Fyi for teachers

Schools was very different. Kids only went to school from 9am to 1 pm. They had one hour for recess, one hour of lunch, and two hours of learning. Their school day consisted of reading, writing, and arithmetic. Those subjects were called the three'Rs. If you were a more wealthy family who lived in the city or more populated area you would probably learn history, grammar, geography, science, and foreign languages in your school. As you probably know kids did not have ball point pens in the 1800s so kids used quills. Kids would dip the quill in ink and write, but usually there was a lot of access ink and kids would have a blotting paper and would dab the extra ink to prevent it from smudging. Anyone who was tardy for school and roll call (attendance) would have to wait outside until recess--even in winter! The boys sat at one side of the room while the girls sat on the other side. Sometimes as a punishment the teachers would take a girls bonnet and put it on the boy who misbehaved and he would sit on the girls side. "the peg" was a severe and dreaded punishment. the disobedient child's hair was fastened to clip which kept the pupil standing on his or her tiptoes until the teacher felt that the student had learned his/her lesson. As teachers went, men usually taught schools in the 1800s they were called "school masters" and most men teachers were soldiers who had just retired and needed a job. If a woman did teach she had to be single. Once married she could not teach anymore. every parent of the kids had to pay the teacher her salary in either food or money. If not paid in money usually the teacher then traded the goods at a general store sometime during the week.

Arithmetic or arithmetics (from the Greek word ἀριθμός, arithmos "number") is the oldest[1] and most elementary branch of mathematics, used very popularly, for tasks ranging from simple day-to-day counting to advanced science and business calculations. It involves the study of quantity, especially as the result of operations that combine numbers. In common usage, it refers to the simpler properties when using the traditional operations of addition, subtraction, multiplication and division with smaller values of numbers. Professional mathematicians sometimes use the term (higher) arithmetic[2] when referring to more advanced results related to number theory, but this should not be confused with elementary arithmetic.



Contents
[hide] 1 History
2 Arithmetic operations 2.1 Addition (+)
2.2 Subtraction (−)
2.3 Multiplication (× or · or *)
2.4 Division (÷ or /)

3 Decimal arithmetic
4 Compound unit arithmetic 4.1 Basic arithmetic operations
4.2 Principles of compound unit arithmetic
4.3 Operations in practice

5 Number theory
6 Arithmetic in education
7 See also 7.1 Related topics

8 Notes
9 References
10 External links


History

The prehistory of arithmetic is limited to a small number of artifacts which may indicate conception of addition and subtraction, the best-known being the Ishango bone from central Africa, dating from somewhere between 20,000 and 18,000 BC although its interpretation is disputed.[3]

The earliest written records indicate the Egyptians and Babylonians used all the elementary arithmetic operations as early as 2000 BC. These artifacts do not always reveal the specific process used for solving problems, but the characteristics of the particular numeral system strongly influence the complexity of the methods. The hieroglyphic system for Egyptian numerals, like the later Roman numerals, descended from tally marks used for counting. In both cases, this origin resulted in values that used a decimal base but did not include positional notation. Complex calculations with Roman numerals required the assistance of a counting board or the Roman abacus to obtain the results.

Early number systems that included positional notation were not decimal, including the sexagesimal (base 60) system for Babylonian numerals and the vigesimal (base 20) system that defined Maya numerals. Because of this place-value concept, the ability to reuse the same digits for different values contributed to simpler and more efficient methods of calculation.

The continuous historical development of modern arithmetic starts with the Hellenistic civilization of ancient Greece, although it originated much later than the Babylonian and Egyptian examples. Prior to the works of Euclid around 300 BC, Greek studies in mathematics overlapped with philosophical and mystical beliefs. For example, Nicomachus summarized the viewpoint of the earlier Pythagorean approach to numbers, and their relationships to each other, in his Introduction to Arithmetic.

Greek numerals, derived from the hieratic Egyptian system, also lacked positional notation, and therefore imposed the same complexity on the basic operations of arithmetic. For example, the ancient mathematician Archimedes devoted his entire work The Sand Reckoner merely to devising a notation for a certain large integer.

