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A Self-Tutorial
by
LESSON 3:
OPERATIONS ON NUMBERS
Copyright © 2005
All rights reserved. No part of this publication may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopy, recording, or any information
storage or retrieval system, without permission in writing of the author.
E-mail may be sent Luis-Ast@VideoMathTutor.com
=
Disclaimer: This Self-Tutorial is meant for students (7th grade
through college) who need a basic review of arithmetic on
integers (positive and negative whole numbers) and Order of
Operations. It is NOT meant for young children who are
learning arithmetic for the first time.
|ABSOLUTE VALUE |
F The Absolute Value of a number is the distance that number is from
zero on the real number line.
Math Symbol:
L …
The absolute value of a number is NEVER negative. It’s
either positive or zero.
This definition means that the absolute value of a real number “x” is just
itself if the number is zero or positive, and you “change the sign” if the
number is negative. The “–x” does not mean “negative x,” but rather the
“opposite” of x. This is discussed in more detail a little later on.
EXAMPLE 1: Find .
SOLUTION: This is how you can “see” what the absolute value of
the number 3 is:
1 unit + 1 unit + 1 unit = 3 units away from 0
| →|→|→|
←d||d→
0 3
1444442444443
Together:
← 3 units away from 0 3 units away from 0 →
| ←| →|
←d||d||d→
–3 0 3
1444442444443 1444442444443
EXAMPLE 2: What is ?
EXAMPLE 3: What is ?
← d →
0
3
( Absolute value on most graphing calculators look
like “ ,” you place the value within the parentheses. There are a
couple of ways of finding the absolute value of a number using the
calculator. Let’s find :
M
y<CATALOG=
GGGGGGGGGGGGGGGGGG
These Notes are the Copyrighted Property of
Luis Anthony Ast © 2005. All Rights Reserved.
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– OPPOSITE NUMBERS
F Opposite Numbers are the same distance from zero on the real
number line, but they are on opposite sides on the number line.
Math Symbol: – or –( )
EXAMPLE 4:
←d|||||d→
–3 0 3
% Opposite Numbers &
Opposite numbers have the same absolute value, so…
L …
EXAMPLE 5:
–x is the opposite of x
5
( the negation key is used to find the opposite of
a number of an expression; so it is used to represent both a negative
number and the negation (the opposite) of a number.
What to do: On the Calculator Screen:
Find the opposite of –2
M
Or…
M
=
Be sure you use the negation key and NOT the subtraction key
when you want to find the opposite of some expression.
GGGGGGGGGGGGGGGGGG
ARITHMETIC OF INTEGERS
A+D+D+I+T+I+O+N
F Addition is the operation of combining numbers to provide an
equivalent single value. The numbers being added are called the
summands and the result is called the sum.
←||||||||→
0
3 units →
←||||||||→
0 2
← 3 units
←||||||||→
0
4 units →
←||||||||→
–3 0
Therefore, –3 + 4 = 1
7
The previous example may also be done on a single number line:
←||||||||→
–3 0 1
–3 + 4 = 1
RULES OF ADDITION
Rules 1 and 2 mean: if you have “like” signs, add up the numbers,
and place the sign you see for the final sum.
What you do is temporarily ignore the signs you see, subtract the “smaller”
number from the “larger,” then include the sign of the number whose
absolute value was bigger (whichever number is bigger without looking at
the plus/minus signs, is the sign you will use for the final result.) Don’t
worry, we will do a few examples of this to make it easier to learn.
8
EXAMPLE 8: Here are some mini-examples. Try doing them “by
hand” first, then use your calculator.
One of the keys to successfully using your calculator is to
PRACTICE, PRACTICE, and PRACTICE. Yes, these are simple problems,
but my recommendation is to always try to do problems by hand first (if
possible), then use a calculator. Why? Well, if you only use your
calculator for the “tough problems,” you may not have the experience to do
the problem. Students may “blank” when trying to find the right
keystrokes to do a problem. The more you practice, the better you get.
(
What to do: On the Calculator Screen:
Example of Rule 1 :
Find 8 + 5
M
Example of Rule 2 :
Find the sum of –8 and –10
M
Example of Rule 3 :
Add –12 and 6
M
Example of Rule 4 :
Find the sum of 9 and its opposite.
M
Example of Rule 5 :
What is 0 + 7?
M
9
When using a calculator, you don’t need to enclose the
L …
negative number within parentheses, but you may do so,
for clarity, when writing it out on paper. This way, you
don’t confuse the negative sign with the subtraction
sign.
