Section 1: Number System

INDEX

1. Introduction p.2
1.1 Learning outcomes p.4
2. Whole numbers p.5
2.1 Reading large numbers p.6
2.2 Addition and subtraction of whole numbers p.9
2.3 Multiplication and division of whole numbers p.9
3. Integers p.12
3.1 Addition and subtraction of integers p.13
3.2 Multiplication and division of integers p.13
4. Rational numbers or fractions p.17
4.1 Reducing a fraction into lowest term p.27
4.2 Addition and subtraction of fractions p.29
4.3 Multiplication and division of fractions p.33
4.4 Fractions and decimal numbers p.39
5. End of section comments p.44
6. Reference p.44
7. Feedback p.44
8. Tracking my progress p.45

MTDH 1508 1: Number System 1

 Section 1: Number System

1. Introduction
A number system is the set of symbols used to express quantities as the basis
for counting, determining order, comparing amounts, performing calculations,
and representing value. It is the set of characters and mathematical rules that are
used to represent a number. As the student, you need to make sure that on
completion of this section you are comfortable working with all of its contents
because this is the foundation of all mathematical concepts.

I am sure that you are anxious to get started with the actual content. Before we
start I want to discuss the conditions under which you will study.

 Conditions under which you will study.

 Have you decided already when and where you will study?
Personal preferences vary. The accepted ideal of a study place
with plenty of working and storage space, lighting and privacy, with
endless unbroken hours of time to spend, may be both unachievable and
not always perfect anyway. Certainly there will be occasions, especially
with the study of mathematics, when you will need to think and write
quietly on your own for one or two hours at a time.
 Then again, study need not be solitary – it is possible to talk about
mathematics. Putting the ideas into word works wonders for one’s
understanding. Talk to your study friends.
 You will need paper and writing implements, possibly your calculator as
well.
 It is not necessarily a good thing to maintain concentration unbroken for
long periods of time. Short breaks while you stretch your legs or make tea
or coffee can make your study more efficient.

Favourable study conditions usually improve the efficiency of study.

Concentration may be difficult when there are too many distractions present.

MTDH 1508 1: Number System 2

Answering this inventory will help you analyze conditions and distractions in the
places you study.
1. List the three places where you usually study in the order you use them most.
A.
B.
C.
2. Now circle True or False, whichever applies to each of these places (A B C).

A B C
Other people often interrupt me when I study here. [TF] [TF] [TF]

Much of what I can see here reminds me of things that [TF] [TF] [TF]
don't have anything to do with studying.

I can often hear the radio or T.V. when I study here. [TF] [TF] [TF]

I can often hear the phone ringing when I study here. [TF] [TF] [TF]

I think I take too many breaks when I study here. [TF] [TF] [TF]

I seem to be especially bothered by distractions here. [TF] [TF] [TF]

I usually don't study here at a regular time each week. [TF] [TF] [TF]

My breaks tend to be too long when I study here. [TF] [TF] [TF]

I tend to start conversations with people when I study [TF] [TF] [TF]
here.

There are things here that don't have anything to do with [TF] [TF] [TF]
study or schoolwork.

Temperature conditions here are not very good for [TF] [TF] [TF]
studying.

Chair, table, and lighting arrangements are not very [TF] [TF] [TF]
helpful for studying.

When I study here I am often distracted by certain [TF] [TF] [TF]

individuals.

TOTAL:

MTDH 1508 1: Number System 3

3. Now total the circles in each column. The column with the most “true” circles
may be the poorest place to study.
4. List those things that seem to be your greatest distractions.
5. Are you the type of person that studies best when alone or in places where
you can see others studying?
6. Would it be best for you to:
6.1. try and improve conditions in places where you study.
6.2. find entirely different places to study.

http://www.isu.edu/ctl/cls/handouts/ReadingStrategies/StudyConditions.pdf

1.1 Learning outcomes

At the end of this section on Number Systems you should be able to perform
basic calculations confidently.

Start up activity 1.1

Use the following information about European honey bees and

Africanized honey bees to see how well you can perform basic calculations.

European Africanized
Bees Bees
Maximum number of eggs laid daily by the 2 500 eggs 4 000 eggs
queen:
Average number of days a worker bee needs 20 days 19 days
to complete all developmental stages from
egg to adult:
Avg. length of time worker bees live during 42 days 24 days
the spring and summer:
Avg. length of time worker bees live during 135 days 90 days
the winter:

1. How long would it take for a colony of Africanized honey bees to lay 10 000
eggs?
2. How long would it take for a colony of European honey bees to lay 10 000
eggs?
3. What is the maximum number of eggs that one European honey bee queen
can produce in a year?
MTDH 1508 1: Number System 4
4. What is the maximum number of eggs that one Africanized honey bee queen
can produce in a year?
5. How much longer does an adult worker European honey bee live than an
Africanized honey bee worker during the spring and summer?
5.1. How about during the winter?
6. How many days does an Africanized honey bee live from egg to the end of
adulthood in the summer? In the winter?
7. The maximum number of worker bees in a well-managed hive is about
80 000. How many days would it take for an European honey bee queen to
lay that many eggs?
8. If Africanized honey bee migrate 200 miles northward in an average year, how
long will it take the AHB to migrate
8.1. 2 750 miles?
8.2. 3 020 miles?
8.3. 5 114 miles?

http://ag.arizona.edu/pubs/insects/ahb/
Check your answers at the end of the section.

2. Whole Numbers
Now we ask you to undertake some study, bearing in mind the conditions under
which you have chosen to study, by reading the following section and making
some notes as you do so.

The whole numbers – or natural numbers plus zero - form the foundation of any
numerical activity. If one wants to count the number of students in a class, the
amount of tractors in a field, the number of dishes served at the restaurant, etc.,
we use whole numbers.

Our system of numbers is called the decimal number system and uses 10
individual figures called digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. Any number is made
up of one or more digits.

Each position a digit may occupy in a number has a value called place value. If
we know the place value of each digit, we are able to read the number and
understand the meaning of the number.

MTDH 1508 1: Number System 5

 2.1. Reading Large Numbers
The place values are arranged in periods or groups of three to make the chart
easier to read. The first group is called the units, the second the thousands, the
third group the millions, the fourth group the billions, and so on.

