EVALUATING

ACADEMIC READINESS
FOR APPRENTICESHIP TRAINING

MATHEMATICS SKILL # 1
WHOLE NUMBER OPERATIONS

AN ACADEMIC SKILLS MANUAL

for
CONSTRUCTION AND MAINTENANCE ELECTRICIAN
&
INDUSTRIAL ELECTRICIAN
APPRENTICES

Workplace Support Services Branch

Ontario Ministry of Training, Colleges and Universities

Revised April 2001

In preparing these Academic Skills Manuals we have used passages, diagrams and questions
similar to those an apprentice might find in a text, guide or
trade manual. The information in them is not intended to instruct
you in your trade. Trade related material is used only to
demonstrate how understanding an academic skill will help
you find and use the information you need.
MATHEMATICS SKILL #1:
WHOLE NUMBER OPERATIONS

Academic Skills Manuals provide information

about academic skills required by
Construction and Maintenance Electrician &
Industrial Electrician Apprentices

INTRODUCTION long, work on one or two sections at a time.

Read the explanation for each section and
Electricians need to do simple addition, follow the steps in each example.
subtraction, multiplication and division both
on the job and in everyday activities. Look at and understand the examples as you
Feeling competent in these basic skills gives read the explanations. Do some of the
you the foundation to can add a bill, read a example questions. Solve the sample
blueprint or calculate how much wire or questions on your own. Glance at the
conduit is needed for an installation. Your solutions and explanations when you need
electrician course includes more difficult to. This is the best way to make sure that
mathematical calculations using fractions, you understand how to do the questions.
decimals, measurement and equations. But, When you are sure that you understand do
you can’t solve these more complex the section questions. Check the answers as
problems until you are sure of the basics. you work through the questions.

You probably learned the basic math TABLE OF CO NTENTS

operations at one time. But if you have not
PLACE VALUE . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
have done any math for a while, you may be
a little rusty. It’s always a good idea to do ADDITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
math in pencil and have an eraser handy so
you can easily make changes in your work. SUBTRACTION . . . . . . . . . . . . . . . . . . . . . . . . . . 6

MULTIPLICATION . . . . . . . . . . . . . . . . . . . . . . 10
This skill manual reviews the whole number
operations of addition, subtraction, DIVISION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
multiplication and division using step by
step explanations. If you only need a quick ROUNDING OFF NUM BERS . . . . . . . . . . . . . . 25
review, read the explanations and do the USING A CALCULATOR . . . . . . . . . . . . . . . . . 27
questions. Check your answers at the end of
each section. If you have any difficulties, go ANSWER PAGE . . . . . . . . . . . . . . . . . . . . . . . . . 29
back and study the examples more carefully.

If you haven’t done much math in a while,

you might want to work through the entire
skill manual. Because this skill manual is

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 1
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

PLACE VALUE Table 1 shows the place value of each digit

in the seven digit number 4 782 951.
Whole numbers are the numbers you count
with. If you have 24 nails, the number of TABLE 1: PLACE VALUES FROM ONES TO MILLIONS
nails is, of course, twenty-four. Each

hundred-thousands

ten-thousands

thousands

hundreds

tens
ones
number symbol we use to write a number,

millions
such as 24, is called a digit. The digits are
the numbers from 0 to 9.

You know the names of numbers that stand

for different amounts up to at least a million.
However, you didn’t have to learn a million
4 7 8 2 9 5 1
different names because our system of
counting is based on where each digit in a
number is placed. We call this place value. We sometimes refer to the place value
In any number, each digit has a value that column that a digit occurs in. In the number
depends on the place where it occurs in the above, we say that 5 is in the tens column,
number. the second column from the right side of the
number. The “tens column” means the same
In the number 365: as the “tens place value”.
• The place value of the digit 5 on the
right hand side is called the ones place; To write the number twenty-four using
it represents 5 ones. number symbols or digits, you write 2 to
• The digit 6 to the left of the ones place is show the two tens and 4 to show the four
in the tens place; it represents 6 tens, or ones. To write a number that represents the
60. contents of a package of three hundred,
• The digit 3 is in the hundreds place; it sixty-five bolts, you put the hundreds (3) at
represents 3 hundreds, or 300. the left hand side, the tens (6) to the right of
• The number 365 is made of 3 hundreds, the hundreds and the ones (5) to the right of
6 tens and 5 ones. the tens.

In a larger number: If you need information on how to read large

1. The thousands place is to the left of the numbers, read the following. Otherwise, go
hundreds place, a digit here represents ahead to addition on the next page.
the number of thousands.
Place Value and R eading Larg e Nu m bers
2. The ten thousands place is to the left of
W e read and sa y the parts of a numbe r from left to
the thousands place, right. (Re fer to T able 1 as you read the following. )
3. The hundred thousands place is to the To read a number such as 4 782 95 1, we first say the
left of the ten thousands place, number of millions, which is four million, then we
4. The millions place is to the left of the group all the thousands together as seven hundred and
eighty-two thousand.
hundred thousands place.
5. Then ten millions, hundred millions, Next we say the number of hundreds, which is nine
etc. hundred, and lastly we group the tens and ones
together as fifty-one. We read this number as four

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 2
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

million, seven hundred and eighty-two thousand, nine Use Table 2 to practice basic addition facts.
hundred and fifty-one. Add the numbers from the left hand column
If there were more m illions place values, they would
to the number from the top row. The answer
be grouped in the sam e way as the thousands: appears where the row of the first number
millions (4 000 00 0), ten millions (14 000 00 0) and intersects with the column of the second.
hundred millions (614 0 00 000). B illions, trillions, For example, to add 6 and 7, look to where
and so on follow the same pattern. the row 6 and column 7 meet. The answer
Although we write large numbers in the same way as
13 is there. Add the other numbers from the
described above, we group the d igits together in top row to each of the numbers in the first
threes from the right side. Each group is separated by column, covering the answers with a file
either a comma or a space. See how we wrote the card. Uncover the answers to check as you
examples of the millions place values in the go. Redo the answers you get wrong. Make
paragraph above.
up your own practice table and fill it in.
To add, subtract or multiply larger numbers, start on
the right hand side, in the ones column and work Once the basic addition facts have been
across to the left through the tens column, the memorized, you can start adding larger
hund reds c olumn, the thousand s colum n, and so on. numbers as shown in the following example.
To do long division, start at the left hand side.