And
9 + –9 is equal to 9 + (–9)
GGGGGGGGGGGGGGGGGG
SUB–TRAC–TION
F Subtraction is the inverse operation of addition. With
addition, you “add” numbers together, while with subtraction, you “take
away” numbers.
Math Symbol: –
The number that is “taken away” from the original number is called the
Subtrahend, the original number is called the Minuend, and the result
of a subtraction is called the Difference.
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EXAMPLE 9: Perform the following operations:
Y What is 10 – 3?
Solution: 10 – 3 = 10 + (–3) = 7
Y Subtract –5 from 8.
If you see this, press to go to the error. The screen changes back, but
the cursor will blink over the error. Just correct it, and press . This
should solve the problem.
Note: Look carefully at the minus and negative signs on the calculator
display. They are slightly different. The negative sign is smaller and
slightly higher on the calculator display than the minus sign. In these
Notes, I follow standard math notation and usually make them the same
(but I might change them a little, like using bold type for emphasis).
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When writing negative and minus signs by hand, make
them “longer” than you have in the past. This way, you are
clear that a number is negative or a subtraction is being
HOT TIP! performed. I have found over the years that students that
write very short signs can confuse them with decimal
points, the “=” sign, or not even know they are there.
GGGGGGGGGGGGGGGGGG
|DISTANCE – BETWEEN |
|TWO – NUMBERS |
F What if we would like to figure out how far one number is away from
another? How can we do this? For example, I want to find the distance
between –3 and 4. This is easy to find using a number line:
←||||||||→
–3 0 4
←||||||||→
–3 0 4
7 Units
12
In general:
The distance between numbers a and b on a
number line is:
F
=
Do not mix up this distance formula for the one that is used to
measure the distance between two points in a plane:
GGGGGGGGGGGGGGGGGG
The “×” symbol is fine to use when you are just multiplying numbers
together, but when algebra is involved, it can be confused with the
variable “x.”
There are several ways to represent multiplication. Let “a” and “b”
represent arbitrary numbers. “a” times “b” can be represented by any of
the following:
Notation: Comments:
a×b Not used very much in algebra [See above].
A “raised dot.” Not usually used with numbers, since it
a⋅b may be confused with a decimal point. OK to use with
variables.
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(a)(b) When there is NO symbol between numbers and variables,
or just variables, then this is a way of showing “implied”
[a][b] multiplication. Here, expressions are placed
within a set of grouping symbols, but there is nothing
{a}{b} between groups of symbols. This is a preferred notation.
Also implied multiplication. The variables are just next to
ab each other. This is the most typical way of showing this
operation with variables. Not used with numbers.
(a)b Implied multiplication. Not used very often.
Implied multiplication. This is frown upon for
multiplication of variables, since it can be confused with
a(b) another math notation called “function notation.” It’s OK
to use with numbers, or numbers (in place of a) with
variables (in place of b).
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These Rules can be abbreviated as:
(+)(+) = + (–)(–) = +
(+)(–) = – (–)(+) = –
(0)(#) = 0 (#)(0) = 0 #
=
Be careful and NOT mix up the multiplication and addition rules.
For example:
(–5) + (–2) = –7, but (–5)(–2) = 10
0 + 5 = 5, but 0 × 5 = 0
Note: Notice the last two on right hand side. A negative sign to the left
of a parenthesis (or any grouping symbol) may be seen as multiplication by
–1 or as finding the opposite of a number.
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=
A “raised dot” is OK for multiplication “on paper,” but NOT on a
calculator. The key is to enter a decimal point ONLY.
The same can be said for other grouping symbols: { } and [ ]. These have
different meanings on a calculator.
3[ (4 + 8) – 2 ]
3( (4 + 8) – 2 )
GGGGGGGGGGGGGGGGGG
X
E PONENTS
F Just as multiplication is an abbreviated form of repeated addition,
Exponents are used to abbreviate repeated multiplication.
Math Symbol:
5 factors of 3
is read as: “three to the fifth power” or simply: “three to the fifth.”
n factors of x
Some terminology:
↑
This is the Base
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Another Note: When I am describing keystrokes to students, I say
“power” when I refer to this key: . For example, I would say is:
“three power four.” It’s a personal choice. You can still just say: “three to
the fourth power.”
Or:
GGGGGGGGGGGGGGGGGG
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DIVI ÷ SION
F Division is the inverse or reverse operation of multiplication. It tells us
how many times one number is contained within another number.
Math Symbol: ÷
The number being divided is called the Dividend. The number doing the
dividing is called the Divisor. The result of a division is called the
Quotient.