The following place value chart will help you read whole numbers:

Billions Millions Thousands Units

Hundred thousands
(10 000 000 000’s)
(100 000 000 000’s)

(1 000 000 000’s)

(100 000 000’s)

Hundred million
Hundred billion

Ten thousands
(10 000 000’s)

(1 000 000’s)
Ten millions
Ten billions

(100 000’s)

Thousands
(10 000’s)

Hundreds
(1 000’s)
Millions
Billions

(100’s)

(10’s)
Ones
Tens

(1’s)
Example 1.1
Read 1 264 125 445 by writing it in words.

Solution
Using the rule for reading numbers, we first align the digits on the chart. Starting
on the right, we arrange them into groups of three digits. The leftmost group is
the billions. The number is one billion, two hundred sixty-four million, one
hundred twenty-five thousand, and four hundred forty-five.

Billions Millions Thousands Units

Hundred thousands
(10 000 000 000’s)
(100 000 000 000’s)

(1 000 000 000’s)

(100 000 000’s)

Hundred million
Hundred billion

Ten thousands
(10 000 000’s)

(1 000 000’s)
Ten millions
Ten billions

(100 000’s)

Thousands
(10 000’s)

Hundreds
(1 000’s)
Millions
Billions

(100’s)

(10’s)
Ones
Tens

(1’s)

1 2 6 4 1 2 5 4 4 5

We don’t always draw the table if we have to read a number. Instead, we group
the digits in groups of three, starting from the right:

MTDH 1508 1: Number System 6

Billions millions thousands units
1 264 125 445:
this number is 1 billion, 264 million, 125 thousand and 445

Learning activity 1.2

Read the following numbers (you can use the place value chart if you want to):
1. 42356978789
2. 125486645445
3. 95623455

2.2. Addition and Subtraction of Whole Numbers

The addition and the subtraction of whole numbers are straightforward. Here are
some examples:

Example 1.2
1. 2 + 5 = 7
2. 3  2 = 1
3. 5 + 0 = 5

Example 1.3
There are 34 male and 58 female workers in your firm. How many workers do
your firm have?

Solution
34 + 58 = 92
The sum of the male and female workers is 92.

Example 1.4
X and Y decide to buy a car together. If X has R100 000 and Y has R120 000
available, calculate their total amount available.

Solution
In order to calculate the total amount, you must calculate the sum of X’s and Y’s
amount.
100000 + 120000 = 220000
The total amount available is R220 000.

MTDH 1508 1: Number System 7

Example 1.5
A client of X wants to know how much he owes X for work he has done for him
up to date.
X has done the following:
 written letters (R150);
 received letters (R80);
 made 10 telephone calls (R240).

Solution
In order to calculate what the client owes, you have to calculate the sum of the
expenses
150 + 80 + 240 = 470
The client owes X R470.

Learning activity 1.3

1. Perform these additions and subtractions:

(a) 5  3
(b) (7  3)  2
(c) 12  2  4
(d) 30  (12  4  3)
(e) 10  (3  4)
2. Are the following true or false? If not explain.
(a) (3  4)  2  3  (4  2)
(b) 30  (4  3)  (30  4)  3

Assessment Activity 1.4

1. In a survey 125 people belong to the control group and 89 belong to the
experimental group. How many people participate in the survey?
2. 250 people agree to participate in a survey. 130 of the people belong to the
control group, and 80 belong to experimental group.
(a) How many people belong to the control group and the experimental group
together?
(b) How many people do not belong to either the control group or

MTDH 1508 1: Number System 8

 experimental group?
3. You have R27 in your pocket. A McDonald’s burger cost R21. Calculate your
change.
4. The total population in South Africa is 45 million. 9 450 000 are HIV positive.
How many people are HIV negative?
5. Your assets are worth R700 000 and your liabilities amount to R250 300.
Calculate the difference between the two.
6. A nursery sold 43 287 roses, 95 754 dahlias, 735 carnations and 12 937
daisies in one month. Calculate the number of the rest of the flowers sold if he
sold 200 000 flowers in total for that month.
7. A firm produces 230 units of a good which cost an average of R11,25 each to
produce and sells them at a price of R13,20. What is its profit?

2.3 Multiplication and Division of Whole Numbers

In the example, we show the different notations for division and multiplication:

Example 1.6
1. 6  5 = (6)(5) = 30
15
2. 15  5 = 15 / 5 = =3
5

10
3. 10  3 = 10 / 3 = = 3,333… = 3,33 3
3

Multiplication with zero always returns zero:

234  0 = 0

Multiplication with one or division by one doesn’t change your initial number:
234  1 = 234
234
234  1 = = 234
1
Dividing by zero is not allowed!!!
234  0 is undefined!
2
is undefined!
0
0
is undefined!
0

MTDH 1508 1: Number System 9

Example 1.7
Your firm employs three secretaries at a monthly salary of R4 560 per secretary.
What is the monthly cost of employing these three secretaries?

Solution:
4560 × 3 = 13680
The monthly cost of employing the three secretaries is R13 680.

Example 1.8
Your firm has to pay salaries to three secretaries. Each of them receives R5 000
per month. Calculate the firms yearly salary cost.

Solution
To calculate the yearly salary cost, you need to first calculate the product of their
monthly salary cost, this is the product of 3 (secretaries) and R5 000.
5000 × 3 = 15000
To calculate the yearly salary cost, you need to calculate the product of
the monthly salary cost (R15 000) and 12 (months in a year).
15000 × 12 = 180000
The firm’s yearly salary cost will be R180 000.

Example 1.9
You borrow R25 000 from a friend. You agree to pay him back in 10 days. You
also agree to pay him an extra of R100 per day for a late payment. If you pay the
money back after 13 days, calculate the amount that you owe your friend.

Solution
You first need to calculate the extra amount per day that your were late.
This is the difference between the days late and the actual days:
13 days – 10 days = 3 days late.

Now you need to calculate the product of the days late and the amount per day:
3 days  R100 per day = R300.

To calculate the amount still owed, you need to calculate the sum of the actual
loan plus the extra amount for the days late:
R25 000 + R300
= R25 300
You owe your friend R25 300.