Example: 395 + 834

ADDITION OF WHOLE NUMBERS
Line up the two numbers so the ones digits are in the
Addition starts with memorizing the basic same column, the tens digits are in the same column,
addition facts. Use a chart like Table 2 to etc. Start by adding the digits in the ones column:
learn and memorize basic addition facts.
395 5 + 4 = 9, write the 9 in the ones
TABLE 2 : ADD ITION FA CTS 834 column in the answer line
+ 1 2 3 4 5 6 7 8 9 9
1 2 3 4 5 6 7 8 9 10
Now ad d the digits in the tens column.
2 3 4 5 6 7 8 9 10 11
395 9 + 3 = 1 2, write the 2 in the
3 4 5 6 7 8 9 10 11 12
834 tens column in the answer line
4 5 6 7 8 9 10 11 12 13 29
5 6 7 8 9 10 11 12 13 14 W e have to do something with the 1 in the tens place
from the answ er 12 .
6 7 8 9 10 11 12 13 14 15

7 8 9 10 11 12 13 14 15 16 Important: Any digit or digits in your individual

answer larger than the o nes place is carried to, or
8 9 10 11 12 13 14 15 16 17 written over the top o f, the next column. In this case
it is carried to the hundreds column. It is then added
9 10 11 12 13 14 15 16 17 18 with the other digits in that column.
1
Note: Rows go across the table horizontally. 395 add the hundreds column,
Columns go do wn the table vertically. 834 including the carried digit
1229 1 + 3 + 8 = 12

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 3
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

W rite the complete answer 12 in the answer line, as Problem solving: Sometimes you are given
there are no more columns to add. a list of numbers to add. At other times you
may be given information in a problem and
To add more than two whole numbers, be expected to figure out what numbers to
follow the same procedure: add on your own. You may have to figure
1. Write the numbers in columns, lining up out credit card charges, mileage, or overtime
the ones, tens, etc. hours.
2. Add the digits in the ones column.
3. Write the ones digit from your first For example, you get paid milage for the
answer below the line in the ones driving done while on the job. Last week
column. Carry any extra digits above the you drove 45 kilometers on Monday while
next column. getting to different jobs, 56 on Tuesday, 21
4. Add the digits in the tens column, on Wednesday, 9 on Thursday, and 33 on
including any carried digits. Write the Friday. To record your total milage for the
ones digit from this answer on the week, you have to add all of the milage
answer line below that column. Carry numbers together to get 164 kilometers.
any other digits to the next column if
necessary. To solve an addition problem, read through
5. Continue adding the hundreds digits, the the question first. Decide what needs to be
thousands digits, etc, in the same way, found. Set up the addition question using
writing the ones digit from each answer the facts and information given. Complete
in its column and carrying other digits to the addition to find the answer.
the next column.
The questions that follow test how well you
Example: Add: 774 + 893 + 1342 + 56 remember the basic addition facts. The
problems test how well you can find the
2 21
answer by first figuring out what to do with
774 given information. Check your answers
893 often as you work to see if you are on the
1342 right track. If you get wrong answers, make
56 sure your basic addition fact are correct and
3065 then look back at the examples.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 4
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

TO ADD WHOLE NUMBERS:

1. Memorize the basic addition facts.
2. Put the numbers in columns, lining up ones under ones, tens under tens and so on.
3. Add up each column, starting with the ones column. Write the ones digit from each
individual answer under the column just added. If the sum of any column is ten or more,
carry the other digit(s) to the next column. Add in the carried digit(s) when you add the
next column.
4. Continue until all the columns are added.
5. When the last column is added, write all the digits from the individual answer in the
answer line.

PRACTICE WITH ADDITION: Answers are on the last page of the skill manual.

1. Add the following numbers.

a) 38 b) 275 c ) 429
+ 46 + 98 32
+ 8

d) 5 + 81 + 3357 + 274 e) 6723 + 466 + 28 + 93 f) 976 + 40883 + 54

g) 5853 h) 9075 i) 39 j) 450

724 8731 492 3000
1275 + 553 78 90
+ 651 +6 120
+ 8010

Solve the following problems.

2. John worked the following hours in one week: 8 hours, 10 hours, 9 hours, 6 hours, 7 hours.
How many hours did he work that week?

3. A job required the installation of several pieces of wire. The pieces measured 48 meters, 86
meters, 32 meters and 21 meters. What was the total length of wire required?

4. Hanging different lengths of cable on a certain job required the following number of clips:
254 clips for the first piece, 310 clips for the second piece,108 clips for the third piece, 567
clips for the fourth piece and 398 clips for the fifth piece. What was the total number of clips
required?

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 5
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

SUBTRACTION OF WHOLE NUMBERS that space is 7, which is the answer to 12 !

5. So 12 ! 5 = 7. Practice by writing out
Subtraction means to find the difference in the basic subtraction facts. Use the table to
value between two numbers. For example check your answers until you get all the
we subtract to find the difference between answers correct.
six and four.
Important fact: Any number subtracted
Writing a subtraction question from itself equals 0. 5 -5 = 0. The addition
When you add, it doesn’t matter what order table doesn’t show this.
you write the numbers but when you
subtract, the order is important. When Once you know the basic subtraction facts,
subtracting whole numbers, the larger you can use them to subtract larger numbers.
number is usually written first. The second To set up the subtraction question, write the
number in a subtraction question has a numbers in columns so the place values are
minus sign (! ) in front of it. lined up.

Example: 6 ! 4 is read as six minus four, Use the subtraction facts to subtract the
or four subtracted from 6. bottom digit from the top digit, starting at
the ones column, until all the lined up digits
Subtraction is closely related to addition have been subtracted. The following
You can think of the parts of a subtraction examples show how.
question as being the answer to an addition
question minus one of two numbers that Example: 8687 ! 7153
were added to get it as an answer.
First write the numbers in columns with the
corresponding place values lined up.
Example: Subtract 6 ! 4.
6 is the result of adding 4 and an
8687
unknown number !7153

To get the subtraction answer, you find the Start subtracting, beginning in the ones column. 7 !
other number that was added to get that 3 = 4. W rite the 4 in the answer line below the ones.
addition answer.
8687
!7153
Example: Subtract 6 ! 4. 4
To get 6 we add 4 and 2 so,
6!4=2 Continue subtracting in the tens column. 8 ! 5 = 3 .
W rite this answer in the answer line below the tens.

You can use the addition table (Table 2) to In the hundreds column, 6 ! 1 = 5. Write this answer
memorize the basic subtraction facts. To under the hun dreds.
subtract 5 from 12 (12 ! 5), locate 5 on the
top row of the addition table and move In the thousands column, 8 ! 7 = 1 . Write this
down the column below the 5 until you find answer in the thousands place in the answer line.
12. Move across the row that 12 is in to the
The final answer looks like this:
farthest left hand column. The number in

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 6
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

8687 In the tens place, you can’t subtract 3 ! 8. Borrow 1

!7153 from the 6, the next digit to the left, which is in the
1534 hundreds column.