Notation: Comments:
Not used very much in algebra. OK to use. Appears in
x÷y
operations dealing with fractions. Great for numbers.
x/y OK to use, but may be a little vague when dealing with
or complicated expressions. Used typically to write fractions
in a more compact form, such as in an exponent or matrix.
This is the best way to express division in algebra,
especially when the items get more complicated. The top
part is called the Numerator and the bottom part is
called the Denominator. Try to use this notation when
possible.
These are used when performing “long division” and are
or the same as:
y x
If a number does not exactly divide into another number, then there is a
Remainder.
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EXAMPLE 10: Using some numbers: 20 ÷3 or is:
RULES OF DIVISION
=
Dividing by zero is NOT allowed! Zero cannot be in the
denominator of a fraction. Don’t go there! Do not pass Go. Do not
collect $200. Oops! I got a little carried away there. Sorry. L
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F RECIPROCALS F
Y The Reciprocal of a number x is .
and
L
One of the places many students make mistakes using
the calculator is in the area of divisions. Be extra careful
… any time you need to perform this operation or doing
fractions on the calculator.
21
The expression: should be “seen” as:
What is ?
M
= = =
Equation: Comments:
Any number, over itself, is one.
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ORDER + OF × OPERATIONS
Now that we have all these arithmetic operations, what happens when we
combine them? How do we evaluate something like: 2 + 3 × 4 ? Do we add
the 2 and the 3, then multiply by 4, or do we multiply the 3 and the 4 first,
then add 2 to this? Before we can answer this, we need to talk about the
order of operations. We will start this discussion with grouping symbols.
Symbols: Comments:
These are the most commonly used grouping symbols.
Example: 1 – (2 + 3)
( Only use parentheses for grouping.
Used to enclose items that already have parentheses.
Example: 4[1 – (2 + 3)]
or Square
Brackets ( Used for matrices.
Used to group items that have square brackets.
Example: 6 + {5 – 4[1 – (2 + 3)]}
or Curly
Brackets ( Used to enclose items in lists.
Used to group items that have braces.
or Vinculum Example:
First, evaluate everything in the numerator. Next, evaluate
everything in the denominator. Finally, divide the
numerator by the denominator.
A detailed example of this will be shown later.
Absolute Do everything within the bars first, then take its absolute
Value value.
Bars A detailed example of this will be shown later.
Do everything “inside” the radical first, then take the root.
. Examples of this are in the Algebra Lesson: “Radicals.”
F the radical sign is really just “ √ ”
The vinculum is used to “extend” the sign: “ ”
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There are other grouping symbols/operations, but we won’t encounter
them until other lessons.
Which is rather complicated looking. Instead of using braces and bars, the
parentheses and brackets can alternate, so the previous problem would
look like:
= = =
24
Y Next, perform all multiplications and/or divisions
, but evaluate the expression in order from left-to-right.
ORDER OF OPERATIONS
25
An acronym to help you remember the above is:
HOT TIP! PEMDAS
P: Parentheses
E: Exponents
M: Multiplication
D: Division
A: Addition
S: Subtraction
PEMDAS can be memorized easily if you remember the following
mnemonic device:
“Please Excuse My Dear Aunt Sally”
F ORDER OF PRECEDENCE F
1 Grouping symbols
2 Exponents
3 Multiplications / Divisions
4 Additions / Subtractions
There are additional operations with other orders of precedence, but these
will do for now.
Now that we have all of these rules, let’s do several detailed examples.
First, “by hand,” showing all steps, then we will verify the answer by
evaluating the expressions directly using the calculator.
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2
EXAMPLE 12: Simplify: 4 + 3 × 2 – 10
4 + 18 – 10
= 22 – 10
(
What to do: On the Calculator Screen:
2
Simplify: 4 + 3 × 2 – 10
M
2
–5 + 2[3 – 4(7 – 6) + 2 ]
2
–5 + 2[3 – 4(7 – 6) + 2 ]
= –5 + 2[3 – 4(1) + 22]
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Y Do the Exponent next. The parentheses around the 1 are used for
“implied” multiplication, so the exponent is evaluated before the
multiplication:
2
–5 + 2[3 – 4(1) + 2 ]
= –5 + 2[3 – 4(1) + 4]
–5 + 2[3 – 4(1) + 4]
= –5 + 2[3 – 4 + 4]
Y Evaluate the subtraction and addition inside the brackets (going from
left-to-right):
–5 + 2[3 – 4 + 4]
= –5 + 2[–1 + 4]
= –5 + 2[3]
= –5 + 6
=1
This seems like we are doing a huge number of steps, but I am doing this
step-by-step, and I re-display certain steps for clarity. Here’s how this
problem would look like if it were done “by hand” for a test question:
2
–5 + 2[3 – 4(7 – 6) + 2 ]
= –5 + 2[3 – 4(1) + 22]
= –5 + 2[3 – 4(1) + 4]
= –5 + 2[3 – 4 + 4]
= –5 + 2[–1 + 4]
= –5 + 2[3]
= –5 + 6
28
=1
If your instructor allows you to “combine” steps, the above problem can be
done in even fewer steps, but I only recommend you do this after a great
deal of practice .
