1.easa Part 66 Mod.1 1

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TTS Integrated
Training System
Module 1
Licence Category B 1 and 82
Mathematics
1.1 Arithmetic
-
~.
Module 1.1 Arithmetic 1-1

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Copyright Notice
Copyright. All worldwide rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e.
photocopy, electronic, mechanical recording or otherwise without the prior written permission of
Total Training Support Limited.
Knowledge Levels - Category A, 81, 82 and C Aircraft

Maintenance Licence
Basic knowledge for categories A, 81 and 82 are indicated by the allocation of knowledge levels indicators (1, 2 or
3} against each applicable subject. Category C applicants must meet either the category 81 or the category 82
basic knowledge levels.
The knowledge level indicators are defined as follows:
LEVEL 1
A familiarisation with the principal elements of the subject.
Objectives: The applicant should be familiar with the basic elements of the subject.
The applicant should be able to give a simple description of the whole subject, using common words and
examples.
The applicant should be able to use typical terms.
LEVEL 2
A general knowledge of the theoretical and practical aspects of the subject.
An ability to apply that knowledge.
Objectives: The applicant should be able to understand the theoretical fundamentals of the subject.
The applicant should be able to give a general description of the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedu res.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects of the subject.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives: The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description of the subject using theoretical fundamentals
and specific examples.
The applicant should understand and be able to use mathematical formulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schematics
describing the subject.
The applicant should be able to apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results from various sources and measurements and apply
corrective action where appropriate.
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Table of Contents
Module 1.1 Arithmetic_ _ _ __ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ ?

Fractions 7
Types of Fractions 7
Working with Fractions 7
Decimals 17
Working with Decimals 17
Conversion Between Fractions and Decimals 23
Convert a Decimal to a Fraction 23
Convert a Fraction to a Decimal 23
Percentages 29
Definition 29
Changing a Fraction to a Percentage 29
Changing a Percentage to a Fraction 29
Changing a Percentage to a Decimal 29
Changing a Decimal to a Percentage 29
Values of a Percentage of a Quantity 30
Expressing one Quantity as a Percentage of Another 30
Rounding, Significant Figures, and Decimal Places 35
Rounding 35
Significant Figures 36
Decimal Places 37
Mean, Median, Mode and Range 39
Definitions 39
Calculating Mean 39
Calculating Median 40
Calculating Mode 40
Calculating Range 41
Angles 47
Definitions and Conversions 47
Degrees and Radians: Measuring Angles 48
Acute Angles 49
Obtuse Angles 49
Reflex angles 49
Right Angles 50
Complementary Angles 50
Supplementary Angles 51
Perpendicular Lines 51
Triangles 57
Properties of shapes. 57
Definitions 57

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Areas and Volume of Common Shapes_ _ _ _ _ _ _ _ _ __ _ __ _ _ _ _ 61

Rectangle 61
Square 61
Triangle 62
Parallelogram 62
Rhombus 63
Trapezium 64
Kite 65
Circle 65
Other Regular Polygons 66
Summary of Quadrilaterals 67
Surface Area and Volume of Common Solids 69
Introduction 69
Common Solids 69
Common Conversions 79
Length 79
A~ ~
Volume 79
Mass 79
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Module 1.1 Enabling Objectives and Certification Statement

Certification Statement
These Study Notes comply with the syllabus of EASA Regulation 2042/2003 Annex Ill (Part-66)
A\ppen d"IX I, an d th e associate
. d Knowe I d1ge Leve Is as spec1T1ed beow:
I
EASA66 Level
Objective
Reference 81 82
Arithmetic 1.1
Arithmetical terms and signs, methods of 2 2
multiplication and division, fractions and
decimals, factors and multiples, weights,
measures and conversion factors, ratio and
proportion, averages and percentages, areas
and volumes, squares, cubes, square and cube
roots .
Module 1 .1 Arithmetic 1-5

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1-6 Module 1 .1 Arithmetic

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Module 1.1 Arithmetic

,--_ Fractions
Types of Fractions
1. Proper Fractions. Proper fractions may be defined as fractions less than 1.

For example:
1 1 2 11
etc
2' 3 ' 5 ' 17
2. Improper Fractions. These are fractions which are greater than 1.

For example:
7 5 17 8
etc
3'3'11'5
3. Mixed Numbers. These include whole numbers and vulgar fractions. For example:
1 _!_ 2~ 6_i_ 27 ~ etc

2 ' 5 ' 11 ' 7
4. For all fractions, the number above the bar is called the numerator and the number below
the bar is called the denominator.
30
5. Simplest Form. The simplest form of is _!_. Fractions can be expressed in simplest
60 2
form by dividing numerator and denominator by equal numbers until they will not divide
further. For example:
8 2
= in simplest form (after dividing numerator and
12 3
denominator by 4).
Working with Fractions
6. Cancelling. The process of dividing numerator and denominator by equal values is

called cancelling. For example:
27 9 3 1
= 27
= 9 = 3
81

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7. Converting. To convert mixed numbers to improper fractions, multiply the whole

number by the denominator and add to the numerator. For example:
2~ = 13
5 5
To convert improper fractions to mixed numbers, divide the numerator by the

denominator to give a whole number - the remainder gives a new numerator. For
example:
25 = 6_!_
4 4
8. Cancelling. Cancelling improper fractions involves exactly the same process as

cancelling vulgar fractions. For example:
28 7 45 = 15 = 7~
= =7 and
6 2 2
4 1
9. Multiplication
(a) Express all mixed numbers as improper fractions
(b) Cancel vertically if possible
(c) Cancel across the multiplication sign if possible
(d) Multiply numerators together, multiply denominators together
(e) If the result is an improper fraction, convert to a mixed number
(f) Check that your answer is in the simplest form
Examples:
2 2 4 8
(1) - x4 = - X-=
9 9 1 9
3 1 1
(2) 14 X 2..!_ X i_ =%X7Xjl = 3 = 1..!_

5 3 14
?;' /1 ~ 2 2
10. Division
(a) Convert all mixed numbers to improper fractions
(b) Invert the fraction you are dividing by
(c) Proceed as for multiplication.