The gradual development of Hindu-Arabic numerals independently devised the place-value concept and positional notation, which combined the simpler methods for computations with a decimal base and the use of a digit representing zero. This allowed the system to consistently represent both large and small integers. This approach eventually replaced all other systems. In the early 6th century AD, the Indian mathematician Aryabhata incorporated an existing version of this system in his work, and experimented with different notations. In the 7th century, Brahmagupta established the use of zero as a separate number and determined the results for multiplication, division, addition and subtraction of zero and all other numbers, except for the result of division by zero. His contemporary, the Syriac bishop Severus Sebokht described the excellence of this system as "... valuable methods of calculation which surpass description". The Arabs also learned this new method and called it hesab.





Leibniz's Stepped Reckoner was the first calculator that could perform all four arithmetic operations.
Although the Codex Vigilanus described an early form of Arabic numerals (omitting zero) by 976 AD, Fibonacci was primarily responsible for spreading their use throughout Europe after the publication of his book Liber Abaci in 1202. He considered the significance of this "new" representation of numbers, which he styled the "Method of the Indians" (Latin Modus Indorum), so fundamental that all related mathematical foundations, including the results of Pythagoras and the algorism describing the methods for performing actual calculations, were "almost a mistake" in comparison.

In the Middle Ages, arithmetic was one of the seven liberal arts taught in universities.

The flourishing of algebra in the medieval Islamic world and in Renaissance Europe was an outgrowth of the enormous simplification of computation through decimal notation.

Various types of tools exist to assist in numeric calculations. Examples include slide rules (for multiplication, division, and trigonometry) and nomographs in addition to the electrical calculator.

Arithmetic operations

The basic arithmetic operations are addition, subtraction, multiplication and division, although this subject also includes more advanced operations, such as manipulations of percentages, square roots, exponentiation, and logarithmic functions. Arithmetic is performed according to an order of operations. Any set of objects upon which all four arithmetic operations (except division by zero) can be performed, and where these four operations obey the usual laws, is called a field.

Addition (+)

Main article: Addition

Addition is the basic operation of arithmetic. In its simplest form, addition combines two numbers, the addends or terms, into a single number, the sum of the numbers.

Adding more than two numbers can be viewed as repeated addition; this procedure is known as summation and includes ways to add infinitely many numbers in an infinite series; repeated addition of the number one is the most basic form of counting.

Addition is commutative and associative so the order the terms are added in does not matter. The identity element of addition (the additive identity) is 0, that is, adding 0 to any number yields that same number. Also, the inverse element of addition (the additive inverse) is the opposite of any number, that is, adding the opposite of any number to the number itself yields the additive identity, 0. For example, the opposite of 7 is −7, so 7 + (−7) = 0.

Addition can be given geometrically as in the following example:
If we have two sticks of lengths 2 and 5, then if we place the sticks one after the other, the length of the stick thus formed is 2 + 5 = 7.
Subtraction (−)

Main article: Subtraction

Subtraction is the opposite of addition. Subtraction finds the difference between two numbers, the minuend minus the subtrahend. If the minuend is larger than the subtrahend, the difference is positive; if the minuend is smaller than the subtrahend, the difference is negative; if they are equal, the difference is zero.

Subtraction is neither commutative nor associative. For that reason, it is often helpful to look at subtraction as addition of the minuend and the opposite of the subtrahend, that is a − b = a + (−b). When written as a sum, all the properties of addition hold.

There are several methods for calculating results, some of which are particularly advantageous to machine calculation. For example, digital computers employ the method of two's complement. Of great importance is the counting up method by which change is made. Suppose an amount P is given to pay the required amount Q, with P greater than Q. Rather than performing the subtraction P − Q and counting out that amount in change, money is counted out starting at Q and continuing until reaching P. Although the amount counted out must equal the result of the subtraction P − Q, the subtraction was never really done and the value of P − Q might still be unknown to the change-maker.

Method of complements

Multiplication (× or · or *)

Main article: Multiplication

Multiplication is the second basic operation of arithmetic. Multiplication also combines two numbers into a single number, the product. The two original numbers are called the multiplier and the multiplicand, sometimes both simply called factors.

Multiplication is best viewed as a scaling operation. If the numbers are imagined as lying in a line, multiplication by a number, say x, greater than 1 is the same as stretching everything away from 0 uniformly, in such a way that the number 1 itself is stretched to where x was. Similarly, multiplying by a number less than 1 can be imagined as squeezing towards 0. (Again, in such a way that 1 goes to the multiplicand.)

