Beruflich Dokumente
Kultur Dokumente
Category – B
MODULE 1
Sub Module 1.1 ARITHMETIC
List of Amendments
Sub-Module &
Amendment No. Issue Date: Date Inserted: Inserted By: Date Removed: Removed By:
Pages:
MODULE 1
Sub Module 1.1
ARITHMETIC
AVERAGES ................................................................................................ 28
PERCENTAGES ........................................................................................... 29
Areas ..................................................................................................... 32
Volumes ................................................................................................ 35
Squares.................................................................................................. 38
Square Roots ......................................................................................... 38
Cubes ..................................................................................................... 40
Cube Roots ............................................................................................ 40
To Find the Cube Root of an Integer ..................................................... 40
ARITHMETICAL TERMS AND SIGNS The natural numbers are positive integers, but suppose we wish
to subtract a larger natural number from a smaller natural
Rational and Irrational Numbers number, e.g. 10 subtracted from 7, we obviously obtain a
number which is less than zero, i.e. 7 10 3 . So, our idea of
It is generally believed that our present number system began numbers must be enlarged to include numbers less than zero
with the use of the natural numbers, such as 1, 2, 3, 4, . . . called negative numbers. The number zero (0) is unique, it is
These whole numbers, known as the positive integers, were not a natural number because all-natural numbers represent
used primarily for counting. However, as time went on, it positive integer values, i.e. numbers above zero and quite
became apparent that whole numbers could not be used for clearly from what has been said, it is not a negative number
defining certain mathematical quantities. For example, a period either. It sits uniquely on its own and must be added to our
in time might be between 3 and 4 days or the area of a field number collection.
might be between 2 and 3 acres (or whatever unit of measure
was used at the time). So, the positive fractions were So, to the natural numbers (positive integers) we have added
1 1 3 negative integers, the concept of zero, positive rational numbers
introduced, e.g. , and . These two groups of numbers,
2 4 4 and negative natural numbers. What about numbers like 2 ?
the positive integers and the positive fractions, constitute what This is not a rational number because it cannot be represented
we call the positive rational numbers. Thus, 317 is an integer by the quotient of two integers. So, yet another class of number
1 needs to be included, the irrational or non-rational numbers.
or whole number, is a positive fraction and 3 is a rational
4 Together all, the above kinds of numbers constitute the broad
number. class of numbers known as real numbers.
In fact, a rational number is any number that can be expressed
as the quotient of two integers, i.e. any number that can be
a
written in the form where a and b represent any integers.
b
4 7
Thus , and 1 are all rational numbers.
5 9
· · ·, −4, −3, −2, −1, 0, +1, +2, +3, +4, · · · PRACTICE QUESTIONS
The number of units a point is from zero, regardless of its 1. 6, 7, 9, 15 are ___________ numbers.
direction, is called the absolute value of the number
corresponding to the point on the above number system when 8 1 7
2. , and are ___________ numbers.
points are drawn to scale. Thus the absolute value of a positive 5 4 64
number, or of zero, is the number itself. While the absolute a
3. Rewrite the numbers 5, 13, 16 in the form , where
value of a negative number is the number with its sign changed. b
For example, the absolute value of +10 is 10 and the absolute b 6.
value of −10 is also 10. Now the absolute value of any number n
4. Express the negative integers −4, −7, −12 in the form
is represented by the symbol |n|. Thus |+24| means the absolute
a
value of +24. Which is larger, |+3| or |−14|? The answer is |−14| , where b 4 .
because its absolute value is 14, while that of |+3| is 3 and of b
course 14 is larger than 3. 5. 16 can be expressed as a positive ___________. It
is ___________.
6. 10 cannot be expressed as a/an ___________
number; however, it is a/an ___________.
ARITHMETIC OPERATIONS Fourth law: To multiply (or divide) one signed number by
another, multiply (or divide) their absolute values; then, if the
The Laws of Signs numbers have like signs, prefix the plus sign to the result; if they
have unlike signs, prefix the minus sign to the result.
