Be An Expert in

Maths Calculations
Shortcuts & Tricks
Useful for all students of
Highschools , Collges & Competitive
Exams.
By

Ms. Vaishnavi Bharat Bhoi

( Teacher , Motivational Speaker ,Trainer & Author,
Awarded by Rashtriy Shikshak Bhushan Puraskar )
 About The Author
Life can be easy to live when one finds his purpose of
Life. I Got Mathematics as my purpose of Life. I realized my
Interest towards numbers and Calculations of Maths during my
Schooling and that became the starting point of my journey with
Maths.
When I was in 7th Standard , I found myself memorized
by the magic of the calculations of Maths. During the year , I
qualified National Scholarship Exam Achieving 49th rank in all over
Maharashtra. In 10th Standard , I Scored 144 marks out of 150 and
that became the turning point of my Career. I sealed my deal with
Maths as my career path. I did my B.Sc. in Bytco College, During
my first year, I taught my friends the Syllabus. I scored 99 marks out
of 100 that year . I recognized My Teaching abilities and in the
second year , I taught Two Batches of the students of F.Y. &
S.Y.B.Sc. The classes were Great Success. I was rewarded with the
100% result of my batches. I took Maths as my main subject for
T.Y.B.Sc. At that time , I was teaching Three Batches at my Bhoi’s
Institute of Mathematics. I did my masters in maths from K.T.H.M.
College, Gangapur Road, Nashik Scoring 9.0 points in the Last
semester. I teached 500+ Students with my study of post
Graduation. Recently in 2020, I Awarded by Rashtriya Shikshak
Bhushan Puraskar.
The Experience of Teaching lead me to deliver several
Lectures and attend Seminars in Various cities of Maharashtra. It
gave me enough time to observe learners. I observed that students
loose their confidence because of their difficulties in learning &
Memorising complicated formulas & concepts of maths.
This Book is a Solution for those who are facing hard
time in learning Maths. It is useful for the students of High School ,
College and the once who wants to crack competitive exams.
I am so thankful to my parents & all my teachers
Because of them I am able to do all this things in my life. The
Measure Support behind me is My Father Mr. Bharat Narayan Bhoi
& My Mother Mrs. Sarala Bharat Bhoi. Thankyou to all my Well-
Wishers ,Friends & family for your Support .
Dedicate this book to my Father
 Mr. Bharat N. Bhoi.

Introduction
Some people LOVE Maths.
Being able to quickly perform Addition, Subtraction,
Multiplication and Division is sure to impress your friends.
The problem is, not all of us picked this up in school. To
know how to calculate quickly & accurately is to increase your
efficiency.

Any one who can do ordinary arithmetic can

easily master the simple methods I have given to
Calculate the right way as well as to use short cuts,
and these when taken together are great savers of
time and effort.
Here then, you have a key which will unlock the
door to rapid calculation and all you have to do.
Here’s a collection of time-saving math shortcuts.
If you’d like to learn some mental arithmetic shortcuts now,
read on …..

Conte
nts
CHAPTERS

1. What Arithmetic is…

2. Fast Addition.
3. Fast Subtraction.
4. Short Cuts In Multiplication.
5. Short cuts in Division.
6. Short cuts in Fractions.
7. Extracting square & cube Roots.
8. Useful Tables & formulas.
9. Magic with Numbers.
 Be An Expert in
Maths Calculations
Shortcuts & Tricks
CHAPTER I
WHAT ARITHMETIC IS…..
1. The Origin of Calculations.
2. The Origins of Counting & Figures.
3. Other Signs used in Arithmetic.
4. The Four Ground Rules.
5. The Operation of addition.
6. The Operation of subtraction.
7. The Operation of Multiplication.
8. The Operation of Division.
9. Fractions.
10. Decimals.
11. Powers & Roots.
12. Ratios & proportions.
13. Practical Applications.

1. The Origin of Calculations :-

To be able to figure in the easiest way and in the shortest time you
should have a clear idea of what arithmetic is and of the ordinary methods
used in calculation. To begin with arithmetic means that we take certain
numbers we already know about, that is the value of, and by manipulating
them, that is performing an operation with them, we are able to find some
number which we do not know but which we want to know. Now our ideas
about numbers are based entirely on our ability to measure things and this in
turn is founded on the needs of our daily lives. To make these statements
clear suppose that distance did not concern us and that it would not take a
longer time or greater effort to walk a mile than it would to walk a block. If
such a state of affairs had always existed then primitive man never would
have needed to judge that a day’s walk was once again as far as half a day’s
walk. In his simple reckonings he performed not only the operation of
addition but he also laid the foundation for the measurement of time.
Likewise when primitive man considered the difference in the length of two
paths which led, let us say, from his cave to the pool where the mastodons
came to drink, and he gauged them so that he could choose the shortest way,
he performed the operation of subtraction though he did not work it out
arithmetically, for figures had yet to be invented.
1 WHAT ARITHMETIC IS 2 And so it was with his food. The
scarcity of it made the Stone Age man lay in a supply to tide over his wants
until he could replenish his stock; and if he had a family he meted out an
equal portion of each delicacy to each member, and in this way the fractional
measurement of things came about.
There are three general divisions of measurements and these are
(1) the measurement of time; (2) the measurement of space and (3) the
measurement of matter ; and on these three fundamental elements of nature
through which all phenomena are manifested to us arithmetical operations of
every kind are based if the calculations are of any practical use.