Multiplication is commutative and associative; further it is distributive over addition and subtraction. The multiplicative identity is 1, that is, multiplying any number by 1 yields that same number. Also, the multiplicative inverse is the reciprocal of any number (except zero; zero is the only number without a multiplicative inverse), that is, multiplying the reciprocal of any number by the number itself yields the multiplicative identity.

The product of a and b is written as a × b or a • b. When a or b are expressions not written simply with digits, it is also written by simple juxtaposition: ab. In computer programming languages and software packages in which one can only use characters normally found on a keyboard, it is often written with an asterisk: a * b.

Division (÷ or /)

Main article: Division (mathematics)

Division is essentially the opposite of multiplication. Division finds the quotient of two numbers, the dividend divided by the divisor. Any dividend divided by zero is undefined. For positive numbers, if the dividend is larger than the divisor, the quotient is greater than one, otherwise it is less than one (a similar rule applies for negative numbers). The quotient multiplied by the divisor always yields the dividend.

Division is neither commutative nor associative. As it is helpful to look at subtraction as addition, it is helpful to look at division as multiplication of the dividend times the reciprocal of the divisor, that is a ÷ b = a × 1⁄b. When written as a product, it obeys all the properties of multiplication.

Decimal arithmetic

Decimal representation refers exclusively, in common use, to the written numeral system employing arabic numerals as the digits for a radix 10 ("decimal") positional notation; however, any numeral system based on powers of 10, e.g., Greek, Cyrillic, Roman, or Chinese numerals may conceptually be described as "decimal notation" or "decimal representation".

Modern methods for four fundamental operations (addition, subtraction, multiplication and division) were first devised by Brahmagupta of India. This was known during medieval Europe as "Modus Indoram" or Method of the Indians. Positional notation (also known as "place-value notation") refers to the representation or encoding of numbers using the same symbol for the different orders of magnitude (e.g., the "ones place", "tens place", "hundreds place") and, with a radix point, using those same symbols to represent fractions (e.g., the "tenths place", "hundredths place"). For example, 507.36 denotes 5 hundreds (102), plus 0 tens (101), plus 7 units (100), plus 3 tenths (10−1) plus 6 hundredths (10−2).

Zero as a number comparable to the other basic digits is a concept that is essential to this notation, as is the concept of zero's use as a placeholder, and as is the definition of multiplication and addition with zero. The use of zero as a placeholder and, therefore, the use of a positional notation is first attested to in the Jain text from India entitled the Lokavibhâga, dated 458 AD and it was only in the early 13th century that these concepts, transmitted via the scholarship of the Arabic world, were introduced into Europe by Fibonacci[4] using the Hindu-Arabic numeral system.

Algorism comprises all of the rules for performing arithmetic computations using this type of written numeral. For example, addition produces the sum of two arbitrary numbers. The result is calculated by the repeated addition of single digits from each number that occupies the same position, proceeding from right to left. An addition table with ten rows and ten columns displays all possible values for each sum. If an individual sum exceeds the value nine, the result is represented with two digits. The rightmost digit is the value for the current position, and the result for the subsequent addition of the digits to the left increases by the value of the second (leftmost) digit, which is always one. This adjustment is termed a carry of the value one.

The process for multiplying two arbitrary numbers is similar to the process for addition. A multiplication table with ten rows and ten columns lists the results for each pair of digits. If an individual product of a pair of digits exceeds nine, the carry adjustment increases the result of any subsequent multiplication from digits to the left by a value equal to the second (leftmost) digit, which is any value from one to eight (9 × 9 = 81). Additional steps define the final result.

Similar techniques exist for subtraction and division.

The creation of a correct process for multiplication relies on the relationship between values of adjacent digits. The value for any single digit in a numeral depends on its position. Also, each position to the left represents a value ten times larger than the position to the right. In mathematical terms, the exponent for the radix (base) of ten increases by one (to the left) or decreases by one (to the right). Therefore, the value for any arbitrary digit is multiplied by a value of the form 10n with integer n. The list of values corresponding to all possible positions for a single digit is written as {..., 102, 10, 1, 10−1, 10−2, ...}.