In this example, each digit in the top number W rite the 1 in front of the 3 to make it 13.
Cross out the 6 and rewrite it ab ove as 5.
was larger than the digit on the bottom. Subtract 13 ! 8 in the tens column.
However, a digit in the top number can often 5
be smaller than the bottom digit in the same 6 137 13 ! 8 = 5
column. If the top digit is smaller than the !484
bottom digit, you have to borrow from the 53
top digit in the next higher place value.
Subtract 5 ! 4 in the hundreds column.
5
Here are the basic steps used when
6 137 5!4=1
borrowing: !484
1. If the top digit is smaller than the botto m digit in
153
any column, borrow 1 from the top digit in the
next co lumn to the left.
2. W rite the 1 in front of the digit that is too small. Here is another example:
For example, if in a column the top digit is 4 and
the bottom digit is 6, make the 4 into 14 by 476
putting the borrowed 1 in front of it. !382
3. Now you can subtract 14 ! 6. 4
4. The digit in the column that you borrowed from
becomes one digit less. If the digit you borrowed You can subtract 6 ! 2 = 4 but 7 ! 8 won’t work.
from was 8, you cross out the 8 and write 7 Borrow from the 4 in the hundreds column so 7
abo ve it. becomes 17. Now subtract. 17 ! 8 = 9
5. Continue subtracting in the next column where
you crossed out the 8 and made it a 7. Subtract 3
whatever digit is on the bottom of the column 4 176
from the 7 o n the top . !3 82
6. If the bottom digit is larger than 7, repeat the 94
process of borrowing from the next column. If
this is the case, the borrowed 1 goes in front of The 4 that you borrowed from in the hundreds
the 7 to make it 17. column becomes 3. Now subtract. 3 ! 3 = 0. Since
7. If the digit you are borrowing from is a 0, you the zero comes at the beginning of the number, you
will need to borrow from the next column to the do not need to write it down. 94 is the answer.
left. The 0 becomes 10. Now you can borrow
one from 10; the 10 becomes 9.
Here is an example of borrowing from
zero:
Example: Find 637 ! 484.
601
First write the num bers in colum ns. !382
Start subtracting in the ones column. 7 ! 4 = 3 .
W rite 3 in the answer line below the ones. You can’t subtract 1 ! 2 so you have to borrow.

637 You can’t borrow from 0 so look to the hundreds

!484 column. Borrow 1 from 6 . The 6 becom es 5 and the
3 0 becomes 10.

Now borrow from 10 making it 9.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 7
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

5 9 W hen there are several zeros and you have to borrow,

6 10 11 you borrow from the first column with a digit larger
!3 8 2 than zero. The first zero to the right of that becomes
219 10 so borrow 1 from it, making it 9.

The other zeros become 9's in the same way until you
Here is an example where you have to
reach the digit where you started borrowing, on the
borrow several times: right. Now yo u can subtract.

453301 6 9 9 10 ! 5 = 5
!370459 7 10 1010 9!1=8
!215 9!2=7
You can’t subtract 1 ! 9. Borrow from the 0 in the 6785 6!0=6
tens co lumn.
That can’t be done, so borrow 1 from the 3 in the
hundreds column. The 3 becomes a 2. The 0
Example:
become s 10.
104
Now borrow 1 from the 10 so that the 1 in the ones !76
column becom es 11. The 10 b ecomes a 9. The
question looks like this so far: You need to borrow but the tens digit is a 0.
Cross out until you come to a digit gre ater than zero .
2 9 Make that digit one less and make all the zeros you
45330 11 11 ! 9 = 2 crossed out into 9's.
!370459 9!5=4
42 Remember, if the first digit greater than zero is 1, as
in this case, it becomes one less or 0, so the 9 is the
You can’t subtract 2 - 4 in the hundreds column so we last digit on the top.
have to borrow again. The 2 becomes a 12 and the 3
in the thousand s colum n bec ome s a 2. Continue to 9
subtract. The question now looks like this: 10 14 14 - 6 = 8
-76 9-7=2
2 12 9 28
45330 11 12 ! 4 = 8
!370459 2!0=2
2842

In the ten-thousands column, you can’t subtract 5 !

7. You have to borrow again. The 5 become s 15 and
the 4 in the hundred-thousands column becom es one
less or 3. The final answer looks like this:

3 2 12 9
4 15330 11 15 ! 7 = 8
!3 70459 3!3=0 don’t write this final 0
82842

Here is an example with several zeros:

7000
!215

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 8
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

TO SUBTRACT WHOLE NUMBERS:

1. Memorize the basic subtraction facts.
2. Line up the numbers you are subtracting, placing ones under ones, tens under tens etc.
3. Start subtracting in the ones column, and work to the left.
4. If any digit on the top is smaller than the digit on the bottom, borrow 1 from the number in
the next column, reducing the digit in that column by 1, and place the borrowed 1 in front
of the digit you are subtracting from. For example, 1 placed in front of 6 will change it
into 16.
5. If the number that is to be borrowed from is 0, move to the left until you reach a digit that
is not zero. Reduce that digit by one and change the zeros to 9's.

PRACTICE WITH SUBTRACTION: Answers are at the end of the skill manual. Check
your answers as you work.

5. Subtract.
a) 56 ! 23 b) 345 ! 34 c) 84 subtract 46 d) 450 ! 226

e) 255 ! 37 f) 634 minus 369 g) 200 ! 124 h) 6841 ! 2346

i) 708 j) 1250 k) 500 l) 1004

! 523 ! 389 ! 347 ! 657

6. 348 centimeters of conduit are cut from a piece that was 500 centimeters long. How long is
the piece of conduit that is left?

7. If the width of one transformer box is 41 inches, and the width of another is 18 inches, how
much wider is the first box than the second box?

8. A roll of wire is 235 meters long. Pieces measuring 54, 26, 43 and 12 meters are cut off the
roll. How many meters of wire are left on the roll after cutting off the four pieces?

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 9
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

MULTIPLICATION OF WHOLE The following example shows the steps

NUMBERS used when the multiplier has one digit:

Before doing longer multiplication 76

questions, you have to know the basic x3
multiplication facts. A multiplication table
can help you memorize them. To use the Start by multiplying the ones digit in the number on
multiplication table below, take any number top b y 3. 6 time s 3 = 1 8. W rite only the ones digit
from this answer, which is 8, in the ones place in the
in the top row and multiply it by any number answer line.
in the left hand column. The answer goes in
the space where the lines extending from 1
both numbers intersect. Fill in Table 3 76
x3
below, checking your answers with the 8
completed table on the last page of the skill
manual. Practice any facts you aren’t sure of If there is a tens digit in the answer to any individual
by writing them out. step, you must carry it.

TABLE 3 : MU LTIPLICATIO N FA CTS To carry in multiplication:

< place the tens digit from the answer
x 1 2 3 4 5 6 7 8 9 < above the digit to the left of the digit you have
just multiplied.
1 1
In our example, the 1 from the 18 is carried above the
2
7, which is the digit next in place value to the digit
3 that was just multiplied.