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Examples:
-----
(1)
3
1~ = 3 12
=
~ 7
-X- =
7
-
,........,. 4 7 4 7 4 Jl'4 16
,~
3 3 1 3
,.--..,
(2) - 7 = - X - =
~.
4 4 7 28
~
3 5 3 ;62 6
(3) - = X- = - = 1_!_
r--.. 8 16 ~ 5 5 5
1
11. Mixed Multiplication and Division

(a) Invert all the tractions preceded by a division sign
(b) Treat the calculations as multiplication only.
Example:
1~ 4_.!. X 1~ = 7 9
X -
12
4 2 7 4 2 7
7 2 12 You Q!!!Y..Jurn upside down the fraction

= X- X-
you are dividing by, i.e. the fraction after
4 9 7
the division sign
/1 2 ;d_z-1 2
= -x-x- =
~ ~ 71 3
12. Addition
(a) Express all fractions as mixed numbers in lowest terms
(b) Add the whole numbers together
(c) To add the vulgar fractions, you must convert each fraction so that their
denominators are all the same. This is done by finding the lowest common
multiple (LCM) of the denominators.

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Examples:
1 1 3 6+5+9 20 2
(1) +- +- = = =
5 6 10 30 30 3
9 5 2_:!_ + 5- + 1-
3
(2) + - + 13 =
4 12 8 4 12 8
1 5 3
= 3 + -+ + -
4 12 8
6 + 10 + 9 25
= 3 + = 3 +
24 24
= 3 + 1-1-
24
= 4-1
24
Note: If your addition of fractions results in an improper fraction, you must convert this to
a mixed number as shown in example (2).
13. Subtraction
The same basic procedure should be used for subtraction as for addition.
Examples:
8 2 8 6 2
(1) - - = - - =
9 3 9 9
8 14 4
22 - 1- 2 4 _....,_
(2)
3 7
= 3 7
= 1 + -
3 7 -,
14 12
= 1 + 21 = 1~
21
4_:!_ 1~ 1 3
(3) = 3 +
3 4 3 4
4 9
= 3 + 12
12+ 4 9 As numerator (4- 9) give a negative ~
= 2 +
12 value, one whole unit has to be
12
converted to - before the
16 9 12
= 2 +
12 subtraction of fractions is carried out.

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= 2!_
12
14. Mixed addition and subtraction can be carried out exactly as above.
Examples:
,........,
r"""'
(1) 4.2_ 5!_ + 3~ = 2 + 6 ft. 9 = 2 +
8
,...--..
2 12 4 12 12
= 2.3.3
,.--.
(2) 2.2_ 1~ 1
+ 4-= 5 +
3 1S- 8
~
8 4 3 24
24+3 181- 8 4.!.Z.

r--"""\
= 4 +
24
= 24
15. Remember that your final step in any calculation must be to simplify (cancel fractions).
Example:
12 + 18 15
3~ + 1~ 2~ = 2 +
5 10 4 20
= 2~ = 2~
20 4

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Worksheet
1. Convert the following mixed numbers to improper fractions:
(a) 2~ (b) 34 (c) 21~ (d) s3.2. (e) 2_!_

7 9 5 25 7
2. Convert the following improper fractions to mixed numbers:
11 21 53 210 99
(a) (b) (c) (d) (e)
3 5 7 4 8
3. Multiply and simplify the following:
6 14 2 1 1_g_ 1_g_ 3 10
(a) -X- (b) - X 2- X (c) X - X-
7 15 3 7 5 5 8 21
4. Divide and simplify the following:
3 9 3_g_ 3_!_ 9_!_ 3_!_

(a) - (b) (c)
10 25 3 7 3 9
5. Evaluate the following:
7 5 3 7_!_ X 15 3 17 1 1
(a) -X- X - (b) - (c) - 2- x7-
10 6 14 5 24 8 29 8 4
6. Add the following fractions and mixed numbers:
2 3 3 1 2 2 3 4
(a) - + (b) - + + - (c) - + - +-
3 7 4 2 3 3 4 5
(d)
1
- +- +- +- + -
1 1 1 1
(e) 3_!_ + 7-
2 3 4 5 6 8 16
7. Subtract the following:
(a) 1_!_ 3
(b) 1~ 2~ (c) 1~ 2.2.
,....- 2 5 4 5 5 7
4 2 74 82
(d) (e)
11 7 9 3

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8. Evaluate the following :
1 2 5
1-+-
(a) 2~+3~ 1~ (b) 1..! 2~ 5 (c)
3 7 6
3 8 9 2 3 42 3 3
-x-
4 7
1 1 4
1-x2- -
(d) 5 3 5
1 5
2-+-
2 6
5 3 1
-+ -
(g) ( 2~x_?_) + ( 3_!
7 24 2 4 ~) (h) 16 4
2 1
-+- -
1
3
3 4 6
(i)
(3 ~ + ~)(1 ~ 1 ~)
3 1
-+ -
7 3
1-14 Module 1 .1 Arithmetic Use and/or disclosure is

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,.-----
,--.
~
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,--.
Answers
a) 20 31 108 146 15
1. b) c) - d) - e)
7 9 5 25 7
2. a) 32 b) 4_!_ c) 74 d) 52_!_ e) 12~

3 5 7 2 8
4 1
3. a) - b) 2 c) -
5 4
4. a) 5 b) 1_!_ c) 3
6 6
1
5. a) - b) 12 c) 2
8
6. a) 1~ b) 1_!_! c) 2~ d) 1~ e) 3~
21 12 60 20 16
9 13 26 6 2
7. a) b) - - c) - - d) e) -1-
10 20 35 77 9
5
a) 4~ c) 2~ 1~
3
8. b) d) e)
72 7 9 5 55
,--, 5 1~ 5 1..!.:!_
f) - g) h) i)
6 12 36 24

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Decimals
Working with Decimals
1. Decimals are a very important and particular set of fractions . They are fractions whose
denominators are powers of 10, i.e. 10, 100, 1000, 10000 etc (do not be concerned
about the meaning of 'powers of 10', you will deal with this later in the course). Decimals
are not written in the usual fraction form, but in shorthand using a decimal point.
Examples:
1 1 1
a) - = 0.1 b) = 0.01 c) = 0.001
10 100 1000
d) 52_= 5.7 e) 63_2_ = 63.07

