Integrated Tri TTS Integrated Training System Module 1 Licence Category B1 and B2 = Mathematics 1.1 ArithmeticIntegrated Training System Dasigned in association withthe ‘Subs pr0.com quoetin practog ald 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, B1, B2 and C Aircraft Maintenance Licence Basic knowledge for categories A, B1 and B2 are indicated by the allocation of knowledge levels indicators (1, 2 or 8) against each applicable subject. Category C applicants must meet either the category B1 or the category B2 basic knowledge levels. ‘The knowledge level indicators are defined as follows: LEVEL 1 ‘A familarisation 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 procedures, LEVEL3 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 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. 12 Module 1.1 Arithmetic Ay ‘TTS integrated Training System prado © Copyright 2081 ont heapO ow Integrated ere System Table of Contents ~- Module 1.1 Arithmetic. 7 E Fractions __ 7 Types of Fractions 7 Working with Fractions. eae — 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 m7 Definitions 39 > Calculating Mean 39 Calculating Median 40 Calculating Mode 40 2 Calculating Range a ~ Angles 47 — Definitions and Conversions 47 = Degrees and Radians: Measuring Angles 48 = Acute Angles 49 Obtuse Angles 49 Reflex angles. 49 a Right Angles 50 = Complementary Angles 50 Supplementary Angles, 51 C Perpendicular Lines 51 Triangles 57 o Properties of shapes. 57 - _57 oe Module 1.1 Arithmetic 1:3 emt scans ‘TS intogratod Teaining System eet ‘© Copyight 2011 ‘gape 2s ee:Integrated Training System Cubeom com question patos ad 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 pen G9) Introduction 69 Common Solids 69 Common Conversions 79 Length 79 Area 79 Volume. 79 Mass 79 1-4 Module 1.1 Arithmetic aaa TTS intograted Training Systm coctalby gaat © Copyright 2011 age otis eeModule 1.1 Enabling Objectives and Certification Statement Certification Statement Integrated Training System These Study Notes comply with the syllabus of EASA Regulation 2042/2003 Annex III (Part-66) Appendix |, and the associated Knowledge Levels as specified below: Objective EASA 66 Reference Level Bi B2 Arithmetic 4.1 Arithmetical terms and signs, methods of 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. 2 2 Module 1.1 Arithmetic ‘very same rage ts cape 1-5 ‘TTS Intograted Training System ©Copyright 2011Integrated Training System Designed in association with the ‘elubépro.com question practice ald Intentionally Blank 16 Module 1.1 Arithmetic TTS Integrated Training System © Copyngnt 2011 omer oe seen ‘croonerIntegrated Training System in absociaton with the clubsépro.com question practice alc Module 1.1 Arithmetic Fractions Types of Fractions 1. Proper Fractions. Proper fractions may be defined as fractions less than 1. For example: feet Ait Sa a a ote 2 sae a7: 2. Improper Fractions. These are fractions which are greater than 1. For example: 7G ot? 8 a ata sg ote Sasha. 5 3. Mixed Numbers. These include whole numbers and vulgar fractions. For example: ae: 6 12, 28,64, 275 at eegerr tg 4. Forall fractions, the number above the bar is called the numerator and the number below the bar is called the denominator. 5. ‘Simplest Form. The simplest form of 2 is $ Fractions can be expressed in simplest form by dividing numerator and denominator by equal numbers until they will not divide further. For example: < = 2 in simplest form (after dividing numerator and denominator by 4). Working with Fractions 6. Cancelling. The process of dividing numerator and denominator by equal values is called cancelling. For example: I as BigeteT4 =3+1-= - Ovo iia +3 4 a 49 = =3+ 12 E 12+4 9 As numerator (4 - 9) give a negative - oy eee g 9 12 value, one whole unit has to be bi 2, 69 converted to 75 before the = 12 subtraction of fractions is carried out. 1-10 Module 1.1 Arithmetic = ‘TTS integrated Training System © Copyright 2011Integrated Training System Designed in association vith the cubéépro.com que 14. Mixed addition and subtraction can be carried out exactly as