2. The Origin Of Counting & Figures:-

As civilization grew on apace it was not enough for man to measure
things by comparing them roughly with other things which formed his units,
by the sense of sight or the physical efforts involved, in order to accomplish a
certain result, as did his savage forefathers. And so counting, or enumeration
as it is called, was invented, and since man had five digits2 on each hand it
was the most natural thing in the world that he should have learned to count
on his digits, and children still very often use their digits for this purpose and
occasionally grown-ups too. Having made each digit a unit, or integer as it is
called, the next step was to give each one a definite name to call the unit by,
and then came the writing of each one, not in unwieldy words but by a
simple mark, or a combination of marks called a sign or symbol, and which
as it has come down to us is 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. By the time man had
progressed far enough to name and write the symbols for the units he had
two of the four ground rules, or fundamental operations as they are called,
well in mind, as well as the combination of two or more figures to form
numbers as 10, 23, 108, etc.
3.Other Signs Used in Arithmetic:-
Besides the symbols used to denote the figures there are symbols
employed to show what arithmetical operation is to be performed. + Called
plus. It is the sign of addition; that is, it shows that two or more figures or
numbers are to be added to make more, or to find the sum of them, as 5 + 10.
The plus sign was invented by Michael Stipel in 1544 and was used by him
in his Arithmetica Integra.
= Called equal. It is the sign of equality and it shows that the
numbers on each side of it are of the same amount or are of equal value, as 5
+ 10 = 15. The sign of equality was published for the first time by Robert
Recorde in 1557, who used it in his algebra.
 − Called minus. It is the sign of subtraction and it shows that a
number is to be taken away or subtracted from another given number, as
10−5. The minus sign was also invented by Michael Stipel.
× Called times. It is the sign of multiplication and means multiplied
by; that is, taking one number as many times as there are units in the other,
thus, 5 × 10. The sign of multiplication was devised by William Oughtred in
1631. It was called St. Andrew’s Cross and was first published in a work
called Clavis Mathematicae, or Key to Mathematics.
÷ Called the division sign. It is the sign of division and means
divided by; that is, it shows a given number is to be contained in, or divided
by, another given number, as 10 ÷ 5. The division sign was originated by Dr.
John Pell, a professor of mathematics and philosophy.
4.The Four Ground Rules:-
In arithmetic the operations of addition, subtraction, multiplication,
and division are called the ground rules because all other operations such as
fractions, extracting roots, etc., are worked out by them.
5.The Operation of Addition:-
The ordinary definition of addition is the operation of finding a
number which is equal to the value of two or more numbers. This means that
in addition we start with an unknown quantity which is made up of two or
more known parts and by operating on these parts in a certain way we are
able to find out exactly what the whole number of parts, or the unknown
quantity, is. To simply count up the numbers of parts is not enough to
perform the operation of addition, for when this is done we still have an
unknown quantity. But to actually find what the whole number of parts is, or
the sum of them as it is called, we have to count off all of the units of all of
the numbers, thus: 2 + 2 + 2 + 2 = 8 Now when arithmetic began prehistoric
man had to add these parts by using his fingers and saying 1 and 1 are 2, and
1 are 3, and 1 are 4, and so on, adding up each unit until he got the desired
result. Some time after, and it was probably a good many thousands of years,
an improvement was made in figuring and the operation was shortened so
that it was only necessary to say 2 + 2 are 4, and 2 are 6, and 2 are 8. When
man was able to add four 2’s without having to count each unit in each
number he had made wonderful progress and it could not have taken him
long to learn to add up other figures in the same way.
6.The Operation of Subtraction:-
Subtraction is the operation of taking one number from the other
and finding the difference between them. To define subtraction in another
and more simple way, we can say that it is the operation of starting with a
known quantity which is made up of two or more parts and by taking a given
number of parts from it we can find what the difference or remainder is in
known parts. Hence the operation of subtraction is just the inverse of that of
addition. The processes of the mind which lead up to the operation of
subtraction are these: when man began to concern himself with figures and
he wanted to take 4 away from 8 and to still know how many remained he
had to count the units that were left thus: 1 + 1 + 1 + 1 = 4 And finally, when
he was able through a better understanding of figures and with a deal of
practice to say 8−4 = 4, without having to work it all out in units, he had
made a great stride and laid down the second ground rule of arithmetic. But,
curiously enough, the best method in use at the present time for performing
the operation of subtraction is by addition, which is a reversion to first
principles.
7.The Operation of Multiplication :-
The rule for multiplication states that it is the operation of taking
one number as many times as there are units in another. In the beginning of
arithmetic, when one number was to be taken as many times as there were
units in another, the product was obtained by cumulative addition, the figures
being added together thus: 7 + 7 + 7 + 7 + 7 = 35 Having once found that 7
taken 5 times gave the product 35 it was a far easier mental process to
remember the fact, namely, that 7 × 5 = 35 than it was to add up the five 7’s
each time; that is if the operation had to be done very often, and so another
great short cut was made in the operation of addition and mental calculation
took another step forward. But multiplication was not only a mere matter of
memorizing the fact that 7 × 5 = 35 but it meant that at least 100 other like
operations had to be remembered and this resulted in the invention of that
very useful arithmetical aid—the multiplication table. While multiplication is
a decided short cut in solving certain problems in addition, it is a great deal
more than addition for it makes use of the relation, or ratio as it is called,
between two numbers or two quantities of the same kind and this enables
complex problems to be performed in an easy and rapid manner. Hence the
necessity for the absolute mastery of the multiplication table, as this is the
master-key which unlocks many of the hardest arithmetical problems. A
quick memory and the multiplication table well learned will bring about a
result so that the product of any two factors will be on the tip of your tongue
or at the point of your pencil, and this will insure a rapidity of calculation
that cannot be had in any other way.
8.The Operation of Division :-
Division is the operation of finding one of two numbers
called the factors, that is, the divisor and the quotient, when the
whole number, or dividend as it is called, and the factor called the
divisor are known. Defined in more simple terms, division is the
operation of finding how many times one number is contained in
another number. Hence division, it will be seen, is simply the inverse
operation of multiplication. Since division and multiplication are so
closely related it would seem that division should not have been very
hard to learn in the beginning but long division was, nevertheless, an
operation that could only be done by an expert arithmetician. It will
make division an easier operation if it is kept in mind that it is the
inverse of multiplication; that is, the operation of division annuls the
operation of multiplication, since if we multiply 4 by 3 we get 12
and if we divide 12 by 3 we get 4, and we are back to the place we
started from. For this reason problems in division can be proved by
multiplication and conversely multiplication can be proved by
division.
9.Fractions :-
A fraction is any part of a whole number or unit. While a
whole number may be divided into any number of fractional parts
the fractions are in themselves numbers just the same. Without
fractions there could be no measurement and the more numerous the
fractional divisions of a thing the more accurately it can be
measured. From the moment that man began to measure off
distances and quantities he began to use fractions, and so if fractions
were not used before whole numbers they were certainly used
concurrently with them. In fact the idea of a whole number is made
clearer to the mind by thinking of a number of parts as making up
the whole than by considering the whole as a unit in itself. It will be
seen then that while fractions are parts of whole numbers they are in
themselves numbers and as such they are subject to the same
treatment as whole numbers; that is operations based on the four
ground rules, namely, addition, subtraction, multiplication, and
division.
Fractions may be divided into two general classes and these
are (1) common or vulgar 1 fractions and (2) decimal fractions.
Vulgar fractions may be further divided into (A) proper fractions and
(B) improper fractions, and both vulgar and decimal fractions may
be operated as (a) simple fractions, (b) compound fractions, and (c)
complex fractions.
10.Decimals :-
Since there are five digits on each hand it is easy to see
how the decimal system, in which numbers are grouped into tens,
had its origin. The word decimal means 10 and decimal arithmetic is
based on the number 10; that is, all operations use powers of 10 or of
1/10 . But instead of writing the terms down in vulgar fractions as
1/10 , 5/10 , or 5/100 , these terms are expressed as whole numbers
thus .1, .5, .05 when the fractional value is made known by the
position of the decimal point. This being true the four fundamental
operations may be proceeded with just as though whole numbers
were being used and this, of course, greatly simplifies all
calculations where fractions are factors, that is, provided the decimal
system can be used at all. It is not often, though, except in
calculations involving money or where the metric system2 of
weights and measures is used, that the decimal system can be
applied with exactness, for few common fractions can be stated
exactly by them; that is, few common fractions can be changed to
decimal fractions and not leave a remainder.
11.Powers & Roots :-
Powers —By involution, or powers, is meant an operation in which
a number is multiplied by itself, as
2 × 2 = 4, 10 × 10 = 100, etc.
The number to be multiplied by itself is called the number ; the
number by which it is multiplied is called a factor , and the number
obtained by multiplying is called the power, thus: , factor 2 × 2 = 4
← square, or second power.
In algebra, which is a kind of generalized shorthand
arithmetic, it is written .
2 2 = 4 ← square , or second power.
Roots. —By evolution, or the extraction of roots as it is called, is
meant the operation of division whereby a number divided by
another number called the factor will give another number called its
root, as . 16 ÷ 4 = 4 ← square root .
In algebra, it is written √ 16 = 4 ← square root .
Hence, the extraction of roots is the inverse of multiplication but it is
a much more difficult operation to perform than that of involution.
12. Ratios & Proportion :-
Ratio is the relation which one number or quantity bears to another
number or quantity of the same kind, as 2 to 4, 3 to 5, etc.
To find the ratio is simply a matter of division, that is, one number or
quantity is divided by another number or quantity, and the resulting quotient
is the proper relation between the two numbers or quantities .
Proportion is the equality between two ratios or quotients as, 2 is to 4
as 3 is to 6, or 3 is to 4 as 75 is to 100, when the former is written
2 : 4 :: 3 : 6
and the latter 3 : 4 :: 75 : 100
In the last named case 3 : 4 can be written ¾.
and 75 : 100 can be written 75/100.
Then 3/4 =75/100 and this equality between the two numbers may be
proved to be true because 75/100 may be reduced to 3/4.
13. Practical Applications:-
The every-day applications of the above ground rules and
modifications are: Percentage, which is the rate per hundred or the proportion
in one hundred parts. In business percentage means the duty, interest, or
allowance on a hundred.
The word percentage is derived from the Latin per centum, per
meaning by and centum meaning a hundred.
Interest is the per cent of money paid for the use of money borrowed or
otherwise obtained. The interest to be paid may be either agreed upon or is
determined by the statutes of a state.
Simple interest is the per cent to be paid a creditor for the time that the
principal remains unpaid and is usually calculated on a yearly basis, a year
being taken to have 12 months, of 30 days each, or 360 days.
Compound interest is the interest on the principal and the interest that
remains unpaid; the new interest is reckoned on the combined amounts, when
they are considered as a new principal.
Profit and Loss are the amounts gained and the amounts lost when
taken together in a business transaction.
Gross Profit is the total amount received from the sale of goods
without deductions of any kind over and above the cost of purchase or
production.
Net Profit is the amount remaining after all expenses such as interest,
insurance, transportation, etc., are deducted from the gross cost.
Loss is the difference between the gross profit and the net profit.
Reduction of Weights and Measures means to change one weight or
measure into another weight or measure. This may be done by increasing or
diminishing varying scales.
Increased varying scales of weight run thus: 1 ounce, 1 pound, and 1
ton; for lineal measurement, 1 inch, 1 foot, 1 yard, etc.; for liquid
measurement, 1 pint, 1 quart, 1 gallon, etc. Decreased varying scales run ½
ounce, 1/3 pound, and 3/4ton ;1/4 inch; ½ foot, ¾ yard, etc.; and 1/3pint, ¾
quart, and ½ gallon.

CHAPTER II
RAPPID ADDITION
 1. Learning to add rapidly.
2. Quick single column Addition.
3. Simultaneous double column addition.
4. Left-Handede Two-Number Addition.
5. Simultaneous Three Column Addition.
6. Bookkeepers Check Addition.
7. Adding Backward.
8. Period Addition.
9. To Check Addition.
10. Lightning Addition.
While there are no direct short cuts to addition unless one uses an
arithmometer or other adding machine there is an easy way to learn to add,
and once learned it will not only make you quick at figuring but it will aid
you wonderfully
in other calculations.
The method by which this can be done is very simple and if you will
spend a quarter or half an hour a day on it for a month you will be amazed to
find with what speed and ease and accuracy you will be able to add up any
ordinary column of numbers.
This method is to learn the addition table just as you learned the
multiplication table when you were at school; that is, so that you instantly
know the sum of any two figures below ten just as you instantly know what
the product is of the same figures.
In ordinary school work children are not taught the addition table
thoroughly and for this reason very few of them ever become expert at
figures. On the other hand when one takes a course in some business college
the first thing he is given to do is to learn the addition table.
1. Learning to Add Rapidly:-
There are only 45 combinations that can be formed with the nine
figures and cipher, as the following table shows, and these must be learned
by heart.
Addition Table

1 1 1 1 1 1 1 1 1
 1/2 2/3 3/4 4/5 5/6 6/7 7/8 8/9 9/10

2 2 2 2 2 2 2 2

2/4 3/5 4/6 5/7 6/8 7/9 8/10 9/11

3 3 3 3 3 3 3

3/6 4/7 5/8 6/9 7/10 8/11 9/12

4 4 4 4 4 4

4/8 5/9 6/10 7/11 8/12 9/13

5 5 5 5 5

5/10 6/11 7/12 8/13 9/14

6 6 6 6

6/12 6/13 6/14 6/15

7 7 7

7/14 7/15 7/16

8 8

8/16 8/17

9/18

After learning the addition table so thoroughly you can skip

around and know the sum of any of the two-figure combinations in the
preceding table, then make up exercises in which three figures form a column
and practice on these until you can read the sums offhand, thus:
When you have mastered the three line combinations as given in
the above exercise so that the instant you glance at any column you can give
the sum of it without having to add the figures repeatedly, you should extend
the exercise to include all possible combinations of three figures.
 Follow this with exercises of four line figures and when you can do
these without mental effort you are in a fair way to become a rapid calculator
and an accurate accountant.
2.Quick Single Column Addition:-
One of the quickest and most accurate ways of adding long
columns of figures is to add each column by itself and write down the unit of
the sum under the units column, the tens of the sum under the hundreds
column of the example, etc. The two sums are then added together, which
gives the total sum, as shown in the example on the right.

(d) (b) (c) (a)

9 8 7 4

8 7 6 5

3 4 2 5

8 2 6 7

5 2 7 9

8 7 4 2

Third col. 3 0 3 2

Fourth col. 4 1 3 2

Total 4 4 3 5 2

38

41

23

18

34

16

22
 55

66

91

First Column Sum 44

Second Column Sum 36

Total Sum 404

Where a column of three, four, or more figures, as shown in the

example on the left of this page, is to be added, the separate columns are
added up in the order shown by the letters in parenthesis above each column;
that is, the unit
(a) column is added first and the sum set down as usual; the hundreds (b)
column is added next and the unit figure of this sum is set under the hundreds
column, which makes 3032; add the tens column next and set down the units
figure of this sum under the tens column and set the tens figure of this sum
under the hundreds column and finally add up the thousands column, which
makes 4132.
Finally add the two sums together and the total will be the sum
wanted.
There are several reasons why this method of adding each column
separately is better than the usual method of adding and carrying to the next
column, and among these are (a) it does away with the mentally carried
number; (b) a mistake is much more readily seen; and (c) the correction is
confined to the sum of the column where the mistake occurred, and this
greatly simplifies the operation.

3. Simultaneous Double Column Addition:-

While accountants as a rule add one column of figures at a time as
just described, many become so expert it is as easy for them to add two
columns at the same time as it is one and besides it is considerably quicker.
A good way to become an adept at adding two columns at once is to
begin by adding a unit number to a double column number, thus:

(a) 16 (b) 44

9 8
 25 52

The sums of any such combinations should be known the instant

you see them and without the slightest hesitancy or thought.
Since the sum of the two unit figures have already been learned and
as the tens figure of the units sum is never more than 1 it is easy to think, say,
or write 1 more to the sum of the tens column than the figure in the tens
column calls for.
For instance, 1 in the tens column of the larger number (16 in the
(9) case) calls for 2 in the tens column of the sum; 3 in the tens column of the
larger number calls for 4 in the tens column of the sum, etc.

Where double columns are added, as

68 68

87 87

155 1 41 5 =155

the mind’s eye sees the sum of both the units column and the tens column at
practically the same instant, thus: carries the tens figure of the sum of the
units column, which in this case is 1, and adds it to the units figure of the
second sum, which in this case is 4, the total sum, which is 155, is had.
After you are sufficiently expert to rapidly add up single columns it
is only a step in advance and one which is easily acquired, especially where
the sum is not more than 100, to add up two columns at the same time, and
following this achievement summing up three or more numbers is as easily
learned.

