of 7 = is
1 7
Note: The reciprocal of a fraction is not an equivalent fraction.

­­­C
­­­­­­ onverting a Mixed Number into an Improper Fraction

Follow these steps to convert a mixed number into an improper fraction:

■■ Multiply the whole number by the denominator of the fraction and add this value to the numerator
of the fraction.
■■ The resulting answer will be the numerator of the improper fraction.
■■ The denominator of the improper fraction is the same as the denominator of the original fraction
in the mixed number.
5 3(8) + 5 24 + 5 29
For example, 3 8 = = =
8 8 8
3 × 8 = 24 pieces 5 pieces
Thus, there is a total of 29 pieces,
each piece being one-eighth in size.

­­­Converting an Improper Fraction into a Mixed Number

Follow these steps to convert an improper fraction into a mixed number:
■■ Divide the numerator by the denominator.
■■ The quotient becomes the whole number and the remainder becomes the numerator of the
fraction.
 20 Chapter 1 | Review of Basic Arithmetic

■■ The denominator of the fraction is the same as the denominator of the original improper fraction.
32 6
5 g 32
2 Quotient: whole number of the fraction
For example, = 65 Because,
5
30
2 Remainder: numerator of the fraction

­Converting a Fraction to its Decimal Form

A proper or improper fraction can be converted to its decimal form by dividing the numerator by the
denominator.
2 13
For example, = 0.4, = 1.625
5 8
A mixed number can be converted to its decimal form by first converting the fractional part by
dividing the numerator by the denominator, and then adding the whole number part to the decimal
equivalent of the fraction.
For example,
2
■■ 2
3 5 = 3 + = 3 + 0.4 = 3.4
5
3
■■ 3
11 7 = 11 + = 11 + 0.428571… = 11.428571...
7

­Converting a Fraction into an Equivalent Fraction

When both the numerator and denominator of a fraction are either multiplied by the same number
or divided by the same number, the result is a new fraction called an equivalent fraction. Equivalent
fractions imply that the old and new fractions have the same value.
2
For example, to determine two equivalent fractions of :
5
2 2×2
= Multiplying both the numerator and denominator by 2,
5 5×2
4
=
10
2 2×3
= Multiplying both the numerator and denominator by 3,
5 5×3
6
=
15
4 6 2
Therefore, and are equivalent fractions of .
10 15 5
36
Consider another example to determine two equivalent fractions of :
Dividing both the numerator 60
and denominator of a 36 36 ÷ 2
fraction is called reducing or = Dividing both the numerator and denominator by 2,
simplifying a fraction. 60 60 ÷ 2
18
=
30
36 36 ÷ 4
= Dividing both the numerator and denominator by 4,
60 60 ÷ 4
9
=
15
 Chapter 1 | Review of Basic Arithmetic 21
18 9 36
Therefore, and are equivalent fractions of .
30 15 60

­­­Reducing or Simplifying a Fraction

Dividing both the numerator and denominator of a fraction by the same number, which results in an
equivalent fraction, is called reducing or simplifying the fraction.
16
For example, we can simplify as shown:
20
16 16 ÷ 2
= Dividing both the numerator and denominator by 2,
20 20 ÷ 2
8
=
10
8÷2
= Further dividing both the numerator and denominator by 2,
10 ÷ 2
4
=
5
16 16 ÷ 4
Or, = Dividing both the numerator and denominator by 4,
20 20 ÷ 4
4
=
5
8 4 16
Therefore, and are reduced fractions of .
10 5 20

­­­Fraction in Lowest (or Simplest) Terms

A fraction in which the numerator and denominator have no factors in common (other than 1) is said
to be a fraction in its lowest (or simplest) terms. Any fraction can be fully reduced to its lowest terms
by dividing both the numerator and denominator by the greatest common factor (GCF).

Example 1.3(a) Reducing Fractions to their Lowest Terms

Reduce the following fractions to their lowest terms.
40 63
(i) (ii)
45 84
Solution (i) The factors of 40 are: 1, 2, 4, 5, 8, 10, 20, 40.
The factors of 45 are: 1, 3, 5, 9, 15, 45.
The GCF is 5.
Therefore, dividing the numerator and denominator by the GCF, 5, results in the fraction in its lowest
40 40 ÷ 5 8
terms: = =
45 45 ÷ 5 9

(ii) The factors of 63 are: 1, 3, 7, 9, 21, 63.

The factors of 84 are: 1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42, 84.
The GCF is 21.
Therefore, dividing the numerator and denominator by the GCF, 21, results in the fraction in its
63 63 ÷ 21 3
lowest terms: = =
84 84 ÷ 21 4
22 Chapter 1 | Review of Basic Arithmetic

Comparing Fractions
Fractions can easily be compared when they have the same denominator. If they do not have the same
denominator, determine the LCD of the fractions, then convert them into equivalent fractions with
the LCD as their denominators. When the denominators are the same, the larger fraction is the one
with the greater numerator.
7 5
For example, > , >
12 12
Also, when the numerators are the same, the larger fraction is the one with the smaller denominator.
3 3
For example, > , >
4 8

Example 1.3(b) Comparing Fractions

Determine which of the fractions is larger in each set of fractions given below:
9 11 5 3 19 11 15 15
(i) or (ii) or (iii) or (iv) or
25 25 12 8 60 36 22 26
Solution 9 11
(i) or
25 25
Since the fractions have the same denominator, 25, we can compare the numerators to identify
the larger fraction.
11 9
11 > 9; therefore, > .
25 25
5 3
(ii) or
12 8
We first determine the LCD of the fractions, which is the same as the LCM of the denominators.
The LCM of 12 and 8 is 24.

Next, convert each of the fractions to its equivalent fraction with 24 as the denominator.
5
Convert to an equivalent fraction with 24 as the denominator by multiplying both the
12
5 5 × 2 10
numerator and denominator by 2: = = .
12 12 × 2 24
3 3 3×3 9
Similarly, convert to an equivalent fraction with 24 as the denominator: = = .
8 8 8 × 3 24
Since the denominators are the same, we can now compare the numerators of the two fractions
to identify the larger fraction.
10 9 5 3
10 > 9, which implies that > ; therefore, > .
24 24 12 8
19 11
(iii) or
60 36
We first determine the LCD of the fractions, which is the same as the LCM of the denominators.
The LCM of 60 and 36 is 180.
19
Convert to an equivalent fraction with 180 as the denominator by multiplying both the
60
19 19 × 3 57
numerator and denominator by 3: = = .
60 60 × 3 180
 Chapter 1 | Review of Basic Arithmetic 23

Solution 11 11 11 × 5 55
continued Similarly, convert to an equivalent fractions with 180 as the denominator: = = .
36 36 36 × 5 180
Since the denominators are the same, we can now compare the numerators of the two fractions
to identify the larger fraction.
57 55 19 11
57 > 55, which implies that > ; therefore, > .
180 180 60 36
15 15
(iv) or
22 26
Since the fractions have the same numerator, 15, we can compare the denominators to identify
the larger fraction.