above. Examples: We aa 6 29 8 1) 4h -52 432 2 24S 49% 19,8 Cet oheerora re *2 eos 3 Hea 4 3 18 8 2) 24-13 441 = rg gs tg oe 24g 2443 18 BL 24. a 15. Remember that your final step in any calculation must be to simplify (cancel fractions). Example i eee pig, 12s IBS) 5° 'I0 “4 20 15 3 = 2 & 2— 20 4 Module 1.1 Arithmetic 1-11 menage TFS intra Tiining System eee aca ‘SCopint 2011 Siege fs rapeIntegrated Training System Designed in association with the cfubedpre.com question pratce aid Intentionally Blank 1-12 Module 1.1 Arithmetic Fema al “TTS Inegrated Tratning System ceronat yt © Gopyight 2011 rsa 20 sorIntegrated Training System signed in associalion withthe pose can saaten paca a Worksheet 1. Convert the following mixed numbers to improper fractions: 6 4 3 21 1 2= (b) 3— 21— (d) bom: 2s (a) 7 (b) 9 (°) 5 (d) 555 (e) 7 2. Convert the following improper fractions to mixed numbers: W 21 53 210 99 uo 2 Bg 210 99 o® £ » 2 © 2 w Be Fs 3. Multiply and simplify the following: 6 14 2 1 2 z 4a 10 eas by 2x2t x 12 1 ex (izes (Pita * 7 ee eno ymcoms tor 4. Divide and simplify the following: 3 9 Zz 1 poi pew by 32 3h gt 34 @) 10 25 ) 3 7 i] 3 9 5. _ Evaluate the following: 7 5 3 1,15 3 17 1 tx2xF by 7a Ce eS @ io *% 6% ia © TS*oe 9 | 29 28%7a 6. Add the following fractions and mixed numbers: 2.3 Stietse pa shoes (a) 3°7 (b) ait at tig © ai toaatie! deeetot tA z Geen eg Te ore ee oma sta 6 6 i) “46 7. Subtract the following: 1.3 3 2 41 Se b) 15-28 c) 12-22 ) 15-3 (b) 2 (co) 3°27 42 4 ane 74. 92 rae @ 7% Module 1.1 Arithmetic 1-13 esata 118 tata in tn ee cee Sooper aorIntegrated Training System ; (a) 25+3> y (b) Pe (qd) (e) a2 26 114 “TTS integrated Training System ©Copyright 2011 Module 1.1 ArithmeticIntegrated Training System on wth the riper od Answers 20 31 108 146 15 1. Bp» eS a A er, 9 ois Nostale a7 2 1 4 1 3 2 a 3h py) 4t 7 24 3 » 35 ) 45 9) 75 ) 525 @) 125 4 { 3 = b) 2 # a) 5 ) ¢ 4 5 1 4 I » 4 a2 yo) 5 a) + b) 12 2 ‘ 8 2 "1 13 9 9 6 a w 13 2 9) a Ye 9% Dt 9 Se Tien (ayes a byte) 28 ele 10 20 35 7 9 61 5 4 3 19 ete 24. 3 iB fl a) 433 z t 9 9 a) 5 °) 55 5 5 5 2 Rel ) S 9 155 ) - 35 i) Module 1.1 arithmetic 1-15 seanaer aman “TTS integrated Training Systom Some scien ‘© Copyrignt 2011Integrated Training System Designed in assoclaton with the ‘ubepro.com question practice aid Intentionally Blank 1-16 Module 1.1 Arithmetic Renee TIS integrated Training System ewarestrne sate ©Copyright 2011 ngage raneIntegrated Training System esigned in association with the clube6pro.com question practice ad 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 concemed 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 — =01 b) — =0.01 °d == a) 10 d 100 ) 1000 d 52257 2) 63-— = 6307 10 100 % If you have difficulty in relating decimals to fractions, the following table may help. Twousawos | wunoncos | Tens | uns | Tews | wunpneoras | THOUSANOTHS ate aime Pelee 1000 100 10 1 70 j00 7000 5 3 4 6 ¥ 9 # 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. Inaddition of decimals, particular care must be taken to ensure that decimal points are in line. Example: Evaluate 27.3 + 0.021 + 68.3 aa 0.024 + 68.3 95.621 Module 1.1 Arithmetic 147 scoala: 11S toga Tanna Sytem sear ee ‘© Copyrgin 2011Integrated Traini Integrated Training System , ‘lub86pr0.com 5. Similarly, in subtraction, ensure that decimal points are in line. Example: Evaluate 27.3 - 4.36 27.3. 27.3canalso be 6 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 27.39.31 Note: Total of 3 decimal places. 