10 100
r--.
2. If you have difficulty in relating decimals to fractions, the following table may help.
THOUSANDS HUNDREDS TENS UNITS TENTHS HUNDREDTHS THOUSANDTHS
1000 100 10 1 -
1 1 -1-
10 100 1000
5 3 4 6 7 9 2
The number in the table is 5346.792; it consists of 5 thousands, 3 hundreds, 4 tens, 6

units, 7 tenths, 9 hundredths and 2 thousandths .
.-
3. The number of digits after the decimal point is called decimal places.
Examples:
a) 27.6 has one decimal place
b) 27.16 has two decimal places
c) 27.026 has three decimal places
d) 101.2032 has four decimal places
4. In addition of decimals, particular care must be taken to ensure that decimal points are
in line.
Example: Evaluate 27.3 + 0.021 + 68.3 27.3

0.021
+ 68.3
95.621

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5. Similarly, in subtraction, ensure that decimal points are in line.
Example: Evaluate 27.3 - 4.36 27.3 27.3 can also be

4.36 written as 27.30
22.94
6. When multiplying decimals, ignore the decimal point until the final answer is obtained,
then count the number of decimal places in both the numbers being multiplied. This is
the number of decimal places in the answer.
Example: Evaluate 27.3 x 9.31 Note: Total of 3 decimal places.
273
931
245 700
8 190
273
254163 Answer = 254.163 (3 dpl.)
Note: It does not matter which you multiply first (i.e. the 9, the 3 or the 1) providing '00' is
placed before the answer when multiplying out the 1OO's (in this case the 9) and '0' is
placed before the answer when multiplying out the 1O's (in this case the 3) So the above
calculation could have looked like this:
273
931
273
8 190
245 700
254 163 The answer is the same
7. In division, it is easier to divide by a whole number than by a decimal. To make the

divisor (the number you are dividing by) into a whole number, move the decimal point a
specific number of places to the right. You must then also move the decimal point in the
dividend (the number you are dividing into) to the right by the same number of decimal
places.
Example: Evaluate 24.024 4.62 We have moved the decimal

point 2 places in both the
2402.4 462 divisor and the dividend, but the
answer is unaltered
5.2
= 462)2402.4
2310
924
924
An approximate answer could be calculated as follows: 24.024 24 - 5
4.62 5

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Worksheet
r-- 1. Calculate the sum of the following:
a) 0.251 + 10.298 b) 18.098 + 210.099 c) 0.025 + 10.995
2. Evaluate:
a) 21.76- 18.51 b) 32.76- 20.086 c) 10.75- 19.999
3. Find the product of:
a) 5.05 X 13.8 b) 1.27 X 0.871 c) -1.01 X 0.89

,----._
4. Calculate:
a) 42.39 0.09 b) 3.375 1.5 c) 0.002 0.8
Module 1.1 Arithm etic 1-19

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Answers
1. a) 10.549 b) 228.197 c) 11.02
2. a) 3.25 b) 12.674 c) -9.249
3. a) 69.69 b) 1.10617 c) -0.8989
4. a) 471 b) 2.25 c) 0.0025

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1-22 Module 1.1 Arithmetic Use and/or disdosure is

Conversion Between Fractions and Decimals

Convert a Decimal to a Fraction
Write the number over the appropriate power of 10 and, if possible, cancel to lowest terms.
Examples:
8 4
a) 0 .8 = = -
10 5
25
b) 6.25 =6 +
100
= 6..!.4
37
c) 0.037 = 1000
~
Convert a Fraction to a Decimal
Divide the numerator by the denominator.
Examples:
,...--.. 4 0.80
a) -
5
= 5)4.00
r--
,...--
,...-- 3 0.375
b)
8
= 8)3.000
r-
5 ) 0.8333 . re-occur f or ever

. .. .... the 3 wtll
~ c)
6
= 6 5.0000
Here, we cut off the result to the number of decimal places required.
5
Thus - = 0.83 correct to 2 decimal places
6
5
or = 0.8333 correct to 4 decimal places
6

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Worksheet
1. Convert the following decimals to proper fractions in their simplest form :
a) 0.73 b) 0.02 c) 0.004
2. Convert the following proper fractions to decimals to 2 decimal places:
5 13 3
a) - b) - c) --
8 15 200
---..
,...---., 3. Place in ascending order of magnitude:
r-.,
1 3 2 7
,.---.. a) 0 .167 and - b) 0.44 and -
6' 20 5' 16
,...--.,
~-

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Answers
73 1 1
1. a) b) 50 c)
100 250
2. a) 0.63 0 .87 0.02
3 1 2
3. a) and 0.167 b) .!_ and 0.44
20' 6 5' 16

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Percentages
Definition.
A percentage is a fraction whose denominator is 100.
Example: 3%means ~
100
Changing a Fraction to a Percentage

To change a fraction to a percentage, multiply by 100%.
3 3
Example: - as a percentage = X 100% = 60%
5 5
Changing a Percentage to a Fraction

To change a percentage to a fraction, divide by 100%.
8% 8 2
Examples: a) 8% as a fraction = = -- - -
100% 100 25
12~% 25 1 25 1
b) 12 Y2 % as a fraction = -=---- =-X- - = - - = -
100% 2 100 200 8
Changing a Percentage to a Decimal

To convert a percentage to a decimal, firstly, convert the percentage to a fraction, then convert
the fraction to a decimal.
Examples: a) 65% as a fraction = 65

--,as a d ec1ma
. I = 0.65
100
32..!.2
b) 32 Y2 % as a fraction = - - , as a decimal = 0.325
100
Changing a Decimal to a Percentage

To convert a decimal to a percentage, firstly, convert the decimal to a fraction, then convert the
fraction to a percentage.
,. . . . . __ Examples:
21 2.1
a) 0.021 as a fraction = - - ,= --,as a percentage= 2. 1%
1000 100

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37 3.7 )/
b) 0.037 as a fraction = , = - - , as a percentage = 3.7~o
1000 10 0
Values of a Percentage of a Quantity

To find the value of a percentage of a quantity, express the percentage as a fraction and
multiply by the quantity.
Examples:
2
.K
= 2~5
12
a) 4% of 60 = -tOO'
xoo = 5
5
3..!.2_ 7 105
b) 3 Y2% of 1500 = _
X 1500 = -X 1!)e1;Y = = 52 Y2
100 ~ 2
Expressing one Quantity as a Percentage of Another

To express one quantity as a percentage of another, make a fraction of the 2 quantities and
multiply by 100.
Examples:
12
a) 12 as a percentage of 50 = X 100 = 24%
50
4
b) 4 as a percentage of 60 = X 100 = 6.67%
60