First law: To add two numbers with like signs, add their absolute
values and prefix their common sign to the result. Therefore, applying this rule to the multiplication of two positive
numbers, e.g. 3 4 12 ; 7 9 63 and so on, which of
This law works for ordinary arithmetic numbers and simply course, is simple arithmetic! Now applying the rule to the
defines what we have always done in arithmetic addition. For multiplication of mixed sign numbers we get e.g.
example: ( 3) ( 4) 7 ; (-7) (-5) -12 and so on. ( 8) (-3) -24 ; - 5 7 -35 and so on.
Suppose we wish to multiply 35 by 24, i.e. 24 35 . The the nought carry 2 into the ten column, then multiply the 4
numbers are first set out, one under the other, like this: units by the 3 tens or, 4 3 12 and add to it the 2 we carried
35 to give 140 , i.e.:
35
24
where the right-hand integers 5 and 4 are the units and the 24
left-hand integers are the tens, i.e. 3 10 and 2 10 . We 140
multiply the tens on the bottom row by the tens and units on the 70
top row. So to start this process, we place a naught in the units
column underneath the bottom row, then multiply 2 by 5 to get All that remains for us to do now is add 700 to 140 to get the
result by long multiplication, i.e.:
1 10 , carry the 1 into the tens column and add it to the product
2 3 ; i.e.: 35
35 24
24 140
70
0
then multiply the 2 5 10 , put in the naught of the ten and 840
carry the one
35
24
1
40
now multiply 2 3 6 (the tens) and add the carried ten to it, to
give 7, then
35
24
140
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 6 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
Numbers are often combined in a series of arithmetical 1. Find the value of:
operations. When this happens, a definite sequence must be a. a(b c d ) , where a 3, b 4 , c6 and
observed as per BODMAS. d 1 .
Bracket Open, Division, Multiplication, Addition & b. (21 6 7)3
Subtraction. c. 6 4 5 3
1. Brackets are used if there is any danger of ambiguity. d. 2 22
The contents of the bracket must be evaluated before
performing any other operation. Thus: 2. Which of the following has the largest absolute value:
2 (7 + 4) = 2 11 = 22 −7, 3, 15, −25, −31?
15 - (8 - 3) = 15 - 5 = 10 3. 16 (4) (3) 28 ?
2. Multiplication and division must be done before addition 4. Find the absolute value of 4 (14 38) (82) ?
and subtraction. Thus:
15 12 14
5 8 + 7 = 40 + 7 = 47 (not 5 15) 5. What is: (a) ; (b) ; (c) 1 .
3 2 2
8 ÷ 4 + 9 = 2 + 9 = 11 (not 8 ÷ 13)
6. What is: (a) (3)(2)(5) ; (b) 3 2(15) .
5 4 - 12 ÷ 3 + 7 = 20 - 4 + 7 = 27 - 4 =
23 7. Evaluate 2 a (b 2c 3d ) , when a 4 , b 8 , c 2
and d 2 .
So far we have used the standard operations of add, subtract,
multiply and divide. 8. Use long multiplication to find the products of the
following:
a. 234 82
b. 1824 236
The factors of 12 are 2, 3, 4 and 6; whereas the factors of 18 5. Find the H.C.F. of each of the following sets of numbers:
are 2, 3, 6, and 9. Therefore the HCF of 12 and 18 is 6. a) 8 and 12 (b) 24 and 36 (c) 10, 15
and 30
Figure 2
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 9 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
FRACTIONS 1
written as 8 . If five of the eight equal parts are taken then we
A fraction is a division of one number by another. Thus, the 5
have taken 8 of the circle.
fraction 2/3 means two divided by three. The fraction x/y means
the literal number x divided by y. The number above the line is
called the numerator; the number below the line is the
denominator, as you learnt before. Thus, fractions are
represented as:
One question arises, why do we need to use fractions at all? From what has been said above we see that a fraction is always
Why not use only decimal fractions? Well, one very valid reason a part of something. The number below the line (the
is that fractions provide exact relationships between numbers. denominator) gives the fraction its name and tells us the
For example, the fraction 1/3 is exact, but the decimal fraction number of equal parts into which the whole has been divided.
equivalent has to be an approximation, to a given number of The top number (the numerator) tells us the number of these
decimals 0.3333, is corrected to four decimal places. Thus, 1/3 3
equal parts that are to be taken. For example the fraction
+ 1/3 + 1/3 = 1 but 0.3333 + 0.3333 + 0.3333 = 0.9999, not 4
quite 1. means that the whole has been divided into four equal parts and
that three of these parts are to be taken.