15 15
22 < 26; therefore, > .
22 26

Basic Arithmetic Operations with Fractions

When performing additions and subtractions of fractions, it is necessary to determine their equivalent
fractions using the least common denominator (LCD). When performing multiplications and divisions
of fractions, it is necessary to convert any mixed number to an improper fraction.

Adding Fractions
Addition of fractions requires that the denominators of every fraction be the same. To make them the
same, first determine the LCD and convert each fraction to its equivalent fraction with the LCD as
the common denominator. Now, add the numerators of each of the equivalent fractions. The resulting
fraction will have the common denominator, and its numerator will be the result of adding the
numerators of the equivalent fractions. Express the final answer reduced to its lowest terms and as a
mixed number, where applicable.

Example 1.3(c) Adding Fractions

3 2 5 5
(i) Add and (ii) Add 3 6 and 1 9 .
4 3
Solution 3 2 The
(i) +  LCM of 4 and 3 is 12 (i.e., LCD = 12). Determining the equivalent
4 3 fractions using the LCD of 12,
9 8
= + Adding the numerators and keeping the denominator,
12 12
17
= Converting the improper fraction to a mixed number,
12
5
= 1 12
3 2 5
Therefore, the result from adding and is 1 12 .
4 3

5 5
(ii) 3 6 + 1 9 Converting the mixed numbers to improper fractions,
(3 × 6) + 5 (1 × 9) + 5
= +
6 9
23 14 The LCM of 6 and 9 is 18 (i.e., LCD = 18). Determining the equivalent fractions
= +
6 9 using the LCD of 18,
24 Chapter 1 | Review of Basic Arithmetic

Solution 69 28
continued = + Adding the numerators and keeping the denominator,
18 18
97
= Converting the improper fraction to a mixed number,
18
7
= 5 18

Alternative Method
5 5
36 + 19 Separating the whole numbers and the fractions,
5 5 The LCM of 6 and 9 is 18 (i.e., LCD = 18). Determining the equivalent fractions
= (3 + 1) + e + o
6 9 using the LCD of 18,
15 10
= (3 + 1) + e + o Adding the whole numbers and the fractions,
18 18
25
=4+ Converting the improper fraction to a mixed number,
18

7
= 4 + 1 18 Adding the whole numbers,

7
= 5 18 

5 5 7
Therefore, the result from adding 3 6 and 1 9 is 5 18 .

Subtracting Fractions
The process for subtraction of fractions is the same as that of the addition of fractions. First, determine
the LCD and change each fraction to its equivalent fraction having the same denominator. The
resulting fraction will have the common denominator, and its numerator will be the difference of the
numerators of the equivalent fractions. Express the final answer reduced to its lowest terms and as a
mixed number, where applicable.

Example 1.3(d) Subtracting Fractions

2 7 2 1
(i) Subtract from (ii) Subtract 7 3 from 12 2 .
8 10
Solution 7 2 The LCM of 8 and 10 is 40 (i.e., LCD = 40). Determining the
(i) –
10 8 equivalent fractions using the LCD of 40,
28 10
= – Subtracting the numerators and keeping the denominator,
40 40
9
18 18
= = Reducing to lowest terms,
40 40
20
9
=
20
2 7 9
Therefore, the result from subtracting from is .
8 10 20
 Chapter 1 | Review of Basic Arithmetic 25

Solution 1 2
continued
(ii) 12 2 – 7 3 Converting the mixed numbers to improper fractions,
(12 × 2) +1 (7 × 3) + 2
= –
2 3
25 23 The LCM of 2 and 3 is 6 (i.e., LCD = 6). Determining the
= –
2 3 equivalent fractions using the LCD of 6,

75 46
= – Subtracting the numerators and keeping the denominator,
6 6

29
= Converting the improper fraction to a mixed number,
6
5
= 46
Alternative Method
1 2  e LCM of 2 and 3 is 6 (i.e., LCD = 6). Determining the equivalent
Th
12 2 – 7 3
mixed numbers using the LCD of 6,

4 3
3 4 The fraction is greater than . Therefore, we have to regroup
= 12 6 – 7 6 6 6
3
the mixed number 12 6 .

3 3 6 3 9
Regrouping 12 6 = 11 + 1 + = 11 + + = 11 6
6 6 6

{
9 4
= 11 6 – 7 6 Subtracting the fractions and the whole numbers,
(9 – 4)
=4
6
5
= 46
2 1 5
Therefore, the result from subtracting 7 3 from 12 2 is 4 6 .

Multiplying Fractions
When multiplying two or more fractions, first convert any mixed numbers to improper fractions.
Simplify the fractions, if possible, then multiply the numerators to get the new numerator and multiply
the denominators to get the new denominator. Express the final answer reduced to its lowest terms
and as a mixed number, where applicable.
Note: When multiplying mixed numbers, it is incorrect to multiply the whole number part separately
from the fractional parts to arrive at the answer.

Example 1.3(e) Multiplying Fractions

Multiply:
3 4 1 4
(i) × (ii) 3 8 × 2 5
2 11
Solution 3 4 3 42
(i) × = × Simplifying the numerators and denominators,
2 11 2 11
1
3 2 Multiplying the numerators together and denominators
= ×
1 11 together to get the new fraction,
6
=
11
3 4 6
Therefore, the result of   × is .
2 11 11
26 Chapter 1 | Review of Basic Arithmetic

Solution 1 4
continued
(ii) 3 8 × 2 5 Converting the mixed numbers to improper fractions,

(3 × 8) + 1 (2 × 5) + 4
= ×
8 5
25 14 5 25 14 7
= × = × Simplifying the numerators and denominators,
8 5 8 5
4 1

5 7 Multiplying the numerators together and denominators

= ×
4 1 together to get the new fraction,

35
= Converting the improper fraction to a mixed number,
4
3
= 84

1 4 3
Therefore, the result of 3 8 × 2 5 is 8 4 .

Dividing Fractions
When dividing fractions, as in multiplication, first convert any mixed numbers to improper fractions.
When a fraction
is inverted, the The division of fractions is done by multiplying the first fraction by the reciprocal of the second fraction.
resulting fraction Then, follow the procedure used in multiplication to get the final result.
is called the
reciprocal of the 1
original fraction. Note: Dividing by 2 is the same as multiplying by the reciprocal of 2, which is .
2

Example 1.3(f) Dividing Fractions

Divide:
15 9 3 4
(i) by (ii) 320 by 1 5
16 20
Solution 15 9 15 9 20
(i) ÷ Multiplying by the reciprocal of , which is ,
16 20 16 20 9
5
15 20 15 20 5 Simplifying the numerators and denominators,
= × = = ×
16 9 16 9
4 3

5 5
= × Multiplying the numerators and the denominators,
4 3

25 Converting the improper fraction to a mixed number,

=
12
1
= 212
15 9 1
Therefore, the result of divided by is 212.
16 20
 Chapter 1 | Review of Basic Arithmetic 27

Solution 3 4
Converting the mixed numbers to improper fractions,
continued
(ii) 320 ÷ 1 5
63 9 63 9 5
= ÷ Multiplying by the reciprocal of , which is ,
20 5 20 5 9
7 1
63 5 63 5 Simplifying the numerators and denominators,
= × = = ×
20 9 20 9
4 1
7 1
= × Multiplying the numerators and the denominators,
4 1
7
= Converting the improper fraction to a mixed number,
4
3
= 14
3 4 3
Therefore, the result of 320 divided by 1 5 is 1 4 .