273 931 245 700 8 190 273 254 163 Answer = 254.163 (3 dpl.) Note: It does not matter which you multiply first (Ie. the 9, the 3 or the 1) providing ‘00" is placed before the answer when multiplying out the 100’s (in this case the 9) and ‘0’ is, placed before the answer when multiplying out the 10'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. _ Indivision, 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 924 ‘An approximate answer could be calculated as follows: 24.024 24 _ 462 5 — 1-18 Module 1.1 Arithmetic ee “TTS intagrated Training System every eso |Copyngnt 2011 Sevage dot cheerWorksheet 1. Calculate the sum of the following: a) 0.251+10.298 b) 18.098 + 210.099 2. Evaluate: a) 21.76 - 18.51 b) 82.76 - 20.086 3. Find the product of: a) 5.05x 13.8 b) 1.27x0.874 4. Calculate: a) 42.39 0.09 b) 3.375 15 ¢) seer aca eve tenet Grpage ome ape Module 1.1 Arithmetic Integrated Training System - Designed in associalon wth the clubs5pre.cam question practice aid ce) 0.025 + 10.995 ©) 10.75- 19.999 ce) -1.01x0.89 0.002 0.8 119 ‘TTS Integrated Training System ‘©Copyright 2011Integrated Training System Designed in association with the clubé6pro.com question practice ald Intentionally Blank 1-20 Module 1.1 Arithmetic se wer apse TTS Integrated Training System serena crs ©Copyright 2017 aAnswers 1. a) 10.549 2 a) 3.25 3. a) 69.69 4. a) 474 ‘oven esr Snopes ere Integrated Training System Designed in assocalion with the caunoopre.com question prac ad b) 228.197 c) 11.02 b) 12.674) -9.249 b) 1.10617 c) -0,8989 b) 2.25 —) 0.0025 Module 1.1 Arithmetic 1-21 TIS integrated Teinng System ‘©.Gopyignt 2011Integrated Training System Designed in association with the cdubagpro.com question precios oid Intentionally Blank. 1-22 Module 1.1 Arithmetic. pee TIS Intograted Training System cot eet Scopes monteIntegrated Training System Designed in clubéspro.com question 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: = aiiog aia 10 § O by 62-64 2 5 100 ie ) 0037 = 7000 Convert a Fraction to a Decimal Divide the numerator by the denominator. - Examples: 0.80 i a 0 - b Claas 0.375 s ) ipa 8)3.000 = power .the 3 will re-occur for ever 6 7 Here, we cut off the result to the number of decimal places required. Thus 5 = 0.83 correct to 2 decimal places or 2 = 0.8333 correct to 4 decimal places " Module 1.1 Arithmetic 1-23 erry eater Te eS ‘ape? soarIntegrated Training System Designed in association with the chubéépro.com question practice ald Intentionally Blank. 1-24 Module 1.1 Arithmetic cient aces ‘TTS integrated Training System Moqpased se per © Copyight 2011Integrated Training System Designed in associaion with the ‘lubeépro.com question practice eld Worksheet 1. Convert the following decimals to proper fractions in their simplest form: a) 0.73 b) 0.02 ce) 0.004 2. Convert the following proper fractions to decimals to 2 decimal places: a) 2 b) 2 °) a 3. Place in ascending order of magnitude: 1 3 2 7 a) =, 0.167 and — b) = =, 0.44 and — 0 6 20 ) 5 16 Module 1.1 Arithmetic 1-25 evant desoaue'e ‘TTS integrated Training System ‘needy tent Deon oOIntegrated Training System Designed in association with the ‘lub6pr0.com question practice aid Intentionally Blank 1-26 Module 1.1 Arithmetic ane 7S negate Taig System cee eopagneaort ierIntegrated Training System Designed in ion withthe ‘lubéépro.com question practice ald be eet b) — _ oO ) F00 °) 356 2 a) 063 0.87 0.02 rm 3.01 Zug 3. =, d 0.1 » 2,2 ! = ) 39" @ ando.te7 ) Egg ando.44 Oo Module 1.1 Arithmetic 1-27 ~Ussandor dese e ‘TTS integrated Training System speedy Fe eet ‘©Copyright 2011Integrated Training System Designed in association with the club6spro.com question practice id Intentionally Blank 1-28 Module 1.1 Arithmetic TTS integrated Training System Copyright 2011 gered saert erp et econIntegrated Training System on practice ald Percentages Definition. — _ Apercentage is a fraction whose denominator is 100. Example: 3% means 2 100 Changing a Fraction to a Percentage — To change a fraction to a percentage, multiply by 100%. Example: 3 as a percentage = 2 x 100% = 60% Changing a Percentage to a Fraction To change a percentage to a fraction, divide by 100%. 