4. Left-Handed Two-Number Addition:-

This is a somewhat harder method of addition than the usual one
but it often affords relief to an overworked mind to change methods and what
is more to the point it affords an excellent practice drill.
Take as an example
492
548
1040
Begin by adding the left-hand or hundreds column first, then add
the tens column, and finally the units column; in the above example 5 + 4 = 9
and a glance will show that 1 is to be carried, hence put down 10 in your grey
matter for the sum on the left-hand side; 4 + 9 = 13 and another glance at the
units
column shows that 1 is also to be carried and 1 added to
3 = 4, so put down 4 for the tens column of the sum, and as
8 + 2 = 10 and the 1 having already been carried put down 0 in the units
column of the sum.
Left-hand addition is just like saying the alphabet backward—it is
as much of a novelty and far more useful—in that it is just as easy to do it as
the right-hand frontward way—after it is once learned.

5. Simultaneous Three Column Addition:-

Rule.—An easy and rapid way to add three columns of figures at

the same time is to take the upper number (541) and add the units figure of
the next lower number (7) to it (548); then make the tens figure (3) a multiple
of 10 (in this case it is 30) and add it to the first sum (578); then make the
hundreds figure a multiple of 100 (in this it is 200) and add it to the last sum
(778) and so on with each figure of each number to the last column, when the
total will be the sum of the column.
When adding three columns of numbers by this method you can
start with the lower number and add upward just as well as starting with the
upper number and adding down. By adding mentally, many of the operations
which are shown in the right-hand column do not appear, only the succeeding
sums being noted.
This operation is especially useful in figuring up cost sums, thus:
$ .75
4.20
 1.95
2.37
.25
$9.52
Beginning with the lower amount we have 25—32—62—262—267—357—
457—477—877—882—and 9.52.
6.Bookkeepers Check Addition :-
This method is largely used by bookkeepers and others where
there are apt to be interruptions since it is simple, single column addition, and
as the sum of each column is set down by itself there is no carrying, hence
there is small chance for errors and it can be easily checked up.
The rule is to put down separately the sum of the units column on
the top right-hand side, the sum of the tens column with the unit figure under
the tens figure of the first added, and so on until all of the columns have been
added and their individual sums arranged in the order given, thus:

5 7 6 4 2

7 3 2 5 4

5 3 6 6 4

3 9 4 3 5

5 2 7 1 3

1 6 8 4 6

4 3 6 9 2

30 33 39 32 26

33 7 2 4 6

7. Adding Backward (Check Addition) :-

 The sums of each of the above columns may be set down in the
reverse order to that shown above; that is, with the sum of the unit column at
the lower right-hand side, the sum of the tens column with the unit figure
over the tens figure of the last sum, and so on until all of the sums of the
separate columns have been written down in this order:

8. Period Addition :-
A great help in adding up long single columns is to use periods to
mark off 10’s; that is, the units are added up until the one is reached where
the sum is just less than 20; this one is checked off with a period, or other
mark which stands for 10; the amount of the sum over 10 is carried and
added to the next unit and the adding goes on until the sum is again just less
than 20, when this figure is checked off, and so on to the top of the column;
the last sum is either mentally noted, or it can be written down and then
added to the tens as indicated by the periods, when the total will be the sum
of the single column.

9. To Check Addition :-
 To ascertain whether or not the work that has been added is correct
it should be checked up by some one of the various methods given in
connection with the above examples. As good a method as any is to add each
column from the bottom up and then from the top down.
10.Lightning Addition :-
The rules given in the preceding pages cover practically all of the real
helps in making addition a quick, easy, and accurate operation.
To add any number of figures on sight is a delusion and a snare, a
trick pure and simple, which you or any one can do when you know the
secret.

CHAPTER III
RAPPID SUBTRACTION
1.The Taking Away Method.
2. Subtraction by Addition.
3.Combined Addition & Subtraction.
4.Substracting Two or More Numbers from Two or More
Other Numbers.
5. To check the Work.
It has been previously pointed out that addition and subtraction are
universal operations and hence they are closely related.
There are two methods in use by which the difference or remainder
between two numbers can be found and these are (1) the taking-away, or
complement method, and (2) the making-up, or making-change method, as
these methods are variously called.
1.The Taking Away Method :-
In the taking-away or complement the difference or remainder
between two numbers is found by thinking down from the whole number, or
minuend, to the smaller number, or subtrahend.
The difference between two numbers, or remainder, is called the
complement for the simple reason that it completes what the subtrahend lacks
to make up the minuend; thus in subtracting 4 from 9 the remainder is 5 and
hence 5 is the complement of 4.
When subtraction is performed by the taking away, or complement
method, the subtraction table should be thoroughly learned, and as
subtraction is the inverse operation of addition, of course but 45
combinations can be made with the nine figures and the cipher and these are
given in the following table.
 This table should be learned so that the remainder of any of the two-
figure combinations given in the above table can be instantly named, and this
is a very much easier thing to do than to learn the addition, since the largest
remainder is 9; and when the table is learned letter perfect, rapid subtraction
becomes a simple matter.
The Subtraction table

1/1

3 3

1/2 2/1

4 4 4

1/3 2/2 3/1

5 5 5 5

1/4 2/3 3/2 4/1

6 6 6 6 6

1/5 2/4 3/3 4/2 5/1

7 7 7 7 7 7

1/6 2/5 3/4 4/3 5/2 6/1

8 8 8 8 8 8 8

1/7 2/6 3/5 4/4 5/3 6/2 7/1

9 9 9 9 9 9 9 9

1/8 2/7 3/6 4/5 5/4 6/3 7/2 8/1

10 10 10 10 10 10 10 10 10

1/9 2/8 3/7 4/6 5/5 6/4 7/3 8/2 9/1

2.The Subtraction by Addition :-

 If the subtraction table has never been thoroughly learned, then
the easiest way to do subtraction is by the making-up, or making-change
method, and which is also sometimes called the Austrian method.
This method is very simple in that it consists of adding to the
subtrahend a number large enough to equal the minuend.
For example, suppose a customer has bought an article for 22 cents
and he hands the clerk a $1.00 bill. In giving him his change the clerk hands
him 3 pennies and says “25”; then he hands him a quarter and says “50,” and
finally he hands him a half-dollar and says “and 50 makes $1.00.”
He has performed the operation of subtracting 22 cents from $1.00
by simple addition, since 22 cents added to 3 pennies make 25 cents, and the
quarter added to the 25 cents makes 50 cents and the half-dollar added to the
50 cents makes up the dollar, or worked out in simple figures it becomes

3.Combined Addition & Subtraction :-

In business calculations it is often necessary to add two or more
numbers and then subtract the sum of them from another number. When this
is the case the operations of addition and subtraction need not be performed
separately but they may be done in one operation. Suppose, by way of
illustration, that you have a certain balance in the bank to your credit and you
have made, let us say, four checks against it, and that you want to know what
the balance is after the amounts of the checks have been deducted, thus:

In this operation each column of the checks drawn is added and the
unit of the sum is subtracted from the corresponding column of the amount of
the original balance and the remainder is put down under this column for the
new balance.
 In the above example, for instance, the 6 and 9 of the units column
of the checks drawn are added, making 15, and the 5 of the latter number is
subtracted from the 6 of the units column of the original balance, and 1 is put
down in the units column of the new balance.
The 1 from the 15 is carried and added to the tens column of the
checks drawn, which makes 21, and the 1 of the latter is subtracted from the
7 in the tens column of the original balance and the remainder, 6, is put down
in the tens column of the new balance.
Next the 2 of the added tens column is carried and added to the
hundreds column of the checks drawn, which makes 20, and the cipher
subtracted from the 2 of the original balance leaves 2, which is put down in
the hundreds column of the new balance.
Finally the 2 of the added hundreds column is carried and added to
the thousands column, making 4, and this subtracted from 6 in the thousands
column of the original balance leaves 2, which is set down in the thousands
column of the new balance, and putting down the remaining 4 of the original
balance a new balance is had of $422.61.
4.Subtracting Two or more numbers From wo or more Other
Numbers :-
There are often cases where two or more numbers have to be
subtracted from two or more other numbers, and this can be easily and
quickly done by an extension of the method just given.
Suppose you have made deposits for each day in the week
excluding Sunday, and on each day of the week you have made certain
checks; as an example, say that your deposits and checks have run for a week
like this:
 In this case add up the units column of the deposits first and then
add up the units column of the checks, subtract the latter from the former
number and put down the units figure, which is 2, in the units column; carry
the tens figure, which is 2, of the units column of the deposits and add it to
the tens column of the deposits. Then carry the tens figure of the unit column
of the checks drawn, which is 1, and add it to the tens column of the deposits
and subtract as before, and so on until all of the columns of both deposits and
checks drawn have been added separately and subtracted and the remainders
put down.
5.To check the Work :-
To check the results of subtraction all that is needed is to add the
remainder and the subtrahend together and the sum of these two numbers
will be the same as the minuend, that is, if the answer is right.

CHAPTER IV
SHORT CUTS IN MULTIPLICATION
1.The Multiplication Table.
(1) A further Extension of the Multiplication Table.
(2) To find the Square of Two Numbers when both end is 5.
(3) To find the product of two Numbers when both end is 5 &
the Tens figures are Even.
 (4) To find the product of Two Numbers When Both end is 5
& tens figures are Uneven.
(5) To multiply any Number by 10,100, 1000 etc.
(6) To multiply any number by a multiple of 10, as 20,300,
4000, etc.
(7) To multiply any number ending in ciphers by a multiple of
10.
(8)To multiply any number by 25 or 75.
(9) To multiply any number by higher multiples of 25.
(10) To square any number formed of Nines.
(11) To multiply a number by 11 or any multiple of 11.
(12)To multiply a number by 21,31, 41,etc.
(13) To multiply a number by 101,301,501 etc.
(14) To square a number having two figures.
(15) To multiply any two figures each where the tens are
alike.
(17)To multiply any number by a number formed of factors.
(18) The complement method of multiplying.
(19) The supplement method of multiplying.
(20)The sliding method of multiplying.
2. To check the work.
To become an adept at short cuts in arithmetic the
multiplication table must be so well learned that the product of any
two numbers up to and including 12 may be instantly expressed
without thinking .
After the table is learned—indeed there are very few who are
not already proficient—the next step is to know the short-cut rules
and how to form certain number combinations, and then—practice
until you have mastered them.
When these principles are followed you will be able to
solve a large number of arithmetical problems with lightning like
rapidity.
 The Multiplication Table
Having mastered the multiplication table you are provided with a mental master-key which will quickly
unlock any of the following short-cut rules

(1) A further Extension of Multiplication Table.