Converting a Complex Fraction into a Proper or Improper Fraction

­­­ complex fraction can be converted to a proper or improper fraction by dividing the numerator by
A
the denominator and then simplifying the expression.
For example,

d n
7
2 = 7 ÷ 5 = 7 × 1 = 7 8 9 2 16
■■ 5
■■ 9
=8÷ =8× =
d n
2 2 5 10 2 9 9
2

1.3 | Exercises Answers to the odd-numbered problems are available at the end of the textbook.

1. Convert the following mixed numbers into improper fractions:

3 3 3 2
a. 1 8 b. 12 4 c. 7 5 d. 9 3

2. Convert the following mixed numbers into improper fractions:

2 6 4 3
a. 5 3 b. 5 7 c. 6 5 d. 4 4

3. Convert the following improper fractions into mixed numbers:

12 17 31 14
a. b. c. d.
7 8 9 5
4. Convert the following improper fractions into mixed numbers:
23 35 46 43
a. b. c. d.
12 6 5 3
5. Determine the missing values:
2 ? 12 15 3 ? 22 ? 55 75 25 ?
a. = = b. = = c. = = d. = =
3 12 ? 25 ? 35 12 6 ? 45 ? 18
6. Determine the missing values:
5 20 ? 12 ? 4 36 ? 30 9 27 ?
a. = = b. = = c. = = d. = =
5 ? 24 9 18 ? 42 14 ? 4 ? 20
28 Chapter 1 | Review of Basic Arithmetic

7. Reduce the following fractions to their lowest terms:

80 156 68 36
a. b. c. d.
12 18 10 144

8. Reduce the following fractions to their lowest terms:

70 225 124 75
a. b. c. d.
15 30 48 345
9. Which of the following fractions is larger:
9 11 8 13 5 16 15 15
a. or b. or c. or d. or
20 20 7 12 13 39 23 27
10. Which of the following fractions is smaller:
7 9 2 3 12 35 13 13
a. or b. or c. or d. or
11 11 5 8 15 45 15 17

For Problems 11 to 40, perform the indicated arithmetic operations. Express the answers reduced to lowest terms and in mixed
number form, wherever applicable.
7 5 11 8 1 2 2 5
11. a. + b. + c. 11 4 + 5 3 d. 5 3 + 1 12
9 6 20 10
1 3 9 4 1 3 1 1
12. a. + b. + c. 712 + 2 4 d. 16 8 + 1 2
3 8 12 5
21 1 35 3 5 1 5 2
13. a. – b. – c. 812 – 4 2 d. 18 7 – 2 3
13 3 18 6
9 1 21 7 5 5 4 1
14. a. – b. – c. 5 8 – 3 6 d. 12 3 – 5 3
10 2 25 8
4 23 6 19 7 2 4 1
15. a. × b. × c. 2 9 × 5 5 d. 11 3 × 1 74
5 9 9 12
3 5 7 1 2 3 29
16. a. × b. 3 × c. 4 2 × 2 9 d. 9 5 × 1 96
8 11 9
8 2 1 3 1 2 1 27
17. a. ÷ b. ÷ c. 3 3 ÷ 2 9 d. 10 4 ÷ 2 48
12 4 7 5
10 3 3 2 1 1 13
18. a. ÷ b. ÷4 c. 2 5 ÷ 1 4 d. 23 2 ÷ 8 16
15 7 8
19. Peter spent two-thirds of his money on rent and food and one-fourth on education. Together, what fraction of the
money did he spend on rent, food, and education?
20. Tracy invested one-fifth of her savings in the stock market and two-thirds in real estate. Together, what fraction of
her savings did she invest in the stock market and real estate?

21. Lily worked 5 12 hours, 6 14 hours, and 3 34 hours over the last three days. How many hours did she work in total over the
three days?

22. A rain gauge collected 3 23 inches, 1 14 inches, and 2 12 inches of rain over the past three months. What was the total
rainfall over the three months?

23. A wooden board measured 2 12 metres in length. It was shortened by cutting 1 58 metres from it. What is the new length
of the board?

24. A tank had 4 23 litres of water. If 1 23 litres leaked from the tank, how much water was left in the tank?

25. The product of two numbers is 9. If one number is 3 34 , what is the other number?

26. If a wire that is 43 34 cm long is cut into several 1 14 cm equal pieces, how many pieces were there?
 Chapter 1 | Review of Basic Arithmetic 29

27. A stack of plywood sheets measures 49 12 inches high. If each plywood sheet is three-fourths of an inch thick, how many
sheets of plywood are in the stack?

28. A garment factory has 40 14 metres of cotton fabric. If 1 34 metres of the fabric is required for a dress pattern, how many
dresses can be made?

29. A bottle contained 80 mg of medicine. Each dose of the medicine is 2 12 mg. How many doses were there in the bottle?
30. It took two-thirds of an hour for a machine to make one component. How many components can be made in 40 hours?

31. A company identified one-twentieth of the 320 bulbs that it received from a supplier as being defective. How many
bulbs were not defective?
32. Matthew received a bonus of $6850. He spent two-thirds of this amount on a vacation. How much did he have left?
33. David spent one-fourth of his money on rent and one-third of the remainder on food. What fraction of his money was
spent on food?
34. Mary spent two-fifths of her money on books and one-third of the remainder on clothes. What fraction of her money
was spent on clothes?
35. After selling two-fifths of its textbooks, a bookstore had 810 books left. How many textbooks were in the bookstore
initially?
36. Rose travelled two-thirds of her journey by car and the remaining 20 km by bus. How far did she travel by car?

37. Cheng walked 5 14 km in 1 12 hours. How many kilometres did he walk in 1 hour?

38. It took 15 14 hours to complete three-fourths of a project. How long did it take to complete the entire project?

39. Three software programmers worked 17 12 hours, 25 34 hours, and 11 14 hours, respectively, to develop an e-commerce site.
If each of them was paid $18 per hour, how much did they receive in total?

40. It took three consultants 27 34 hours, 21 14 hours, and 18 12 hours, respectively, to design a product. If each of them was
paid $55 per hour, what was the total amount paid to them?