8%. Examples: a) 8% asatfraction = 100% 124% 25 1 b) 12% % asa fraction = ZO Sy @) : \ 100% 2 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% asa fraction = $5 asa decimal = 0.65 3% = b) 82%% asa fraction = “7%, as adecimal = 0.325 ~ 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: es a) 0.021 asa fraction = pele ou as a percentage = 2.1% Be : ~ 4000’ 100° vee za Module 1.1 Arithmetic 1-29 Une anor deci ‘TTS Integrated Training System erodes ‘© Copyright 2011 page aapIntegrated Training System Designed in 660 b) 0.087 asa fraction = 2, = 22 as a percentage = 3.7% 7000’~ 400 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: a) 4% of 60 = et 5 Zz 105 b) 3% % of 1500 = 4 x150p= 1 - 52% ) x 1502 = 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: a) 12. as a percentage of 50 = z x 100 = 24% b) — 4.as a percentage of 60 = & x 100 = 6.67% 1-30 Module 1.1 Arithmetic pee eae ‘TTS integrated Training System evenaay he sone | copyight 2011 epue Sore cnaerWorksheet 1. Calculate: a) 4% of 30 b) a) 120% of 75 e) 2. Express: a) 30 as apercentage of 50 b) 24 as a percentage of 16 ©) 0.5 as a percentage of 12. d) — 3.2.asa percentage of 2.4 ) 0.08 asa percentage of 0. 3. Express as a proper fraction: a) 06 b) 0.35 ©) 0.325 ) 25% i) 16%% 4. Express as a percentage: ° a) 0.43 b) 0.025 e) Nile | Use snl ese 0.8% of 360 80% of 90 5 72 c) 0.48 g) 13% ce) 1.25 3 ® 3 Module 1.1 Arithmetic Integrated Training System c) Desig ‘lubéspre.com question ala 1.5% of 60 d) 0.05 h) 4.5% a2 3 1-81 TTS htogatod Training Systm ‘> Copyngnt 2011Integrated Training System Designed in association vith the ‘ubédpro.com question practice ald Intentionally Blank 4-32 Module 1.1 Arithmetic wane sesuarele ‘TTS Integrated Training Systom enigesamecieat ©Copyright 2011Answers: 4. a) tdort2 b) 288 c) 0.9 4 a) 60% b) 150% c) 4% 3 a) 2 b) ZS °) 2 ee 4 a) 43% b) 2.5% c) 125% 9 84% 9) 975% Module 1.1 Arithmetic Integrated Training System Designed! in association with the ‘tub6épr0.com question practice ald d) 90 e) 72 1 d d) 133% 11=% i) 335° e) 9 1 13 ag + 13 mo = » 300 2 6 d) 66=% 422% Wee 8) 427 1-33 TTS integrated Training System ‘©Copyright 2011Integrated Training System Designed in assocaton with he chios6re.com question practice aid Intentionally Blank 1-34 Module 1.1 Arithmetic iment econ {TTS integrated Training System eva bras ©Copyright 2011 noage3 ati hotRounding, icant Figures, and Decimal Places ign 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 itis currently odd; leave it if it is already even. With all rounding schemes there are two possible outcomes: increasing the rounding digit by ‘one of leaving it alone. With traditional rounding, if the number has a value less than the halt- 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- Module 1.1 Arithmetic 1-35 andor sess 6 ‘TTS Intograted Training System ovomosty me ste S Copmansott poe ce omeIntegrated Training System De 1d in aseociatlon withthe 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 itis to. 4 (itis 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. This 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 itis followed by non-zero digits) 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: 101.12" has five significant figures: 1,0,1,1,2. All zeros appearing to the right of an understood decimal paint 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 '0.00122300' still only has six significant figures (the zeros before the '1' are not significant). In addition, 12.00" has four significant figures. Alll 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. 1-36 Module 1.1 Arithmetic seat cn ‘TTS Integrated Training System oreraliy ttaamert © Conyrignt 2011 apage ote apeIntegrated Training System 0 igned in association with the suvet 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' ~ _ 0F'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. Examples: Rounding to 2 significant figures: 12,300 becomes 12,000 13 stays as 13 es 0.00123 becomes 0.0012 0.1 becomes 0.10 (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 nis 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 "20000" Decimal Places The precision of a value describes the number of digits that are used to express that value. In — _ ascientific 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 > Module 1.1 Arithmetic 1-37 = «se TTS integrated Training Systern Sane (© Copytont 20v1Integrated Training System din with the 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 itis 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. n_| Roundedto‘n’ | Rounded to ‘n’ significant digits | decimal places Five 12.345 12.34500 Four 12.35 12.3450 Three 12.3 12.345 Two 12 12.35 One 1x10! 