Repeated multiplication of any value in this list by ten produces another value in the list. In mathematical terminology, this characteristic is defined as closure, and the previous list is described as closed under multiplication. It is the basis for correctly finding the results of multiplication using the previous technique. This outcome is one example of the uses of number theory.

Compound unit arithmetic

Compound[5] unit arithmetic is the application of arithmetic operations to mixed radix quantities such as feet and inches, gallons and pints, pounds shillings and pence, and so on. Prior to the use of decimal-based systems of money and units of measure, the use of compound unit arithmetic formed a significant part of commerce and industry.

Basic arithmetic operations

The techniques used for compound unit arithmetic were developed over many centuries and are well-documented in many textbooks in many different languages.[6][7][8][9] In addition to the basic arithmetic functions encountered in decimal arithmetic, compound unit arithmetic employs three more functions:
Reduction where a compound quantity is reduced to a single quantity, for example conversion of a distance expressed in yards, feet and inches to one expressed in inches.[10]
Expansion, the inverse function to reduction, is the conversion of a quantity that is expressed as a single unit of measure to a compound unit, such as expanding 24 oz to 1 lb, 8 oz.
Normalisation is the conversion of a set of compound units to a standard form – for example rewriting "1 ft 13 in" as "2 ft 1 in".

Knowledge of the relationship between the various units of measure, their multiples and their submultiples forms an essential part of compound unit arithmetic.

Principles of compound unit arithmetic

There are two basic approaches to compound unit arithmetic:
Reduction–expansion method where all the compound unit variables are reduced to single unit variables, the calculation performed and the result expanded back to compound units. This approach suited for automated calculations. A typical example is the handling of time by Microsoft Excel where all time intervals are processed internally as days and decimal fractions of a day.
On-going normalisation method in which each unit is treated separately and the problem is continuously normalised as the solution develops. This approach, which is widely described in classical texts, is best suited for manual calculations. An example of the on-going normalisation method as applied to addition is shown below.


UK pre-decimal currency


4 farthings (f) = 1 penny
12 pennies (d) = 1 shilling
20 shillings (s) = 1 pound (£)






The addition operation is carried out from right to left; in this case, pence are processed first, then shillings followed by pounds. The numbers below the "answer line" are intermediate results.

The total in the pence column is 25. Since there are 12 pennies in a shilling, the number 24 is divided by 12 to give 2 with a remainder of 1. The value "1" is then written to the answer row and the value "2" carried forward to the shillings column. This operation is repeated using the values in the shillings column, with the additional step of adding the value that was carried forward from the pennies column. The intermediate total is divided by 20 rather than 12 as there are 20 shillings in a pound. The pound column is then processed, but as pounds are the largest unit that is being considered, no values are carried forward from the pounds column.

It should be noted that for the sake of simplicity, the example chosen did not have farthings.







A scale calibrated in imperial units with an associated cost display.
During the 19th and 20th centuries various aids were developed to aid the manipulation of compound units, particularly in commercial applications. The most common aids were mechanical tills which were adapted in countries such as the United Kingdom to accommodate pounds, shillings, pennies and farthings and "Ready Reckoners" – books aimed at traders that catalogued the results of various routine calculations such as the percentages or multiples of various sums of money. One typical booklet[11] that ran to 150 pages tabulated multiples "from one to ten thousand at the various prices from one farthing to one pound".

The cumbersome nature of compound unit arithmetic has been recognised for many years – in 1586, the Flemish mathematician Simon Stevin published a small pamphlet called De Thiende ("the tenth")[12] in which he declared that the universal introduction of decimal coinage, measures, and weights to be merely a question of time while in the modern era, many conversion programs, such as that embedded in the calculator supplied as a standard part of the Microsoft Windows 7 operating system display compound units in a reduced decimal format rather than using an expanded format (i.e. "2.5 ft" is displayed rather than "2 ft 6 in").

Number theory

Main article: Number theory

The term arithmetic also refers to number theory. This includes the properties of integers related to primality, divisibility, and the solution of equations in integers, as well as modern research that is an outgrowth of this study. It is in this context that one runs across the fundamental theorem of arithmetic and arithmetic functions. A Course in Arithmetic by Jean-Pierre Serre reflects this usage, as do such phrases such as first-order arithmetic or arithmetical algebraic geometry. Number theory is also referred to as the higher arithmetic, as in the title of Harold Davenport's book on the subject.