­­­
1.4 | Order of Operations (BEDMAS)
When arithmetic expressions contain multiple operations with brackets, exponents, divisions,
multiplications, additions, and subtractions, the arithmetic operation is performed in the following
sequence:
1. Perform all operations within the brackets. If there is more than one bracket, start with the
innermost bracket and move outwards to complete all the brackets.
2. Perform operations with exponents and roots.
3. Perform the necessary divisions and multiplications in the order in which they appear from left to right.
4. Complete the operation by performing the necessary additions and subtractions in the order in
which they appear from left to right.
The order of operations - Brackets, Exponents, Divisions, Multiplications, Additions, Subtractions -
can be remembered by the acronym BEDMAS.
30 Chapter 1 | Review of Basic Arithmetic

Example 1.4(a) Computing Arithmetic Expressions by Following the Order of Operations

Compute the following arithmetic expressions:

(i) (100 – 3 × 24) ÷ 2 + 4 × 3 (ii) 6 + 4 × 50 ÷ (8 – 3)2 – 1 (iii) 12 + 32 [(8 × 5) ÷ 5] – 7 + 2

Solution (i) (100 – 3 × 24) ÷ 2 + 4 × 3

= (100 – 3 × 24) ÷ 2 + 4 × 3 Perform multiplication in the bracket.
Order of arithmetic = (100 – 72) ÷ 2 + 4 × 3 Perform subtraction in the bracket.
operations:
= 28 ÷ 2 + 4 × 3 Perform division and multiplication from left to right.
Brackets
Exponents
= 14 + 4 × 3
Divisions = 14 + 12 Perform addition.
Multiplications = 26
Additions
Subtractions
(ii) 6 + 4 × 50 ÷ (8 – 3)2 – 1
= 6 + 4 × 50 ÷ (8 – 3)2 – 1 Work on the operation in the bracket.
= 6 + 4 × 50 ÷ (5)2 – 1 Perform the operation with the exponent.
= 6 + 4 × 50 ÷ 25 – 1 Perform division and multiplication from left to right.
= 6 + 200 ÷ 25 – 1
= 6 + 8 – 1 Perform addition and subtraction from left to right.
= 14 – 1
= 13

2
(iii) 12 + 3 [(8 × 5) ÷ 5] – 7 + 2
= 12 + 32 [(8 × 5) ÷ 5] – 7 + 2 Work on the operation in the inner bracket.
2
= 12 + 3 [40 ÷ 5] – 7 + 2 Work on the operation in the outer bracket.
= 12 + 32(8) – 7 + 2 Perform the operation with the exponent.
= 12 + 9(8) – 7 + 2 Perform multiplication.
= 12 + 72 – 7 + 2 Perform addition and subtraction from left to right.
= 84 – 7 + 2
= 77 + 2
= 79

­­­Signed Numbers
A number with no sign Signed numbers are either positive numbers - numbers greater than zero (for example, +6, +15) - or
is considered to be
positive (+).
negative numbers - numbers less than zero (for example, –4, –12).
For example, 5 = +5 Positive numbers may or may not have a positive (plus, "+") sign. When signed numbers are added,
subtracted, multiplied, or divided, the result will be a number with a sign.

Addition and Subtraction of Signed Numbers

The following are rules to be followed while adding or subtracting signed numbers.
Adding Two Signed Numbers
a. If the signs of the two numbers are the same: disregard the sign of the numbers, add the numbers,
and keep the common sign.
For example,
■■  dding +7 and +3
A ■■ Adding –6 and –2
= +7 + (+3) = –6 + (–2)
= +(7 + 3) = –(6 + 2)
= +10 = –8
 Chapter 1 | Review of Basic Arithmetic 31
b. If the signs of the two numbers are different: disregard the sign of the numbers, subtract the smaller
Two signs should not be
written next to each other. number from the larger number, and keep the sign of the larger number.
Brackets should be used to For example,
separate the two signs.
For example, ■■  dding +8 and –15
A ■■ Adding –3 and +7
–4 – (+2) instead of –4 – +2 = +8 + (–15) = –3 + (+7)
+8 + (–5) instead of +8 + –5
+10(–2) instead of +10 × –2 = –(15 – 8) = +(7 – 3)
= –7 = +4
Subtracting Two Signed Numbers
Change the subtraction (minus) sign to addition (plus) and change the sign of the number being subtracted.
Then follow the above addition rules.
For example,
■■ S ubtracting –12 from +18 ■■ Subtracting –5 from –7 ■■ Subtracting –6 from –2
= +18 – (–12) = –7 – (–5) = –2 – (–6)
= +18 + (+12) = –7 + (+5) = –2 + (+6)
= +(18 + 12) = –(7 – 5) = +(6 – 2)
= +30 = –2 = +4

Multiplication and Division of Signed Numbers

The following are rules to be followed while multiplying or dividing two signed numbers:
a. If the sign of the two numbers are the same: their product or quotient will be positive.
For example,
■■ (+5)(+4) = +20 ■■ (–5)(–4) = +20
+12 –12
■■ +3
= +4 ■■ –3
= +4

b. If the sign of the two numbers are different: their product or quotient will be negative.
For example,
■■ (+5)(–4) = –20 ■■ (–5)(+4) = –20
+12 –12
■■ –3
= –4 ■■ +3
= –4

–25 –5 5 +30 +15 –15 15

■■ +15
=
3
or –
3
■■ –4
=
–2
=
2
or –
2
When multiplying or dividing more than two signed numbers, group them into pairs and determine
the sign using the rules for multiplication and division of signed numbers.
For example,
■■ (–3) (–2) (+4) (–1) (–5)
■■
(–15)(+8)(–50)
= (6) (–4) (–5) (–25)(14)
= (–24) (–5) = 120 –(15 × 8)(–50) +(15 × 8 × 50)
= =
–(25 × 14) –(25 × 14)
15 × 8 × 50 2 15 × 8 × 2 1
=– =–
25 × 14 14
1 7
15 × 8 120
=– =–
7 7
32 Chapter 1 | Review of Basic Arithmetic

­­­Exponential Notation
Exponents provide a shorter way of representing the products of repeated numbers.
For example, when 2 is multiplied 5 times, in standard notation, it is represented as:
2×2×2×2×2
However, when 2 is multiplied 100 times, it would be tedious to represent it using the standard
notation. The shorter way to represent this repeated multiplication is by using exponents.

exponent
25 base

When 2 is multiplied 5 times, it is represented as 25 using exponents.

Similarly, if 'a' is multiplied 'n' times, it would be represented as an, where 'n' is a positive integer.
a # a # a # a # a # f # a = an
1 444444 2 444444 3
n factors of a
To convert exponential notation to standard notation, expand the notation to show the repeated
multiplication. The number in the exponent shows the number of times the base is multiplied.
4
For example, 8 =8×8×8×8
83 = 8 × 8 × 8
82 = 8 × 8

When the exponent is 1, the result is the base itself.

For example, 81 = 8. This is represented by the formula a1 = a.

When the exponent is 0, the result is 1.

For example, 30 = 1. This is represented by the formula a0 = 1.
1
A negative When the exponent is negative, it is represented by a–n = n , where 'n' is a positive integer.
exponent a
indicates dividing
by that many an = a × a × a × a × a × … × a (multiplication of 'n' factors of 'a')
factors instead of 1 1
multiplying. a–n = n = (division of 'n' factors of 'a')
a a×a×a×a×a×…×a
Therefore, an and a–n are reciprocals.
For example,

1 1
■■ 8–1 = 1
=
8
8
1 1
■■ 8–2 = 2
=
8×8
8
1 1
■■ 8–3 = 3
=
8×8×8
8

A positive number with a

negative exponent will not result
in a negative answer.