4 Next, multiply the 7 times 3. The digit that was

carried above the 7 is added to the answer. Add the
5 carried 1 to get 22. Write 22 in the answer line to the
left of the 8.
6

7 1
76 7 x 3 = 21
8 x3 21 + 1 = 22
228
9
Here is an example with two digits in the
Important Fact: Zero multiplied by any multiplier:
number always equals zero.
89
x 35
Once you know the basic multiplication
facts, you can use them to multiply larger Multiply first by the ones digit, which is 5. M ultiply
numbers. Start by writing the two numbers 89 times 5 as in the last example. Start by
to be multiplied, one under the other, with multiplying 9 x 5.
the place value columns lined up. Usually
4
we write the larger number on top, although
89 9 x 5 = 45
it doesn’t matter to the answer. The bottom x 35
number is called the multiplier. 5

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 10
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

W rite the 5 from the answer 45 in the answer line and x 35 24 + 2 = 26

carry the 4 above the 8. Now multiply 8 x 5. 445
2670
4
89 8 x 5 = 40 Now ad d the two answer lines together.
x 35 40 + 4 = 44
445 89
x 35
Add the carried 4 to 40 and write do wn 44 to the left 445
of the 5 alread y on the answer line to ge t 445 . This + 2670
completes the first answer line. 3115

Here are three general steps in multiplying by the W hen there are more than two digits in the multiplier,
next digit, which is the tens digit: continue to add another answer line for each d igit.
< The seco nd answer line, obtained when 89 is < Use one mo re zero place holder in each answer
multiplied by 3 , is calculated in a similar wa y to line. Since the second answer line had one zero,
the first line. Both digits in 89 are multiplied the third answer line will have two zeros to hold
separately by the 3, starting with the 9 on the place .
right hand side (the ones plac e). The answer is < The fourth answer line will have three zeros and
put on a second answer line below the first. so on .
< Before writing the answers in the second answer < To complete the question, add the individual
line, write down a zero. This zero holds one answe r lines together at the end .
place value because the 3 you are multiplying by
is actually 3 0. (It is in the tens plac e.) Here is an example with three digits in the
< Also, erase or cross out the carrying from the
first line so you don’t get mixed up. When you
multiplier:
feel more confident, you can keep track of the
carrying in your head. 654
x 821
Now we will continue multiplying the example using
the steps abo ve. M ultiply 89 by 3, the next digit in Start with the ones column. Multiply each digit in the
the multiplier. Start by multiplying 9 x 3. 9 x 3 = 27 top number by each digit in the multiplier, starting
with the ones digit.
Before writing down the 7 (from the 27) in the second
answer line, first write a 0 in the ones column as a Carry any tens digit to add to the next answer.
place holder. Then write the 7 next to the 0. Make a new answer line each time you multiply by
another digit in the multiplier.
2
89 9 x 3 = 27 Use zeros as place holders in the second, third, etc.
x 35 answe r lines.
445
70 Add all the answer lines together.

Carry the 2 (from the 27) and put it above the next
digit to b e multip lied, which is 8. R emembe r to add it
to the answer.

No w multiply 8 x 3. 8 x 3 = 24. A dd the carried 2 to

get the answer 26. P ut the 26 to the left of the 70 to
get 26 70 as your second answer line.

2
89 8 x 3 = 24

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 11
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

4 3 Here is an example in which the

1
654
multiplier has zeros in it:
x 821
654 21
13080 use 1 zero as a place holder 32
+ 523200 use 2 zeros as place holders 1952
536934 x 3040
0000 zero times any numb er is 0
78080 use 1 zero as place holder
000000 use 2 zeros as place holders
5856000 use 3 zeros as place holders
5934080 add all the answer lines

TO MULTIPLY WHOLE NUMBERS:

1. Write the two numbers so they are lined up one underneath the other. Usually the larger
number is on top, although it doesn’t make any difference in the final answer.
2. If the multiplier has one digit, multiply each digit in the top number by the multiplier,
starting at the right side. Write the answer to each individual multiplication step on the
answer line, also starting at the right. If an answer to any individual step has two digits,
write only the ones digit on the answer line and carry the second (tens) digit above the next
digit to be multiplied. After multiplying the next digit, add the carried number to the
answer before writing it down.
3. If there is more than one digit in the multiplier, multiply the top number by the second digit
in the multiplier in the same way. Write the answers to the individual multiplication steps
in a second answer line below the first. Before writing the answer, put a zero on the right
side of the answer line as a place holder.
4. Continue multiplying the top number by each digit in the multiplier in the same way,
putting one additional zero in each subsequent answer line.
5. Add all the answer lines together to get your final answer.

PRACTICE WITH MULTIPLICATION: Answers are at the end of the skill manual.

9. Multiply.
a) 364 x 8 b) 405 x 9 c) 21 x 15 d) 700 x 35

e) 62 f) 831 g) 8007 h) 379

x 43 x 29 x 44 x 60

i) 400 j) 4751 k) 5463 l) 405

x 600 x 65 x 720 x 906

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 12
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

10. A clip hanger is required every 3 feet to support a conduit. If you used 128 clips, how many
feet of conduit did you hang?

11. A box holds 18 screws. There are 15 full boxes on the shelf. How many screws are there in
total?

12. If Joseph drives 23 km to work one way, how many kilometers does he drive each week if he
works five days a week?

13. An electric motor turns 850 revolutions per minute. How many revolutions will it turn in 14
minutes?

DIVISION OF WHOLE NUMBERS Reading and Writing Division Questions

Division questions can be written several
Division is related to multiplication. You different ways. Here are some examples:
can think of a division question as the
answer to a multiplication question and one Divide 45 by 9.
of the multipliers. To solve the division
question, you actually have to find the other 628 ÷ 64 Read as 628 divided by 64.
multiplier that gave the answer. For this
reason, it is important to write the numbers 30/6 Read as 30 divided by 6.
in division questions in the correct order. It
is also important to know the multiplication Read as 72 divided by 8. Notice
tables. (If you are unsure of the multiplication
that the number in the box is read
facts, make your own table on a file card, like the one
first.
on th e answer pag e. Kee p it for reference.)

You need to know the basic division facts This last form, which uses a division box, is
(or have a multiplication table nearby) to get the usual way to write a division question in
started in division. order to solve it.

For example, to find the answer to 27 When you use a calculator to divide, it is
divided by 9, we regard 27 as the important to key in the numbers in the
multiplication answer and 9 as one of the correct order. You must key in the numbers
multipliers. We want to find what 9 was in the same order as the four examples
multiplied by to get 27. Since 9 x 3 = 27, above.
we know that 3 is the other multiplier. The
answer to 27 divided by 9 is 3. Division questions can also be worded like
this: “7 divided into 56.” or, “ How many
times does 7 go into 56?” If you are

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 13
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

dividing with a calculator when the question saying 72 divided by 8. However, for each
is worded in this way, you must change the individual step of a question using a division
order of the two numbers so that they read box, you can say to yourself, “How many
56 divided by 7 before keying them in. times does 8 go into 72?”

To talk about division, it is helpful to know

two terms. In the expression 45 ÷ 9, the first
number, 45, is called the dividend. It is the
number that you are dividing into and it goes
inside the box when you write the question
like this:

The number after the division sign (÷) is

called the divisor. It is the number that you
are dividing by. The divisor, 9, goes to the
left of the box.

To divide by a number with one digit, as in

our example 45 ÷ 9, you ask yourself what
you multiply 9 by to get 45. To get the
answer 45 when one of the multipliers is 9,
the other multiplier has to be 5. So, by
reversing 9 x 5 = 45, we get 45 ÷ 9 = 5.

Here are some important division facts!

Any number divided by itself is 1.

(9 ÷ 9 = 1)

Any number divided by 1 is that number.