MTDH 1508 1: Number System 10

 Learning activity 1.5

Perform these multiplications and divisions if possible:

1. 356  15
2. 84  6
3. 805  115
4. 144  24
5. 74  0
6. 0  0
7. 0  10
8. 10  0

Assessment Activity 1.6

1. In the English Department there are 13 lecturers and 342 students of whom 8
are female lecturers and 146 male students.
1.1 How many male lecturers are there in the department?
1.2 How many female students are there in the department?
1.3 Each student uses 3 note pads in a term. [A term is three months]
(a) How many note pads do the students use in total each term?
(b) How many note pads do the students use in total each year?
2. If a bus transport 497 people per day for six days of the week, calculate the
number of people the bus will transport over 52 weeks.
3. A doctor prescribed pills as follows: four red pills each day for five days, three
orange pills each day for four days, two yellow pills each day for three days,
and one green pill each day for two days. If each pill cost R0,50, find the total
cost of the pills.
4. Mr Mofokeng decided to have a special display of animal books to aid ‘Save
the Animal’ week. He ordered a bookstand to display the books costing R95.
He hired an extra assistant at R230 for the week. If he sold 80 books at R85
and 45 books at R125 how much he gave to the charity once his expenses
had been deducted.
5. You have worked for 20 hours at an agreed fee of R700 per hour. Calculate
your total fee.
6. Suppose you work 8 hours a day, 5 days a week, 50 weeks per year, and
earn R40 per hour. How much will you earn per year?

MTDH 1508 1: Number System 11

7. Suppose you have to pay salaries to two secretaries. Each earns R2 300 per
month.
a) Calculate the annual salary per secretary.
b) Calculate what your yearly salary costs will be for the two secretaries.
8. You need to hire a car and you ask two companies for quotations.
Company A rents cars for R11,00 per day plus 5c per km. Company B rents
cars for R14,00 per day plus 4c per km. What is the difference in total rental
charges for a trip of 1550 km if the trip will take 2 days?
9. An environmental specialist gave a talk to four classes each of twenty nine
pupils and five classes each of thirty two pupils. How many pupils attended
the talk?

3.Integers
Whole numbers enable us to express some notions. When we say it is 3 °C, we
use a whole number. When we say it is freezing 3°C, then we mean that the
temperature is 3 degrees below 0°C. To express these kinds of statements, we
cannot just use the whole number 3. We will attach a minus sign to that number.
In this way we obtain the negative number 3.

The wonderful thing is now that the operation “subtraction” is always possible:
3  (8)  5 . The answer  5 is an integer.

If we proceed in the same way for every whole number, we enlarge the set of the
whole numbers with the negative numbers. The whole numbers are then the
positive numbers and have a positive sign (+). We will call the set of the whole
numbers, together with the set of the negative numbers, the set of integers.

Learning activity 1.7

1. Put the following numbers on the number line: 3, 6, 2, 5, and 1.

 0 +

2. Write these numbers in descending order (from the largest to the smallest).
3. Which number is greater: 125667 or 5?

MTDH 1508 1: Number System 12

3.1 Addition and Subtraction of Integers
When adding or subtracting negative numbers, you have to be careful with the
signs.

 Adding a negative number is subtraction.

 Subtracting a negative number is addition.

Example 1.10
1. 3 + (5) = 3  5 = 2
2. 2  (12) = 2 + 12 = 10

Learning activity 1.8

Perform these additions and subtractions: (Remember to perform operations

inside brackets first.)
1.  3  (5)
2. 7 + (3)
3. 0  (16)
4. (2  3)  (3  4)
5. 5  (2  3)
6. (8  2)  (6  3)

3.2 Multiplication and Division of Integers

When multiplying or dividing with negative numbers, you have to be careful with
the signs.

When multiplying with negative numbers, note the following rules:

()  ()  ()
( )  (  )  ( )
(  )  ( )  ( )
( )  ( )  (  )
When dividing with negative numbers, note the following rules:
()  ()  ()
( )  (  )  ( )
(  )  ( )  ( )
( )  ( )  (  )

MTDH 1508 1: Number System 13

Example 1.11
2  3 = 6 Rule: ()  (+) = ()
(6)  (3) = 18 Rule: ()  () = (+)
(6)  (3) = 2 Rule: ()  () = (+)
 24 24
 = 8 Rule: ()  (+) = ()
3 3

Example 1.12
The partnership of X, Y and Z earned profits of R500 000 in the past year and
incurred losses of R200 000. The partners divide the net profits of the partnership
equally. Calculate how much each partner will receive.

Solution
In order to calculate how much each partner will receive, you must first calculate
the net profit of the partnership.
This is the difference between the profit and the losses:
R500 000 – R200 000
= R300 000.

Now you must divide the net profits of the partnership by the number of partners.
This is the quotient of R300 000 (net profits ) and 3 (number of partners).
300000 ÷ 3 = 100000
X, Y and Z will each receive R100 000.

Example 1.13
You owe your friend R60 000 and agree to pay him R3 000 per month on the first
day of each month. Calculate when you will make the last payment, if you made
the first payment on the 1st of March 2005.

Solution
In order to calculate the date of the last payment, you need to calculate how
many months you has to pay.
This is done by dividing the total amount owed by the amount paid each month:
60000 ÷ 3000 = 20 months.
Now you need to add 20 months to the date of first payment.
As you started in March (3rd month) you would make your 10th payment in
December (March to December = 10 months).
Now you still has to pay another 10 months (20 months in total – 10 already
paid).This will be from January to October. You will make the last payment on
the 1st of October 2006.

MTDH 1508 1: Number System 14

Example 1.14
Suppose you have R200 in your bank account. You write a cheque for R300.
How much do you have left in the bank?

Solution
The bank may pay it, but it will let you know that your account is overdrawn,
which means that you owe the bank R100. [ 200  300  100 ]

Learning activity 1.9

Perform the following division and multiplication tasks:

1. 6  (7)
2. (12)  (5)  6
5
3.
2
 33
4.  2
 11

Assessment Activity 1.10

1. The English department orders 7800 textbooks for the year.

(a) How many textbooks is this per term? (A term is three months)
(b) The textbooks are packed in packages of 50. How many packages would
the English department receive?
2. You have R450 which has to be divided among three people. Calculate the
amount that each one will receive.
3. You owe your father R180. He allows you to pay this amount over three
months. How much should you pay back every month?
4. The partnership of A, B, and C earns an annual profit of R45 000. If the profit
is divided equally among them, calculate the amount each one will receive.
5. Five partners share their profits equally. The firm’s profit for the year amounts
to R125 000. Calculate the profit each partner will receive.
6. You owe your friend R1 800. He allows you to pay this amount over six
months. How much will you pay back every month?

MTDH 1508 1: Number System 15

7. The firm received a cheque for R570. If the firm's balance is  R120 , what was
the balance after the cheque was deposited?
8. The firm wrote a cheque for R318. If the firm's balance is R2 126, what was
the balance after the cheque was written?
9. The firm wrote a cheque for R318. If the firm's balance is  R 2126 , what was
the balance after the cheque was written?

