PROJECT REPORT

ON
NUMBER SYSTEM

Submitted by: -
Mrs. Kamayni
Math Mistress

GOVT. GIRLS SEC. SCHOOL

JANDIALA GURU, DISTT. AMRITSAR
 NUMBERS
Number (mathematics), word or symbol used to
designate quantities or entities that behave like
quantities.

NATURAL NUMBERS
The simplest numbers are the natural numbers,
1, 2, 3, .... The natural numbers are also called
the whole numbers, positive integers, or positive
rational integers. The natural numbers are closed
with respect to addition and multiplication—that
is, the sum and product of two natural numbers
are always natural numbers.
 RATIONAL NUMBERS

The sum and product of two natural numbers are always

natural numbers. Because the quotient (the result of
dividing) of two natural numbers, however, is not always
a natural number, it is convenient to introduce the
positive fractions to represent the quotient of any two
natural numbers. The natural number n is identified with
the fraction n/1. Furthermore, because the difference of
two positive fractions is not always a positive fraction, it
is expeditious to introduce the negative fractions
(including the negative integers) and the number zero
(0). The positive and negative integers and fractions, and
the number 0, comprise the rational number system.
 IRRATIONAL NUMBERS

The development of geometry indicated the need for

more numbers; the length of the diagonal of a square
with sides one unit long cannot be expressed as a
rational number. Similarly, the ratio of the circumference
to the diameter of a circle is not a rational number.
These and other needs led to the introduction of the
irrational numbers. A decimal expansion that is neither of
the two types described above represents an irrational
number. For example, Ã = 1.4142135623 ... and p =
3.1415926535 ... are irrational
 COMPLEX NUMBERS
The product of a real number multiplied by itself is 0 or
positive, so the equation x2 = -1 has no solutions in the
real number system. If such a solution is desired, new
numbers must be invented. Let i = Á be a new number
representing a solution of the preceding equation. All
numbers of the form a + bi, in which a and b are real
numbers, belong to the complex number system. If b is
not 0, the complex number is called an imaginary
number; if b is not 0 but a is 0, the complex number is
called a pure imaginary number; if b is 0, the complex
number is a real number.
Imaginary numbers (the term must not be used in a
literal sense but in the technical sense just described)
are extremely useful in the theory of alternating currents
and many other branches of physics and natural
science.
 Number Systems

A number system is defined by the base it uses, the

base being the number of different symbols required by
the system to represent any of the infinite series of
numbers. Thus, the decimal system in universal use
today (except for computer application) requires ten
different symbols, or digits, to represent numbers and is
therefore a base-10 system
 OPERATIONS WITH POSITIVE
INTEGERS
1. Adding Positive Integers
The arithmetic operation of addition is basically a means of
counting quickly and is indicated by the plus sign (+). We
could place 4 apples and 5 more apples in a row, then count
them individually from 1 to 9. Addition, however, makes it
possible to count all of the apples in a single step (4 + 5 = 9)
 We can easily add long lists of numbers with more than
one digit by repeatedly adding one digit at a time. For
example, if the numbers 27, 32, and 49 are listed in a
column so that all the units are in a line, all the tens are
in a line, and so on, finding their sum is relatively simple:
27
[TENS ] + 32 [ UNITS]
49
18
90
108
First add the units (7 + 2 + 9); they total 18.
 Then add the digits in the tens place (2 + 3 + 4); they
total 9, but this means 9 tens, or 90. In the last step, add
the total of the units to the total of the tens:
We can skip the second step, adding the sum of the
units to the sum of the tens, by using a shortcut called
carrying. Carry the 1 in 18, which stands for 1 ten, over
to the tens column and add it directly to the digits there
2.Subtracting Positive Integers
•The arithmetic operation of subtraction is the
opposite of addition and is indicated by the minus
sign (-). If we take 5 apples away from 9 apples,
subtraction tells how many apples remain without our
actually counting them. The simple sums memorized
for addition are used in reverse for subtraction. We
can subtract large numbers by repeatedly subtracting
one digit at a time. First align the numbers under one
another, units under units, tens under tens, as in
addition
 example, the result of 9 minus 5 is 4 because 4 is the
number we would have to add to 5 for a sum of 9. The
end result of subtraction is called the difference.

It is possible to subtract 23 from 66 by counting

backward 23 integers from 66, one number at a time, or
by taking away 23 items from a collection of 66 and
counting the remainder Either way we would reach 43.
The rules of arithmetic for subtraction, however, provide
a much quicker method for obtaining the answer. We
can subtract large numbers by repeatedly subtracting
one digit at a time. First align the numbers under one
another, units under units, tens under tens, as in
addition:
 66
-23
43

Subtract the units: 6 - 3 = 3. Then subtract the tens

column: 6 – 2 = 4. The results of these two single-digit
subtractions, written side by side, provide the answer:
Subtraction is a bit more complicated if we need to subtract a
larger digit from a smaller one. For example, when subtracting 47
from 92, the units value (7) of 47 is greater than the units value (2)
of 92. We can handle this situation using a procedure called
borrowing, which is like carrying in reverse. Ten units can be
borrowed from the tens column—that is, from the 9 of 92—leaving
8 in the tens column. Bring the 10 over to the units column and
add it to the 2 already there, giving 12 in that column from which 7
can then be subtracted:
8 12