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Worksheet
r----
1. Calculate:
~- a) 4% of 30 b) 0.8% of 360 c) 1.5% of 60

r-..
d) 120% of 75 e) 80% of 90
r -.
,...-, 2. Express:
a) 30 as a percentage of 50
b) 24 as a percentage of 16
r--- c) 0.5 as a percentage of 12.5

,-.....
,..-..., d) 3.2 as a percentage of 2.4

,..--.
e) 0.08 as a percentage of 0.72
~
,-.....
3. Express as a proper fraction:
a) 0.6 b) 0.35 c) 0.48 d) 0.05

.---.,
,........._ e) 0.325 f) 25% g) 13% h) 4.5%
i) 16%%
,........._
,...-. 4. Express as a percentage:
2
a) 0.43 b) 0.025 c) 1.25 d)
3
,--.
3 1 3
r----
e) f) g) -
7 12 8

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Answers
r---
1
1. a) 1- or 1.2 b) 2.88 c) 0 .9 d) 90 e) 72
~''
5
,...-.
2. a) 60% b) 150% c) 4% d) 133~% e) 11~%

3 9
3 7 12 I 13
,......... 3. a) b) - c) - d) - e) -
5 20 25 20 40
1 13 9 49
f) g) - - h) i) --
r-.. 4 100 200 300
4. a) 43% b) 2.5% c) 125% d) 66~% e) 42~%

----
,-....,
3 7
f) 8~% g) 37~%
r-.. 3 2
,-....,

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club66pro.com question practice a1d
Rounding, Significant Figures, and Decimal Places

Rounding
Rounding is the process of reducing the number of significant digits in a number. The result of
rounding is a "shorter" number having fewer non-zero digits yet similar in magnitude. The result
is less precise but easier to use.
For example: 73 rounded to the nearest ten is 70, because 73 is closer to 70 than to 80.
Methods of Rounding
Common Method: This method is commonly used in mathematical applications, for example in
accounting. It is the one generally taught in elementary mathematics classes. This method is
also known as Symmetric Arithmetic Rounding or Round-Half-Up (Symmetric Implementation)
Decide which is the last digit to keep.

Increase it by 1 if the next digit is 5 or more (this is called rounding up)
Leave it the same if the next digit is 4 or less (this is called rounding down)
Examples:
3.044 rounded to hundredths is 3.04 (because the next digit, 4, is less than 5).
3.045 rounded to hundredths is 3.05 (because the next digit, 5, is 5 or more).
3.0447 rounded to hundredths is 3.04 (because the next digit, 4, is less than 5).
For negative numbers the absolute value is rounded.
Examples:
2.1349 rounded to hundredths is 2.13
2.1350 rounded to hundredths is 2.14
Round to Even Method: This method is also known as unbiased rounding, convergent
rounding, statistician's rounding or bankers' rounding. It is identical to the common method of
rounding except when the digit(s) following the rounding digit start with a five and have no non-
zero digits after it. The new algorithm is:
Decide which is the last digit to keep.

Increase it by 1 if the next digit is 6 or more, or a 5 followed by one or more non-zero
digits.
Leave it the same if the next digit is 4 or less
Otherwise, all that follows the last digit is a 5 and possibly trailing zeroes; then change
"the last digit to the nearest even digit. That is, increase the rounded digit if it is currently
odd; leave it if it is already even.
With all rounding schemes there are two possible outcomes: increasing the rounding digit by
one or leaving it alone. With traditional rounding, if the number has a value less than the half-
way mark between the possible outcomes, it is rounded down; if the number has a value exactly
half-way or greater than half-way between the possible outcomes, it is rounded up. The round-

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to-even method is the same except that numbers exactly half-way between the possible
outcomes are sometimes rounded up - sometimes down.
Although it is customary to round the number 4 .5 up to 5, in fact 4.5 is no nearer to 5 than it is to
4 (it is 0 .5 away from both).
When dealing with large sets of scientific or statistical data, where trends are important,
traditional rounding on average biases the data upwards slightly. Over a large set of data, or
when many subsequent rounding operations are performed as in digital signal processing, the
round-to-even rule tends to reduce the total rounding error, with (on average) an equal portion
of numbers rounding up as rounding down. Th is generally reduces the upwards skewing of the
result.
Round-to-even is used rather than round-to-odd as the latter rule would prevent rounding to a
result of zero.
Examples:
3.016 rounded to hundredths is 3.02 (because the next digit (6) is 6 or more)
3.013 rounded to hundredths is 3.01 (because the next digit (3) is 4 or less)
3.015 rounded to hundredths is 3.02 (because the next digit is 5, and the hundredths
digit (1) is odd)
3.045 rounded to hundredths is 3.04 (because the next digit is 5, and the hundredths
digit (4) is even)
3 .04501 rounded to hundredths is 3.05 (because the next digit is 5, but it is followed by
non-zero digits)
Significant Figures
Rounding to n significant figures is a form of rounding. Significant figures (also called significant
digits) can also refer to a crude form of error representation based around significant figure
rounding.
Rounding to n significant figures is a more general-purpose technique than rounding to n

decimal places, since it handles numbers of different scales in a uniform way.
Rules of Significant Figures

All non-zero digits are significant. Example: '123.45' has five significant figures: 1 ,2,3,4
and 5.
Zeros appearing in between two non-zero digits are significant. Example: '1 01.12' has
five significant figures : 1 ,0, 1,1 ,2.
All zeros appearing to the right of an understood decimal point or non-zeros appearing to
the right of a decimal after the decimal point are significant. Example: '12.2300' has six
significant figures: 1 ,2,2,3,0 and 0. The number '0.001-22300' still only has six significant
figures (the zeros before the '1' are not significant). In addition, '12.00' has four significant
figures.
All zeros appearing in a number without a decimal point and to the right of the last non-
zero digit are not significant unless indicated by a bar. Example: '1300' has two
significant figures: 1 and 3. The zeros are not considered significant because they don't
have a bar. However, 1300.0 has five significant figures.