Vulgar Fractions
The value of a fraction is unchanged if we multiply or divide both
The circle in the diagram below has been divided into eight its numerator and denominator by the same amount.
equal parts. Each part is called one-eighth of the circle and
3 12
= (by multiplying the numerator and denominator
5 20
by 4)
2 10 Types of Fractions
7 = 35 (by multiplying the numerator and denominator
by 5) If the numerator of a fraction is less than its denominator, the
12 3 2 5 3
fraction is called a proper fraction. Thus, , and are all
32 = 8 (by dividing the numerator and denominator by 4) 3 8 4
proper fractions. Note that a proper fraction has a value which is
16 1 less than 1.
= (by dividing the numerator and denominator by
64 4
16) If the numerator of a fraction is greater than its denominator, the
2 fraction is called an improper fraction or a top heavy fraction.
Example: Write down the fraction with a denominator 5 3 9
7 Thus , and are improper fractions. Note that all improper
(bottom number) of 28. 4 2 7
fractions have a value which is greater than 1.
In order to make the denominator 28, we must multiply the
original denominator of 7 by 4 because 7 4 = 28. Every improper fraction can be expressed as a whole number
Remembering that to leave the value of the fraction unchanged and a proper fraction. These are sometimes called mixed
we must multiply both numerator and denominator by the same 1 1 3
numbers. Thus, 1 , 5 and 9 are all mixed numbers. In
amount, then 2 3 4
2 2 4 8 order to convert an improper fraction into a mixed number it
= = must be remembered that:
7 7 4 28
15
Example: Express 8 as a mixed number. The lowest common denominator of 4, 8, 10 and 20 is 40.
15 7 Expressing each of the given fractions with a bottom number of
8 = 18 (Because 15 ÷ 8 = 1 and remainder 7). 40 gives:
3 3 10 30
From the above example we see that we convert an improper 4 = 4 10 = 40
fraction into a mixed number by dividing the bottom number into 5 5 5 25
the top number. Notice that the remainder becomes the 8 = 8 5 = 40
numerator in the fractional part of the mixed number. To change 7 7 4 28
a mixed number into an improper fraction we multiply the whole 10 = 10 4 = 40
number by the denominator of the fractional part. To this we add
11 11 2 22
the numerator of the fractional part and this sum then becomes = =
20 20 2 40
the numerator of the improper fraction. Its denominator is the
same as the bottom number of the fractional part of the mixed 22 25 28 30 11 5 7 3
Therefore, the order is 40, 40, 40, 40 or 20, 8, 10 and 4 .
number.
5
Example: Express 3 as a top heavy (improper) fraction.
8
5 (8 3) + 5 24 + 5 29
3 = = =
8 8 8 8
3 5 7 11
Example: Arrange the fractions , , and in order of
4 8 10 20
size starting with the smallest.
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 12 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
3 2 7
Addition of Fractions Example: Simplify 4 + 3 + 10 .
The steps when adding fractions are as follows: The L.C.M. of the bottom numbers 4, 3 and 10 is 60.