Let us now consider the way in which you read the pages. Do you read through
thoroughly, skim through to find out what is there, or do you read only those bits
which seemed less familiar to you or use a mixture of different ways? Success in
study is dependent on the way in which you handle study material, your flexibility
in adopting an efficient study strategy, as well as your ability to follow it as you
read.

HOW TO READ
Here are some points students have found useful.
Always read with an object in view and a question in mind. Course material
are not magazines and browsing does not help much.
Read with a pen in hand. Work each example as you come to it in your
thorough reading of a section and check your answer with the solution
given.
Make your notes whilst you are reading. In general making copious notes,
re-writing the text, is not worthwhile, but you may find it useful to make a
summary of key words, and ideas, including page references.

Second, here are some ideas which you might like to try.
Skim-read first to get an overview of the work that you propose to tackle.
Estimate the time it will take. (This may be difficult to do initially but it
should help you to pick suitable occasions for your study.)
Read key sections of the text first and backtrack as necessary to build up
knowledge and ideas. Keep the inquisitiveness alive.
However much (or little) you write in the course of your study keep your own
work, including worked examples, in a file. Such a file could save major re-
reading at revision time.
To help you to review your work as you go along you may find that it is a
good idea to look back at your last piece of work before starting the next.
In addition you could practise your powers of recall by trying to remember
what you read in previous sections, by looking at your notes, and by
working the final set of exercises at this stage.

MTDH 1508 1: Number System 16

4. Rational Numbers or Fractions
In situations where we look at parts or fractions of a quantity, we are dealing with
so-called rational numbers. Most of us are accustomed to fractions such as
3
“three over four”, , and would interpret this specific fraction as “ three parts of
4
four” or “three divided by four”. This is indeed correct. However, fractions are also
known as rational numbers.

a
We can also refer to as the quotient of a and b , where a is called the
b
numerator and b the denominator or divisor of the quotient.

Example 1.15
5 20 0 4 3
, , , and are all examples of rational numbers.
7 9 6 1 8

http://www.karlscalculus.org/rationals.gif

Between any two fractions another fraction can always be fitted in.

Example 1.16
3 4 7

The fraction 25 25  25  7  1  7 lies between 3 and 4
2 2 25 2 50 25 25

MTDH 1508 1: Number System 17

Where the denominator is larger than the numerator it is called a proper
fraction.
7 11 19 67
Examples :  , , , ,... .
8 16 20 90
Where the denominator is smaller than the numerator it is called an improper
fraction.
7 19 23 37
Examples: , , , ,... .
2 5 14 20
Where there is a mixture of whole numbers and fractions it is called a mixed
number.
1 7 12
Examples: 1 ,3 ,4 ,...
2 10 15

Change an improper fraction to a mixed number:

Divide by the number underneath. The answer goes as the whole number. The
remainder goes on top of the fraction and the number underneath stays the
same.

Example 1.17
217
Change into a mixed fraction.
5

Solution
5 goes into 217 : 43 times and the remainder is 2.
217 2
 43
5 5

Example 1.18
3
Change 2 into a improper fraction.
4

Solution
3 11
2 
4 4

MTDH 1508 1: Number System 18

 Assessment Activity 1.11

1. Turn the following fractions into a mixed fraction:

19
(a)
9
13
(b)
4
53
(c)
12
33
(d)
8
2. Turn the following fractions into an improper fraction:
6
(a) 5
7
2
(b) 3
9
3
(c) 2
8
4
(d) 11
5
3. Find a number between:
(a) 3,01 and 3,001
1 7
(b) and .
8 12
4. Write the following fractions in its simplest form:
14
(a)
28

42
(b)
48

200
(c)
150

60
(d)
108

MTDH 1508 1: Number System 19

 a c
Two fractions and are equal or equivalent if ad  bc and b  0 and d  0 .
b d
a c
  if and only if ad  bc
b d

Here we use cross-multiplication, as we are working with an equation. What

actually happens, is that both sides of the equation are multiplied with the
a  bd c  bd
common denominator bd :  , hence ad  bc . If ad  bc , then we divide
b d
a c
both sides by bd to see that  .
b d

Example 1.19
3 9

1. 5 15 , because 3  15  9  5
2 8

2. 4 16 because 2  16  4  8

If the numerator and denominator of a fraction are multiplied or divided by the
same nonzero number, the value of the fraction remains the same.

 Let c be any number (different from zero) then:

a a c a  c ac 
c
 1
    Check that did not change the fraction.
b b c b  c bc c

OR:

a a c a  c ac 
c
 1
    Check that did not change the fraction.
b b c b  c bc c

We say that these fractions are equivalent.

MTDH 1508 1: Number System 20

Example 1.20
The following fractions are called equivalent fractions.
3 3  15 45 3 3  4 12 3 45 12
a)   and   also  
4 4  15 60 4 4  4 16 4 60 16
2 23 6 2 2 2 4 2 6 4
b)   and   also  
3 3 3 9 3 3 2 6 3 9 6
3 3 2 6 3 3  5 15 3 6 15
c)   and   also  
1 1 2 2 1 1 5 5 1 2 5
25 25  25 1 25 25  5 5 25 5 1
d)   and   also  
100 100  25 4 100 100  5 20 100 20 4

Example 1.21
Find a fraction equivalent to 7/4 that has 12 as a denominator.

Solution
4 times what number is 12? Or 4 divide into 12 how many times?

The answer is 3. Then we have:

73 7 3 21
or  
43 4 3 12

Assessment Activity 1.12

1. Complete the following:

1 *
1.1. 
2 8
2 *
1.2. 
3 9
1 5
1.3. 
5 *
3 6
1.4. 
4 *
12 *
1.5. 
20 5
130 *

1.6. 156 12

MTDH 1508 1: Number System 21

2. Express 15 minutes as a fraction of 2 hours.
3. A youth earns R50,40 a week and saves R6,30. What fraction of his earnings
does he save?
1
4. How many minutes are in 4 hours?
4
5. How many hours are in 270 minutes?

Well that was your first bit of mathematical study! We shall come
back to further aspects of studying mathematics later, but for the
moment, let us concentrate on your notes.

It is easy to make notes, but difficult to make good, brief, accurate notes
which summarise the essence of the information and which you can use and
understand later.

This part aims to help you identify the most important, but also relevant ideas
when reading academic literature. If you start at the beginning of a section and
read through it right to the end, you will become discouraged. The following steps
might help you with this process:

1. Preview the chapter.

First, get an overall view of what the section entails. The learning outcomes at
the end of the section also give you an overview of the work that we are going
to cover in this section.