Exhibit 1.4: Standard and Exponential Form of Numbers

 Chapter 1 | Review of Basic Arithmetic 33

Fractions with Exponents

When a fraction has a positive exponent, the number in the exponent indicates the number of times the
numerator is multiplied by itself and the number of times the denominator is multiplied by itself.
For example,
2 3 2 2 2 2×2×2 24 2×2×2×2
■■ c m = c mc mc m = ■■ 5
=
5 5 5 5 5×5×5 3 3×3×3×3×3

When a fraction has a negative exponent, change the fraction to its reciprocal and drop the negative
sign in the exponent. After this change, the number in the exponent indicates the number of times the
numerator is multiplied by itself and the denominator is multiplied by itself.
For example,

2 –3 5 3 5 5 5 5×5×5
■■ c m = c m = c mc mc m =
5 2 2 2 2 2×2×2

2 5
Note: The reciprocal of is .
5 2

­­Calculator Method to Solve Problems

The exponent key on different calculators are identified by symbols such as yx, xy, ^, etc. The sequence
of operations to calculate the exponents also depends on the calculator. In this section, you will learn to
use the Texas Instruments BA II Plus calculator to solve exponents and order of operations problems.

Example 1.4(b) Calculating Exponents using Texas Instruments BA II Plus Calculator

Calculate:
4
(i) 16 (ii) 5–4 (iii) (1.04)4 – 1 (iv) 1 – (1.005)–4

Solution (i) 164 (ii) 5–4

Enter 16 Enter 5

Press the exponent key Press the exponent key

Enter the exponent value 4 Enter the exponent value as 4

followed by the plus/minus key
Press the equal key
Press the equal key

(iii) (1.04)4 – 1 (iv) 1 – (1.005)–4

Solve using BEDMAS
(order of operations)
Enter 1.04 Enter 1.005
Press the
Press the exponent key exponent key
Enter the exponent value as 4
Enter the exponent value 4
followed by the plus/minus key
Press the subtraction key Press the equal key
Press the plus/minus key to
Enter 1 make the result negative
Press the addition key

Press the equal key Enter 1

Press the equal key

34 Chapter 1 | Review of Basic Arithmetic

Example 1.4(c) Using the Store and Recall Functions to Solve Order of Operation Problems
RS R RS –12 R
SS S 1 + 0.05
36
12
X – 1 SS
SS SS1 – S 1 + 0.03
4
X SS
SS
Solve: (i) 1380SS (ii) 2000SS
SS S 0.05 X SS
S SS S 0.03 X
SS
S
12 4
T T T T
Solution
RS R RS –12 R
S S 1 + 0.05 SS1 – S 1 + 0.03
36
X – 1 SS X SS
(i) 1380SS 12 SS (ii) 2000S 4 SS
SS S 0.05 X SS SS S 0.03 X
SS
S 12 S S 4 S
T T T T

1.4 | Exercises Answers to the odd-numbered problems are available at the end of the textbook.

Evaluate Problems 1 to 18 by following the order of operations (BEDMAS).

2
1. a. 45 – (5 + 7) b. 18 – 8 ÷ 2 + 6

2. a. 32 + (9 – 5)3 b. 4 × 6 ÷ 2 – 5
2
3. a. 128 ÷ (–16) ÷ (–2) b. 9(13 – 3 ) + 4

4. a. 200 ÷ (–10) ÷ 5 b. 20(5 – 22) + 5

5. a. (–5)(–3)(12)(–3)(–1) b. 31 – [(15 ÷ 3) × 32 ÷ 22 × (26 ÷ 13)]

6. a. (–1)(–3)(2)(–5)(–6) b. 112 – 4 × 54 ÷ (5 – 2)3 – 3

7. a. [(1 + 12)(1 – 5)]2 ÷ (5 + 3 × 22 – 4) b. (–8)(2)(3)(–4)(–1)

8. a. 3(72 + 2 × 15 ÷ 3) – (1 + 3 × 4)2 b. (12)(1)(–7)(4)(–2)

8 × 7 – 16 + 32 × 2 –52 + (56 ÷ 8) × 9 + 62
9. 10.
25 – (59 – 72) ÷ 2 × 6 3 × (6 × 4 ÷ 8) + 157 – 112

6 + (82 – 5) – (62 + 13) 32 ÷ (–8) – 9 + (127 – 53) × 23

11. 12.
60 ÷ 12 + [52 –(–2) × (–11)] [(–54) ÷ 6 + 33] ÷ [(–8) × (–3)]
 Chapter 1 | Review of Basic Arithmetic 35
[(–6) × 7 + (–12) ÷ (–4) + 3] ÷ 6 8{9 – (–2) – 7[4 + (–1)]}
13. 14.
[(–24) ÷ 8 + 4] ÷ [14 – 16 + 3] –12 + 4[–4 – (–3)] ÷ 7

16 + 4(3) (16 + 4)3 2(6) + 4 2(6 + 4)

15. + 16. +
10 – 4 + 1 10 – (4 + 1) 24 – (7 + 3) 24 – 7 + 3

17. 14 – 3{[(6 – 9)(–4) + 12](–2)} 18. 5(–4) – 3{(–9 + 6) + (–3) – 4[2(–1) –7]}

Evaluate the following exponents:

2 2 1 –3 3 3 4 –2
19. a. d n b. d n 20. a. d n b. d n
3 5 4 7
2 5 2 –5 3 3 3 –3
21. a. d n b. d n 22. a. d n b. d n
3 3 5 5
Evaluate the following problems and round your answer to two decimal places:
240 180
23. 4500d1 + 0.005 × n 24. 600d1 + 0.002 × n
365 365
7 3
25. 1500d1 + 0.04 × n 26. 960d1 + 0.05 × n
12 12
2500 1250
27. 150 28. 160
d1 + 0.001 × n d1 + 0.02 × n
365 365
1800 2700
29. 5 30. 7
d1 + 0.05 × n d1 + 0.04 × n
12 12
3000[(1.06)5 – 1] 800[(1.04)10 – 1]
31. 32.
0.06 0.04

1400[(1.03)20 – 1] 750[(1.02)25 – 1]
33. 34.
0.03 0.02
8
35. 5400(1.005) 36. 1275(1.03)7
37. 2400(1.02)–10 38. 4650(1.04)–6
2400[1 –(1.02)–8] 400[1 –(1.05)–12]
39. 40.
0.02 0.05

950[1 –(1.03)–15] 1200[1 –(1.04)–20]

41. 42.
0.03 0.04

(1 + 0.025)20 – 1 (1 + 0.075)24 – 1
43. 500 > H(1 + 0.025) 44. 1800 > H(1 + 0.075)
0.025 0.075

(1 – 0.01)–32 – 1 (1 – 0.0625)–12 – 1
45. 3000 > H(1 + 0.01) 46. 160 > H(1 + 0.0625)
0.01 0.0625
43 55
47. 80,000(1 + 0.02) 3 48. 1355(1 + 0.055) 6
– 43 – 29
49. 275,000(1 + 0.01) 3
50. 2650(1 + 0.035) 6
36 Chapter 1 | Review of Basic Arithmetic

­­­
1.5 | Averages
Simple Arithmetic Average (Arithmetic Mean)
The simple arithmetic average of numbers is also often called the arithmetic mean (or mean) of numbers.
It is the sum of all the values of the terms divided by the number of terms added. The answer will always
be larger than the lowest value amongst the terms and smaller than the highest value amongst the terms.
Changing the order of the numbers does not change the average of the numbers and the average of
a list of integers is not necessarily an integer.