92
47
45
Complete the subtraction by taking 4 away from 8 in the tens
column, which gives 4. The answer, or difference, is 45
 3. Multiplying Positive Integers
•
Multiplication is simply repeated addition and is often
indicated by the times sign (×). The expression 3 × 4
means that 3 is to be added to itself 4 times or, similarly,
that 4 is to be added to itself 3 times. In either case, the
answer is the same: 12. For example, 3 sets of 4 apples
together contain a total of 12 apples. When large
numbers are involved, however, such repeated addition
is tedious. Multiplication provides a procedure for
simplifying repeated addition. Sometimes a dot or an
asterisk is used instead of a times sign to indicate the
multiplication of two or more numbers, and sometimes
parentheses are used. For example, 3 × 4, 3 · 4, 3 * 4,
and (3)(4) all indicate 3 times 4. The end result of
multiplication is called the product.

.
 To multiply two numbers if the number with the most
digits is placed on the top:
386
x4
24(4x6 in unit place)
320(4x8 in the tens place,or 4x80)
1200(4x3 in hundreds place or 4x300)
1544
We then multiply each digit of the top number by the
bottom number, in this case, 4. Adding the results of all
these multiplications together gives the product 1,544

.
Carrying tens and hundreds, as in addition, shortens this
operation:
2

386
4
4
Multiply the 6 by 4, giving 24. Write the 4 in the units
place of the product and carry the 2, which stands for 2
tens, or 20. Multiply the 8 in the tens place by 4, giving
32, then add the carried 2, giving 34. (We actually
multiplied 80 by 4, giving 320, and carried 20, which we
then added to 320.) Write the 4 in the tens place just to
the left of the 4 in the units place, and carry the 3 (which
stands for 3 hundreds), placing it over the hundreds
column.
 To finish, multiply the 3 in the hundreds place by 4,
giving 12 (actually 1,200), and add the 3 that we carried,
giving 15 (actually 1,500)
3 2

386
4
1544

We can follow a similar procedure when both numbers to

be multiplied have more than one digit.
To multiply 36 by 52, for example, begin by multiplying
the top number, 36, by the unit 2 of the bottom number:
1

36
x 52
72 (partial product)
Next multiply the 6 by 5, giving 30, and put the 0 under
the number 7 in the tens place of the partial product.
This placement is chosen because the 5 in the bottom
number is in the tens place and actually represents 50.
Carry the number 3 as usual.
 Multiply the 3 in the tens place of the top number by 5,
giving 15, and add the carried 3, giving 18 (really 5 times
30, plus 30, for a total of 180). Now write the 8 in the
hundreds place (directly to the left of the 0 in the tens
place), and carry the 1 into the thousands place. We
obtain the total product by adding the two partial
products:
3

36
x 52
72 (partial product)
+180 (partial product)
1872 (total product)
 4. Dividing Positive Integers
The arithmetic operation of division is the opposite, or
inverse, of multiplication. Using the example of 12
divided by 4, we may indicate division by the division
sign (12 ÷ 4), a bar (Ž), a slash (12/4), or the notation p.
Division determines how many times one number is
contained in another number. For example, 4 is
contained 3 times in 12; thus, 12 apples could be divided
into 3 sets of 4 apples, so 12 divided by 4 is 3. The
number to be divided is called the dividend, the number
the dividend is divided by is called the divisor, and the
end result of division is called the quotient:
 4)12 (3

divisor) divident (quotient

• Simple divisions such as 12 ÷ 4 may be carried out
mentally, but more complicated cases require a
procedure known as long division. Long division involves
the repetition of simple operations
For example, to divide 4,518 by 6, consider the divisor
(6) and the first digit (4) of the dividend to see whether
the divisor is contained in that first digit one or more
times:
6 ) 4518 (
If the first digit is too small (6 is not contained in 4 even
once), try to divide the first two digits of the dividend (45)
by the divisor (6) . To determine how many 6s are
contained in 45, make a guess. If we guess 8, we can
check our guess by multiplying 6 by 8, which yields 48.
Since 48 is more than 45, the guess was too big.
Guessing 6 and multiplying 6 × 6 yields 36—too small
We know it is too small because when we subtract 36
from 45 (45 – 36) we get 9, which indicates that 45
contains another 6. Therefore 6 will go into 45 no more
than 7 times (6 × 7 = 42). Write the number 7 in the
quotient over the 5 in the dividend, 4,518, and write the
42 (the product of the divisor, 6, and the first number of
the quotient, 7) under the 45 and subtract from it,
yielding 3. What we have actually determined so far is
that 4,518 contains at least 700 6s, and that 318 is left
when these are taken away. In the next step of the
division process, bring the 1 in the dividend down and
write it to the right of the 3 to give 31:

6 ) 4518 (
-42
31
The 6 in the divisor will go into 31 no more than 5 times
(6 × 5 = 30). Write the 5 in the quotient to the right of the
6, above the 1 in the dividend. Place the product of 5 ×
6, or 30, under the 31 and subtract, yielding 1. Bring the
8 from the dividend down and write it to the right of the 1
to give 18. The 6 in the divisor will go into 18 exactly 3
times, so write the number 3 in the quotient above the 8
in the dividend
6 ) 4518 ( 753
-42
31
- 30
18
-18
0
The answer to how many times 6 will divide 4,518 is
therefore 753. We can verify this solution by multiplying
6 × 753, which yields the dividend 4,518.