Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Let’s review what we did last time with yet another example. We all know that we need to
learn our multiplication table… But how big is it, how many multiplications do we
actually need to memorize?
At first pass, it would seem that we need to memorize entries. But that seems
too many because we would be double-counting most of the entries.
Let’s try to count how many multiplications we need to learn simply by adding one
number at a time.
Are you seeing a pattern? Every time we add a new number, the number of additional
items we need to memorize is the same as the number we’re adding. We had 1 for “1”, 2
for “2”, 3 for “3” and so on. We also know that we need to add all the numbers from “1”
to “9”. Let’s be real mathematicians and call this unknown number “X”.
But wait a minute… we studies this formula in Lecture 1. This is just a sum of numbers
from “1” to “9”. This is easy… we already know how to calculate this (and we did the
exact same calculation for “Magic Square” problem as well).
So, what if we wanted to memorize all the 1-digit and 2-digit multiplications? How many
multiplications would that be? The other way of asking this question is:
Lecture 2 Roxbury Math Epsilon Club
Notice, that in this case, I do not include 100, since we only want 2 digits multiplications,
excluding 100.
Lecture 2 Roxbury Math Epsilon Club
Fraction is just a number and various representations is how we “write” this number
down. No matter how we “write it” - the value of the number does not change.
7 1 2
0.2 20%
35 5 10
In each of the problems, I chose a way which makes it easiest for me to solve my
particular problem. Most of the times, I will not necessarily have the “best”
representation ahead of time and will have to convert to it as necessary.
1 21 8 21 29
5 40 40 40 40
I did not have the original fraction represented in the way which I needed, so I had to find
the necessary representation in order to make my calculation simple (make both fractions
have the same denominator). The key is to make sure that the substituted fraction has the
same value as before.
1 1 1 8 1 8 8
1
5 5 5 8 5 8 40
Lecture 2 Roxbury Math Epsilon Club
The reason that you can multiply numerator and denominator by the same number and
end up with the same fraction is that you’re really multiplying the original fraction by “1”
and therefore not changing its value.
The following table summarizes all three fraction forms and their advantages and
disadvantages.
So, every decimal can be represented as a normal fraction, but even a simple normal
fraction may require infinite number of decimal digits to represent. In practice, we
usually use several decimal digits and round off the remaining ones. Then,
1
0.333... 0.33 33%
3
Notice that,
Lecture 2 Roxbury Math Epsilon Club
2
0.666... 0.67 67% 66%
3
Make sure that if you’re going to round off a decimal, use the proper round-up/round-
down rule.
Here are a few more ideas on how to deal with various fraction problems and such:
14 69 2 7 3 23 2 7 3 23 2 3
6
7 23 7 23 7 23 1
567 56 7
7
56 56
Above would be correct, if , but of course, that’s not the case. Instead:
2) Take a percent of a number. This is exactly the same as multiplying that number by a
percent (which in turn is the same as multiplying a number by the equivalent
fraction).
20 600
600 20% 600 20 6 20 120
100 100
621
621
1
For that matter, any division is the same as a fraction and any fraction is a division. In
math, this is called one-to-one mapping. So
Lecture 2 Roxbury Math Epsilon Club
25 25 2 50
25 5 50 10 5
5 5 2 10
4) We can actually have fractional numerator and denominator. Even though, it looks
strange, as long as we approach it systematically, it will not be any different from our
usual calculations. Two main rules to remember are:
Here is an example:
1
1
2 4 4 2
3 2 3 6 3
4
1
2 30 2 30 20
3 3
4
To solve the second problem, just use the answer from the first one. Don’t start all over
from the beginning!!!
5) Any number can be a numerator of a fraction (including zero)… and just about any
number can be a denominator in a fraction… There is only one exception. Which
number is always illegal as a denominator?
ZERO
Lecture 2 Roxbury Math Epsilon Club
Let’s also talk a bit more about percents. The main reason people use them is to easily
compare “things”. Say, for example we have two schools: A and B. School A has 50 boys
and 50 girls, while school B has 40 boys and 20 girls. Question is which school has more
boys.
If you count by actual number of boys, of course school A has 10 more boys as compared
to school B.
On the other hand, let’s calculate the number of boys in each school as a percent of
the school population. While school A has: , school B
has . Then as a percent of the school population,
school B actually has more boys as compared to school A. While the ratio of boys to girls
in school A is: , the same ratio in school B is:
If someone told you that some school C had 30% population of boys, even without
knowing any exact numbers, we would know right away that school C had many more
girls as compared to boys.
If school D had 49% boys, we would know that school D had just slightly fewer boys
than girls as compared to school A (which has 50% boys). Again, we would not need any
other numbers beside the percent.
The part of math which studies these types of questions is call: Statistics.
Lecture 2 Roxbury Math Epsilon Club
This law is a property of an operation… in this case “+”. To what other operations to this
law apply… and to which operations it does it not apply.
Lower case omega looks like this: , while upper case looks like this:
In math and physics, this letter usually represents the speed of rotation… but that’s for
another day.
Lecture 2 Roxbury Math Epsilon Club
Homework… I would like everybody to think of really clever solutions to these very
formidable math problems…
1
2
3
4
?
5
6
7
8
1 2 3 99
... ?
2 3 4 100
3) Even though, factoring individual digits in not correct, there is one very nice
exception to this rule where it is correct, and in fact it is done all the time. Can you
think of when this exception takes place and what specific digit it involves?
4) If you had to memorize only 2-digit multiplications, excluding any 2-digis by 1-digit
or 1-digit by 1-digit multiplications, how many multiplications would you need to
memorize?