Example 1.5(a) Calculating the Arithmetic Average of Numbers

Calculate the arithmetic average of 45, 65, 85, and 90.
Solution 45 + 65 + 85 + 90 285
Arithmetic average = = = 71.25
4 4

Note: The answer is larger than the lowest value of 45 and smaller than the highest value of 90.

A summation method (using the summation notation, Σ) is easily generalized for any number of terms
as follows:

Formula 1.5(a) Arithmetic Average

Sum of all values of terms x + x2 + x3 + ... + xn

Arithmetic Average = = 1 n =
Number of terms

'x1' refers to the 1st term, 'x 2' refers to the 2nd term, etc., and 'xn' refers to the nth term, where 'n' is the
total number of terms.

Example 1.5(b) Calculating the Average Earnings per Day

The following are a worker's earnings for the last five days: $150, $225, $350, $270, and $325. Determine
his average earnings per day.
Solution n
/x i 150 + 225 + 350 + 270 + 325 1320
i =1
Average earnings per day = = = = $264.00
n 5 5

Therefore, his average earning per day is $264.00.

Example 1.5(c) Calculating an Unknown Number Given the Other Numbers and the Average of All Numbers
The average of six numbers is 50. If five of the numbers are 40, 25, 75, 30, and 50, what is the sixth
number?
 Chapter 1 | Review of Basic Arithmetic 37

Solution Let x represent the sixth number.

40 + 25 + 75 + 30 + 50 + x The average of six numbers = 50

= 50
6 Therefore, the sum of six numbers = 50 × 6 = 300
40 + 25 + 75 + 30 + 50 + x = 50 × 6 Or
The sum of five numbers = 40 + 25 + 75 + 30 + 50 = 220
220 + x = 300 Therefore, the sixth number is 300 – 220 = 80
x = 300 – 220 = 80

Therefore, the sixth number is 80.

Example 1.5(d) Calculating the Average of All Numbers Given the Average of Two Sets of Numbers
If the average of a set of three numbers is 45 and the average of a different set of four numbers is 55,
determine the average of all the seven numbers rounded to 2 decimal places.
Solution If the average of a set of three numbers is 45, then the sum of the three numbers would be 45 × 3 = 135.
Similarly, the sum from the set of four numbers would be 55 × 4 = 220.
Now, the average of the seven numbers would be the sum of the seven numbers divided by 7.
135 + 220
= 50.714285... = 50.71
7
Therefore, the average of the seven numbers is 50.71.

Weighted Average (Weighted Mean)

The weighted average is often called the weighted arithmetic mean. It is similar to an arithmetic
average, but instead of each of the data points contributing equally to the final average, some data
points contribute more than others.
When all the values of the terms are not of equal importance, each quantity to be averaged is
assigned a different weighting factor. These weighting factors determine the relative importance of
each value.
If all the weighting factors are equal, then the weighted average is the same as the arithmetic average.
For example, a student's final evaluation in a subject is often based on different components, such as
quizzes, assignments, tests, exams, etc. Each component will be assigned a value by the teacher, which
will help determine the student's final grade earned for the subject.
Quizzes and assignments may be worth a smaller percent of the total grade, compared to major tests
and exams which may carry additional weight in the final grade earned. This means that the tests and
exams carry more importance in determining a student's grade in the subject, although the successful
completion of the other components will allow the student to earn the highest possible grade.
The weighted average is calculated as follows:
If w1, w2, w3, … wn are the weighting factors assigned for the terms and x1, x2, x3, ... xn are the values of
the terms in that order, then,

Formula 1.5(b) Weighted Average

Sum of the weighted values w x + w x + w x + ... + w x

Weighted Average = = 1 1w +2w 2 + w 3 +3 ... + w n n =
Sum of the weighting factors 1 2 3 n
38 Chapter 1 | Review of Basic Arithmetic

Example 1.5(e) Calculating the Weighted Average

The final grade of a subject is determined by three tests and a final examination. Each test is worth
20% and the final exam is worth 40%. A student received 70, 60, and 80 marks out of 100 for the tests
and 95 marks out of 100 for the final exam. Calculate the student's final grade for this subject based on:
(i) The weighted average. (ii) The simple arithmetic average.
Which method is more suitable in this situation and why?

Solution (i) Calculating the weighted average

Value Weight
Terms of terms of terms wi xi
(xi ) (wi)
70 70
Test 1 w1 = 20% 0.20 × = 14%
100 100
60 60
Test 2 w2 = 20% 0.20 × = 12%
100 100
80 80
Test 3 w3 = 20% 0.20 × = 16%
100 100
95 95
Final examination w4 = 40% 0.40 × = 38%
100 100
Σwi = 100% Σwi xi = 80%

n
/ wi xi 80%
Using Formula 1.5(b), Weighted Average = i =1
n = = 80%
/ wi 100%
i =1

(ii) Calculating the simple arithmetic average

70 60 80 95 305
d + + + n d n 305
Arithmetic average = 100 100 100 100 = 100 = × 100% = 76.25%
4 4 400
The simple arithmetic average does not reflect the importance given to the final examination.
The weighted average of 80% reflects the greater importance given to the final exam and is the more
suitable method in this situation.

Example 1.5(f) Calculating the Grade Point Average

Jean, a first semester student at the National College of Business, received the following first semester
marks along with the credit earned per subject.
Subject Percent Mark Credit Hours Earned
English 81% 2
Business Mathematics 97% 3
Marketing 79% 3
Computer Applications 68% 2
Accounting 72% 3
Business Management 75% 4
He planned to transfer to Hollings College of Business that required him to submit a Grade Point
Average (GPA) of his performance. The college uses the students' GPA to assess their overall academic
achievement. When calculating the GPA, the percent mark for each course is first converted into a
grade point. The grade points for all courses are then averaged, weighted by credit hours. The school
provided the following grade point conversion chart to calculate his GPA.
 Chapter 1 | Review of Basic Arithmetic 39

Percent Mark Grade Point

80% to 100% 4.0
70% to 79% 3.3
60% to 69% 2.7
50% to 59% 1.7
40% to 49% 1.2
Based on the above information, calculate his GPA.
Solution
Credit Hours Grade Point × Credit
Grade Point
Subject Percent Mark Earned Hours Earned
(xi )
(wi ) wi x i
English 81% 4.0 2 2 × 4.0 = 8.0
Business Mathematics 97% 4.0 3 3 × 4.0 = 12.0
Marketing 79% 3.3 3 3 × 3.3 = 9.9
Computer Applications 68% 2.7 2 2 × 2.7 = 5.4
Accounting 72% 3.3 3 3 × 3.3 = 9.9
Business Management 75% 3.3 4 4 × 3.3 = 13.2
∑wi = 17 ∑wi xi = 58.4
Using Formula 1.5(b), n
/ wi xi 58.4
Weighted Average = i =1
n = = 3.435294... = 3.44
/ wi 17
i =1
Therefore, his GPA is 3.44.