2. Decide what is important.

Ask yourself how this section fits into the context of the whole semester's
work. Look at the importance of the section in relation to the rest of the work.
What sections does the facilitator see as important? Mark it in your textbook.
Now you know on which parts to concentrate.

3. Get the main ideas.

Now, reading through the section, you will know which parts to focus on. It is
important to note the main ideas. If you are going to identify EVERY MAIN
FACT you will become discouraged. Rather try to identify one idea per
paragraph. Sometimes there is more than one main idea per paragraph. This
should be indicated, but most of the time you will be able to remember the
secondary facts if you remember the main idea. Highlight the main idea in
your textbook or write it down in the margin of the textbook.

MTDH 1508 1: Number System 22

4. Graphs, tables and pictures are there to clarify information.
They will help you to better understand the information! The activities in the
study guide have the same function. If they ask you to read additional
information, it is to help you understand better. SO DON'T DISREGARD
THESE TOOLS!

5. Methods to summarise work

Now that you know how to identify the most important work, let's quickly have
a look at the different methods that you can use to make notes.

Your notes are supposed to be a summary of the textbook. It will enable you
to do revision quickly and give you speedy access to the main ideas. In other
words, your notes are a brief summary of the main ideas. You must decide
which summary method suits your learning style.

The two main methods that you can use are the following:
 Linear notes

Linear notes may be more effective if they:

 contain key words and phrases
 use clear headings, subheadings, underlining, circles, boxes, diagrams,
flow charts and colours
 have margins or are written on every other line so you can return to it as
the lecture or video progresses or you get further into the book or other
source
 have margins for you to write your own questions, comments or criticisms.
(Drew & Bingham, 1996).

 Mind Maps
This method uses arrows and circles to connect the key words/phrases.
It produces a spreading pattern in all directions rather than use words
which start at the top of the page and progress towards the bottom.

MTDH 1508 1: Number System 23

 It may look messy but the content can be concise and quick to read. It is
also easy and quick to redraw the pattern at a later stage to make it
clearer. (Drew & Bingham, 1996).

You may want to combine the linear style and mind maps in the same
situation, using one piece of paper to draw mind maps and another to note
down factual information, lists etc. (Drew & Bingham, 1996). Sometimes,
you will find that different parts of the work, will work better with a certain
style of note-taking. You do not have to stick to one style.

6. Review your notes

Review your notes soon after you have made them, highlighting things you
do not understand. It is easier to act on misunderstandings or omissions
while they are fresh in your mind.

How can you find out about things you do not understand? Here are some
ideas:
 Other students
 Reference books
 General or subject specific dictionaries
 Your facilitator

MTDH 1508 1: Number System 24

7. Retrieving notes
Will you be able to find your notes again? How will you store them? How will
you retrieve the information? Do you order notes by date, alphabetically,
numerically, by topic or subject?

Storage method Possible advantages

Loose-leaf in files or Can introduce new divisions, add extra material.
concertina file/folders
Computerised Easy to edit.
database
Boxed card-file system Good for an index or references, can be stored
easily – e.g. in a card box index; you can write a
topic and its location on a card.
A notebook per topic Keeps relevant material together.
(Drew & Bingham, 1996)

Here are some examples of notes of the previous section.

Student 1:
1. Rational number: a , where a and b are integers and b  0.
b
a. a is called the numerator and b the denominator
2. There are different types of rational numbers:
a. Where the denominator is larger than the numerator it is called a
proper fraction.
b. Where the denominator is smaller than the numerator it is called an
improper fraction.
c. Where there is a mixture of whole numbers and fractions it is called
a mixed number.
3. Two fractions a and c are equal or equivalent if ad  bc
b d

MTDH 1508 1: Number System 25

Student 2

Proper fractions Improper fractions

7 11 19 67 7 19 23 37
 , , , ,... . , , , ,... .
8 16 20 90 2 5 14 20

Rational Number
numerator
a
, where a and b are integers and b  0 .
b

denominator

a c
 if and only if ad  bc
b d

Mixed numbers
1 7 12
1 ,3 ,4 ,...
2 10 15

How usable are your notes? Would you describe them as:
http://dir.coolclips.com/Education/School/Classr
Short and concise?  oom/Students/cartoon_student_raising_his_han
Easy to understand?  d_CoolClips_cart0744.jpg

Relevant? 
Well organised? 

MTDH 1508 1: Number System 26

8. OVERALL
Review notes soon after they have been made, highlighting things you do not
understand and making them clearer. It is easier to act on misunderstandings
or omissions while they are fresh in your mind. Write notes in your own
words. This helps you to understand and to remember. It is helpful if your
notes are dated and referenced to where they come from, for example the
chapter, headings and page numbers.

If you have decided already what form of notes you will make then you should
make them whilst studying.

Learning activity 1.13

Decide how long it will take you to read through the next part. Read through this
part. Try to pick out the one or two things about which you want to know. Then
study the part, make some notes. You should try to master the techniques but
not necessarily to remember everything - that is why you make notes!

4.1 Reducing a Fraction into lowest term

Every fraction has an unlimited number of equivalent fractions. We sometimes
want to work with fractions in lowest terms because then we will have smaller
numbers to work with.

“Lowest terms” means that there is no whole number other than 1 that will
divide evenly into both the numerator and denominator, in other words, the
numerator and denominator have no common factors other than 1.

To reduce a fraction into lowest terms:

Step 1: Find a number other than 1 that will divide evenly into both numerator and
denominator. This number is a common factor of the numerator and the
denominator.
Step 2: Divide both numerator and denominator by the common factor.
Step 3: Continue until the fraction is in lowest terms.

MTDH 1508 1: Number System 27

Example 1.22
Reduce 120/192 to its lowest terms.

Solution
120 120  2 60
 
192 192  2 96
60  2 30

96  2 48
30  2 15

48  2 24
15  3 5

24  3 8

Example 1.23
Reduce the following fractions to their lowest terms:
4 42 2
a)  
6 62 3
3 33 1
b)  
12 12  3 4
42 42  7 6 6  2 3
c)    
56 57  7 8 8  2 4

Many fractions can be reduced into lowest terms by inspection: visually examine
the numerator and denominator and mentally perform the calculations.

Assessment Activity 1.14

Reduce all fractions to their lowest terms.