5 2 4 4 20
/ 4 4 4 16
Example: Simplify - of 20 = = = = 16
8 5 5 5/1 1 1 1 1
2 2 2 11 2 11 22 7
7 3 37 11 37 2 - 11 5 3 1
310 - 24 = 10 - 4 = 5 3 5 3 5 3 15 15
20
74 - 55 19 Cancellation of Fractions
= 20 = 20
16 7 35
Multiplication of Fractions Example: Simplify
20 8 4
When multiplying together two or more fractions we first multiply
all the numerators together and then we multiply all the 1 6 2 1 7 3 5 7 1 7 7 49 9
4
denominators together. Mixed numbers must always be 2 5 5 8 1 4 2 5 1 2 10 10
converted into improper fractions before multiplication. Similarly,
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 14 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
Division of Fractions 1 2 1 3 3
= 5 ÷ 3 = 5 2 = 10
To divide by a fraction, all we have to do is to invert it (i.e. turn it
upside down) and multiply. Thus: 4 1
25 + 14
5
3 2 3 7 3 7 21 1 Example: Simplify 3 - 16
5 ÷ 7 = 5 2 = 5 2 = 10 = 210 35
4 1 9 7 9 3 27 4 1 16 + 5 21 1
15 ÷ 23 = 5 ÷ 3 = 5 7 = 35 25 + 14 = 3 20 = 320 = 420
1 1 1
Example: Simplify 5 ÷ 3 ÷ 2
1 1 1 1 1 2
÷ ÷ = ÷
5 3 2 5 3 1
Practice Questions 1 5 2 7 3 5 3 13
(a) , , , (b) , , ,
2 6 3 12 4 8 5 20
1. Write down the following fractions with the denominator
(bottom number) stated. 6. Arrange the following sets of fractions in order of size,
3 beginning with the smallest:
(a) 4 with denominator 28 1 5 2 7 3 5 3 13
3 (a) , , , (b) , , ,
(b) with denominator 20 2 6 3 12 4 8 5 20
5
5
(c) 6 with denominator 30 7. Simplify:
1
(d) 1 1 1 2 3
9 with denominator 63 (a) 2 + 3 (b) 8 + 3 + 5
3 9 1 5 1
2. Reduce the following fractions to their lowest terms: (c)1 + 3 (d) 4 + 3 + 2
8 16 2 6 3
8 15 210
(a) 16 (b) 25 (c)294 3 7 1 10
(e) 1 (f) 5
4 9 5 13
3. Express each of the following as a mixed number: 5 7 5
(g) 18 26 (h) 7 of 140
7 22 21
(a) 2 (b) 10 (c) 8 1 5 3 1 7
(i) 315 ÷ 29 (j) 314 ÷ 149 10
2 2 4
4. Express each of the following as top heavy (improper) (k) 33 ÷ 3 + 5
fractions:
3 2 3
(a) 28 (b) 83 (c)47
DECIMALS 6 7
place for the missing hundredths. Also 100 + 1000 would be
The Decimal System written
32 8
0.32 = 100 = 25
Powers of Ten
1 1,000,000 = 1 × 106
Sometimes a fraction will not divide out exactly. For example, 100,000 = 1 × 105
3
= 0.333… 10,000 = 1 × 104
1000 = 1 × 103
100 = 1 × 102
Conversion of Decimals to Fractions 10 = 1 × 101
0 = 1 × 100
We know that decimals are fractions with denominators 10, 100, 1/10 = 0.1 = 1 × 10-1
1000, etc. Using this fact we can always convert a decimal to a 1/100 = 0.01 = 1 × 10-2
fraction. 1/1000 = 0.001 = 1 × 10-3
1/10,000 = 0.0001 = 1 × 10-4
Example: Convert 0.32 to a fraction. 1/100,000 = 0.00001 = 1 × 10-5
1/1,000,000 = 0.000001 = 1 × 10-6
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 18 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
Estimation Techniques (ii)(a) For the number 8762.87412355, the two required
significant figures are to the left of the decimal place. So we are
In most areas of engineering, there is little need to work to so concerned with the whole number 8762 and the first two figures
many places of decimals. If we have so many decimal places
accuracy in a number, this is unlikely to be needed, unless we are of primary concern again to find our approximation we need
are dealing with a subject like rocket science or astrophysics! to first consider the three figures 876, again since 6 is above
So this leads us into the very important skill of being able to halfway between 1 and 10, then we round up to give the
provide approximations or estimates to a stated degree of required answer 8800. Note that we had to add two zeros to the
accuracy. left of the decimal point. This should be obvious when you
consider that all we have been asked to do is approximate the
Example: For the numbers (a) 8762.87412355 and (b) number 8762 to within two significant figures.