Example 1.5(g) Calculating the Weighted Average on the Return on Investments

An investment banker assured a wealthy businesswoman, Angel, that she will receive a 14% return on
her investments in a year if she invested her money with them. Angel agreed and invested her savings
with the banker.
The banker created a portfolio of investments for her by investing 30% of it in high-tech stocks, 10%
in oil stocks, 25% in software company startups, and the balance in a savings account. At the end of
the year, the high-tech stocks grew by 18%, the oil stocks dropped by 4%, the investment in software
company startups grew by 32%, and the amount in the savings account grew by 5.5%.
Did Angel's money grow by the amount that was assured to her?
Solution
Investment Return (xi ) Investment (wi ) wi x i
High-tech stocks 18% 30% 0.30 × 18% = 5.4%
Oil stocks –4% 10% 0.10 × (–4%) = –0.4%
Software companies 32% 25% 0.25 × 32% = 8.0%
Savings account 5.5% 35% 0.35 × 5.5% = 1.925%
∑w = 100% ∑wi xi = 14.925%

Using Formula 1.5(b),

n
/ wi xi 14.925%
Weighted Average = i =1
n = = 14.925%
/ wi 100%
i =1

Therefore, Angel's investment grew by 14.925% which was more than the return assured to her.
40 Chapter 1 | Review of Basic Arithmetic

Geometric Average (Geometric Mean)

­­­
When it comes to determining the average rate at which a quantity grows over a time period, the
arithmetic mean is not a good measure. The geometric mean is a better measure, which allows
estimating the average rate of change of growth over that period of time. It is a very useful measure
in accounting and finance. It is used often in financial analysis, when analysts look at processes with
compound interest.
The geometric mean is calculated by multiplying all the values of the terms together and then taking
Geometric mean
1
th
is the n root of the nth root of the result (this is the same as raising the result to the power ), where n is the number
n
the product of n of terms in the dataset.
terms.
If there are n terms (x1, x2, x3, x4, x5... xn), then the geometric mean, G, is:

Formula 1.5(c) Geometric Mean

1
G= n x1 . x2 . x3 . x4 . x5. ... . xn or G = ex1 ∙ x2 ∙ x3 ∙ x4 ∙ x5 ∙ ... ∙ xno n

Note: Geometric mean, 'G', of a set of values is the number 'G' that satisfies

G
x1 ∙ x2 ∙ xx3 ∙. x4 .∙ xx.5. .∙. ..... . . ∙ xxnn = G ×G
 GG××GG
G ×× . .... =G
... = Gnn
1 2 3
n times

Example 1.5(h) Determining the Geometric Mean

Determine the geometric mean of the following five terms: 3, 4, 6, 9, 14.
Solution 1
Using, G = ex1 ∙ x2 ∙ x3 ∙ x4 ∙ x5 ∙ ... ∙ xno
n

1
G = (3 × 4 × 6 × 9 × 14) 5 = 6.187861... = 6.19
Therefore, the geometric mean is 6.19.

Example 1.5(i) Determining the Average Annual Growth Rate

Sam invested $100 for four years. If the growth rate for each year was 10%, 14%, 17%, and 18%, calculate
the average annual growth rate using the geometric mean.

Solution (10% + 14% + 17% + 18%)

The average growth rate using the arithmetic mean = > H = 14.75%
4
However, this is not the correct calculation in this case. The correct calculation is to determine the
geometric mean, as explained below:
End of the first year, the value = 100(1 + 0.10)
End of the second year, the value = 100(1 + 0.10)(1 + 0.14)
End of the third year, the value = 100(1 + 0.10)(1 + 0.14)(1 + 0.17)
End of the fourth year, the value = 100(1 + 0.10)(1 + 0.14)(1 + 0.17)(1 + 0.18)
If 'G' is the average annual growth rate over the four-year period, then
100(1 + G)4 = 100(1 + 0.10)(1 + 0.14)(1 + 0.17)(1 + 0.18)
= 100(1.10)(1.14)(1.17)(1.18)
1
(1 + G) = [(1.10)(1.14)(1.17)(1.18)] 4 = 1.147073...
Therefore, G = 0.147073... = 14.71%
 Chapter 1 | Review of Basic Arithmetic 41

1.5 | Exercises Answers to the odd-numbered problems are available at the end of the textbook.

1. Calculate the arithmetic average of the following numbers:

a. 12, 18, 26, and 32 b. 35.50, 86.25, 75.75, and 12.50

2. Calculate the arithmetic average of the following numbers:

a. 50, 45, 72, and 86 b. 120.70, 118.25, 110.75, and 95.50
3. The number of hours Yara worked each of the last four weeks were: 40 hours, 35 hours, 37.5 hours, and 36 hours.
Determine the average number of hours she worked per week.
4. It took Alexus the following times to commute to her office on four different days: 45 minutes, 55 minutes, 30 minutes,
and 47 minutes. What is the average time it took her to commute to work?
5. The average of five numbers is 120. If four of the numbers are 118, 130, 125, and 110, what is the fifth number?
6. The average of four rates is 5.5%. If three of the rates are 6.25%, 4%, and 6.5%, what is the fourth rate?
7. The mean of 6 numbers is 50. If one of the numbers is excluded, the mean reduces by 5. Determine the excluded
number.
8. The mean of 5 numbers is 27. If one of the numbers is excluded, the mean reduces by 2. Determine the excluded
number.
9. The average monthly salary of 50 people is $4200. The average monthly salary of 42 of them is $3500. Calculate the
average monthly salary of the remaining 8 people.
10. The average mark for a class of 40 students is 74. The 15 male students in the class have an average mark of 70. Calculate
the average mark of the female students in the class.
11. The average of a set of four numbers is 60 and the average of a different set of two numbers is 50. Determine the average
of all six numbers. Round your answer to two decimal places.
12. The average of a set of three grades is 85.5% and the average of a different set of four grades is 91%. Determine the
average of all seven grades. Round your answer to two decimal places.
13. A footwear retailer sold 10 pairs of sneakers for $50 each, 14 pairs of leather shoes for $150 each, 3 pairs of boots for
$225 each, and 6 pairs of sandals for $25 each. Calculate the average price of shoes sold based on:
a. Weighted average. b. Simple arithmetic average.
Which method is more suitable in this situation and why?
14. A call center has four categories of employees, each paid a particular wage. Managers are paid $25 an hour, clerks $16
an hour, technicians $20 an hour, and administrative assistants $14 an hour. The call center has 3 managers, 22 clerks,
4 technicians, and 6 administrative assistants. Calculate the average pay per employee based on:
a. Simple arithmetic average. b. Weighted average (category of employees).
Round your answer to the nearest cent.
15. The manager of a sporting goods store was given the following data regarding the sales made for the month of March.