TTS Integrated T raining System governed by the statement
Copyright 2011 on page 2 ollhis chapoer
However, this last convention is not universally used; it is often necessary to determine from
context whether trailing zeros in a number without a decimal point are intended to be significant.
Digits may be important without being 'significant' in this usage. For instance, the zeros in '1300'
or '0.005' are not considered significant digits, but are still important as placeholders that
establish the number's magnitude. A number with all zero digits (e.g. '0.000') has no significant
digits, because the uncertainty is larger than the actual measurement.
r---- Examples:
Rounding to 2 significant figures:
12,300 becomes 12,000

13 stays as 13
0.00123 becomes 0.0012
0.1 becomes 0.1 0 (the trailing zero indicates that we are rounding to 2 significant
figures).
0.02084 becomes 0.021
0.0125 becomes 0.012 in unbiased rounding, while it is 0.013 in biased.
One issue with rounding to n significant figures is that the value of n is not always clear. This
occurs when the last significant figure is a zero to the left of the decimal point. For example, in
the final example above, when 19 800 is rounded to 20 000, it is not clear from the rounded
value what n was used - n could be anything from 1 to 5. The level of rounding can be specified
explicitly. The abbreviation s.f. is sometimes used, for example "20,000 to 2 s.f."
Scientific notation could be used to reduce the ambiguity, as in (2.0 x 104 ). As always, the best
approach is to state the uncertainty separately and explicitly, as in 20,000 1%, so that
significant-figures rules do not apply.
A less common method of presenting ambiguous significant figures is underlining the last
significant figure of a number, for example "2QOOO"
Decimal Places
The precision of a value describes the number of digits that are used to express that value. In
a scientific setting this would be the total number of digits (sometimes called the significant
digits) or, less commonly, the number of fractional digits or places (the number of digits
following the point). This second definition is useful in financial and engineering applications
where the number of digits in the fractional part has particular importance.
In both cases, the term precision can be used to describe the position at which an inexact result
will be rounded. For example, in floating-point arithmetic, a result is rounded to a given or fixed
precision, which is the length of the resulting significand. In financial calculations, a number is
often rounded to a given number of places (for example, to two places after the point for many
world currencies).
As an illustration, the decimal quantity 12.345 can be expressed with various numbers of
significant digits or decimal places. If insufficient precision is available then the number is
rounded in some manner to fit the available precision. The following table shows the results for

g ovArnAd by tho s t nhHnent
Copyright 2011
various total precisions and decimal places, with the results rounded to nearest where ties
round up or to an even digit (the most common rounding modes).
Note that it is often not appropriate to display a figure with more digits than that which can be
measured. For instance, if a device measures to the nearest gram and gives a reading of ------.
12.345 kg, it would create false precision if you were to express this measurement as
12.34500 kg.
Rounded to 'n' Rounded to 'n'

n
significant digits decimal places
Five 12.345 12.34500
Four 12.35 12.3450
Three 12.3 12.345
Two 12 12.35
1
One 1 X 10 12.4
Zero n/a 12
(2 3'-L
\ ~Q,
\'L.o.:>
I~ o 0

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Mean, Median, Mode and Range

Definitions
The Mean, Median and Mode of a set of numbers are three types of "average" of the set.
However, the "Mean" is the term most commonly taken as the average.
Mean: The sum of a set of data divided by the

number of data
Median: The middle value or the mean of the

middle two values, when the data is
arranged in numerical order.
Mode: The value (number) that appears the most.

It is possible to have more than one mode,
and it is possible to have no mode.
Calculating Mean
To find the mean, you need to add up all the data, and then divide this total by the number of
values in the data.
Example 1: Find the Mean of 2, 2, 3, 5, 5, 7, 8
Adding the numbers up gives: 2 + 2 + 3 + 5 + 5 + 7 + 8 = 32

There are 7 values, so you divide the total by 7: 32 + 7 = 4.57 ...
So the mean is 4.57 (2 d.p.)
Example 2: Find the Mean of 2, 3, 3, 4, 6, 7
Adding the numbers up gives: 2+ 3+3+4+6+ 7 = 25

There are 6 values, so you divide the total by 6: 25 + 6 = 4.33 ...
So the mean is 4.33 (2 d.p.)

Calculating Median
To find the median , you need to put the values in order, then find the middle value. If there are
two values in the middle then you find the mean of these two values.
Example 1: Find the median of 2, 2, 3, 5, 5, 7, 8
The numbers in order: 2 , 2 , 3 , (5) , 5 , 7 , 8
The middle value is marked in brackets, and it is 5.
So the median is 5
Example 2: Find the median of 2, 3, 3, 4, 6, 7
The numbers in order: 2 , 3, (3 , 4), 6, 7
This time there are two values in the middle. They have been put in brackets. The median is
found by calculating the mean of these two values: (3 + 4) -;. 2 =3.5
So the median is 3.5
Calculating Mode
The mode is the value which appears the most often in the data. It is possible to have more
than one mode if there is more than one value which appears the most.
Example 1: Find the mode of 2, 2, 3, 5, 5, 7, 8
The data values: 2 ,2 ,3 ,5 ,5 ,7 ,8
The values which appear most often are 2 and 5. They both appear more time than any of the
other data values.
So the modes are 2 and 5
Example 2: Find the mode of 2, 3, 3, 4, 6, 7
The data values: 2 , 3 , 3 , 4 , 6 , 7
This time there is only one value which appears most often- the number 3. It appears more
times than any of the other data values.
So the mode is 3
1-40 Module 1.1 Arithmetic U se a nd/or disclosure is

Copyright 201 1
Calculating Range
To find the range, you first need to find the lowest and highest values in the data. The range is
found by subtracting the lowest value from the highest value.
Example 1: Find the range of 2, 2, 3, 5, 5, 7, 8
The data values: 2 , 2 , 3 , 5 , 5 , 7 , 8
The lowest value is 2 and the highest value is 8. Subtracting the lowest from the highest gives:
8-2 =6
So the range is 6
Example 2: Find the range of 2, 3, 3, 4, 6, 7
The data values: 2 , 3 , 3 , 4 , 6 , 7
The lowest value is 2 and the highest value is 7. Subtracting the lowest from the highest
gives: ... ?- 2 = 5
~ So the range is 5

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Copyright 2011
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Copyright 2011
Worksheet
1. A data set contains these 12 values: 3, 5, 9, 4, 5, 11, 10, 5, 7, 7, 8, 10
(a) What is the mean?