0.0000000234876;
(b) For the number 0.0000000234876 the significant figures are
1. Convert these numbers into standard form with any integers to theright of the decimal point and the zeros. So,
three decimal place accuracy. in this case, the number to the required number of significant
figures is 0.000000023.
2. Write down these numbers in decimal form, correct
to two significant figures.
Expressing SI Units The units which it is thought most likely you will be required to
know are set out below with appropriate conversion factors.
The symbol for SI units and the conventions which govern their
use should be strictly followed. To go from the first quantity into the second multiply by the
Use the correct symbols used in the foregoing lists. number given.
Never use a prefix without a unit either in writing or
speech, e.g. kilogram or kilometer not kilo, or millimeter Inches Millimeters 25.4
or milli liter not mil. m Inches 39.37
Always put a zero before a decimal quantity less than Knot km/hr 1.852
Unit, e.g. 0.705 m. Pounds Kilograms 0.4536
When two units are multiplied together use a small Kilograms Pounds 2.205
space between the symbols as the multiplier, e.g. Imp. Galls Liters 4.546
o Kilogram meter squared kg m2. bar p.s.i. 14.5
o Newton meter N m. p.s.i. Pa (Pascal) 6895
When dividing, use an oblique stroke to separate the bar Pa 105
numerator and denominator. N/m2 Pa 1
meter per second m/s 1bf N (Newton) 4.45
Joule per second J/s horsepower W (Watt) 746
Use a space as a thousand marker not the comma. The B.T.U. KJ 1.055
comma is used as a decimal marker in most countries ft 1bf J (Joule) 1.356
using the metric system and its use as a thousand
marker will cause confusion. Up to four figures may be
blocked together but five or more figures should be
grouped in threes, e.g.
1000 mm = 1m
1 000 000 J = 1 MJ (Mega Joule)
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 23 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
RATIO AND PROPORTION Example: Two lengths are in the ratio 8:5. If the first length is
120 meters, what is the second length?
Ratio
5
A ratio is a comparison between two similar quantities. If the The second length = of the first length
8
length of a certain aircraft is 20 meters and a model of it is 1 5
1 = 120 = 75 meters.
8
meter long then the length of the model is th of the length of
20
the aircraft. In making the model the dimensions of the aircraft
are all reduced in the ratio of 1 to 20. The ratio 1 to 20 is
usually written 1 : 20.
Proportional Parts
Length of BC = 5 2 = 10 centimeters.
The following diagram shows a line AB whose length is 16
centimeters divided into two parts in the ratio 3 : 5. As can be Example: Divide Rs.1100 into two parts in the ratio 7:3.
seen in the diagram the line has been divided into a total of 8
parts. Total number of parts = 7 + 3 = 10
1100
Amount of each part = = Rs.110
10
Amount of first part = 7 110 = Rs.770
Amount of second part = 3 110 = Rs.330
In solving problems on direct proportion we can use either the Example: 20 men working at a company produce 3000
unitary method or the fractional method. components in 12 working days. How long will it take 15 men to
produce the 3000 components.
Example: If 25 kilograms of dry powder fire extinguishant cost 15 3
Rs.1700, how much does 8 kilograms cost? The number of men is reduced in the ratio = .
20 4
1. Using the unitary method: Since this is an example of inverse proportion the number of
25 kilograms cost Rs.1700. 4
1700 days required must be increased in the ratio .
3
1 kilograms cost = Rs.68.
25 4
8 kilograms cost 8 68 Number of days required = 12.
3
= Rs.544. = 16 days.
Inverse Proportion
Practice Questions 10. 10 men produce 500 composite panels in a week. How
long would it take 15 men to produce the same amount?