Multiplying by the Teens.
Example: 18 × 15 = 270 (Answer)
Rule.—To the multiplicand add the unit figure of the multiplier and
annex a cipher; to this add the product obtained by multiplying the unit
figures of both the multiplier and the multiplicand, thus:
18 + 5 = 23 or annexing a cipher
= 230
5 × 8 = 40 or230
40 = 270 (Answer)
(2) To find the Square of two Numbers when both End is
5.
Example: 25 × 25 = 625.
Rule.—(a) Multiply the 5’s in the units column and write down 25
for the ending figures of the product; (b) add 1 to the first 2 (or other figure)
in the tens column which makes 3 and then (c) multiply the 3 by the 2 in the
other tens column thus:
25 × 25 =
5×5 = 25
2×3 =6
625 (Answer)
(3) To find the Product of two Numbers when both End is
5 & Tens figures are Even.
Example: 25 × 45 = 1125
Rule.—(a) Multiply the 5’s in the units column as before and write
down 25 for the ending figures of the product; (b) add the figures of the tens
column (in the above example 2 + 4 = 6) and (c) divide the sum (6) by 2; (d)
multiply the two figures in the tens column (2 × 4 = 8) and (e) add the
remainder
(6 ÷ 2 = 3) which will give the last figure of the product (11) thus:
25 × 45 =
(a) 5 × 5 = 25
(b) 2 + 4 = 6
(c) 6 ÷ 2 = 3
(d) 2 × 4 = 8
(e) 3 + 8 = 11

1125(Answer)
(4) To find the Product of two Numbers when both End is
5 & Tens figures are Uneven.
Example: 35 × 65 = 2275
Rule.—(a) Where the tens figures are odd (as 3 and 6) write down
75 for the ending figures of the product; (b) add the tens figures (3 + 6 = 9),
(c) divide the sum (9) by 2
(which gives 4 1/2, (d) leave off the fraction and add the quotient (4) to (e)
the product found by multiplying the figures of the tens columns (3×6 = 18).
and write the result (22) before the 75, thus:
35 × 65 = 2275
(a) 5 × 5 write down 75
(b) 3 + 6 = 9
(c) 9 ÷ 2 = 4 1/2
(d) 3 × 6 = 18
(e) 4 + 18 = 22
 2275
(5) To Multiply any Number by 10,100,1000 etc.
This is the simplest of all short methods of multiplication.
Examples: 824 × 10
824 × 100
824 × 100 0
Rule.—Annex as many ciphers as there are ciphers in the
multiplier, thus:

(6) To Multiply any Number by a Multiple of 10,as

20,300,4000 etc.
Examples: 49 × 20
732 × 300
841 × 2000
Rule.—Multiply the multiplicand by the first figure of the
multiplier and annex as many ciphers to the product as there are ciphers in
the multipliers, thus:

(7) To Multiply any Number Ending in ciphers by a

multiple of 10.
Examples: 240 × 20 = 4, 80 0
3, 200 × 600 = 1, 920, 000
5, 000 × 3, 000 = 15, 000, 000
 Rule.—Disregard the ciphers in the multiplicand and multiply the
figures of it by the figures of the multiplier and annex as many ciphers to the
product as there are ciphers in the multiplicand and the multiplier together,
thus:

(8) To Multiply any Number by 25 or 75.

In this short cut the desired product is obtained by division.
Examples: (a) 219 × 25 = 5, 475
(b) 523 × 75 = 4, 025
Rule A.—First be it known that
100 ÷ 25 = 4
and 100 ÷ 75 = 4/3
In the above examples annex two ciphers to the multiplicand, thus:
(a) 21900
(b) 52300
Now in example (a) since 100÷25 = 4, by dividing 21900 by 4 gives
the same result as multiplying 219 by 25, thus:

Rule B.—Add two ciphers to the multiplicand as explained in Rule

A, and since 75 is ¾ of 100 divide the multiplicand by 4 and then multiply
the quotient by 3, thus:

(9) To Multiply any Number by Higher Multiples of 25.

Examples: (a) 334 × 125
(b) 642 × 250
Rule.—Where multiples of 25 larger than 75 are used as the
multipliers three ciphers are annexed to the multiplicand, and the multiplier
is divided by 1000, thus in example
(a)1000 ÷ 125 = 8 and by dividing the multiplicand by 8 we get

In example (b)1000 ÷ 250 = 4 and by the same operation we have

(10) To Square any Number formed of Nines.

Example: 999 = 998001
9, 999 = 99980001 (Answers )
99, 999 = 9999800001
Rule.—Put down from left to right as many nines less one as the
number to be squared contains, one 8, as many ciphers as there are nines in
the answer.
(11) To Multiply a Number by 11 or any Multiple of 11.
Examples: (a) 592 × 11 = 6, 512
(b) 643 × 33 = 21, 219
Rule A.—Where 11 is used as the multiplier, write down the
multiplicand and under it write down the multiplicand over again but with
the units column under the tens column of the first number, and then add the
two numbers, thus:

Rule B.—Where a higher multiple of 11 is used, as the multiplier of

33, 44, 66, write the number of the multiplicand down twice as explained in
Rule A, add them together and then multiply the sum by 3, 4, 6, or other unit
of the multiplier as the case may be, thus:
 (12) To Multiply a Number by 21,31,41 etc.
Example: 342 × 81 = 27, 702
Rule.—(a) First write down the unit figure of the multiplicand
(which in this case is 2) for the unit figure of the answer; (b) multiply the unit
figure of the multiplicand by the tens figure of the multiplier (8×2 = 16); (c)
add the product (16) to the tens figure of the multiplicand (4 + 16 = 20); (d)
set down the unit figure of the sum (0) in the answer and carry the tens figure
(2); (e) then multiply the tens figures of both multiplicand and multiplier (8 ×
4 = 32); (f ) add now the tens figure of the sum carried (2) to the product
above (32 + 2 = 34). (g) Add the hundreds in the multiplicand (3) to the
above sum (34 + 3 = 37); (h) and set down the unit figure of this sum (7) in
the answer and carry the tens figure (3); (i) multiply the hundreds figure of
the multiplicand (3) by the tens figure of the multiplier (8 × 3 = 24); (j) add
the figure carried
(3 + 24 = 27), and as this is the last operation (k) set down the sum (27)
before the first figures of the product and this will be the answers.
While this may seem a long rule it is quite simple and once put into
actual practice any number can be multiplied by any number less than 100, if
it ends in 1, with great rapidity.
Following the rule step by step in figures it works thus:
(a) write down 2 for the answer
(b) 8 × 2 = 16
(c) 4 + 16 = 20
(d) write down 0 for the answer
(e) 8 × 4 = 32
(f ) 32 + 2 = 34
(g) 34 + 3 = 37
(h) write down 7 for the answer
(i) 8 × 3 = 24
(j) 3 + 24 = 27
(k) write down 27 for the answer
27702 (Answer)
(13) To Multiply a Number by 101,301,501 etc.
Example: 536 × 401 = 214936
Rule.—(a) Put down the unit and tens figures of the multiplicand
(36) for the answer; (b) multiply the unit figure of the multiplicand and the
hundreds figure of the multiplier (6 × 4 = 24); (c) add the sum (24) and the
hundreds figure
of the multiplicand (24 + 5 = 29); (d) put down the unit figure of this sum (9)
and carry the tens figure (2); (e) multiply the tens and hundreds figures of the
multiplicand (53) by the hundreds figure of the multiplier (4 × 53 = 212); (f )
to this sum (212) add the carried figure (212 + 2 = 214); (g) write down the
last sum (214) in the result and this will be the answer (214,936).
The rule works out in figures thus:
(a) put down 36 for the answer
(b) 6 × 4 = 24
(c) 24 + 5 = 29
(d) put down 9 and carry 2
(e) 4 × 53 = 212
(f ) 212 + 2 = 214
(g) write down 214 for the answer
214, 936 (Answer)
(14) To Square a Number having Two figures.
Example: 73 × 73 = 5329
Rule A.—(a) Multiply the unit figure of the multiplicand (3) by the
unit figure of the multiplier (3 × 3 = 9) and write down the product; (b) add
the unit figure of the multiplicand (3) and that of the multiplier (3 + 3 = 6);
(c) multiply one of the tens figures (7) by the last sum (7 × 6 = 42); (d) write
down the unit of the product (2) and carry the tens (4); (e) multiply the tens
figures together (7 × 7 = 49); (f ) and add the figure carried (49 + 4 = 53) and
write down this last sum (53) for the answer, thus: 5329 or
(a) 3 × 3 = 9
write down the 9
(b) 3 + 3 = 6
(c) 7 × 6 = 42
(d) put down 2 and carry 4
(e) 7 × 7 = 49
(f ) 49 + 4 = 53
write down 53
Example: 76 × 76 = 5772
Rule.—Where a product larger than 9 results when the units of
numbers are multiplied, and a figure remains to be carried this rule applies:
(a) Multiply the unit of the multiplicand (6) by the unit of the
multiplier (6×6 = 36); (b) write down the unit of this product (6)
for the answer, and carry the tens figure (3); (c) add the tens
figures of the multiplicand and multiplier (7 + 7 = 14); (d)
 multiply the sum (14) by one of the units (14 × 6 = 84), (e) and to
the latter product (84) add the carried figure (84 + 3 = 87); (f )
write down the unit figure of this sum (7) for the answer, and carry
the tens figure (8); (g) multiply the tens figures
(7×7 = 49); (h) add the carried figure (49+8 = 57), (i) and write
down this sum (57) and the whole number will be the square of
the numbers multiplied (5776).
The rule may be simplified thus:
(a) 6 × 6 = 36
(b) write down 6 and carry 3
(c) 7 + 7 = 14
(d) 14 × 6 = 84
(e) 84 + 3 = 87
(f ) write down 7 and carry 8
(g) 7 × 7 = 49
(h) 49 + 8 = 57
(i) write down 57
(16) To Multiply any Two Numbers of two figures each
where the tens are alike.
Example: 53 × 63 = 3339
Rule.—(a) Multiply the unit figures (3 × 3 = 9); (b) and write down
the product (9) for the answer; (c) add the tens figures (5 + 6 = 11); (d)
multiply the sum (11) by one of the units (11 × 3 = 33); (e) write down the
unit of this sum (3) for the answer and carry the tens figure (3); (f ) multiply
the tens figures (5×6 = 30); (g) add this product (30) to the carried figure
(30+3 = 33), (h) and write down this sum (33), when the whole number will
be the answer (3339); or simplified it becomes:
(a) 3 × 3 = 9
(b) write down the 9
(c) 5 + 6 = 11
(d) 11 × 3 = 33
(e) write down 3 and carry 3
(f ) 5 × 6 = 30
(g) 30 + 3 = 33
(h) write down 33

(17) To Multiply any Numbers by a Number formed of

Factors.
Example: 384 × 648 = 248832
 Rule A.—In this case 64 can be factored by 8, that is 8×8 = 64. (a) Multiply the multiplicand
(384) by the unit figure of the multiplier (8 × 384 = 3072); (b) now since 8 is a factor of 64 multiply
the last product (3072) by one of the factors (3072 × 8 = 24576); (c) put down this product so that the
unit figure (6) will be under the tens column of the first product (7) and add the two products and the
sum will be the product of the two numbers.
Worked out the operations are:

Rule B.—In this case 32 can be factored, since 4 × 8 = 32. (a)

Multiply the multiplicand (485) by the hundreds figure of the multiplier (4 ×
485 = 1940); (b) now since 8 is a factor of 32 multiply this product (1940) by
8 which gives 15520; (c) write the last product (15520) two figures to the
right of the first product (1940) and add, when the sum will be the product
wanted, thus:

(18) The complement Method of Multiplying.