1. 90/120
2. 55/87
3. If you earn R6 000,00 a week and save R1 500,00. What fraction of your
earnings do you save?
4. XYZ business year-end figures appear below:
Total revenue R150 000
Expenses R 75 000
Net Profit R 75 000

MTDH 1508 1: Number System 28

 (a) Suppose revenues were made from 500 equal-paying clients. How much
does each client pay?
(b) Suppose revenues were made from clients paying R250 per hour for
consultations. How many consultation hours were spent with their clients?
(c) What fraction of revenue ended up as profit?
(d) Suppose expenses were incurred from equal salaries paid to three
secretaries. Determine the monthly salary paid per secretary.

4.2 Addition and Subtraction of Fractions

 When adding or subtracting fractions, you have to change them to equivalent

fractions with a common denominator.
 Only fractions of the same type can be added or subtracted, i.e. they must have
the same denominator.

To add fractions that have the same denominators, you only need to add the
numerators (to form the numerator of the sum), and the denominator stays the
same.

Example 1.24
a b ab
1.  
c c c
3 6 36 9
2.   
5 5 5 5
2 5 25 3
3.   
7 7 7 7

To add fractions with different denominators, find a common denominator and

rewrite the terms in the numerator with respect to the new denominator. This
process once again becomes meaningful if we look at the following explanation:

Example 1.25
a c a  d c  b ad bc ad  bc
     
1. b d b  d d  b bd bd bd
3 7 3  2 7  5 6  35 41
    
2. 5 2 5  2 2  5 10 10
3 4 3  5 4  4 15 16 31
     
3. 4 5 4  5 5  4 20 20 20

Please note that we are once again NOT doing cross-multiplication here. Cross-
multiplication is an operation which simplifies fractions in an equation.

MTDH 1508 1: Number System 29

Example 1.26
Evaluate the following :
5 2
a) 
7 7
1 3
b) 
2 4
3 4
c) 
4 5
4 6
d) 
6 15
3 1
e) 2  1
8 4
3 1
f) 21  13
10 4
3
g) 1  2
8

Solution
5 2
a) 
7 7
5 2 52 3
  
7 7 7 7

1 3
b) 
2 4
1 3 1 2 3 2 3 5
     
2 4 2 2 4 4 4 4

3 4
c) 
4 5
3 4  3 5   4 4  15 16 31
        
4 5  4 5   5 4  20 20 20

4 6
d) 
6 15
4 6 4  5 6  2 20 12 8 4
      
6 15 6  5 15  2 30 30 30 15

MTDH 1508 1: Number System 30

 3 1
e) 2  1 OR:
8 4
3 1 3 1
Change first to an improper fraction: 2 1  2 1 
3 1 19 5 8 4 8 4
2 1   3 1 2 3 2
8 4 8 4  3   3 
19 5  2 19 10 29 5 8 4 2 8 8
    3 5 5
8 4 2 8 8 8 8  3  3
8 8

3 1
f) 21  13 OR:
10 4
3 1 3 1
Change first to an improper fraction: 21  13  21  13  
10 4 10 4
3 1 213 53
21  13   3  4 1  10
10 4 10 4 8 
10  4 4  10
213 53 213  4 53  10
   12 10 2 1
10 4 10  4 4  10 8  8 8
40 40 40 20
852 530 322 2 1
   8 8 8
1
40 40 40 40 20 20

3
g) 1  2
8 OR:
Change first to an improper fraction 3 3 3
1  2  1  2   1 
19 8 19 8 8 8
1  
8 8 8
8 19 11
  8 3 11
8 8 8   
8 8 3

MTDH 1508 1: Number System 31

Example 1.27
2 4 1 OR:
1  2
3 5 15
= 1     2  
2 4 1 2 4 1
1  2
3 5  15  3 5 15
2 4 1 5 4 31
=1    2    
3 5 15 3 5 15
10 12 1 25 12 31
 1 2      
15 15 15 15 15 15
21 25  12  31
 1  
15 15
 15  21 6
    
 15  15 15
2

6 2
 
15 5 5

The following is wrong:

2 23
 we cannot cancel out if there is a + or a - sign.
5 35

Assessment Activity 1.15

Perform the following additions and subtractions:

1 3
1. 
5 5
1 11
2. 
6 12
3 2
3. 
4 5
3 11
4. 1 
8 16
15 26
5. 
63 189
15  3  2
6.     
20  4  5

MTDH 1508 1: Number System 32

 8 1 2
7.  
15 9 5
1 2
8. When 16 litters are added to a gas tank which is full, the tank is full.
2 3
Find the capacity of the tank in litres.
9. Julie is 134cm tall and Suzanne is 150cm tall. My height is exactly
halfway between Julie and Suzanne’s. How tall am I?
10. Out of a monthly salary of R3500 a man allows R2250 for housekeeping,
R500 for entertainment and saves the rest. What fraction of his wages does
he:
(a) allow for housekeeping?
(b) allow for saving?

4.3 Multiplication and Division of Fractions

Do you know what a half of a half is? Of course you know, it’s one fourth!
But how do you calculate this? What is three fifths of five-fourths? The answer is
written in the title of this section: multiply!

Example 1.28
1 1 1 1 1
1. a half of a half is:   
2 2 2 2 4

3 5 3  5 15 3
2. three-fifths of five-fourths:    
5 4 5  4 20 4

Assessment Activity 1.16

3 1
1. What is of ?
4 5
3
2. What is of 5?
2

MTDH 1508 1: Number System 33

In general:
 We multiply fractions by multiplying numerators and denominators.
a c ac
 
b d bd
To multiply fractions, we multiply the numerators with each other (to form the
numerator of the product) and the denominators with each other (to form the
denominator of the product).

Example 1.29
3 7 3  7 21
  
1. 5 2 5  2 10
2  5 2  (5)  10 10
2.    
3 7 (3)  7  21 21

Factors that are common in the numerator and the denominator can be cancelled
out.

Example 1.30
ac a

1. bc b

3 4 3
2. 
5 4 5

3 4 3 4 3
3.   
4 5 45 5

a
Division:
a c a d
   OR b  ad
b d b c c b c
d
3
 (Be careful never to divide by zero!) Use your calculator to find . What do
0
you see?

MTDH 1508 1: Number System 34

Example 1.31
Evaluate the following:
2
a) 5 
7
3 5
b) 
5 4
2 1
c) 1  2
3 2

Solution
2 5 2 5  2 10 3
a) 5      1
7 1 7 1 7 7 10

3 5 3 5 3
b)   
5 4 5 4 4

2 1 5 5 5  5 25 1
c) 1  2     4
3 2 3 2 3 2 6 6

Example 1.32
3 7 3 2 6
   
1. 5 2 5 7 35
 6 7  6 11 66
2.    
5 11 5 7 35
4
4 5 4 12 4  12 4  4 16
3.      
3 12 3 5 3 5 5 5

If there are mixed numbers make them improper fractions first. Then multiply
the numbers on top together and multiply the numbers on the bottom together.