12.4 Zero nla 12 (2 >o Sip ie 1-38 Module 1.1 Arithmetic TTS Intograted Training System ©Copyright 2011 eemaoby tester or puo Sts caperIntegrated Training System Designed in fn wth the elups6p10.com id 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, Itis 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 alll 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 dp.) 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.) Module 1.1 Arithmetic 1-39 Vesa deni “TIS integrated Training System soooracby eat ae Comma 2011 soepea te SieteIntegrated Training System 530 hho n question practice ald 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 4-40 Module 1.1 Arithmetic pore TTS negates Taig System ee copy 2011 como SaweenoIntegrated Training System Designed in association with the ‘lubéépro.com question practice aid 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:...7-2=5 So the range is 5 Module 1.1 Arithmetic 41-41 Ue anton ‘TTS Integrated Training Systom rate ‘Cong 2041Integrated Training System Designed in association with the clubsepro.com question practice ald 1-42 ‘TTS integrated Training System ©Copyright 2011 Intentionally Blank Module 1.1 Arithmetic evened ne aunt noon ea oarIntegrated Training System Des cht 14 in associaiion with the o.com question practice aid Worksheet — 4. Adata 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 e Module 1.1 Arithmetic 1-43 ean acon» TTS integrated Training Sytem Seamed eet ‘© Copyngn 2081Integrated Training System Designed in association with the ‘lubé6pro.com question practice ald Intentionally Blank 1-44 Module 1.1 Arithmetic ‘TTS Intograted Training System ©Copyrign 2011 en aor esis vereaby te sentAnswers 1 (@ 2 (a) (b) (c) sean ees Sage de cp 7 &) Mean =5 Median = 4 Mode = 3 Range = 6 Mean = 11 Median = 11 Mode Rang Mean Median Mode Range =7 (©) 5 @ 8 Module 1.1 Arithmetic Integrated Training System Designed azeiton wih be cisooprecam question pacts a 1-45 ‘TTS integrated Training System ‘©Copyright 2011Integrated Training System Designed in association wih tbe uopro.com question practice aid Intentionally Blank. 1-46 Module 1.1 Arithmetic TTS Integratod Training System (© Copyrignt 2011 yaar age teaIntegrated Training System Oe o ned in association with tho clubB5pr. 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 this written as ABC or as < CBA. Note how the vertex point is always given in the middle. Example: Many different names exist for the same angle. For the angle below, < PBC, < PBW, “CBP, and 4 WBA are all names for the same angle. P A B Ww c Module 1.1 Arithmetic 1-47 Use ane acolo ‘TTS Intograted Training Systom tovemedy eset ‘oCopyigm 2017 ago cma aporIntegrated Training System ed on with the 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. "x2 where n° is the number of degrees 360 To convert from degrees to radians, use Note: Degrees can be further subdivided into minutes and seconds. 60 seconds = 1 minute 60 minutes = 1 degree 1-48 Module 1.1 Arithmetic S ‘TTS Integrated Training System sonadtysemaent ©Copyright 2011 erga teaserIntegrated Training System igned in association wit the ‘lube6pro.com question practice aks Acute Angles ‘An acute angle is an angle measuring between 0 and 90 degrees. Example: The following angles are all acute angles BB te > 7 Obtuse Angles An obtuse angle is an angle measuring between 90 and 180 degrees. Example: The following angles are all obtuse. Se 117.8° 110° 157° 8 Soe A reflex angle is an angle measuring between 180 and 360 degrees Reflex angles Module 1.1 Arithmetic 1-49 sean dna’ ‘TTS integrated Training System ‘veo ore ‘© Copyright 2011 age SnrIntegrated Training System ned in association wth the 2i66920.com quastion practice aid 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. ered 58° 32° Note that these two angles can be "pasted" together to form a right angle! 