(5 ÷ 1 = 5) Once you can do the basic division questions
above, you can start to do longer division
Zero divided by any number is 0. questions.
(0 ÷ 7 = 0)
Example: Divide 426 by 6.
A number can’t be divided by 0.
(8 ÷ 0 doesn’t have an answer) Start by writing the question in box form.

Answer these division questions to become

familiar with the basic division facts. Use
Table 3 (Multiplication Facts) to check your
answers. Set up the question 72 ÷ 8 by

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 14
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

Step One: With longer division questions line under it. Subtract and write your
start working from the left. Look at the first subtraction answer, which is 0, under the
number in the box, which is 4, and see if 6 line you drew, like this:
will divide into it. Since 4 is too small, look
at the 4 and the number to its right, to make
42. You recognize that 6 will divide into 42.
Put the answer, 7, above the right hand digit
in the 42. So far, it looks like this:

Step Two: Next multiply the divisor 6 by

the answer to the first step, which is 7. The
answer is 42. Write this underneath the 42
you just divided into, draw a line under it
and subtract. Write the answer to the
subtraction, called the remainder,
underneath the line. 42 ! 42 = 0, so write 0
under the line.

42
0 remainder

Step Three: Now bring down the next digit

in the dividend, which is 6. Write it beside
the remainder of the subtraction. The
remainder and the digit you just brought
down become the next number that you
divide into.

Step Four: Now divide the divisor 6 into

the 06 at the bottom of the question, which
gives the answer 1. The 1 goes in the
answer line next to the 7, above the 6 in the
dividend. Multiply this answer by the
divisor.

6 x 1 = 6. Write this multiplication answer

underneath the number at the bottom of the
question (06 in this example) and draw a

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 15
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

71

42
06
6
0

In this basic example, all the numbers

divided evenly, so the remainder was always
0. But in most cases, there are remainders
throughout the question. The next level of
difficulty is to solve division questions when
the divisor doesn’t go evenly into the
numbers in the dividend.

Example: 345 ÷ 5

Set up your b ox:

1. 5 won’t divide into 3 but it will go into 34 .

Ho wever, there is no whole numb er you can m ultiply
5 by to get 34. You need to find the closest number
smaller than 34 that 5 will divide into. Look at the
fives column in your m ultiplication table; you will
see that 34 falls b etween the answers 3 0 and 35.
Since yo u wa nt the answ er closest to 34 that is also
sm aller tha n 34 , you go to the 30 . The table tells
you that 30 divided by 5 is 6.

The 6 is placed in the answer line above the last digit

in the num ber yo u have been dividing into, which is
34. The 6 is placed in the answer line above the 4.

2. Multiply the an swer 6 by the d ivisor 5 to get 30.

Put the 30 under the 34, draw a line under it and
subtract to get the remainder 4.

30
4

3. Bring dow n the next digit in the divide nd, which is

5, and place it beside the subtraction answer.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 16
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

6 4. Divide the divisor 7 into the 15 at the bottom. Put

the answer 2 next to the other answer 5, multiply the
30 2 by the divisor 7. Put the multiplication answer 14
45 below the 15 at the bottom. Subtract 15 ! 14 to get 1.

4. Divide the 5 into the 45 at the bottom. The

answe r to 45 ÷ 5 is 9 , which is written beside the 6 in 5. Bring down the next digit, 3, in the dividend and
the answer line. Multiply the answer 9 by the divisor put it beside the remainder 1, like this:
5 to get 45. Write this underneath the 45 already
there. Finish by subtracting to get the remainde r 0. 52

69 35
15
30 14
45 13
45
0 6. Now divid e the divisor 7 into the 1 3 at the botto m.
Are you starting to see a pattern in the different steps?
Put the answer 1 in the answer line beside the 52
If there are more digits in the dividend, you
already there. Multiply the 1 by the divisor 7 and put
continue dividing in the same way. Each the answer 7 below the 13 at the bottom and subtract
step is a separate division, with each answer to get the remainder 6.
written in the next space to the right on the
answer line. Remainders from the 7. Bring down the last digit in the dividend, the 3,
and place it beside the remainder 6.
subtraction in each step are used with the
next digit brought down from the dividend. 521
They form the number the divisor is divided
into in the next step. 35
15
Here is a longer example: 36533 ÷ 7 14
13
7
63

1. Start by d ividing 3 6 by 7 . The multiplication tab le

8. Divide 63 by 7. It goes 9 times. Put the 9 in the
shows that 35 is the closest answer smaller than 36
answe r line after the 521 to get the final answer 52 19.
that 7 will divide into. 35 ÷ 7 = 5. Place the answer
Multiply the 9 by the d ivisor 7, to get 63, which is
5 in the answer line above the last digit in the 36 in
written below the 63 at the bo ttom o f the que stion.
the dividend , which is the 6.
Subtracting 63 ! 63 gives the remainder 0.

2. Multiply the answer 5 by the divisor 7 to get 35,

5219
placing that answer below the 36 and subtracting 36
! 35, which gives the remaind er 1.
35
15
3. Bring down the next digit in the divid end, which is
14
5, and put it beside the remainder 1. 13
7
5 63
63
35 0
15

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 17
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

The next example has a final remainder. Example: Divide 351765 by 9 .

The letter R and then the remainder is
written right after the answer: 39
start in the usual way
171 R 1 27
81
81
4
07
28
28
Since 9 can’t divide into 7, put a 0 in the answer line
05
and bring d own the next digit.
4
1 remainder
390

Here is another example: 27

81
776 R1 81
076
42
45 Now you can divide 76 by 9, which gives the answer
42 8. This goes in the answer line next to the 0.
37 Multiply the divisor 9 by the 8, to get the answer 72,
36 which is written below the 76. Subtract and continue.
1 remainder
39085
You might get a question in which the
divisor is too large to divide into a 27
81
remainder. In this case, put a zero in the
81
answer line and bring down the next digit as 076
in this next example. 72
45
45
0

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 18
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

TO DIVIDE WITH A ONE DIGIT DIVISOR:

1. Write the question using a division box, with the divisor to the left and the dividend inside
the box.
2. Starting at the left side of the dividend, look for the first whole number into which the
divisor can divide.
3. If the divisor doesn’t divide into that number evenly, find the number that is closest to it
and that is also smaller than it that the divisor can divide evenly into.
4. Put the answer to that division step in the answer line above the last digit of the number
that you just divided into.
5. Multiply that answer by the divisor and put the multiplication answer below the number in
the dividend that you just divided into. Draw a line underneath it.
6. Subtract the two numbers and put the subtraction answer, the remainder, below the line.
7. Bring down the next digit in the dividend and place it beside the remainder.
8. Repeat the steps dividing into the number at the bottom of the question. Place the answer
to that step next to the answer already in the answer line.
9. Continue until there are no more digits in the dividend to bring down. The answer in the
answer line is your final answer. If there is a final remainder from the last subtraction, the
letter R and then the remainder are written right after the final answer in the answer line.

PRACTICE WITH DIVISION: There are a lot of steps in division. Carefully complete each
step before going on to the next, working through the whole question. Answers are on the last
page of the skill manual.