Example 1.33
Evaluate the following:
3 4
a) 
4 5
4 15
b) 
5 16

MTDH 1508 1: Number System 35

 4 2 1
c) 1   3
5 3 8

Solution

3 4 3 4 3
a)   
4 5 45 5

1 3
4 15 4 15 3
b)    
5 16 5 16 4
1 4

3 1 5
4 2 1 9 2 25 15 3
c) 1   3     3
5 3 8 5 3 8 4 4
1 1 4

Example 1.34
Evaluate the following:
3 2
a) 1  2
4 3
 1 5 2
b)  2   
 2 6 3

Solution
3 2 7 8 7 3 21
a) 1  2     
4 3 4 3 4 8 32

3
 1 5 2 5 6 2 6 3 9 1
b)  2               4
 2 6 3 2 5 3 2 2 2 2
1

MTDH 1508 1: Number System 36

 Assessment Activity 1.17

Simplify the following fractions as far as possible:

7 4
1. 
9 9
7 4
2. 
9 9
7 4
3. 
9 9
3 4
4. 
4 5
5 9
5. 
12 20

1 7
6. 
7 10
 2 21
7. 
7 5
2 1
8. 2 
5 2
3
9. 2
9

25
2 1 4
10.  
5 12 15
1
11. 3
12

MTDH 1508 1: Number System 37

 Assessment Activity 1.18

1. Jane recently purchased a computer and a wireless router for her home. The
computer cost R4 500. The wireless router cost R300. What fractional part of
the total cost was the wireless router? Leave answer in simplest form.
2. A survey is conducted in front of a department store. The person conducting
the survey asks 248 women if they used a certain cosmetic product and 96
respond that they do use the product.
2.1. What fraction of the women surveyed said they used the product?
2.2. Interpret the results.
2.3. So you see any flaws in the survey?
1
3. Sharon’s Garden Centre is having a off sale. Before the discount, your
3
purchase totalled R231.
3.1. How much did you save on your purchase?
3.2. How much did you spend on your purchase?
2
4. The cost of building an extension to the firm was R12 500. The bricks cost
10
4
of that amount. Other building materials cost of the total. Transport cost
10
1
of the total. The rest of the money was spent on wages.
10
a) How much money was spent transport?
b) What fraction of the total cost was spent on wages?
3 1
5. Last month Peter earned R6 500. He spent of this amount on housing, on
5 5
1
transportation, and on a credit card payment.
10
5.1. In total, how much did Peter spend on these expenses?
5.2. How much did Peter have left for other expenses.
6. Kurt’s Fireworks is going out of business. To liquidate inventory,
1
the store is having a off sale. Before the discount, you have
4
put R148 worth of merchandise in your cart.
6.1. How much will you save on your purchase?
6.2. How much will you spend on your purchase?
3
7. The local supermarket packages green beans in kilogram packages. If
4
green beans come in 21 kilogram boxes, how many packages can be made
from one box?

MTDH 1508 1: Number System 38

 1
8. Bill was paid R1 200 to built a cupboard for his neighbour. He gave of this
10
1
money to his brother to pay back a debt. If of it was used to pay for supplies
3
1
and was used to pay his helper, how much of the R1 200 did Bill have left?
6
9. Jane was given R1 000 to invest for her daughter to go to college. If Jane put
1 1
of the money in a CD and of the money in a money market account, how
4 5
much money was left over to purchase a savings bond?
1
10. A shipping company estimates that of the produce shipped will go bad
8
during shipment. If a single truck carries about 12 480 pieces of fruit, how
many can be expected to go bad during shipment?
1
11. A baker had only enough ingredients to make 10 cups of batter for muffins.
2
If he is to make a dozen muffins of equal size, how much of the batter should
he place in each cup of the muffin pan?
12. We set off on a school trip at 08h45. We arrive at 13h02. How long was our
journey a) in minutes? b) in hours? c) in hours and minutes?

4.4 Fractions and Decimal numbers

It is not always easy and practical to work with numbers in fractional form. You
would, for instance, be very surprised to see the price of a pair of jeans being
95 75
advertised as R129 . Or a packet of biltong being sold for R . We therefore
100 4
often choose to express fractions as decimals.

All fractions (rational numbers) can be expressed as recurring decimals, that is, a
decimal in which one or more of the digits are ultimately repeated indefinitely. We
write a recurring decimal by placing a dot or a line over the digit or digits that
repeat. Here are some examples of recurring decimals:
1
 0,333333  0,3
3
157
 0,317171717  0,317
495
9
 1,285714285714285714  1, 285714
7
1
 0,50000  0,50
2

The last example is also called a terminating decimal, as it can be written as a

fraction with a denominator that can be expressed as a power of 10. Here we

MTDH 1508 1: Number System 39

 1 5
have that   0,50000  0,50 . It is customary to omit recurring zeros, so we
2 10
1 1
simply write  0,5 instead of  0,50 .
2 2

Any number that can be written:

𝑎
in the form where a and b are integers and 𝑏 ≠ 0
𝑏
or as a terminating decimal
or a recurring decimal
is known as a rational number.

1
Fractions always represent a division. If someone eats of a pizza, this means
4
that we have to divide the pizza into four pieces to find out how much this person
1 25
eats. Performing this division, we get:   0,25 of the whole pizza.
4 100

Every fraction can be written as a decimal number by performing the division.

Example 1.35
The fraction 2/5 stands for the division of 2 by 5 and can thus be written as:
2 4
2/5   25   0,4
5 10

Assessment Activity 1.19

1. Write the following fractions as decimals by using your calculator. Indicate the
recurring part in the decimal(s) with a dot or a line:
221
1.1.
90
1959
1.2.
990
7
1.3. 33

The reverse is also true. The decimal part of a decimal number represents a
fraction.
MTDH 1508 1: Number System 40
Example 1.36
5 1
1. 0,5  
10 2

3 3 33
2. 1,3  1  0,3  1  1 
10 10 10

25 1 1 21
3. 5,25  5  0,25  5   5  5 
100 4 4 4

457
4. 0,457 
1000

The symbol < means “is less than.”

The symbol > means “is greater than.”

