Category Archives: Mathematics

MILESTONE 7: Integers

The following lessons provide some basic understanding of Integers.

MATH MILESTONE #B2: INTEGERS

Mathematics of integers appears to be quite troublesome to most students. But when we look at it as arithmetic with increase and decrease from zero, it becomes easy to grasp.

Confusion takes place because “plus” and “minus,” which represent operations between two numbers, are also used to show a number as “positive” or ‘”negative.” This becomes clear when integers are defined as being referenced from zero.

–1   =    0 – 1

+1   =    0 + 1

This allows us to convert “positive” or ‘”negative” signs into “plus” and “minus” operations, and vice versa.

Furthermore, confusion arises when “plus” and “minus” operate on “positive” and “negative” numbers, giving consecutive signs. However, once we understand that LIKE consecutive signs produce a positive number…

– (–1)      =     +1

+ (+1)      =     +1

…and UNLIKE consecutive signs produce a negative number, the operations are greatly simplified.

– (+1)      =     –1

+ (–1)      =     –1

Here are some videos from Khan Academy on the subject of Integers.

Negative Numbers Introduction

Adding/Subtracting negative numbers

Multiplying and dividing negative numbers

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MILESTONE 6: Mixed Operations

To practice Mixed Operations, go to the link

MATH MILESTONE # B1: MIXED OPERATIONS

When the various operations of addition, subtraction, multiplication and division are present together in an arithmetic expression we have mixed operations.

Counting is the beginning of computation.

Addition is “counting together,” and therefore, it is an operation of first order. Subtraction, being opposite, or inverse, of addition, is also an operation of first order.

When addition and subtraction are present together they may be carried out from left to right in that sequence. An operation on the right may be carried out first only when there is addition to its left.

Multiplication consists of repeated additions. Therefore, multiplication is an operation of second order. Division, being opposite, or inverse, of multiplication is also an operation of second order.

When multiplication and division are present together they may be carried out from left to right in that sequence.

In mixed operations, second order operations always take priority over first order operations.

Multiplication, division, and parentheses (which group operations) make up the individual terms. “Plus” and “minus” separate the individual terms from each other in an arithmetic expression.

Always compute the individual terms first before you compute the arithmetic expression completely.

Thus, the concept of terms automatically enforces the precedence of second order operations over first order operations.

Understanding this logic involved in reducing mixed operations is very important. Only when you understand this logic, do the various “formulas” about the precedence of operations make sense.

Here are some videos on this subject from Khan Academy.

Introduction to Order of Operations

More Complicated Order of Operations Example

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MILESTONE 5: Division

To practice division mentally, go to

MATH MILESTONES #A5: DIVISION

Division is the opposite of multiplication. If you already know the various techniques of multiplication, you can learn to divide easily.

Suppose there are 30 pennies on the table. How many times can you take 6 pennies out? Picture yourself taking out 6-pennies at a time. You can do so 5 times only before no pennies are left on the table. You may also observe that 6 pennies multiplied 5 times results in 30 pennies

Now tell me rapidly: Out of 30 pennies, how many times can you take out

  • 5 pennies ?
  • 30 pennies ?
  • 1 penny ?
  • 0 pennies ?

If you thought of 30 divided by 0 to be “30” or “0” then you need to review the definition of Division. Once again imagine that there are 30 pennies on the table. Now take out 0 pennies. How many are left? 30 pennies are left, correct? Now take out 0 again, and again, and again. You may do so hundreds of times, and still there will be 30 pennies left on the table. Can you see that you may take 0 out of 30 an unlimited number of times? In other words, 30 divided by 0 is infinity.

The operation of division computes how many times a quantity (divisor) can be taken out of another quantity (dividend). That result is called the quotient.

When the division is exact, that is to say, the divisor can be taken out of the dividend an exact number of times, the divisor is called a factor of the dividend.

When the division is not exact, a remainder is left after division. When the remainder is further divided by the divisor into portions less than a unit, then we get fractions.

Both factors and fractions are taken up in subsequent milestones.

A proper understanding of division helps one round up all the earlier concepts in math. By the time one completes the Elementary School, one should have developed the ability of divide mentally with single digit numbers. This understanding then forms the basis of middle school math.