14. Divide the following.

a) Divide 56 by 8. b) 504 ÷ 7 c) 552 ÷ 6 d) Divide 1847 by 5.

e) f) g) h)

15. If an electrical company finished 320 installations in 8 months, how many installations were
completed in one month if each installation took about the same time?

16. An electrician uses 585 m of wire in 9 different houses. What is the average length of wire
needed to wire each house?

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 19
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

DIVISION WITH A DIVISOR THAT HAS 46 x 7 = 322. If we write the number 322
TWO OR MORE DIGITS under the 300 and try to subtract, we see that
322 is too big. Our estimate 7 is close but
The next operation is division with a divisor not the right answer. Since the
that has more than one digit. The basic steps multiplication answer is too big, we have to
are similar to one digit division but you have choose a smaller division answer.
larger numbers to divide, multiply and
subtract. The main difference in the first Our next trial answer should be one digit
step is the use of a trial divisor. smaller, so we should try 6. (It is easier to
erase if you write in pencil.) Now we
Read the explanation for each step. Try multiply 46 x 6, which equals 276. Put the
doing the work for that step on your own 276 underneath the 300 and subtract.
before going on to the next. Look back at
the correct explanation whenever you get 300
lost. 276
24
Example: Divide 30038 by 46.
We saw that when the trial answer is too big,
First set up your box: the multiplication answer will also be too
big, so you can’t subtract. You can also
have a trial answer that is too small.

Step One: You see that 46 is too large to go You wouldn’t be aware that your answer
into 30. You have to start by dividing 46 was too small until you subtracted. If the
into 300, but how many times will it go into subtraction answer is bigger than the
300? This is where you need to use a divisor, you need to go back and try a larger
helpful estimate, called a trial divisor, to get trial answer. Always look at the subtraction
close to the right answer. Take the first digit answer to see if it is smaller than the divisor.
in the divisor, in this case 4, and divide it In this case, the subtraction answer 24 is
into the first number in the dividend that it smaller than our divisor 46, so we have the
will go into, which is 30. right answer.

By now you know that 4 won’t go evenly One of the difficulties in this kind of
into 30 but the next smaller number that it division is knowing where to put your
will go into is 28. 28 ÷ 4 = 7. answer to the first step. The answer will be
written on the line above the number you are
Step Two: Multiply the divisor, 46, by the dividing into, which is called the dividend.
answer 7. Do these multiplications and Here is one way to figure it out:
subtractions on scrap paper. Unlike one < Write the multiplication answer, in this case, 276,
digit division, this answer 7 is only an under the dividend in the question.
estimate and might not be correct. The
multiplication answer will tell us if we have
the right number.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 20
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

243. Subtract and check that the subtraction

answer isn’t larger than the divisor.

65

< Put the 6 above the ones digit in the trial answer,
276
376.
243
230
13

The subtraction answer 13 is smaller than

Step Three: Bring down the next digit in the the divisor, so we have the right answer to
dividend, which is 3, and put it beside the this step.
24. Our next number to divide into is 243.
Step Five: Bring down the last digit in the
6 dividend to get 138, the last number we will
divide into. Since the closest answer to
13 ÷ 4 is 3, we will use 3 as our next trial
276 answer. Our question now looks like this:
243
653
Once again we only use the first digit in our
divisor, which is 4. We divide 4 into 24 to
get our next trial answer, which is 6. 276
243
Step Four: Put 6 in the answer line next to 230
the answer already there and multiply the 138
divisor by the 6.
Step Six: Multiply the divisor by 3.
W e already multiplied 46 x 6 = 276. Just write down 46 x 3 = 138. Put the multiplication answer
the multiplication answer work ed out befo re. underneath the 138 at the bottom and
subtract to get the remainder 0.
66
653
276
243 276
276 243
230
Once again our multiplication answer is too 138
big to subtract, which means our trial answer 138
is too big. Erase the last 6 and write down 0
the trial answer 5 instead. Also erase the 276
underneath 243. Multiply 46 x 5, which
equals 230 and write that answer under the

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 21
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

Here is an example with a three digit Trial divisors used with numbers that have 1 or 2 as
divisor: their first digit are less reliable. For these numbers,
you might have to make educated guesses. Keep
adjusting your guess by looking at the multiplication
and subtraction answers.

We will start by using the first digit of the divisor, 7, Use 2 as the trial divisor. It will divide into 18, the
as our trial divisor. It will divide into 55, the first two first two digits in the dividend , which gives the first
digits of the divide nd. trial answer 9.

Since the closest answer to 55 ÷ 7 = 7, we will use 7 Multiply the divisor by 9.

as our first trial answe r.
231
Multiply the divisor 706 by 7. x9
706 2079
x7
494 2. W e can see that the multiplication answer is bigger
than the digits above it, so our trial answer is too b ig.
This isn’t bigger than 5506 , so our trial answer isn’t Try 8 this time.
too b ig.
7 8

4942 1848
564 37

Our subtraction answer isn’t bigger than our divisor, The multiplication answer isn’t too large and the
so our trial answer isn’t too small. Our first trial subtraction answer is smaller than the divisor, so 8 is
answer is correct. W rite this answer, 4942, under the the correct first answer. Bring down the 1.
550 6 and subtract. W rite 7 in the answer line.
81
Bring the 8 dow n from the divid end and w rite it
besid e the 564 to get 56 48.
1848
371
To get our next trial answer, once again use only the
7 from the divisor and divide it into the number at the
Divide the trial divisor 2 into the 3 from the
bottom. We use the first two digits of 5648 because
subtraction answer. 3 ÷ 2 = 1. Multiply 231 by 1,
56 is the first number 7 will divide into. Dividing 56
put the answer beneath the 371 at the bottom of the
by 7 gives us 8 as a trial answer. Put the 8 next to the
question and subtract.
7 in the answer line, and multiply the whole divisor
by 8, which equals 5648. Put the multiplication
81
answer underneath the number at the bottom and
subtract.
1848
78 371
231
140
4942
5648
Bring down the 8 and continue. The trial divisor 2
5648
divides into the 14, which is the first digit of this
0
subtraction answer. This gives us the trial answe r 7.
Here is an example with a remainder: 231 x 7 = 1617, which we can see is bigger than
1408. The next smaller trial answer is 6. 231 x 6 =
1386.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 22
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

816 R 22 Bring down the last 0 from the dividend. 0 ÷ 3 is 0,

so we put another 0 in our answer line to finish the
1848 question.
371
231 6400
1408
1386 216
22 remainder 144
144
000
Here is an example with zeros at the end
of the dividend:
Example:

16100 R 7

23 divided by the trial divisor 3 is 7 R 2. Put the trial

55
answer 7 above the third digit in the dividend from
335
the left, which is the first 0.
330
55
Multiply the divisor by 7 to get 252. By looking at
55
the multiplication answer, we see that the trial answer
007
is too big. We erase the 7 and put 6 in the answer
line as our trial answer. Multiply 36 x 6 to get 216,
which goes bene ath the 2 30. S ubtract to get 14. Here is one more example:
Bring down the next digit in the dividend, 4, and put 206 R 4
it beside the 14.
68
6
20 34 won’t divide into 20, so write 0
0 on the answer line and bring down
216 208 the next digit
144 204
4 remainder
14 divided by the trial divisor 3 goes 4 times. Put the
4 on the answ er line next to the 6 .
Before you do the two-digit division questions, you
might want to go back and redo the division examples
Multiply 36 by 4 to get 144. Put this under the 144 at
on your o wn. Don’t look at the explanations unless
the bo ttom and sub tract to get 0.
you run into difficulties or you get the wrong answer.
Bring down the next digit in the divid end, which is 0 .
0 ÷ 3 is 0, so we put a 0 on the answer line next to the
4.