58° 1-50 Module 1.1 Arithmetic em antes TIS Intograted Training System eroraiby tester © Copyright 2011 ‘onsae2e scareIntegrated Training System Designed in clubebpr0.com que ation with the practice ad 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. ie bs 41° Note that these two angles can be "pasted" together to form a straight line! 139° ai Perpendicular Lines ‘Two lines that meet at a right angle are perpendicular. They are also said to be “normal” to each other. Module 1.1 Arithmetic 41-51 ow ae ecosurit TTS Integrated Training System (remedy manent HyestergIntegrated Training System Designed in association wih the club8pr0.com question practice ald Intentionally Blank 1-62 Module 1.1 Arithmetic: ‘TTS Integrated Training System scenes © Copyright 2011 onoge ot eanIntegrated Training System Designed in asocialion wih the ciubéspre com question pat Worksheet 1. Convert the following angles to radians 2 a) b) 9 we / 45° ae 90° da) °) ) 72° 33" \, 120° a Module 1.1 Arithmetic 1-53 Une ser TTS Integrated Training System acme tne a eaIntegrated Training System ub oor questi pracion od Intentionally Blank 1-54 Module 1.1 Arithmetic Ame TS Integrated Training System omorasby tesmnmon copyegnt zor ‘pane ct cureSae heer Integrated Training System Designed in association with the ‘lub6pr0.com question practice aid % radians b) % radians c) % radians radians e) 2/5 radians f) 2/3 radians 180 1-55 ‘TTS intogiatod Training System ‘© Copynght 2011 Module 1.1 ArithmeticIntegrated Training System Designed in association vith the cubéspro.com quastin practice ala Intentionally Blank 1-56 Module 4.1 Arithmetic aa TTS regated Tang Sytem aes Gcopeancaan covenIntegrated Training System cusp com alain prasoe Triangles Properties of shapes. The 8 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 Here are the triangles you are expected to know about: 1. Equilateral Triangle 2. Isosceles Triangle 3. Right- Angled Triangle 4. Sealene 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. Module 1.1 Arithmetic 1-57 ara TTS Integrated Training System Srpagez ce captor ‘©Copyright 2011Integrated Training System Desig ow 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 180° then 180 divided by 3 must be 60°. 60" ‘60° 60° The clue is in the name EQUiILateral. 4, Isosceles Triangle An Isosceles triangle has got two sides of equal length and 2 angles equal. 50° 50° 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 180°so 180 - (50 + 50) = 80° So an isosceles triangle has only got two sides of equal length and two angles the same. 1-58 Module 1.1 Arithmetic TTS Integrated Training System soveredy haart © Copyngnt 2011 ‘ona 2 ois ceIntegrated Training System in association with the 5. Right- Angled Triangle The right angled triangle contains a right angle (an angle of 90} ~ {vil stints, the | Shows a right angle — _ Ina right angled triangle what must the other two angles add up to 90°because all the angles in a triangle add up to 180°and a Right Angled Triang le has got one angle of 90° ~~ 6. Sealene 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. Module 1.1 Arithmetic 1-59 ecards TTS Imograted Training System everest atorert ‘©Copyright 2071 Seagal shaperIntegrated Training System Dasigned in association withthe ‘lub669r0.com quastion practice ald Intentionally Blank oy 1-60 Module 1.1 Arithmetic Boe ‘TTS Integrated Training System coltnadoytoesseet © Gopyight 2011 engage forIntegrated Training System Design in tociaton wih tho cbr. com question practice ai Areas and Volume of Common Shapes ~~ Rectangle — The area A of any rectangle is equal to the product of the length /and the width w. Formula: A = Iw -— Square “~The area A of any square is equal to the square of the length s of a side. Formula: A = s* a Module 1.1 Arithmetic 1-61 aaa “TS intra Ting Sytem — Sveti. Soe Copy 201Integrated Training System Designed in association vith the _elubGépro.com quastion pracion aid Triangle The area A of any triangle is equal to one-half the product of any base b and corresponding height A. Formula: A = 4%bh 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 A. Formula: A = bh 1-62 Module 1.1 Avthmetic Mesa TT roc eng pt pe sscaas| Soot ciIntegrated Training System