(b) What is the median?
(c) What is the mode?
(d) What is the range?
2. Calculate the mean, median, mode and range for each set of data below:
(a)3, 6,3, 7, 4, 3, 9
(b) 11, 10, 12, 12, 9, 10, 14, 12, 9
(c) 2, 9, 7, 3, 5, 5, 6,5, 4, 9

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Copyriglll 2011
c!ub66pro.com question practice aid
Answers
,..-.,
1 (a) 7 (b) 7 (c) 5 (d) 8
,..-.,
,--, 2 (a) Mean= 5

Median= 4
,---..
Mode= 3
Range= 6
r---.
.,....--.
(b) Mean= 11
Median= 11
,--,
Mode= 12
Range= 5
(c)
Mean= 5.5
Median= 5
Mode= 5
,----.
Range= 7

govQm e d by tha state men t Copyright 201 1
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TIS Integrated Training System on page 2 of thi s chapter
Copyright 2011
Angles
Definitions and Conversions
We can specify an angle by using a point on each ray and the vertex. The angle below may be
specified as angle ABC or as angle CBA; you may also see th is written as
L ABC or as L CBA. Note how the vertex point is always given in the middle.
c
B
Example:
Many different names exist for the same angle. For the angle below, L PBC, L PBW, L CBP,
and L WBA are all names for the same angle.
B
w
c

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govemed by the statement Copyright 2011
Degrees and Radians: Measuring Angles
We measure the size of an angle using degrees. We can also use radians to measure angles.
There are 2 radians in 360
The radius of a circle fits around the circumference 6.28 (or 2 ) times. 1 radian= 57.3 degrees.
no
To convert from degrees to radians, use - - x 2 where n is the number of degrees
360
Note: Degrees can be further subdivided into minutes and seconds.
60 seconds= 1 minute
60 minutes= 1 degree

COJ.)yrigfll 201 1
Acute Angles
- . An acute angle is an angle measuring between 0 and 90 degrees.
Example:
The following angles are all acute angles.
88
Obtuse Angles
An obtuse angle is an angle measuring between 90 and 180 degrees.
Example:
The following angles are all obtuse.
117 .8
Reflex angles
. . . . . ., A reflex angle is an angle measuring between 180 and 360 degrees

Right Angles
A right angle is an angle measuring 90 degrees. Two lines or line segments that meet at a right
angle are said to be perpendicular. Note that any two right angles are supplementary angles (a
right angle is its own angle supplement).
Complementary Angles
Two angles are called complementary angles if the sum of their degree measurements equals
90 degrees. One of the complementary angles is said to be the complement of the other.
Example:
These two angles are complementary.
I
Note that these two angles can be "pasted" together to form a right angle!

Supplementary Angles
Two angles are called supplementary angles if the sum of their degree measurements equals
180 degrees. One of the supplementary angles is said to be the supplement of the other.
Example:
These two angles are supplementary.
Note that these two angles can be "pasted" together to form a straight line!
139 41
Perpendicular Lines
Two lines that meet at a right angle are perpendicular. They are also said to be "normal" to each
other.

Intentionally Blank

TTS Integrated Training System governed by th e statement
Copyright 2011
Worksheet
1. Convert the following angles to radians
b) c)

r-
~
90
d) e) f)
72
,_....
~ )
120
r-
r-

gov9 mod by thQ statQITIOnt Copyright 201 1
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on page 2 of thrs chapter
Copyright 2011
,-

Answers
,-------.
1. a) 1A radians b) 1A radians c) Yz radians
23
d) radians e) 2/5 radians f) 2/3 radians
180

governed by the state ment Copyright 2011
Intentionally Blank

TIS Integrated Training System on page 2 of this chapter
Copyright 2011
Triangles
Properties of shapes.
The 3 properties of shapes that we are going to look at are:
1. The number of sides

2. The interior angles (the angles inside).
3. The length of the sides.
These properties help use to remember which shapes are which and why they are so called (in
some cases).
Let's start with a shape that has 3 sides: TRIANGLES {tri- means 3).
Triangles ALWAYS have 3 sides.

The interior angles of a triangle add up to 180 degrees.
Definitions
r ~ Here are the triangles you are expected to know about:
1. Equilateral Triangle
2. Isosceles Triangle
3. Right- Angled Triangle
4. Scalene Triangle
2. Congruent and Similar Triangles
Congruent and Similar are two words usually applied to triangles but can equally be applied to
other shapes.
Congruent triangles are two triangles which have equal angles and are the same size (i.e.
identical in every way) but may be oriented differently.
Similar triangles are two triangles which have the same angles but are of different size.

Use and/o r disclosure is TIS Integ rate d Tra ining Sy st em
oove m ad by th e sta f&mOnt
on page 2 of this chapter Copyright 201 1
3. Equilateral Triangle
An equilateral triangle has got 3 sides of equal length and 3 angles that are equal.
Since ALL the angles in a triangle add up to 180Q then 180 divided by 3 must be 60Q.
The clue is in the name EQUILateral.
4. Isosceles Triangle
An Isosceles triangle has got two sides of equal length and 2 angles equal.
What is the value of the angle at the top of this Isosceles triangle?
The answer is 80 ~ All angles in a triangle add up to 1aoso 180- (50+ 50)= so
So an isosceles triangle has only got two sides of equal length and two angles the same.
---- .

TIS Integrated Trai ning System governed by the statement
Copyright 201 1 on page 2 of this chapter
Designed in assoctation with the
5. Right- Angled Triangle
The right angled triangle contains a right angle (an angle of 90)
The Shows a right ang)e
In a right angled triangle what must the other two angles add up to 90obecause all the angles in
a triangle add up to 180oand a Right Angled Triang le has got one angle of 90 ~
6. Scalene Triangle
A scalene triangle is the easiest of them all. The scalene triangle has got NO sides of equal
length and NO angles the same.

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Copyright 2011
in
Designed association with the
Areas and Volume of Common Shapes
Rectangle
The area A of any rectangle is equal to the product of the length I and the width w.
Formula: A = lw
w A
~ Square
The area A of any square is equal to the square of the length s of a side.
,. . . . ., Formula: A =!I
L
s
A

Copyright 2011
Triangle
The area A of any triangle is equal to one-half the product of any base band corresponding
height h.
Formula: A = "'hbh
Parallelogram
A parallelogram is a 4 sided shape with the 2 opposing sides parallel to each other.
The area A of any parallelogram is equal to the product of any base b and the corresponding
height h.
Formula: A = bh
1-62 Module 1.1 Arithmetic Use and/or' disclosure is

on p age 2 of thi s ch apter
Copyright 2011
Rhombus
A rhombus is a parallelogram with all4 sides equal length. The diagonals bisect the interior
angles equally and the diagonals intersect each other at right angles.
The area A of any rhombus is equal to one-half the product of the lengths d 1 and d2 of its
diagonals.
Formula: A = Y2d 1d2
or
Formula: A =bh as in the parallelogram