640

216
144
144
00

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 23
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

TO DIVIDE WITH A DIVISOR THAT HAS TWO OR MORE DIGITS:

1. Follow the steps for one digit division with the addition of the following steps.
2. Use a helpful estimate called a trial divisor to get close to the right answer. Use the first
digit in the divisor and divide it into the first number in the dividend that it will go into.
3. Multiply the divisor by the trial answer. Place this answer under the dividend.
< Look to see if it is bigger than the digits above it, making it impossible to subtract. If
this is the case, make your trial answer one digit smaller and try again.
< If the multiplication answer is smaller than the digits above it, subtract and examine
your subtraction answer. If the subtraction answer is larger than the divisor, make your
trial answer one digit larger and try again. If the subtraction answer is smaller than the
divisor, your trial answer is correct.
4. Put that answer on the answer line above the dividend, directly above the ones digit in the
multiplication answer. Continue.
5. Bring down the next digit in the dividend and place it next to the subtraction answer. This
becomes the next number you divide into. Once again, divide your trial divisor into the
first digit or digits of this number. Place your trial answer next to and after the answer
already on the answer line. Multiply the divisor by this second trial answer and place it
under the number you have just divided into. Check your multiplication answer following
the procedure in step 4.
6. When your second trial answer is correct, continue in the same way until there are no more
digits in the dividend to bring down. If there is a final remainder, write the letter R and the
remainder after your final answer.
7. If at the beginning of Step 5, the number at the bottom is too small for the divisor to divide
into, put a zero on the answer line and bring down the next digit in the dividend so it
becomes part of the number at the bottom. Continue dividing.

PRACTICE DIVIDING WITH LARGER DIVISORS: The following division questions

have more than one digit in the divisors. If you get stuck, go back to the main example, look at
all the steps and decide where you are having trouble. Study that step in the example and try to
use the same procedure in the question that you are working on. Answers are on the answer
page at the end of the skill manual. Check your answers as you work.

17. Divide.

a) 567 ÷ 27 b) 7383 ÷ 321 c) 27044 ÷ 63

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 24
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

d) 865 ÷ 34 e) f)

g) h) i)

18. A car travels 1210 km in 11 hours. What is the average speed in km/hr? (To find the
average speed, divide the total distance by the number of hours it took.)

19. An electrician has 1325 feet of cable available for an installation. If each connection requires
45 feet of wire, how many connections can be wired before more cable is needed?

20. There is a total of 5184 mar connectors in 48 boxes. How many clips are in each box?

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 25
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

ROUNDING OFF NUMBERS You might also be asked to round off to a

specific number of places. If you are asked
Before heading out to replace the wiring in a to round off to two places (which is the same
building, you might want to do a quick as the tens place) count that number of
estimate of the length of wire needed so you places from the right side of the number.
can bring enough with you. To do an
estimation in your head, it is easiest to first The following examples show two possible
round off the numbers. situations in rounding off.

For example, if you need 318 feet of wire Example 1: Round off 17 684 to two places
multiplied by 8, you could round off 318 by or to the hundreds place.
replacing the digits 1 and 8 with zeros to get
300. You can see that it is easier to multiply < Start by looking at the digit in the next smaller
300 by 8 than 318 by 8. Just multiply 3 x 8 place value to the one you are rounding off to.
Since you are rounding off to the hundreds place,
to get 24 and keep track of how many zeros you look at the digit in the tens plac e, which is 8.
(two) to put after the 24. This gives 2400 < If the digit in the next smaller place value is five
for the estimate. You need a little more than or greater, increase the digit in the place value
2400 feet of wire. you are rounding off to by one. You are
rounding off to the hundreds place and the digit
8 in the tens place is five or greater. Change the
In situations such as the example above, you digit 6 in the hund reds p lace so it becomes one
decide the most convenient place to round digit larger in value. The 6 becomes 7.
off to. In other cases, such as when you are < Replace all the digits to the right of the hundreds
doing math problems for your course, you place value with zeros.
might be told to round off your answer to a
certain number of places, such as the tens or 17 684 rounded off to the hundredths place
thousands place. is 17 700

To round off to the correct place, you need Example 2: Round off 18 234 to the nearest
an understanding of place value, which we thousand.
talked about earlier. Here is the place value
chart again so you can refer to it when you < Since you are rounding off to the thousands
place, look at the digit in the hundreds place. It
are rounding off. is 2.
< If the digit in the next smaller place value is less
than 5, leave the digit you are rounding off to as
ones
tens
hundreds
thousands
ten-thousands
hundred-thousands
millions

it is. Since the digit in the hundreds place is 2,

leave the digit 8 in the thousand s place as it is.
< Replace all the digits to the right of the thousands
place with zero s.

18 234 rounded off to the nearest thousand

is 18 000.
4 7 8 2 9 5 1
Example: Round off 6 375 to the hundreds
place.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 26
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

• Look at the digit in the tens place. You see that • The digit in the hundreds place value is 9. The
it is 7, which is greater than 5. digit to the right of the hundreds place (the tens
• Now change the digit in the hundreds place, place ) is 8, which is greater than five .
which is 3, to the next higher digit, which is 4. • The 9 becomes a 10, so the 9 is replaced by 0;
• Next replace all the digits to the right of the the digit to the left of the 9 in the thousands
hundred s place with zeros. place, which is 4, becomes 5.
• All the digits to the right of the hundreds place
become zero s.
6 375 rounded off to the nearest hundred is
6 400.
54 982 rounded off to the nearest hundred is
55 000.
Example: Round off 7 923 538 to the
nearest ten-thousand.
Example: Round off 999 503 to the nearest
• The digit in the ten-thousands place value is 2 . thousand.
The digit to the right in the next smaller place
value (the thousands place value) is 3. • The digit in the thousands p lace is 9. The digit in
• Since the digit 3 is smaller than five, the 2 the hundreds place is 5.
rema ins as it. • The 9 in the thousands place becomes a 10 . The
• All the digits to the right of the ten-thousands 9 is replaced by 0 and the digit in the ten-
place are rep laced with zero s. thousands place increases in value by one.
• Since the digit in the ten-thousands place is also
9, it too beco mes a 10. T he 9 is re place d by 0
7 923 538 rounded off to the nearest ten-
and the digit in the hundred-thousands place
thousand is 7 920 000. increases by one.
• The digit in the hundred-tho usand s place value is
Example: Round 5 687 to the nearest ten. also 9 and so it becomes 10 when it increases by
one.
• The digit in the tens place is 8. The digit to the • All the digits to the right of the thousands place
right in the next smaller place value (the ones become 0.
place value) is 7.
• Since 7 is larger than five, the 8 becomes one 999 503 rounded off to the nearest thousand
digit large r. It beco mes a 9.
is 1 000 000.
• All the digits to the right of the tens place are
replaced with zeros.
If the digit you are rounding off to is a 0 and
5 687 rounded off to the nearest ten is 5 690. the digit in the next smaller place value is
less than five, the 0 remains as it is and all
If the digit in the place value you are the digits to its right are replaced with zeros.
rounding off to is a 9 and the digit in the If the digit you are rounding off to is a 0 and
next smaller place value is five or greater, the digit in the next smaller place value is
the situation is a little more complicated. five or greater, the 0 becomes 1 and all digits
The 9 becomes a ten, so we have to write 0 to its right are replaced with zeros.
and add the 1 to the digit in the next place
value to the left. Example: Round off 6 730 479 to the
nearest thousand.
Example: Round off 54 982 to the nearest
• The digit in the thousands p lace is 0. The digit in
hundred.
the next smaller place value, the hundreds place,
is 4, which is less than five.
• The 0 remains as it is.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 27
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