2
–5 + 2[3 – 4(7 – 6) + 2 ]
= –5 + 2[3 – 4(1) + 4]
= –5 + 2[3 – 4 + 4]
= –5 + 2[3]
= –5 + 6
=1
(
What to do: On the Calculator Screen:
Perform the indicated operations:
2
–5 + 2[3 – 4(7 – 6) + 2 ]
M
2 – |5 – 2 × 8|
3
2 – |5 – 2 x 8|
3
= 2 – |5 – 16|
3
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Y Now do the subtraction within the absolute value:
2 – |5 – 16|
3
= 2 – |–11|
3
2 – |–11|
3
3
= 2 – 11
3
2 – 11
= 8 – 11
8 – 11
= –3
(
What to do: On the Calculator Screen:
Simplify: 2 – |5 – 2 × 8|
3
M
y<CATALOG=
You could have also just written 0.5 as the final answer.
31
Y Exponentiate the items in the numerator and do the subtraction in the
denominator:
Simplify:
Convert to a fraction:
32
LESSON 3 QUIZ
When doing these problems, try to also do them using your calculator, (if
possible) to get more practice using it.
33
Y . The opposite is: _____
Y –8 + 2 =
Y –8 + (–2) =
Y –8 – 2 =
Y8×2=
Y –8(2) =
Y (–8)(– 2) =
Y8÷2=
Y =
Y =
Y =
Y =
34
5 What is the distance between –5 and 7?
bo Which of the following are not typical grouping symbols used in math
expressions?
bp What is PEMDAS?
35
br Simplify. Show all steps. Write work on a separate sheet of paper.
Y –3 × 2 + 8 =
Y (2 + 3) × 5 =
Y (6 – 2)(8 + 1) =
Y =
Y 8
Y 7.2
Y 6
Y 10 – 16 = –6
Y –5
Y f–2
Explanation: since 2 – f is negative, you want to get a positive value,
since absolute values are always positive, so the way around this is to just
“switch” the places of the numbers.
Y f – A7
Y 3 – A7
Explanation: Similar to first Y in Problem 2. These types of questions
are very typical on tests.
37
3 Find the opposites of the following:
Y 5. The opposite is: –5
Y –8 + 2 = –6
Y –8 + (–2) = –10
Y –8 – 2 = –8 + (–2) = –10
Y 8 × 2 = 16
Y –8(2) = –16
Y (–8)(– 2) = 16
Y8÷2=4
Y = –4
38
Y Find the square of negative five = 25
Y =1
Y = 301
bo Which of the following are not typical grouping symbols used in math
expressions?
bp What is PEMDAS?
Answer: It is an acronym to help you remember the order of operations
of real numbers. The letters stand for:
P: Parentheses
E: Exponents
M: Multiplication
D: Division
A: Addition
S: Subtraction
40
br Simplify. Steps are shown below each problem.
Y –3 × 2 + 8 = 2
Answer: –3 x 2 + 8
= –6 + 8
=2
Y (2 + 3) × 5 = 25
Answer: (2 + 3) × 5
= (5) × 5
= 25
Y (6 – 2)(8 + 1) = 36
Answer: (6 – 2)(8 + 1)
= (4)(9)
= 36
Y 4
Y 12
Answer: 10 – [2 + (4 – 23)]
3
= 10 – [2 + (4 – 2 )]
= 10 – [2 + (4 – 8)]
= 10 – [2 + (4 – 8)]
= 10 – [2 + (–4)]
= 10 – [2 + (–4)]
41
= 10 – [–2]
= 10 + 2
= 12
Y 64
Answer:
=
= 64
Y 6
Y 97
Answer: – | –3| + (8 + 2)2
= –(3) + (10)2
2
= –(3) + (10)
= –(3) + 100
= –3 + 100
= 97
42
Y = –20
Answer:
= –20
Y 4
Answer:
43
=
=4
Y –5
Answer:
= –11 – (–6)
= –11 + 6
= –5
END OF LESSON 3
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