Product Price per unit Items sold

Snowboards $450.00 30
Skis $175.00 18
Rollerblades $230.00 22
Basketballs $65.00 43
What was the average price per unit sold in March? Round your answer to the nearest cent.
16. Anthony invested 40% of his money in mutual funds, 30% in real estate, and the balance in stocks. If the value of the
money that he invested in mutual funds, real estate, and stocks grew by 4%, 6%, and 9%, respectively, what was the
average growth on his total investment?
42 Chapter 1 | Review of Basic Arithmetic

17. Calculate the geometric mean for the following sets of data. Express the final answer rounded to two decimal places.
a. 4, 36 b. 2, 4, 8 c. 1.10, 1.16, 1.13, 1.18
18. Calculate the geometric mean for the following sets of data. Express the final answer rounded to two decimal places.
a. 9, 25 b. 4, 6, 8 c. 1.08, 1.09, 1.05, 1.12
19. Henry invested $12,800 for three years. If the growth rate for each year was 5%, 6%, and 8%, calculate the average
annual growth rate using the geometric mean.
20. Amanda invested $10,000 for four years. If the growth rate for each year was 3%, 5%, 6%, and 9%, calculate the average
annual growth rate using the geometric mean.

1 | Review Exercises
Answers to the odd-numbered problems are available at the end of the textbook.

1. Determine the answers to the following and round to For Problems 9 to 12, express your answer as a mixed
two decimal places: number.
1 1 1 3
a. 75.45 ÷ 12 b. 845 ÷ 365 9. Abigail worked 9 2 , 5 2 , 7 4 , and 5 4 hours during the last four
c. 29.25 ÷ 4 d. 48,000 ÷ 26 days. Calculate the total number of hours she worked
during the four days.
2. Determine the answers to the following and round to
two decimal places:
10. Emily worked 3 34 , 4 14 , 1 12 , and 2 12 hours overtime during the
a. 125.71 ÷ 4 b. 775 ÷ 365
last four days. Calculate the number of overtime hours she
c. 56,000 ÷ 52 d. 142.75 ÷ 12 worked during the four days.
3. Determine the answers to the following and round to
11. John received a scholarship of $6000. Two-thirds of
the nearest cent:
this amount was spent on tuition and one-fourth of the
a. $28.39 × 1.50 b. $37.48 × 2.00 remaining amount was spent on books. What was the
c. $40.75 × 2.25 d. $25.56 × 19.50 amount of the scholarship with which he was left?

4. Determine the answers to the following and round to 12. Alyssa spent half of her bonus amount of $3500 on a
the nearest cent: vacation and invested one-third of the remaining in a
a. $37.50 × 1.50 b. $37.45 × 12.25 mutual fund. What was the amount of the bonus with
which she was left?
c. $91.38 × 6.50 d. $2.25 × 9.75
13. Evaluate the following:
5. Determine the least common multiple (LCM) of the
following: a. (5 + 4)2 – 43 ÷ 8 + 3
a. 44, 60 b. 9, 36, 64 c. 90, 165 b. (6 × 3 – 8)2 ÷ (23 × 5 – 3 × 5)
6. Determine the least common multiple (LCM) of the 14. Evaluate the following:
following: 2
a. 16 ÷ 4 × 2 – (7 – 5)
a. 24, 40 b. 9, 12, 15 c. 80, 120
b. (23 – 3)2 – 5 × 20 ÷ (33 – 2)
7. Determine the greatest common factor (GCF) of the
following: 15. Evaluate the following and round the final answer to
a. 15, 25 b. 6, 8, 10 c. 25, 125, 200 two decimal places:
–9
8. Determine the greatest common factor (GCF) of the a. 150,000(1 + 0.0575)
following: 800[(1.005)48 – 1]
a. 14, 49 b. 12, 18, 20 c. 30, 75, 180 b.
0.005
 Chapter 1 | Review of Basic Arithmetic 43

16. Evaluate the following and round the final answer to 20. The average mark of fourteen students in a class was
two decimal places: 75%. Another student took a make-up test and the class
a. 80,000(1 + 0.0375)
–24 average decreased by 1%. What was the mark of the
fifteenth student?
250[(1.0025)120 – 1] 21. A store sold 20 shirts at $20 each, 35 shirts at $25
b.
0.0025 each, and 40 shirts at $30 each. Calculate the weighted
17. The average monthly salary of five employees is $4500. average selling price per shirt.
Four of the employees' monthly salaries are $4230,
$3730, $3970, and $5420. Calculate the monthly salary 22. In a company, 15 employees are paid $16 per hour, 11
of the fifth employee. employees are paid $22 per hour, and 14 employees are
paid $25 per hour. Calculate the weighted average hourly
18. The average age of six employees is 35 years. The ages of rate of the employees rounded to the nearest cent.
five employees are 28, 32, 40, 38, and 27. Calculate the
age of the sixth employee.

19. In a survey, ten people were found to have an average

weight of 72 kg. When another person joined the survey,
the average weight of the eleven people decreased by 2
kg. Calculate the weight of the eleventh person.

1 | Self-Test Exercises
Answers to all the problems are available at the end of the textbook.

1. Peter earns $37.56 per hour. Last week he worked 32.50 8. Evaluate the following and round the final answer to two
hours. Calculate his pay rounded to the nearest cent. decimal places:
1500[1 – (1.02)–60]
2. Estimate by rounding each number to the nearest thousand: a.
0.02
66,541 + 7891 + 19,725 – 13,978 – 2495
0.09 2 0.06 3
b. 2500d1 + n d1 + n
3. Determine the least common multiple (LCM) of the 4 2
following:
a. 18, 24 b. 4, 10, 16 c. 18, 36, 64 9. The average sales that a business made was $42,525 for the
first three months and $37,775 for the next nine months
4. Determine the greatest common factor (GCF) of the
of the year. Calculate the average sales for the entire year.
following:
a. 16, 20 b. 14, 35, 70 c. 24, 36, 48
10. Henry received the following marks on his first three
5. 1 3 math tests: 85%, 94%, and 89%. What mark must he
Three software developers worked 37 2 hours, 22 4
1 receive on his fourth test to have an average of exactly
hours, and 31 4 hours, respectively, to develop an online
90% on the four tests?
course. If they were each paid $20 per hour, how much
did they receive in total? 11. Calculate the geometric mean for the following data sets:
1 1 1
a. 16, 81 b. , ,
6. 3
It took three management consultants 17 4 hours, 23 4
1 4 6 8
1
hours, and 25 2 hours, respectively, to create a business 12. Benedict invested in 250 shares of Company A at $15 per
plan. If they were each paid $100 per hour, what was the share, 300 shares of Company B at $25 per share, and
total amount paid to them? 150 shares of Company C at $35 per share. Calculate the
weighted average price per share.
7. Evaluate the following:
2 3
a. 4(8 × 3 – 4 ) ÷ (10 + 2 × 3)
b. 100 ÷ (2 + 3)2 – 32 ÷ 3
44 Chapter 1 | Review of Basic Arithmetic

1 | Summary of Formulas
Arithmetic Average | 1.5(a)

Sum of all values of terms x + x2 + x3 + ... + xn

Arithmetic Average = = 1 =
Number of terms n

Weighted Average | 1.5(b)

Sum of the weighted values w x + w x + w x + ... + w x

Weighted Average = = 1 1w +2w 2 + w 3 +3 ... + w n n =
Sum of the weighting factors 1 2 3 n

Geometric Mean | 1.5(c)

1
G= n x1 . x2 . x3 . x4 . x5. ... . xn = ex ∙ x ∙ x ∙ x ∙ x ∙ ... ∙ x on
1 2 3 4 5 n
Chapter 1 | Review of Basic Arithmetic 45