• All digits to the right of the thousands place are USING A CALCULATOR
replaced with zeros.
6 730 479 rounded off to the nearest You need to know how to do long division
thousand is 6 730 000. on paper. But if you have to do many
division questions with large numbers, using
Example: Round off 508 459 to the nearest a calculator will save time. You should
ten-thousand. know how to use a calculator to do all the
• The digit in the ten-thousands place is 0. The basic number operations. Most calculators
digit in the next smaller place value, the work in a similar way.
thousands place, is 8, which is greater than five.
• The 0 becomes a 1. Addition: To add using a calculator, key in
• All digits to the right of the ten-thousands place
are replace d with zeros.
the first number, then the addition (+) sign,
then the next number, then the + sign, etc.
508 459 rounded off to the nearest ten- Most calculators will add in the preceding
thousand is 510 000. number when you key the + sign, but on
some you may have to key the equal (=) sign
Here are some questions for you to try. between each number to get it to do the
Round off the following numbers to the addition.
nearest hundred:
Subtraction: If you are using a calculator
a) 3 624 becomes ___________ to subtract, you have to key in the number
a) 870 becomes ___________ you are subtracting from first, then key in
b) 1 085 becomes ___________ the subtraction sign (! ) and, lastly, key in
c) 76 962 becomes ___________ the number you are taking away. Key in the
equal sign to get your answer.
Here are the answers. If you have any difficulties,
study the examples to find where you went wrong. Multiplication: When you use a calculator
a) 3 600 to multiply, it doesn’t matter what number
b) 900
c) 1 100
you key in first. Key in one number, then
d) 77 000 the multiplication (x) sign, and then the
second number. Key in the = sign to get
Round off the following numbers to the your answer.
nearest thousand:
Division: When you use a calculator to
a) 6 740 becomes ___________ divide, you must key in the dividend first,
b) 1 040 387 becomes ___________ then the division (÷) sign, then the divisor
c) 99 657 becomes ___________ and lastly the = sign. If you key in the
d) 9 900 becomes ___________ numbers in the incorrect order, you will get
the wrong answer. Any remainder in a
Here are the answers. division question, will show as a decimal.
a) 7 000 The value of the remainder will be the same,
b) 1 040 000
but it will be expressed in a different way.
c) 100 000
d) 10 000

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 28
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

Finding errors: If you realize you have 1. 639 + 795 + 389 = 1 823
keyed in a wrong digit, you have to clear the
calculator and start over. When you do 2. 79100 + 295044 = 374 144
questions with a calculator, it is a good idea
to do each calculation twice. If you get the 3. 4392 - 2509 = 1 883
same answer both times, you likely have the
correct answer. If you get different answers, 4. 5439 - 248 = 5 191
try the question again, paying close attention
to every number you key into the calculator. 5. 1493 x 704 = 1 051 072

Try these questions using a calculator. The 6. 326 x 284 = 92584

answers are after each question so you can
compare it with the answer you get on your 7. 4131 ÷ 51 = 81
calculator. If your answer is different, key in
your numbers again, and make sure you have 8. 45105 ÷ 485 = 93
the correct order when doing subtraction and
division.

Remember to clear the calculator before

starting the next question.

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 29
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

ANSWER PAGE

ADDITION Page 5

1. a) 84 b) 373 c) 469 d) 3717 e) 7310 f) 41 913 g) 8503

h) 18 359 i) 615 j) 11 670

2. 40 ho urs

3. 187 meters

4. 1,637 clips

SUBTRACTION Page 9

5. a) 33 b) 311 c) 38 d) 224 e) 218 f) 265 g) 76 h) 4495

i) 185 j) 861 k) 153 l) 347

6. 152 centimeters

7. 23 inches

8. First add to find the total, then subtrac t. Subtraction answer is 100 meters.

MULTIPLICATION Page 12

9. a) 2 912 b) 3 645 c) 315 d) 24 500 e) 2 666 f) 24 099

g) 352 308 h) 22 740 i) 240 000 j) 308 815 k) 3 933 360 l) 366 930

10. 384 feet

11. 270 screws

12. He drives 10 times a week (5 x 2 trips a day). 23 x 10 = 230 kilometers

13. 11 900 revolutions

DIVISION Page 18

14. a) 7 b) 72 c) 92 d) 369 R 2 e) 1642 f) 2300 g) 865 R 1 h) 430

15. 40 installations

16. 65 m

DIVISION WITH TWO OR MORE DIGITS IN THE DIVISOR Page 23

17. a) 21 b) 23 c) 429 R 17 d) 25 R 15 e) 304 f) 749 g) 215 R 25 h) 203 i) 20 004

18. 110 km/ hr

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 30
Evaluating Academic Readiness for Apprenticeship Training Revised
Workplace Support Services Branch, Ontario Ministry of Training, Colleges and Universities April 2001

19. 29 connections. Disregard the remainder; it is less than the amount needed to wire another connection.

20. 108 connec tors

He re is the com pleted mu ltiplication ta ble. Page 9

Table 3: MULTIPLICATION FACTS

x 1 2 3 4 5 6 7 8 9

1 1 2 3 4 5 6 7 8 9

2 2 4 6 8 10 12 14 16 18

3 3 6 9 12 15 18 21 24 27

4 4 8 12 16 20 24 28 32 36

5 5 10 15 20 25 30 35 40 45

6 6 12 18 24 30 36 42 48 54

7 7 14 21 28 35 42 49 56 63

8 8 16 24 32 40 48 56 64 72

9 9 18 27 36 45 54 63 72 81

Ma thematics Skills for Con struction an d M aintena nce E lectrician & Indu strial Electrician Ap prentices:
Whole Number Operations Page 31