Example: 93 × 95 = 8835
Rule.—The complement of a number is the figure required to bring it
up to 100 or some multiple of 100; thus 5 is the complement of 95 and 7 is
the complement of 93.
(a) Multiply the complements of the two numbers (7 × 5 = 35) and (b) write
down the product (35) for the answer; (c) subtract either complement from
either number (say 93 − 5 = 88) and (d) write down the remainder for the
answer (88), thus:
(a) 7 × 5 = 35
(b) write down 35 for the answer
(c) 93 − 5 = 88
(d) write down 88 for the answer
which is 8835 (Answer)
(19) The Supplement Method of Multiplying.
Example: 106 × 105 = 11130
Rule.—The supplement of a number is its unit figure over 100;
thus 6 is the supplement of 100 and 5 is the supplement of 105.
(a) Multiply the first two units of the numbers (6 × 5 = 30) and (b)
write down the product (30) for the last figures of the answer; (c) add the
supplement of either number to the other number (106 + 5 = 111), and (d)
write down the sum (111) for the first figures of the answer, thus:
(a) 6 × 5 = 30
(b) write down 30 for the answer
(c) 106 + 5 = 111
(d) write down 111 for the answer
which is 11130 (Answer)
(20) The Sliding Method of Multiplication.
Example: 324 × 123 = 39, 852
Rule.—To multiply by the sliding method it is necessary to write the
two numbers on separate slips of paper. As an illustration in the above
example the multiplicand, or larger number, is written in the reverse order, as
423 instead of 324.
Now place the slips of paper one under the other so that the
problem looks like this:
423
123
Next multiply the 4 by the 3 thus: 4 × 3 = 12, set down the 2 down
in the answer, and carry the 1; slide the upper number along until the figures
are in this order:
423
 123
Multiply the 4 by the 2 and the 2 by the 3 thus:
4×2=8
and 2 × 3 = 6.
Add these products and the 1 which was carried from above thus: 6
+ 8 + 1 = 15.
Put down the 5 in the answer and carry the 1, and slide the upper
numbers along until they bear this relation:
423
123
This time multiply all three sets of numbers, thus 4 × 1 = 4,
2 × 2 = 4, and 3 × 3 = 9. Add these products and the 1 which was carried
from the above thus: 4 + 4 + 9 + 1 = 18; write the 8 down in the answer and
carry the 1, and slide the upper slip along until the numbers are in this
position:
423
123
Multiply the 2 by 1 and the 3 by 2 thus: 2 × 1 = 2 and 3 × 2 = 6. To the sum
of these products add the 1 carried from above thus: 2 + 6 + 1 = 9; set the 9
down in the answer and again slide the upper slip until the numbers are thus
arranged:
423
123
Finally multiply the 3 by the 1 and write the product down in the answer
and when this is done we have as the product:
324 × 123 = 39, 852 (Answer)
2. To Check The Work
There are several ways to check up products in multiplication but the
following are the shortest and best.
Check I.—By Division.
Example: 32 × 58 = 1856
Check: 1856 ÷ 58 = 32
Rule.—Divide the product by the multiplier and the quotient will
be the multiplicand.
Check II.—By Division.
Example: 9 × 8 × 2 × 7 × 5 = 5040
Check: 5040 ÷ 9 = 560 = 8 × 2 × 7 × 5
 Rule.—Divide the product by one of the factors, when the quotient
should be equal to the product of the remaining factors.
Check III.—By Casting out the Nines.
Example: 34 = 7
26 = 8
204 56 = 2
68
884 = 2
The example is proved as follows by casting out the nines, that is to
take out all the nines contained in the multiplicand and using the remainders.
First Ste p .— Cast out the nines in the multiplicand and set down
the remainder, or excess of nines. Since in this case there are three nines in
the multiplicand and 3 × 9 = 27 then the remainder will be equal to 34 − 27
or 7.
Second Ste p .— Cast out the nines in the multiplier and set down the
remainder. There are two nines in 26 and since 2 × 9 = 18 the remainder is
equal to 26 − 18 or 8.
Third Ste p .—Multiply the remainders by each other: In the above example
7 × 8 = 56, and cast the nines out of the product thus obtained. In this case
there are 6 nines in 56 and since 9 × 6 = 54 the remainder = 56 − 54 or 2.
Fourth Ste p .—Now cast the nines out of the answer. In this case there are
98 nines in the answer and since 9 × 98 = 882 then the remainder is 884 −
882 or 2.
And since the product of the excesses of nine is 56 and the excess of
nines in 56 is 2 and the excess of nines in the answer is 2 the work is proved
correct.
Check IV. The Lightning Method.—A simple way of proving
multiplication with lightninglike rapidity is based on casting out the nines. It
is also called the method of unitates. Now the unitate of a number is the sum
of the figures which make up the number reduced to one figure, thus:

The sum of the figures in 347653 is 28; by adding the figures in 28 we

have 10 and adding the figures in 10 we get 1.
The way in which the method of unitates is applied to checking
multiplication is as follows:
Example 1:

In this example the unitate of the multiplicand (432) is 9 and the

unitate of the multiplier (331) is 7. Now multiplying these unitates we have 9
× 7 = 63 and the unitate of 63 is 9.
An examination of the product shows that the sum of the figures
comprising it is 27 and the unitate of 27 is 9. Therefore since the unitate of
the product, multiplier, and the multiplicand is 9 also, the work must be
correct.
Example 2:

The simplicity of this check makes it easily used and hence it

should be done mentally.

CHAPTER V
SHORT CUTS IN DIVISION
1.To Instantly find the Divisor of a Number.
(1) To divide any Number by 10,100,1000etc.
(2) To Divide a Number by 25 or a multiple of 25 as 50,75,
125,etc.
(3) To divide any Number by
a Number formed of factors.
(4) To Divide any Number by a Number Formed of factors.
(5) To Divide Any Number by a number formed of Three
Factors.
 2. To Check the Work.
While there are no tables to learn as an aid to short-cut division there are however a few rules which, if
you know them, will instantly show what figure can be used as a divisor and hence much time and
effort is saved in trying out different figures to find a divisor.

1. To instantly Find the divisor of a Number.

(A) An even number can, of course, always be divided by 2,
thus: 32574
(B) When the sum of the figures forming a number can be divided
by 3 the number itself can be divided by 3, thus: 651 (12 ÷ 3 = 4)
(C ) When a number ends in two ciphers, or the last two numbers can
be divided by 4 then the whole number can be divided by 4, thus: 3200 or
868, because in the latter case 68 can be divided by 4.
(D) When a number ends with either a cipher or 5 then the number
can be divided by 5, thus
3200 or 775
(E) When the number is even and the sum of the figures forming it
can be divided by 3 then the number can be divided by 6, thus:
1284 (1 + 2 + 8 + 4 = 15 and 15 ÷ 3 = 5 )
(F) When the sum of the odd place figures of a number minus the
sum of the even place figures can be divided by 7 then the whole number can
be divided by 7, thus:

(G) When the last three place figures of a number can be divided by 8
then the whole number can be divided by 8, thus:
54184 (184 ÷ 8 = 23)
(H ) When the sum of all the figures can be divided by 9 then the
whole number can be divided by 9, thus:
33498 (3 + 3 + 4 + 9 + 8 = 27 and 27 ÷ 9 = 3)
(I) When the last figure of a number is a cipher it can, of course,
always be divided by 10, thus: 39870
(J ) When the sum of the odd place figures minus the sum of the
even place figures of a number can be divided by 11, then the whole number
can be divided by 11, thus:
 (K) When the sum of the figures of a number can be divided by three
and each of the last two figures of the number can be divided by four, then
the number can be divided by 12.
4104 (4 + 1 + 0 + 4 = 9; 9 ÷ 3 = 3 and 4 ÷ 4 = 0)
(1) To Divide any Number by 10, 100, 1000, etc.
Example: 3722 ÷ 10 = 372 2/10
Rule.—To divide any number by 10 or by a multiple of 10 it is only
necessary to put a decimal point before the last figure, thus: 372.2 or 372 2/10
When a number is divided by 100 point off two figures with the
decimal point; when dividing by 1000 point off three figures with the
decimal point, etc.
(2) To Divide a Number by 25 or a Multiple of 25 as
50,75,125,etc.
Example: 4600 ÷ 25 = 184
Rule A.—As 25 is ¼ of 100 drop the ciphers of the dividend (4600)
and multiply the remaining figures (46) by 4, thus: 46 × 4 = 184
(Answer)
Rule B.—As 50 is ½ of 100 drop the ciphers of the dividend and
multiply by 2; 75 is ¾ of 100—drop the ciphers of the dividend, multiply the
remaining figures by 4 and divide by 3; 125 is 5/4 of 100—drop the ciphers
of the dividend, multiply
the remaining figures by 4 and divide the product by 5.
(3) To Divide any Number by a Number formed of
Factors. ( Where there are no remainders).
Example: 12775 ÷ 35 = 365
Rule.—5×7 = 35, hence 5 and 7 are factors of 35. Divide the
dividend (12775) by one of the factors (5) and divide the quotient (2555) by
the other factor (7) and this quotient (365) will be the answer. In other words
the example is done by two operations of short division instead of one
operation of long division, thus:
 (4) To Divide any Number by a Number formed of
Factors. (Where There is a Remainder)
Example: 4331 ÷ 25 = 173 6/25
Rule. — 5 × 5 = 25. Divide the dividend (4331) by one of the
factors (5) and divide the quotient (866) by the other factor (5). Multiply the
second remainder (in this example it is 1) by the first divisor (5 or 5 × 1 = 5)
and add the first remainder (1) to this product (5 or 5 + 1 = 6); using this sum
(6) for the upper fraction and the divisor (25) for the lower part of the
fraction ( 6/25 ) and adding this fraction to the last quotient (173) we get the
answer (173 6/25 ), thus:

and by the above rule the remainders give 6 and by writing this over the 25
we get the full result: 173 6/25 (Answer)
(5) To Divide any Number by a Number formed of
Three Factors.
Example: 703025 ÷ 126 = 5579 x 71
126
Rule.—The factors of 126 are 2, 7, and 9 because 2 × 7 × 9 = 126.
Divide the dividend by the first factor (2, which in this case gives a quotient
of 351512 with a remainder of 1); next divide this quotient (351512) by the
second factor (7, which gives in this example a quotient of 50216 with no
remainder); and finally divide the last quotient (50216) by the third factor (9,
which gives a quotient of 5579 with a remainder of 5), thus:

In order to find the real quotient of the dividend multiply the third
remainder (5) by the first two divisors (5 × 2 × 7 = 70); multiply the second
remainder (0) by the first divisor
(2 × 0 = 0) and now add the first remainder (1) to the sum of the two
products just obtained, thus: 70 + 0 + 1 = 71 and since 126 is the divisor the
remainder is 71 and hence the full result
126
is 5579 71/ 126 (Answer)
To Check The Work
The two following methods for checking results in division are short
and good. Check I. By Casting out the Nines.
Example: 9771 ÷ 232 = 42 27 or 9771 = 232 + 27
232
By the same process of casting out the nines as for the
multiplication check,
we have:
dividend → 9771 = 6 which is the excess of nines in 9771
divisor → 232 = 7 which is the excess of nines in 232
quotient → 42 = 6 which is the excess of nines in 42
remainder → 27 = 0
Now by multiplying the excess of nines in the divisor by those in the
quotient and adding the excess of nines in the remainder then— 6 × 7 + 0 =
42
and since the excess of nines in 42 is 6 and the excess of nines in the
dividend is 6 the work is correct.
Check II. The Lightning Method.—This check was devised by Virgil D.
Collins and is based on the method of casting out nines, or the unitate method
as explained in the Lightning Check of Multiplication.
Example: 9771 ÷ 232 = 42 27
232
Now taking the unitates we have—
9771 = 6 which is the unitate of 9771
232 = 7 “ “ “ 232
42 = 6 “ “ “ 42 and
27 = 9 “ “ “ 27
Now since this method is based on the casting out of nines,
whenever we get 9 as a unitate it is called a cipher, thus:
27 = 9 = 0
Next multiplying the unitate of the divisor by the unitate of the
quotient and adding the unitate of the remainder we have— 6 × 7 + 0 = 42
and since the unitate of 42 is 6 and the unitate of 9771 is 6, the division is
proved correct. All of these operations should of course be done mentally in
order to do the work with lightning like rapidity.

