Understanding directed numbers
Clement Radcliffe, Contributor

Having reviewed important aspects of the structure of the Caribbean Secondary Education Certificate examinations, I will now consider some fundamental concepts of mathematics. These should have been done in the lower forms (grades seven to nine), but are worth reviewing.

Prior to doing so, please let us together determine the solutions to last week's homework.

1. 42 - 22 =

(a) 2

(b) 4

(c) 12

(d) 14

SOLUTION

It is best to evaluate the answer as follows:

42 - 22 = 16 - 4 = 12. The answer is (c).

2. The least number of sweets which can be shared equally among 5, 10 or 15 children is:

(a) 15

(b) 30

(c) 45

(d) 60

SOLUTION

The least number to be divided equally among the three numbers is the highest common factor (HCF). The HCF of 5, 10 and 15 is 30. Therefore, the answer is (b).

You could have tested each answer also. For example, 10 sweets cannot be shared equally among 15 children. This is also the case for 45. While 60 is an answer, it is not the least number.

3. ²/5 expressed as a percentage is:

(a) 5%

(b) 20%

(c) 25%

(d) 40%

SOLUTION

²/5 expressed as a percentage is ²/5 x 100 = 40%.

Therefore, the answer is (d).

4. 7,853 to the nearest hundred is:

a) 7,800

(b) 7,900

(c) 7,950

(d) 8,000

SOLUTION

7,853 is between 7,800 and 7,900. Therefore, the nearest hundred to 7,853 is 7,900. The answer is, therefore, (b).

Now, let us continue this week's lesson by reviewing the topic, directed numbers. I do believe that it is worth emphasising the importance of this topic, as weakness in this area will affect your ability to solve problems involving the application of the four arithmetic operations (+, - , x, ÷) to real numbers.

Your performance in a wide variety of topics, including many in algebra, could also be significantly affected. The number line is quite useful in helping students to understand this topic. The following method is also recommended:

EXAMPLE: Evaluate 8 - 11:

SOLUTION: I have 8 items, but owe 11.

I, therefore, owe three items which may be expressed as 8 - 11 = -3

Using either approach, if necessary, you should be able to evaluate the following examples:

Let us now look at the multiplication and division of integers. Review the following examples with a view to identifying obvious patterns:

From the examples, the following should be noted:

• positive x positive = positive
• positive x negative = negative
• negative x positive = negative
• negative x negative = positive

This pattern is also true when dividing. I strongly suggest that this be committed to memory as you need to ensure that all future calculations satisfy these rules.

Let us now review the addition and subtraction of fractions. This is usually the first question on the paper. It is in your best interest to begin on a successful note. Practice is, therefore, key.

ADDITION AND SUBTRACTION OF FRACTIONS

The method requires that you are comfortable with finding the LCM. Please review if necessary.

The method is illustrated as follows:

Find ⁵/6 + ¹/4 As the LCM of 6 and 4 is 12,

... ⁵/6 + ¹/4 =

(2 x 5) + (3 x 1)/12 = 10 + 3/12

... Answer is ¹³/2

Now, let us attempt the following together:

2²/3 - ⁷/5

In this case, it is recommended that mixed numbers 2²/3 be inverted to a fraction.

... 2 2 - 7 = 8 - 7

3 5 3 5

The LCM of 3 and 5 is 15.

\\ 8 - 7 =

3 5

(5 x 8) - (3 x 7) = 40 - 21 Answer = 19

15 15 15

The multiplication and division of fractions are also important, fundamental concepts. Please review the following, noting that the rules relating to positive and negative numbers are also applicable:

1. ¹/3 x ^{- 5}/3 = ^{- 5}/9

2. ^-3/4 ÷ ^-1/2 = ^-3/4 x ^-2/1 = ³/2

3. ¹/6 x ⁷/3 ÷ ⁵/12 = ¹/6 x ⁷/3 x ¹²/5 = ¹⁴/15

Constant practice is crucial to your success in mathematics, so I will end this lesson with your homework.

Evaluate the following:

Lakadia Watson tries to complete her assignment before class. - Photo by Michael Lee

Clement Radcliffe is the principal of Glenmuir High School in May Pen.