Trapezium
A trapezium has only 2 sides parallel. (UK definition)
The area A of any trapezium is equal to one-half the product of the height hand the sum of the
bases, bt and b2.
Formula: A = %h (b 1 + b2)
1-64 Module 1.1 Arithmetic Use and/or' disclosure is

TTS Integrated T raining Syst em governed by the statement
Kite
A Kite shape has no sides parallel. The area can be found by
Formula: A= V2 d1d2
Circle
The area A of any circle is equal to the product of and the square of the radius r.
Formula: A = r2
Sector Area Theorem
The area A of any sector with an arc that has degree measure n and with radius r is equal to the
product of the arc's measure divided by 360 multiplied by times the square of the radius.
Formula: A = (n/360)( ,2)

governed by the slalemenl
on page 2 of !his chapter
Copyright 201 1
Other Regular Polygons
Regular polygons are any polygons that are equilateral and equiangular.
The area A of any regular polygon with perimeter P and apothem of measure a is equal to one-
half the product of the perimeter and the apothem.
This formula can be derived if you make 5 triangles inside the shape. The area of each triangle
is Y2 Sa ( 1/2 base x height) .
The total area is therefore 5 x Y2 Sa (in the case of the pentagon shown - the 5 only represent
the number of sides). But 5 x Sis the total perimeter of the shape, so:
Formula: A = !haP
Regular Pentagon
(shape could be any regular shape)
s
P ::;:: 5s 5 could be anything, depending on no. of sides
The angle shown is one equal portion of 360 degrees. In the case of the pentagon , it is 360/5
= 72. Hence the internal angle of any polygon can be found by calculating the supplement of
the external angle.

Summary of Quadrilaterals
SQUARE
4 Sides equal
4 right angles
Diagonals bisect each other at right angles
Diagonals are equal
RECTANGLE
2 pairs of opposite sides equal and parallel
4 right angles
'. Diagonals are equal and bisect each other
RHOMBUS
4 sides equal , opposite sides parallel
Diagonals bisect each other but are not of equal length
PARALLELOGRAM
2 pairs opposite sides equal and parallel
. '
Diagonals bisect each other but are not of equal length
TRAPEZIUM I TRAPEZOID
1 pair opposite sides parallel
or
KITE
2 pairs of adjacent sides equal
Longer diagonal bisects shorter at right angles

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Surface Area and Volume of Common Solids

,-... Introduction
There are special formulas that deal with solids, but they only deal with right prisms. Right
prisms are prisms that have two special characteristics - all lateral edges are perpendicular to
the bases, and lateral faces are rectangular. The figure below depicts a right prism.
Common Solids
1. Right Prism Area
The lateral area L (area of the vertical sides only) of any right prism is equal to the perimeter of
,-... the base times the height of the prism (L =Ph).
The total area T of any right prism is equal to two times the area of the base plus the lateral
area.
Formula: T 28 + Ph =
B : ; ;: lw
P = 21+ 2w
(The bases formula could chan.ge depending on the base's shape.}

(The perimeter's formula oould change depending on the base.s shape.)

governed by the statement copyright 2011
2. Right Prism Volume
The volume V of any right prism is the product of 8, the area of the base, and the height h of the
prism.
Formula: V =Bh
B .;.,.,lw
h
l- t
'\//~ " ( ~ .
't\ ($s )
w (~
(Ttle bases formula coold ct)ange dependng on the base's srape.)

Copyright 2011
3. Pyramid Volume
A pyramid is a polyhedron with a single base and lateral faces that Q.re all triangular. All lateral
edges of a pyramid meet at a single point, or vertex.
The volume V of any pyramid with height h and a base with area 8 is equal to one-third the
product of the height and the area of the base. This applies even if the prism is not a 'right-
prism' i.e. the axis is not perpendicular to the base. The height however, is still measured
perpendicular to the base as shown below.
Formula: V = X Bh
B = wl
(Base's formula couLd change
depending on tis shap$ .)
A regular pyramid is a pyramid that has a base that is a regular polygon and with lateral faces
that are all congruent isosceles triangles.

Use and/or disclosure is TTS Integrated Tra ining System
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4. Cylinder Volume
The volume V of any cylinder with radius rand height h is equal to the product of the area of a
base and the height.
Formula: V = lh
II
5. Cylinder Surface Area
For any right circular cylinder with radius rand height h, the total surface area Tis two times the
area of the base (2 I) plus the curved surface area (2 rh).
Formula: T = 2 IC r h + 2 ?t l

TIS Integrated Training System govemed by the statement
6. Cone Volume
The volume V of any cone with radius rand height h is equal to one-third the product of the
r-- height and the area of the base.
Formula: V = X lh
7. Cone Surface Area
The total surface area T of a cone with radius rand slant height I is equal to the area of the
base ( lT I) plus TC times the product of the radius and the slant height.
Formula: T = 7\T I + Tr r2

8. Sphere Volume and Surface Area
The volume Vfor any sphere with radius ris equal to four-thirds times the product of and the
cube of the radius. The area A of any sphere with radius r is equal to 4 times the square of
the radius.
Volume Formula: V =){ r

Surface Area Formula: A= 4 I

Copyright 2011
Worksheet
~ 1. A grave is dug 2m x 1m x 1m deep. The earth removed is piled into a pyramid of circular
base 2 m diameter. Find the height of the pyramid (in terms of Ti).
Give the answer in m, em and mm.
2. A right prism has ends 10 em x 10 em and is 50 em long. It is drilled lengthwise with an 8

em drill through its full length. Find
a) the remaining volume of the prism material. Give the answer in terms of 7\ and in
3
mm
b) the surface area of the inside of the hole. Give the answer in terms of 7[ and in
2
mm
3. Find the surface area of a right cone with base radius 3 inches and perpendicular height
of 4 inches. Leave the answer in terms of 1T and include the base area.
~. 4. Find the ratio of the 'surface area to volume' of spheres of the following diameters:
a) 2m
b) 4m
c) 8m
.----.. Module 1.1 Arithmetic 1-75

,--... governed by t he stat eme nt Copyright 2011
Intentionally Blank

Designed in association with !he
Answers
1. 6/rrm, 600/1fcm, 6000/IT""mm
2. a) (5 x 10 6 ) -71: (8 x 105 ) mm 3
2 2
b) 40011 cm , 40,00011 mm
3.
4. a) 3:1
b) 1112:1
c) %:1
.,....-.._ Module 1.1 Arithmetic 1-77