Designed in astocalion with the clubs6pr0.com question practice ad =. Rhombus A rhombus is a parallelogram with all 4 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; and dp of its diagonals. Formula: A = Yd 1d or — Formula: A = bh as in the parallelogram » im YZ y GO Module 1.1 Arithmetic 1-63 ented ‘TTS intograted Training System ‘everett ‘© Copyright 2011 age Zt rapeIntegrated Training System Designed in association vith the ‘Aas6pr.com question practi ald 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 h and the sum of the bases, b; and bp. Formula: A = %h (b 1 +b) 1-64 Module 1.1 Arithmetic. ten ander dc “TTS integrated Training System enetty insane © Copyright 2011 ‘cna os cteror} Vi) ) gnoo 100 Integrated Training System 4 Designed in association with the ‘lubé6pro.com quastion practice aid Kite AKite shape has no sides parallel. The area can be found by Formula: A = % d1d2 Circle The area A of any circle is equal to the product of and the square of the radius r. Formula: A= 1? Sector Area Theorem ‘The area A of any sector with an arc that has degree measure n and with radius ris equal to the product of the aro's measure divided by 360 multiplied by times the square of the radius. Formula: A = (n/360)( 1°) Module 1.1 Arithmetic 1-65 Le coare TTS Integrated Training Sroaprz mace ‘© Copyight 2011Integrated Training System the Designed in ass clubepro.com ques 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 % Sa (1/2 base x height). The total area is therefore 5 x ¥% Sa (in the case of the pentagon shown ~ the 5 only represent the number of sides). But 5 x S is the total perimeter of the shape, so: Formula: A = 4aP Regular Pentagon (shape could be any regular shape) P=5s Scouldbe 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 intemal angle of any polygon can be found by caloulating the supplement of the external angle. 1-66 Module 1.1 Arithmetic ‘TIS Intograted Training System etna teconnis © Copyright 2011 cnmmge ete ceeIntegrated Training System igned in aBseciaion vith the o.com question practice aid cute Summary of Quadrilaterals SQUARE 4 Sides equal 4 tight 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 / TRAPEZOID 1 pair opposite sides parallel or KITE 2 pairs of adjacent sides equal Longer diagonal bisects shorter at right angles Module 1.1 Arithmetic 1-67 ssn acai ‘TTS Intograted Training Systom Somes cue ‘@ Copyright 2011Integrated Training System ected in acociaton wih the o.com question praciow aid Intentionally Blank 1-68 Module 1.1 Arithmetic ‘TTS integrated Training System ©Copyright 2011 ororad by tm sientIntegrated Training System ctupegpcam question practen ot 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 Tof any right prism is equal to two times the area of the base plus the lateral area. Formula: T = 2B + Ph B=lw P=21+2w w 1 (The base's formula could change depending on the base's shape.) (The perimater's formula could change depending on the base's shape.) Module 1.4 Arithmetic 1-69 Use ander deena 'e ‘TTS Integrated Training System Spoge 20h ‘© Copyignt 2011Integrated Training System ‘association withthe om question practice aid lubepr 2. Right Prism Volume The volume Vo any right prism is the product of B, the area of the base, and the height f of the prism. Formula: V= Bh (The base's formula could change depending on the base's stape.) 1-70 Module 1.1 Arithmetic. ‘TTS Integrated Training System re eojaacae ©Copyright 2011 page fo cnetIntegrated Training System Nesigned in absociaton with the clubetipro.com question practice aid 3. Pyramid Volume A pyramid is a polyhedron with a single base and lateral faces that are 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 Bis 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 = % Bh Bewl (Base's formula could change ‘depending on ite shape.) 