Here are some videos from the Khan Academy that explain division:

Division 1

Division 2

Division 3: More long division and remainder examples

Level 4 division

Partial Quotient Division

Partial Quotient Method of Division 2

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Point and Unit

There is a fundamental axiom which may be expressed in the following two forms:

  1. There is a POINT.

  2. There is a UNIT.

A LINE may be expressed in terms of points. A SURFACE may be expressed in terms of lines. A SOLID may be expressed in terms of surfaces. All forms may be expressed in terms of solids. This sort of buildup may keep on going toward more variety and complexity of forms.

COUNTING may be expressed in terms of units. ADDITION may be expressed in terms of counting. MULTIPLICATION may be expressed in terms of addition. EXPONENTIATION may be expressed in terms of multiplication. Besides, the opposite of addition may be expressed as SUBTRACTION. The opposite of multiplication may be expressed as DIVISION. The opposite of exponentiation may be expressed as LOGARITHMS. This sort of buildup may also keep on going toward more variety and complexity of thinking.

The above two “axioms” underlie all mathematics. Mathematics underlies all our thinking. The ideas of location, God, soul, etc., cannot exist without the ideas of POINT and UNIT.

It seems to me that mathematical principles underlie all spiritual and physical principles, and the ideas of point and unit underlie all mathematical principles.

These two axioms of POINT and UNIT, happen to be just postulates. They are a very basic part of the network of postulates that must form a oneness.

Their factualness comes from this oneness.

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Euclid’s ELEMENTS

Reference: Mathematical proof

Mathematical proofs were revolutionized by Euclid (300 BCE), who introduced the axiomatic method still in use today, starting with undefined terms and axioms (propositions regarding the undefined terms assumed to be self-evidently true from the Greek “axios” meaning “something worthy”), and used these to prove theorems using deductive logic. His book, the Elements, was read by anyone who was considered educated in the West until the middle of the 20th century. In addition to the familiar theorems of geometry, such as the Pythagorean theorem, the Elements includes a proof that the square root of two is irrational and that there are infinitely many prime numbers.

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EUCLID’S AXIOMS:

I.      Things which are equal to the same, or to equals, are equal to each other.

Thus, if there be three things, and if the first, and the second, be each equal to the third, we infer by this axiom that the first is equal to the second. This axiom relates to all kinds of magnitude. The same is true of Axioms ii., iii., iv., v., vi., vii., ix.; but viii., x., xi., xii., are strictly geometrical.

II.    If equals be added to equals the sums will be equal.

III.  If equals be taken from equals the remainders will be equal.

IV.   If equals be added to unequals the sums will be unequal.

V.     If equals be taken from unequals the remainders will be unequal.

VI.   The doubles of equal magnitudes are equal.

VII.   The halves of equal magnitudes are equal.

VIII.  Magnitudes that can be made to coincide are equal.

The placing of one geometrical magnitude on another, such as a line on a line, a triangle on a triangle, or a circle on a circle, &c., is called superposition. The superposition employed in Geometry is only mental, that is, we conceive one magnitude placed on the other; and then, if we can prove that they coincide, we infer, by the present axiom, that they are equal.  Superposition involves the following principle, of which, without explicitly stating it, Euclid makes frequent use:—“Any figure may be transferred from one position to another without change of form or size.”

IX.   The whole is greater than its part.

This axiom is included in the following, which is a fuller statement:—

IX’.  The whole is equal to the sum of all its parts.

X.    Two right lines cannot enclose a space.

This is equivalent to the statement, “If two right lines have two points common to both, they coincide in direction,” that is, they form but one line, and this holds true even when one of the points is at infinity.

XI.  All right angles are equal to one another.

This can be proven by superposition.

XII.   If two right lines meet a third line, so as to make the sum of the two interior angles on the same side less than two right angles, these lines being produced shall meet at some finite distance.

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NOTE 1: Some of the definitions that I like, though different from Euclid’s, are as follows:

  1. A point is a location in space. It does not extend in any direction, therefore, it is said to have no dimensions.
  2. A line is a path traced in space by a moving point. If a point moves without changing its direction it will describe a straight line. A straight line extends in one direction, therefore, it is said to have one dimension.  If the moving point continually changes its direction it will describe a curve; hence it follows that only one straight line can be drawn between two points.
  3. A surface is a path traced in space by a line that is moving in a direction that goes across the line.  If a straight line moves without changing its direction it will describe a plane. A surface extends in two directions, therefore, it is said to have two dimensions.
  4. An angle is the difference between the directions represented by two straight lines. For example the difference (angle) between the directions east and north is 90 degrees. The difference (angle) between two parallel lines (same direction) is zero.

NOTE 2: The perception of “straight” is always in the direction in which light  propagates, regardless of any curvature.

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