Example 1.37
Which is greater:
1 1
a) or ?
3 2
1
b) or 0,17?
6
2
c) or 0,666?
3
1
d) or 0,2?
5

Solution
1 1
a) or : Change both fractions to decimal numbers.
3 2

0, 3 < 0,5
1 1
b) or 0,17: Change to a decimal number.
6 6

0,16 < 0,17

2 2
c) or 0,666: Change to a decimal number.
3 3

MTDH 1508 1: Number System 41

 
0, 6 > 0,666
1 1
d) or 0,2: Change to a decimal number.
5 5

Assessment Activity 1.20

1
1. Express as a decimal number.
7
2. Give the second largest number in the set {0,3; 0,9; 0,18; 0,27; 0,081}.
3. Of the five numbers, 1,1; 1,01; 1,001; 1,0101; 1,00101; find the one that is
the smallest.
4. Arrange the following numbers from big to small:
(a) 0,05; 0,005; 0,055
5 2 11 3
(b) , , ,
6 3 12 4
5. Which of following fractions / decimal numbers is larger than the other?
3 5
5.1. or
27 27
2 1
5.2. or
12 6
5.3. 0,1 or 0,05
1 1
5.4. or
4 5
0,1 0,5 1
6. If A  , B and C  , then, in order of magnitude,
0,5 1 0,5
(A) A>B>C (B) B>A>C (C) C>A>B (D) A>C>B (E) C>B>A
7. Replace  with the correct relationship sign (>, < or =) such that the
statement will be true.
(a) 5  8
(b)  5   8
(c)  3  2
(d)  3   5
  
(e) 0, 3 4  0,3 4
3
(f)  0,75
4
7
(g)  0,34
20
MTDH 1508 1: Number System 42
 9
(h)  0,36
25
a b
8. What is the value of   a if a  1,41 and b  1,73 . (No calculator)
b a

Assessment Activity 1.21

1. Dan buys 5,3 kilogram of chicken at R26,20 per kilogram. What is the total
cost of the chicken?
2. An electric company charges R0,72 per kilowatt-hour. Mary uses 698 kilowatt-
hours one particular month. What will be the cost?
3. Charl purchases a computer on a 90-day same-as-cash option. The purchase
price is R3 156,80. If he plans to make four equal payments to pay off the
dept, how much should each payment be?
4. John has a student loan balance of R1 875,96. If he agrees to make equal
payments over a three-year period, how much will each payment be?
5. An electrician charges R45 for each service call, then R4,50 for every 15
minutes spent working. If Mary has R72, how long can she afford for the
electrician to work?
6. A chef has ordered a 25 kilogram bag of baby carrots
for her signature buttered-honey carrots. If each serving
of carrots uses 0,3 kilogram of carrots, how many
servings can she make?
7. You have purchased a R1 356,87 radio system. If you pay
R75 per week off on the system, how long will it take you to
pay for the radio system?
8. A cell phone plan is offered at R199,99 per month plus http://www.clipartguide.com/_small/0
R0,75 per minute. If you talk for 850 minutes: 008-0709-2122-3144.jpg

8.1. What is the per minute charge for talking 850 minutes?
8.2. How much is the entire bill for talking 850 minutes?
8.3. Would it be cheaper to get a plan with unlimited minutes for R899,99?
9. I have to help my Mom buy and make food for my Auntie’s party . I have to
make sandwiches. I need 2 slices of bread for a sandwich.
9.1 If a loaf of bread contains 17 slices, how many loaves of bread will I need
to buy if I need to make 40 sandwiches?
9.2 Will I have any slices left over, then how many?

MTDH 1508 1: Number System 43

 Learning activity 1.22

Looking back over your work, have you learnt anything new? Do you feel that
you have understood most of the content of this section? In other words, do you
know what a rational number (fraction) is? Can you do basic calculations with it?
If not you should return (possibly after a break) to any skills which you have not
mastered. Make a list of any pages which you think require extra work. Check
through your notes: do the topics seem familiar? If not, add to your list.

5. End of section comments

This is a very important section because it is the foundation of all mathematical
concepts. Make sure you understand everything before moving on to the next
section.

Humans are not much different from numbers, there are a variety of them, some
are natural, some are odd, some are positive, some are negative, some are
whole, some are in fractions, some are complex, some are imaginary and each
one is unique!!!

Mathematics and life is the same, both have infinite numbers of problems to be
solved, the only difference is that in life we deal with people and in maths
numbers are to be dealt with. And believe me numbers are a lot friendlier than
humans!!!
http://wiki.answers.com/Q/What_is_the_importance_of_math_for_the_students

6. Reference
- Graham Boatfield, Ian Hamilton, Calculations for Agriculture and Horticulture,
Farming press limited,1st edition, 1984.
- Nina H. Mitchell ,Mathematical Applications in Agriculture, Thomson Delmar
Learning, 2004.

7. Feedback
1. 4 000 eggs laid the first day + 4 000 eggs laid the second day + 2 000 eggs
laid in the first half of the third day = 2 1/2 days.
2. 2 500 laid the first day + 2 500 laid the second + 2 500 laid the third + 2 500
laid the fourth day = 4 days
MTDH 1508 1: Number System 44
3. 365 x 2 500 = 912 500
4. 365 x 4 000 = 1 460 000
5. 18 days. So, Africanized worker bees die almost three weeks earlier than the
European worker bees.
5.1. 45 days. Bees live longer in the winter because they stay in the nest
where they are protected from enemies and harsh conditions.
6. 19 + 24 = 43 days in the summer
19 + 90 = 109 days in the winter
7. 80 000 eggs/ 2 500 eggs per day = 32 days
8. a. 13,75 years b. 15,10 years c. 25,57 years

8. Tracking my progress
You have reached the end of this section. Check whether you have achieved the
learning outcomes for this section.

Learning outcomes  I feel  I still

At the end of this section you should be able to have successfully confident need
accomplished the following: more
practice
Apply study conditions
Write a given number in words
Evaluate the addition, subtraction, multiplication and division of
any expression containing whole numbers
Practise the reading process for better studying.
Evaluate the addition, subtraction, multiplication and division of
any expression containing integers
Arrange a set of integers in consecutive order
Create an equivalent fraction for a given fraction.
Apply note taking.
Reduce a fraction into lowest terms.
Write a fraction into a decimal.
Write a decimal into a fraction.
Evaluate the addition, subtraction, multiplication and division of
any expression containing fractions
Arrange a set of fractions and decimals in consecutive order.

MTDH 1508 1: Number System 45