CHAPTER VI
SHORT CUTS IN FRACTION
1. Aliquot Parts.

1. 2. 3. 4. 5.
2. Decimals.

(1) To Change a Common fraction into a Decimal.

(2) Addition of Decimals.
(3) Subtraction of Decimal Multiplication of decimals.
(4) Multiplication of Decimals.
(5) Figuring Percentage of decimals.
(6) Division of decimals.
(7) To Divide a whole Number into a whole Number when
there is a remainder.
(8) To Divide a Decimal Into a whole Number.
(9) To Divide a decimal By a Decimal
(10) To change a Decimal into a common Fraction.
Aliquot Parts .—In the business world one of the chief uses of
common fractions is in working out examples in which aliquot parts
are concerned.
1. An aliquot part is a number which is contained in another number
an exact number of times, and since our money system is based on
100 the aliquot parts
of $1.00 are very largely used.
The aliquot parts of 100 which consist of whole numbers are 2, 4, 5,
10, 20, 25, and 50 and hence—
3. Another kind of aliquot parts of 100 consists of mixed numbers.
It will be seen from the following table that the numerators of
the fractions representing the equivalent parts are in each case 1.
 Rule A.—To multiply any number by any one of the aliquot parts
given in Table II, simply annex two ciphers to the first number and divide it
by the lower part of the fraction of the equivalent part; thus since the lower
part of the equivalent part of 12 ½ is 8 the number representing the quantity
64 is divided by 8 after two ciphers have been annexed to it, which makes it
6400, thus:
64 × 12 1/2 = 800
6400 ÷ 8 = 800

4. A third class of aliquot parts is where the upper part of the

equivalen t fractions are larger than 1, as shown in the following
table:
 Rule B.—To multiply any mixed number by an aliquot part of 100
shown in Table 3 simply add two ciphers to the number, divide it by the
lower half of the equivalent fraction and multiply the quotient thus obtained
by the upper half of the equivalent fraction, thus: 18 × 66 2/3 = 1200
1800 ÷ 3 = 600 × 2 = 1200 (Answer).
DECIMALS
Very often it is a decided short cut in working an example to change
a common fraction into a decimal fraction, or decimal as it is called for short.
To Change a Common Fraction into a Decimal.
Example: 3/4 = .75 or 75/100
General Rule.—Divide the denominator or lower part of the fraction
into the numerator, or upper part of the fraction.
Thus to change ¾ to a decimal divide 4 into 3 and we get .75 as a result, thus:

In changing common fractions into decimals the former very often

cannot be changed into the latter and not leave a remainder. But this fact does
not at all prevent decimals from being used for all ordinary calculations,
because in most examples the remainder is so slight it does not affect the
general result.
In some cases the decimal may run up into the tens and hundred
thousandths; for instance take 4/9 and change it into a decimal, then—

From this it will be seen that the decimal will never be complete
and so for all practical work it is usual to call it simply .44.
If the result is a decimal such as .8359 it is the common practice to
call it .84 because the last figure, 9, is nearer 10 than it is to 1 and so we call
it 10; and if we call it 10 then the next figure, which is 5, would be called a 6,
thus .836. Now
6 is nearer 10 than it is to 1, so that calling the 6 a 10 the 3 becomes 4, hence
we write .84, and this is close enough for all ordinary purposes.
ADDITION OF DECIMALS
The operation of adding decimals is exactly the same as that of
adding whole numbers, thus:

Before starting to add put the decimal points down for the answer in
the column of decimal points as shown above and then it will always be in
the right place.
Subtraction of Decimals
In the subtraction of decimals set the subtrahend and minuend
down exactly as in the operation of subtracting whole numbers and place all
the decimal points in a column as described above under the caption of
Addition of Decimals, thus:

Multiplication of Decimals
While the operation of multiplying decimals is exactly the same as
that of multiplying whole numbers care must be taken to get the decimal
point in the right place.
The rule for placing the decimal point in the product obtained by
multiplying decimals is this:
Rule.—Add the number of decimal places in the multiplicand to
those in the multiplier and, beginning at the right of the product, point off the
sum obtained, thus:
 Figuring Percentage By Decimals
Figuring money percentages by means of decimals is short, quick,
and easy for it is only necessary to multiply the per cent by the amount.
Per cent is always taken as hundredth parts of a dollar, for instance,
instead of writing 5 per cent when we are doing a problem of this sort we
simply write .05 or five one-hundredths ( 5/100 )
Example: Suppose that you have a first mortgage of $97.00 on
your new bungalow at 5 per cent per annum and you want to know how
much you will owe at the end of the first year. Simply multiply $97.00 by 5,
thus:

Point off four places, because there are two places in the
multiplicand (00) and two places in the multiplier (05) pointed off and
together these make four places.
Division of Decimals
The division of decimals is perhaps a little harder than the
foregoing operations; however there are very few examples in division,
except those which come out even, which do not employ decimals.
To Divide a Whole Number into a Whole Number when there is a
Remainder.
Rule A.—Divide as usual, except a decimal point should be
placed after the last figure of the dividend and two or more ciphers must be
annexed to it, according to the number of decimal places you want to have in
the answer, thus:
Example: 143 ÷ 35 = 4.085 (Answer)
Now by annexing three ciphers, 143 with the decimal point becomes
143.000, so we write the example like this:
 It will be seen that the decimal point in the answer is placed
directly above that in the dividend, the process of dividing being exactly the
same as for ordinary division.
To Divide a Decimal into a Whole Number .
Rule B.—Annex as many ciphers to the dividend as there are
decimal places in the divisor and this changes the problem into one like that
described in Rule A, that is, one where a whole number is divided into a
whole number thus:
Example: 625 ÷ .25 = 2500
In this example 625 with two ciphers added becomes 62500 because
there are two decimal places in the decimal .25. The example for this reason
is written—

Here the annexing of two ciphers to the dividend changes the

decimal into a whole number. In other words we have multiplied both the
divisor and the dividend by 100 by means of a short mental cut, thus:
625 × 100 = 62500
.25 × 100 = 25
So that we have changed the divisor which was a decimal into a whole
number.
To Divide a Decimal by a Decimal.
Rule C.—To divide a decimal by a decimal start at the left of the
decimal point of the dividend and point off as many places as there are places
in the divisor, thus:
Example: 1.548 ÷ .36 = 4.3 (Answer)
 Since there are two places in the divisor 1.548 becomes 154.8 and
the operation is—

To Change a Decimal into a Common Fraction.

Occasionally it is necessary to change a decimal into a common
fraction, as for
Example: Change .725 into a common fraction.
Rule.—First write the decimal as if it were a whole number, that is
without the decimal point. Then draw the fraction line, count the number of
decimal places in the decimal and set down an equal number of ciphers and
prefix a 1, thus:
725
1000
Since there are three decimal places in the decimal, in the above
example there must be three ciphers in the denominator or the lower part of
the fraction.

CHAPTER VII
EXTRACTING SQUARE & CUBE ROOTS
1. Square Root.
2. Cube Roots.

To figure out the square or cube root of a number is not an

altogether simple operation, but if you set your work down systematically
and follow the rules here given you will have no trouble.
Square Root
To begin with we know that 1 = 12 , 100 = 102 ,
10000 = 1002 , etc., and this being true then the square root of any number
between 1 and 100 must be some number between 1 and 10.
The above statement may be put in another form by saying that the
square root of any two-figure number is a one-figure number, the square root
of any three or four-figure number is a two-figure number, and so on.
Now if we have a large number which we want to find the square root
of, say for example 4225 the first step is to divide it into two numbers of
two figures each, thus:
 where 25 may be considered as the first number pair and 42 as the
second number pair and hence our answer must be a two-figure number.
To find the square root of a four-figure number such as our example
calls for, work it out in the following manner:

First step .—Take the nearest square of the second pair, which in
this case is the square of 6. Set the 6 down in the answer and set the square
(36) down under the second pair, then subtract and bring down the first pair.
Second step .—Next multiply the 6 set down in the answer by 2;
this gives 12 as the product and this (12) is called the trial divisor. Divide the
12 into the first two figures of the remainder (625), or in other words divide
the 12 into the
62 and as it is easy to see that it will go 5 times set down 5 in the answer.
Third step .—Now annex a 5 to the 12, making 125, and multiply
this number by the 5 in the answer. In this case there is no remainder and so
the square root of 4225 is 65. (Answer)
To extract the square root of a larger number, say 43681
proceed as follows:

Solution .—Since 4 is the trial divisor and is not contained in 3, set

down a cipher in the answer and annex another cipher to the 4, which makes
the 4 a 40.
 Then bring down the first number pair (81); using 40 as a trial divisor
divide 40 into 368, this gives 9 as the quotient and hence annex 9 to the 40
and set down 9 in the answer also. The final step is to multiply 409 by the 9
in the answer.
When extracting the square root of a number which does not come
out even, that is a number whose square root is a whole number and a
decimal, proceed as usual but annex a pair of ciphers to the number and
extract the square root to as many decimal places as you wish.
Cube Root
To extract the cube root of a number is not a harder operation than
finding the square root.
Since we know that 1 = 13 , 1, 000 = 103 , and
1, 000, 000 = 1003 , etc., it must be clear that the cube root of any number
between 1 and 1, 000 must be some number which lies between 1 and 10; in
a like manner the cube root of any number between 1, 000 and 1, 000, 000
must be some number between 10 and 100.
Expressing this in another way we may say that the cube root of any
three- figure number is a one-figure number while that of any five-figure
number is a two-figure number and so forth.
If then we have a large number and we want to take its cube root the
first step is to divide it into parts of three figures starting from the right; take
for
example: 91, 125
divide it into parts of three figures, thus:
 First step .—Take the nearest cube of the first number part (91). In
this case it is 64 and the cube root of 64 is 4 since 4 × 4 × 4 = 64. Set this
cube root (4) down in the answer and then subtract the 64 from the first part
number (91).
Second step .—The remainder is 27, 125 and in order to find a
number that will go into 27, 125 evenly (if the number you are taking the
cube root of is a perfect cube) proceed as follows:
(a) Annex a cipher to the 4 in the answer, square it and multiply it by
3 thus: 402 × 3 = 4800
(b) The first two figures of this product, that is, 48, is what is known
as the trial divisor. Divide the first three figures of 27125 by 48, thus:
271 ÷ 48 = 5
(c) Next annex a cipher to the 4 in the answer, multiply it by the 5
just found, and then by 3 thus:
3 × (40 × 5) = 600
(d) Now square the 5 just found and add the three products together
thus:
4800 + 600 + 25 = 5425
(e) This number, 5425, when multiplied by the 5 found by the trial
divisor in part b should equal the remainder found in step a, that is 5425 × 5
= 27125.
 (f ) So that the 5 should now be set down in the answer and the
cube root of 91, 125 is 45.
Should the number not be a perfect cube and the root does not
come out even then annex three ciphers to the number in parts of three, when
the root may be carried out to as many decimal places as desired.