Use and/o r disclosure is TTS Integrated Training System
,..---..., governed by the statement Copyright 2011
Intentionally Blank

Copyriglll 2011
Common Conversions
.------ Length
imperial > metric
metric > imperial
1 inch [in) 2.54 em
1 millimetre [mm] 0.0394 in
1 foot [ft] 12in 0.3048 m
1 centimetre [em] 10mm 0.3937 in
1 yard [yd] 3ft 0.9144 m
1 metre [m] 100 em 1.0936 yd
1 mile 1760 yd 1.6093 km
1 kilometre [km] 1000 m 0.6214 mile
1 nautical mile 1.1 5 mile 1.852 km
Area
imperial> metric metric> imperial
2 2 2 2
1 sq inch [in ] 6.4516 cm 1 sq em (cm ) 100 mm 0.1550 in2
2
1 sq foot [tel 144 in2 0.0929 m 1 sq m [m2 ) 10,000 cm 2 1.1960 yd 2
2 2 2 2
1 sq yd (yd ] 9 ft 0.8361 m 1 hectare [ha] 10,000 m 2.4711 acres
2 2 2
1 acre 4840 yd 4046.9 m 1 sq km [km ) 100 ha 0.3861 mile2
1 sq mile [mile2] 640 acres 2.59 km 2
Volume
metric > imperial imperial > metric
1 cu em [cm1 0.0610 in3 1 cu inch [in1 16.387 cm 3

3 3
1 cu decimetre [dm1 1,000 cm 3 0.0353 ft3 1 cu foot [ft"] 1,728 in 0.0283 m
1 cu metre [m"J 1,000 dm3 1.3080 yd 3 1 fluid ounce [fl oz] 28.413 ml
1 dm 3 1.76 pt 1 pint [pt] 20fl oz 0.5683 1

1 litre [I]
1 hectolitre [hi) 100 I 21.997 gal 1 gallon [gal] 8 pt 4.5461 I
USA measure > metric
1 fluid ounce 1.0408 UK fl oz 29.574 ml
1 pint (16 fl oz) 0.8327 UK pt 0.4731 I
1 gallon 0.8327 UK gal 3.78541
imperial > metric

Mass
1 ounce [oz] 437.5 grain 28.35 g
metric> imperial
1 pound [lb) 16 oz 0.4536 kg
1 milligram [mg] 0.0154 grain
1 stone 141b 6.3503 kg
1 gram [g] 1,000 mg 0.0353 oz
1 hundredweight [cwt] 11 21b 50.802 kg
1 kilogram [kg] 1,000 g 2.2046 1b
1 slug 14.6 kg
1 kilogram [kg] 1,000 g 0.068 slug
1 long ton (UK) 20 cwt 1.016 t
0.9842 long ton
1 tonne [t) 1.000 kg 1 short ton (US) 2,000 lb 0.907 t
(UK)

Intentionally Blank
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Integrated Training System

Designed in association with the

Module 1.1 Arithmetic 1-1

Knowledge Levels - Category A, 81, 82 and C Aircraft

1-2 Module 1.1 Arithmetic Use and/or disclosure is

Module 1.1 Arithmetic_ _ _ __ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ ?

Module 1.1 Arithmetic 1-3

Areas and Volume of Common Shapes_ _ _ _ _ _ _ _ _ __ _ __ _ _ _ _ 61

1-4 Modu le 1.1 Arithmetic Use and/or disclosure is

Module 1.1 Enabling Objectives and Certification Statement

Module 1 .1 Arithmetic 1-5

1-6 Module 1 .1 Arithmetic

Module 1.1 Arithmetic

1. Proper Fractions. Proper fractions may be defined as fractions less than 1.

2. Improper Fractions. These are fractions which are greater than 1.

1 _!_ 2~ 6_i_ 27 ~ etc

Working with Fractions

6. Cancelling. The process of dividing numerator and denominator by equal values is

Module 1.1 Arithmetic 1-7

7. Converting. To convert mixed numbers to improper fractions, multiply the whole

To convert improper fractions to mixed numbers, divide the numerator by the

8. Cancelling. Cancelling improper fractions involves exactly the same process as

(b) Cancel vertically if possible

(c) Cancel across the multiplication sign if possible

(d) Multiply numerators together, multiply denominators together

(e) If the result is an improper fraction, convert to a mixed number

(f) Check that your answer is in the simplest form

(2) 14 X 2..!_ X i_ =%X7Xjl = 3 = 1..!_

1-8 Module 1.1 Arithmetic Use and/or disclosure is

11. Mixed Multiplication and Division

(b) Treat the calculations as multiplication only.

7 2 12 You Q!!!Y..Jurn upside down the fraction

(b) Add the whole numbers together

Module 1.1 Arithmetic 1-9

12+ 4 9 As numerator (4- 9) give a negative ~

1-10 Module 1.1 Arithmetic Use and/or disclosure is

24+3 181- 8 4.!.Z.

Module 1 .1 Arithmetic 1-11

1-12 Module 1.1 Arithmetic U se and/or disclosure is

1. Convert the following mixed numbers to improper fractions:

(a) 2~ (b) 34 (c) 21~ (d) s3.2. (e) 2_!_

2. Convert the following improper fractions to mixed numbers:

3. Multiply and simplify the following:

4. Divide and simplify the following:

3 9 3_g_ 3_!_ 9_!_ 3_!_

5. Evaluate the following:

6. Add the following fractions and mixed numbers:

7. Subtract the following:

Module 1.1 Arithmetic 1-13

8. Evaluate the following :

1-14 Module 1 .1 Arithmetic Use and/or disclosure is

2. a) 32 b) 4_!_ c) 74 d) 52_!_ e) 12~

Module 1 .1 Arithmetic 1-15

1-16 Module 1.1 Arithmetic Use and/or disclOsure is

d) 52_= 5.7 e) 63_2_ = 63.07

THOUSANDS HUNDREDS TENS UNITS TENTHS HUNDREDTHS THOUSANDTHS

The number in the table is 5346.792; it consists of 5 thousands, 3 hundreds, 4 tens, 6

a) 27.6 has one decimal place

b) 27.16 has two decimal places

c) 27.026 has three decimal places

d) 101.2032 has four decimal places

Example: Evaluate 27.3 + 0.021 + 68.3 27.3

Module 1.1 Arithmetic 1-17