1. Express the following ratios as fractions in their lowest
11. Two gear wheels mesh together. One has 40 teeth and
terms:
the other has 25 teeth. If the larger wheel makes 100
(a) 8 : 3 (b) 9 : 15 (c) 12 : 4
revolutions per minute how many revolutions per minute
does the smaller wheel make?
2. Express the ratio of 30p to Rs.2 as a fraction in its
lowest terms. 12. 4 men can do a piece of work in 30 hours. How many
men would be required to do the work in 6 hours?
3. Express the ratio Rs.5 : 80p as a fraction in its lowest
terms.
By finding the total mass of all 22 boxes, we can then find the
average mass per box. So we have:
9 × 12 = 108 kg
8 × 14 = 112 kg
5 × 15.5 = 77.5kg
17 17
= 100 = 85
20 20
25
25% of £50 = 100 £50 = £12.50
55
1% of the length = cm = 2.5 cm
22
Practice Questions
4. What is:
(a) 20% of 50 (b) 12% of 20 (c) 3.7% of 68
AREAS AND VOLUMES Example: An office 8.5m by 6.3m is to be fitted with a carpet, so
as to leave surround 600mm wide around the carpet. What is
Areas the area of the surround?
We are already familiar with the concept of length, e.g. the With a problem like this, it is often helpful to sketch a diagram.
distance between two points, we express length in some
chosen unit, e.g. in meters; but if we wish to fit a carpet to the
room floor, the length of the room is insufficient. We obviously
need to know the width as well. This 2-dimensional concept of
size is termed Area.
Consider a room 4m by 3m as shown above. Clearly it can be Note that 600mm had to be converted to 0.6m. Don't forget to
divided up into 12 equal squares, each measuring 1m by 1m. include units in the answer e.g. m2.
Each square has an area of 1 square meter. Hence, the total
area is 12 square meters (usually written as 12m2 for The following table shows the formulae for the more common
convenience). So, to calculate the area of a rectangle, multiply shapes.
length of 1 side by the length of the other side.
Example: The cross section of a block of metal is shown. Find Example: A hollow shaft has an outside diameter of 2.5cm.
its area. Calculate the cross-sectional area of the shaft.
Example: Calculate the length of arc of a circle whose radius is Each layer contains
8m and which subtends an angle of 56° at the centre. 4 x 3 = 12 cubes.
There are 2 layers.
Length of arc = 2r x 0 Hence the volume is
360 12 x 2 = 24m3.
56
= 2 x x 8 x
360 Basically, therefore, when calculating volume, it is necessary to
= 31.28 m² look for 3 dimensions, at 90º to each other, and then multiply
Volumes them together. For a box-type shape, multiplying length x width
x height = volume.
The concept and calculation of volume is the logical extension
of length and area. The volume of a solid figure is measured by seeing how many
Instead of squares, we now consider cubes. This is a three- cubic units it contains. A cubic meter is the volume inside a
dimensional concept and the typical units of volume are cubic cube which has a side of 1 meter. Similarly a cubic centimeter is
meters (m3). the volume inside a cube which has a side of 1 centimeter. The
standard abbreviations for units of volume are:
If we have a box, length 4m, width 3m and height 2m, we see
that the total volume = 24 cubic meters (24m3). Cubic meter m³
Cubic centimeter cm³
Cubic millimeter mm³
1m = 10² cm
6
1m³ = (10² cm)³ = 10 cm³
= 1 000 000 cm³
Practice Questions
ISO 9001:2008 Certified For Training Purpose Only
PTC/CM/B Basic/M1/01 Rev. 01
1.1 - 36 Nov 2017
PIA Training Centre (PTC) Module 1 – MATHEMATICS
Category – B Sub Module 1.1 – Arithmetic
7. Find the circumference of a circle whose radii are: 16. Calculate the diameter of a cylinder whose height is the
(a) 3.5mm (b) 13.8mm (c) 4.2cm same as its diameter and whose volume is 220 cm³.
81 9
Example: Find (168.8)2.
2
0.9
Example: Find the value of .
0.15
2
0.9
6 2 36
0.15
Figure 3
Cubes
Cube Roots
Practice Questions