CHAPTER VIII
Useful Tables & Formulas
1. English System of Weights & Measures.
2. Metric System of Weights & Measures.
3. Rules for Measuring Surfaces & solids.
4. Rules For Measuring Circles & spheres.
5. Rules For Computing Simple interest.

English System of Weights and Measures

 Measures Of Weight
Weight is the measure of the attraction between the earth and
bodies upon or near its surface. There are four kinds of weight used in the
United States and these are
(a) avoirdupois, (b) apothecaries’, (c) troy, and (d) metric.
(a) Avoirdupois is the kind of weight that is used for all ordinary commercial
purposes such as weighing sugar and other staple articles.
(b) Apothecaries’ weight is the kind used by druggists in compounding
prescriptions; but druggists buy their drugs and chemicals by avoirdupois
weight.
(c) Troy weight is used by goldsmiths and JEWELLER S and also by the U.S.
Mint for weighing coins.
(d) Metric weight is used for nearly all scientific measurement. It will be
fully described under the caption of Metric Weights and Measures.

Weight By Carat
A carat, or as it is sometimes written, karat, is the unit used for
weighing precious stones. The international carat is equal to 3.168 grains, or
205 milligrams.
Fineness of Gold
The word carat, or karat, is also used to indicate the proportion of
gold in a gold alloy. The carat is the 24th part by weight of a gold alloy and is
derived from a weight equal
to the 1/24 part of a gold mark which was a unit of weight
used in many European countries before the metric system was adopted. This
gold which is said to be 18 carats fine is an alloy containing 18/24 or ¾ parts
of pure gold, the other 6/24 being some inferior metal.
 Rule for Changing Parts by Volume or Measure to Parts by Weight:-
The different substances which are used for recipes are sometimes
given by volume or measure and sometimes by weight. It is often convenient
to change the parts by volume into parts by weight and this can be done by
multiplying the parts by volume by the density, that is, the specific gravity, of
the substance which it is desired to change and the product obtained will be
the parts by weight.

Measure of Circles and Angles:-

Since circles are of varying diameters they are measured by unit
spaces called degrees. A degree (◦) is the 360 th part of a circle. Each degree
is further divided into minutes (0) and the minutes into seconds (00), as the
following table shows.
 Angles are also measured by degrees; a right angle or quadrant is
90◦ and hence there are four right angles or quadrants in a circle.

Angular Measure by Radians:-

Another way to measure an angle is by its radian. A radian is the
arc of a circle whose length is equal to the radius of the circle of which it is a
part. The kind of angles most often used are right angles and angles less than
90◦ .

Metric System of Weights and Measures:-

The metric system of weights and measures is like the Arabic
system of notation and the United States money system in that it is based on
the decimal system; that is, its divisions and multiples are all in the ratio of
10.
The metric unit of length is the meter and all other weights and
measures of the metric system are based on the meter. The meter is the one
ten-millionth part of the distance of the equator from the pole. Its length is
equivalent to 39.37
inches. The names of the different weights and measures express their value,
the Latin prefixes indicate the fractional parts of the meter and the Greek
prefixes indicating multiples larger than the meter. These prefixes are:

Table XXIII, Measure of Land

The unit of area is the are and it is equal to one square decameter.

Table XXIV, Measure of Volume

(Cubic Measure)
The unit of volume is the cubic meter.
 Table XXV, Measure of Volume
(Wood Measure)
In measuring wood, excavations, and the like a unit called the stere is used
and equals one cubic meter.

Table XXVI, Measure of Volume

(For Liquids and Solids)
The liter is the unit of capacity and is equal to one cubic decimeter.

A Key to the Metric System:-

In the nickel five-cent piece of U.S. coinage we have a key to
the metric system of weights and measures. The diameter of this coin is 2
centimeters and its weight is 5 grams. Five of these coins placed in a row
will, of course, have a length equal
to 1 decimeter, and two of them will weigh a decagram .
As the kiloliter is a cubic meter, a key to the measure of length is
also a key to the measure of capacity. If therefore you will carry a five-cent
nickel for a pocket-piece you will always have a key to the entire metric
system of weights and measures with you.
Rules for Measuring Surfaces and Solids
Parallelogram .—To find the area of a parallelogram, multiply its length, or
base as it is called, by its height, or altitude as it is called, or expressed in the
simple form of an algebraic
equation.— A = b × h

Triangle .—To find the area of a triangle when the base and altitude are
given, multiply its base by its altitude and divide by 2, or A =bh/2

Triangle .—To find the area when three sides are given take half the sum of
the three sides, subtract each side separately from this sum; then multiply
half the sum of the three sides by the three remainders, and, finally, take the
square root of this product, thus:
Square or Rhombus .—The area of a square or rhombus are equal to the
product of the diagonals divided by 2, or A = ab/2

Trapezium .—The area of a trapezium is equal to half the product of the sum
of the two parallel sides by the distance between them, or A = (a + b) × c
2

Circle .—The area of a circle equals the square of the diameter times .7854,
or A = .7854 × d2
.
Ellipse .—The area of an ellipse equals the product of the long and short
axes multiplied by .7854, or A = a × b × .7854

Rules for Measuring Circles and Spheres :-

Circumference of a Circle .—To find the circumference of a circle multiply
its diameter by 3.1416 or expressed by a simple algebraic formula—
πD
Where π (Greek letter pi) = 3.1416 and D = the diameter
Area of a Circle .—To find the area multiply the radius of the circle squared
by 3.1416, or
πR2
Surface of a Sphere .—To find the surface of a sphere multiply the radius
squared by 12.5664, or the diameter squared by 3.1416
Or 4πR2
or πD2
Volume of a Sphere .—To find the volume of a sphere multiply the radius of
the circle cubed by 12.5664
3
Or 3.1416 × the diameter cubed
6
Or 4 πR3
3
Or 1 πD3
6
Rules for Computing Simple Interest:-
The following are simple rules for finding the interest on any
principal for any number of days. When the principal contains cents, point
off four places from the right of the result to express the interest in dollars
and cents. When the principal contains dollars only point off two places.
2 per cent, multiply the principal by the number of days to run and divide by
180.
21/2 per cent, multiply by number of days and divide by 144.
3 per cent, multiply by number of days and divide by 120.
31/2 per cent, multiply by number of days and divide by 102.86.
4 per cent, multiply by number of days and divide by 90.
5 per cent, multiply by number of days and divide by 72.
6 per cent, multiply by number of days and divide by 60.
7 per cent, multiply by number of days and divide by 51.43.
8 per cent, multiply by number of days and divide by 45.
9 per cent, multiply by number of days and divide by 40.
10 per cent, multiply by number of days and divide by 36.
12 per cent, multiply by number of days and divide by 30.
15 per cent, multiply by number of days and divide by 24.
18 per cent, multiply by number of days and divide by 20.
20 per cent, multiply by number of days and divide by 18.

CHAPTER IX
Magic With Figures
1. Magic squares.
2. Second Sight with dice.
3. Telling a Person’s Age
4. Thirteen Six Times In Twelve.
5. How Figures Lie.
6. 1001 Different Deals with 13 Cards.
7. Napiers Rods.
8. Puzzle Watchful waiting.
9. How to become a Lightning Calculator in ten Seconds.
Magic Squares :- The magic square is an arrangement of numbers in the
cells of a square in such a fashion that however the rows are added, whether
vertically, horizontally, or diagonally, the sum in every case will be the same.
Thus in the magic square here shown the numbers

1 16 11 6

13 4 7 10

8 9 14 3
 12 5 2 15

from 1 to 16 are so disposed that whatever row is added the sum is 34. There
are over 800 different arrangements of possible number combinations for
forming magic squares and no two will be alike.
Rules of various kinds have been worked out for constructing magic
squares but no single rule has yet been found that is equally applicable for all
of them.
Magic circles which consist of a number of concentric circles, that
is circles within circles, can be formed by dividing their radii and numbering
their sections after the manner of the magic squares, and when the numbers
in each circle and row are added the sum will be the same. Magic cubes and
magic cylinders can also be constructed on the same principle.
Second Sight With Dice
The Effect.—A pair o’ dice are handed to some one with the request
that he throw them while you turn your back or close your eyes or both so
that you cannot see the numbers.
Next ask him to take a number on either die and to multiply it by 2,
then add 5 and multiply the sum obtained by 5 and to this add the number on
the other die and have him tell you the number he obtains from these
operations.
From the number he gives you, you mentally subtract 25 and you
will get two figures for the remainder, and these will be the two numbers on
the dice .
Example: Suppose the number given you is 59; then
59 − 25 = 34, that is, the number on one die is 3 and the number on the other
die is 4. The whole
operation is as follows:
3 × 2 = 6 + 5 = 11 × 5 = 55 + 4 = 59 − 25 = 34
Telling a Person’s Age
The Effect.—Ask a spectator to tell you in what columns of figures
his or her age appears in the following table, when you will instantly tell his
or her age.
The Rule.—By using the following table you need only to know what
columns his age appears in and then add the top numbers of these columns
together, when the sum will be the age of the person required.
Example: Suppose a person says that his age is given in columns A,
C, and E, then—
1 + 4 + 16 = 21
hence the age value must be 21.
 The numbers of bank-notes, dates of coins, the combinations of
safes, the numbers of watches, the time one gets up in the morning or any
other numbers thought of within the limits of the table may be told by this
method with equal facility.