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. Module 1.1 Arithmetic 1-71 es ator cca is “TTS Integrated Training Systom over emer ‘© Copyrgnt 2011Integrated eee System Designed in th clube6pr0.com 4, Cylinder Volume The volume V of any cylinder with radius rand height fis equal to the product of the area of a base and the height. = ¢h Formula: 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°) plus the curved surface area (2 rh). Formula: T=20rh + 277 1-72 Module 4.4 Arithmetic pee TIS intogiated Training System ncnelby smart © Copyiignt 2011 ompagezetnoctaneIntegrated Training System 6. Cone Volume The volume V of any cone with radius rand height his equal to one-third the product of the height and the area of the base. =% Ph Formula: Pty. Cone Surface Area The total surface area Tof a cone with radius rand slant height /is equal to the area of the base (77/4) plus 7 times the product of the radius and the slant height. mrl+ nF Formula: ‘Module 1.1 Arithmetic 1-73 PA Use anor nine TTS Integrated Taining System oamedneeca ‘© Copyight 2011Integrated Training System Designed in association clubSpro.com question practice aid 8. Sphere Volume and Surface Area - The volume Vfor any sphere with radius ris equal to four-thirds times the product of andthe = __ cube of the radius. The area A of any sphere with radius ris equal to 4 _ times the square of the radius. Volume Formula: =% Surface Area Formula: A=4 7 1-74 Module 1.1 Arithmetic ew ander dee TTS integrated Training System needy te Saemert ©Copyright 2011 Se pag: Sol techieIntegrated Training System Signed in association with tho pact ad Worksheet 1. Agrave is dug 2m x 1m x 1m deep. The earth removed is piled into a pyramid of circular base 2m diameter. Find the height of the pyramid (in terms of T). = Give the answer in m, om and mm. — 2 Atight prism has ends 10 cm x 10 cm and is 50 cm long. It is drilled lengthwise with an 8 cm drill through its full length. Find rs a) the remaining volume of the prism material. Give the answer in terms of f and in a mm = b) the surface area of the inside of the hole. Give the answer in terms of T[and in mm’ 8. Find the surface area of a right cone with base radius 3 inches and perpendicular height om of 4 inches. Leave the answer in terms of TT 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 ry Module 1.1 Arithmetic 1-75 Ze tear demi “TS Integrated Training Systom oo @ Copyright 2011Integrated Training System Dasigned in association with the lubepr0.com question practice ald 1-76 TTS Integrated Training Systom © Gopyrignt 2011 Intentionally Blank Module 1.1 Arithmetic ovr tester opaged ts aeAnswers 1. 6/tm, 600/Tem, 6000/Tmm 2. a) (5 x 10%) (8 x 10°) mm? b) 4007 cm?, 40,0007 mm? 3. 24rin® 4 a@) 31 b) 1%: 2% hee Module 1.1 Arithmetic Integrated Training System Designed in assecaion with tho cub6épro.com question practice aid 4-77 ‘TTS Integrated Training Systom ‘© Copyright 2011Integrated Training System Designed in aecodlation with tho ratio aness a Teh fy Stem | “oot i vin___[osoaem 1 etre Tooen | roses ya 4 yard fy at fos44m ‘Tidomeve lien] [100m | ocet4 mile tie i760ya | 18008 km Trautcal mie [1t5mile [1.052 hm Area Timpertal> metic mmetrie> Imperial 1 sa inch fr fea5i6 en Tsqanton) [room [ossou Teateor Fl Tasin’ [0.0020 m" Teaminl | r0,000em" _ [1.1960 ya 1 saya iF om “hectare fal] 10,000m" __[2.a7it acres acre eo y# [40409 “Taq kmiier | :00 me o.986% mee 153 mio (ra) Volume moire imperial Imperial > metic Tenet Seto MP “eu inch ie] 6.087 om? Teudecimetetam') [oon [oosseit 5 eu foot PL ‘rami? [ooeas n® ear Fipooeha? |e cP 7 id ounce i oa 213m re Tame deere 1 pitt zoftoe [0.56831 [Trectomvotm [1001 | 21997 gal 7 gato fall or metric 7 hud aunee 1.0406 UK Woz 20574 ml 1 pint (161102) 0.8527 UK pi oa7si1 1 gallon [0.8327 UK gat 376541 Mass ere = 1 ounce fo 28.359 mmettie> imperial oer = ‘liga Io] 0.0164 grain = — Jani _ peop Thungeaweighttoval [112m [50.802 Ke ‘klogram tkg)_| 7.0000 _| 2.20466 9 ae shee eee ee 1 tong ton (UK) aoew _[ioret ‘tome | 1,000 49. | 2.9842 ona on Taronton us) [zoom fosore era ere Module 1.1 Arithmetic 1-79 ‘TTS Integrated Training Systom ‘© Copyright 2011Integrated Training System Designed in association withthe lubs6pro,com question practice ald Intentionally Blank 1-80 Module 1.1 Arithmetic coiecuaealttae cae 73 egoted Traring Sytem melee Senna amaeteneaas