A B C D E F

1 2 4 8 16 32

3 3 5 9 17 33

5 6 6 10 18 34

7 7 7 11 19 35

9 10 12 12 20 36

11 11 13 13 21 37

13 14 14 14 22 38

15 15 15 15 23 39

17 18 20 24 24 40

19 19 21 25 25 41

21 22 22 26 26 42

23 23 23 27 27 43

25 26 28 28 28 44

27 27 29 29 29 45

29 30 30 30 30 46

31 31 31 31 31 47

33 34 36 40 48 48

35 35 37 41 49 49

37 38 38 42 50 50
 39 39 39 43 51 51

41 42 44 44 52 52

43 43 45 45 53 53

45 46 46 46 54 54

47 47 47 47 55 55

49 50 52 56 56 56

51 51 53 57 57 57

53 54 54 58 58 58

55 55 55 59 59 59

57 58 60 60 60 60

59 59 61 61 61 61

61 62 62 62 62 62

63 63 63 63 63 63

Thirteen Six Times in Twelve:-

To perform this curious operation in figures write down the
following numbers:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 1 2
Now by adding the first and last numbers together you will have—
1 + 12 = 13
2 + 11 = 13
3 + 10 = 13
4 + 9 = 13
5 + 8 = 13
6 + 7 = 13
Thus with twelve numbers you get 13 six times.
How Figures Lie
A young fellow had worked for a grocer for seven years and got
married, when it behooved him to ask the boss for a raise; so the latter (who
was the original inventor of the wooden nutmeg) began to do a little figuring.
 “You see,” he pointed out to his clerk, “there are 365 days in a year
and you work 8 hours a day, which makes 121 ½ days; then there are 52
Sundays and subtracting these leaves 69 ½ days. There are 13 legal, 2 race,
and 1 circus days, and taking these away 54 ½ days are left.
“You have 1 hour for lunch every day which, summed up, makes 14
days and this leaves 40 ½ days. Every Saturday afternoon you get off to bury
your grandmother or help a maiden aunt hang pictures and this makes 25 ½
days and
leaves 14 days. Then I have to give you a vacation of two weeks every
summer and this takes up the other 14 days. As the store is losing money I
can’t give you the raise anyway. Good-night.”
1001 Different Deals with 13 Cards :-
To ascertain how many different deals can be made by using 13
cards out of an ordinary pack proceed as follows:
First multiply the following terms: 52×51×50×49×48×47×46×45×44×
43 × 42 × 41 × 40. You will note that there are 13 terms in this
multiplication.
Next multiply the following 13 terms:
13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4×3×2×1; now divide the product of
the first multiplication by the product of the second multiplication and the
quotient will be the number of different deals that can be made with 13 out of
a pack of 52 cards. If you know how to use logarithms you can short-cut the
process very considerably.
Napier’s Rods:-
A wonderful short-cut device for multiplying and dividing was
worked out three centuries ago by Lord Napier. It has not been very widely
used since then in virtue of the fact that logarithms, which he also invented,
have taken its place. It is however a very clever scheme and one that you can
make use of to good advantage especially for the multiplication of large
numbers.
 Napier’s Rods for Performing Multiplication Operations.
It consists of a set of ten rods having a square cross-section and an index-rod
AA as shown in Fig. 1. This index-rod should be made stationary and it can
be fastened to a board. The other ten rods should be loose so that they can be
changed about. A very serviceable set of rods can be made of strips of heavy
cardboard 3/8 inch wide and 3 ¾ inches long. These strips should then be
divided off into squares with the figures marked in them in good black ink.
Fig. 1 shows the set of rods or strips complete.
Now suppose that you want to multiply 3795 by 9; the first thing to
do is to move the rods having the numbers 3, 7, 9, and 5 at the top into the
position shown in Fig. 2, and up against the index-rod AA. This done you are
ready to perform the operation, thus :
Follow the last figure of the multiplicand, namely 5, down until you
are opposite the 9 on the index-rod which you will see in the lower half of
the square at 5 and set this figure down in your answer. Then add the 4 and
the 1, that is, the number in the upper part of the square to the number in the
lower part of the next square, and since 4 and 1 are 5 set this down in your
answer.
Adding, now, the number in the top of the next square to the
number in the lower part of the next square, that is, 8 + 3, you will have 11,
and set down the unit figure (1) in the answer and carry the tens figure (1)
over to the next addition. Adding as before you will have 6 + 7 = 13 plus the
1 carried equals 14.
 Set down the 4 in the answer and carry the 1, and since the figure
in the upper part of the last square is 2 you add the 1 carried to the 2 which
makes 3; set this down and you will get for your answer 34155.

Rods Set to Multiply 3795 by 9.

Sets of numbers can be multiplied just as easily as the simple
example given above, for all you have to do is to slide the rods or strips on
which the figures of the multiplicand are marked next to the index-rod.
Napier also devised a division table and you can make one by means of
a table of the product of the divisor multiplied by each of the numbers from 1
to 9.
Puzzle—Watchful Waiting :-
The Question .—At what points on the dial of a watch or clock will
the hour and minute hands be in conjunction during 12
succeeding hours if they are started at exactly 12 o’clock?
The Answer .—At the following times during one complete
revolution of the hour hand:
 How to Become a Lightning Calculator in Ten Seconds :-
This is a pretty trick with figures that has been used by many a
lightning calculator (?) as a preliminary to the further exploit of distributing
Yellowstone Kit’s two dollar liver-pad for the small sum of one dollar.
The Effect.—You ask a spectator to write down a row of figures and
then you write down a row; have him write another row and you write one
under it; he writes a third row and you your third row, and so on without
regard to the number of figures in the row or to the length of the column.
Then you write down the sum as fast as you can chalk the figures on the
board.
An Example:

The Cause.—You will observe by referring to the above

example that the corresponding figures of the first and second rows make 9
when added together, except the right hand ending figures which when added
makes 10, thus:
 And this also holds good for the third and fourth rows and for the
fifth and sixth rows. The seventh and eighth rows however can be written
either by the spectator or by yourself, and any figures may be used as long as
they are less than 9.
To add the column start at the left and set down 3, since there are
three sets of rows which you have artfully doped out. Then simply add the
last two rows, setting down the figures in their proper order, thus:

and this is the answer .

Of course there is no real adding and the last two rows can be
written anywhere in the example as long as the rows forming the couplets
add to 9 with the two last figures adding to 10.
पु तकाब ल अिभप्राय
‘Be An Expert in Maths Calculations’ Shortcuts & tricks ह◌े
पु तक अ यंत सो य◌ा भाषेत िलिहल◌े असून त◌े कोण याह◌ी वगातील िव ा यास
अगद◌ी सहजपण◌े समज यासारख◌े आह◌े . गिणतातील गमत◌ी जमत◌ी य◌ा
पु तकात अगद◌ी सहज सुदं र िर य◌ा मांड य◌ा आहेत .
य◌ा पु तका य◌ा लेिखक◌ा वै णव◌ी भोई यांन◌ा खूप खूप शुभे छ◌ा . अशीच
प्रगत◌ी करत राह◌ो .
- िमर◌ा माधव भउरकर ( सेवािनवत ् मु या यािपक◌ा )
ृ त

This book is very useful for students. Verity of problems are

solved, will helpful to students to clear their concepts.
-Dr. K. C. Takale, Associate professor,
M.Sc. B.Ed. Ph. D.

‘Be An Expert in Maths Calculations’ Shortcuts & Tricks य◌ा

पु तकात सहज आणि◌ सुलभपण◌े समज यासाठ◌ी प्र येक प्रकरणात अनेक
सोडवलेल◌ी उदाहरण◌े िदलेल◌ी आहेत . गिणत िवषय चांग य◌ा प्रकार◌े
समज यासाठ◌ी अनेक आकृ य◌ा आणि◌ दृशय ् पिरणाम िदल◌े आहेत .
पु तकातील िविवध गिणत◌ी िक्रय◌ा आणि◌ सूतर् शालेय , महािव ालयीन िव ाथ
◌ी तसेच , पधापरी ◌ा च◌ी तयार◌ी करणा य◌ा िव ा यासाठ◌ी खूप उपयोग◌ी
ठरणार आह◌े .
य◌ा पु तका य◌ा लेिखक◌ा वै णव◌ी भोई य◌ा वत◌ः एक Motivation आहेत .
-थोरात प्रित ◌ा बाळासाहेब ,, उपिशि क◌ा प◌ु , र◌ा भोर िव ालय ठाणगाव

Dear Vaishnavi ,you r one of d best e_teacher in the Maharashtra .

Now your e-book of magic mathematics solutions with various unit’s &there
conversions r best for those students had fobia of maths .Everyone need d
units like gold, silver, diamond etc in real life so this book is solution for new
generation (digital era ) I hope this book is helpful
( lucky ) to all age .
- Arunkumar Daulatrao More , Assistant Teacher.
‘Be An Expert of Maths Calculations’ Shortcuts & tricks ह◌े पु तक
िनि चतच प्र येक िव ा यास लाभदायक ठरणार आह◌े . यातील गिणतिक्रय◌ा
िव ा यान◌ा रंजक प तीन◌े सोडवत◌ा येतील . सामा यत◌ः मुलांम य◌े बारीक
बारीक गो टीबाबत अ ान असत◌े . यात य◌ा बाब◌ी कटा ान◌े ल ात आणून
िदले य◌ा आहेत . तसेच केवळ ग्रिं थक उपदेश अस◌े िलखाणाच◌े व प न
ठे वत◌ा आज य◌ा वतमान युगातील घटकांन◌ा अनुस न यातील आव यक त◌े
बदल सुचवून यातील मुखय ् आशय सूतर् , तत्व गमतीदार प तीन◌े िव ा यासमोर
मांडलेल◌े आह◌े . न कीच ह◌े पु तक सवान◌ा आवडणार◌े व हवेहवेस◌े वाटे ल .
खास हणज◌े ’ गिणताच◌ी भीतीच नाहीश◌ी होईल ‘.
2007-08 य◌ा शै िणक वषात इ . सातव◌ी म य◌े िश यवृ ◌ी परी त
े
गुणव ◌ा यादीत महारा ट् रात आल◌ी . ते हाच कळल◌े ह◌ी न कीच जीवनात
यश व◌ी होणार . वै णव◌ी तुल◌ा खूप खूप शुभे छ◌ा .
- स ◌ौ . िनिलम ◌ा िनशां त अवथनकर
मु या यािपक◌ा ( रा ट् रसंत आचार्य आनंद ऋषीज◌ी िव ालय , न◌ा . रोड )

Conclusion
After practicing well you know so many Short tricks of maths. My
Main moto is to teach new methods of Maths. I intentionally have not given
hard and typical questions in this Book because you should be perfect in
addition , Subtraction , Multiplication & division’s basics. I have given so
many easier methods for square, square roots, cube & cube roots. Any
Student can learn Easily. By this method student can calculate mentally
before writing the answer and can check it, and correct the answers. And can
compare the answers.
After reading this book any student can give the answer mentally
within few seconds by using his/her mental ability.
Dear Readers, I am eagerly waiting for your reviews on my book.
You can leave your views, comments and Suggestions on Social Media.
I am active as @Bhois Maths on Facebbok ,
@mathsgram on Instagram
& @Bhois maths on YouTube.
(You will also get Online Video solutions on this Channel)
- Vaishnavi B. Bhoi