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BY JEFF PARKER

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The Workbook exercises can be treated as educational blackline masters.

Such that any page(s) can be photocopied and distributed to a class for
educational purposes only. This copyright also applies to the stored pdf files
on the CD as well. The copyright is not transferable, nor can it be onsold.

Cyclic Addition: Create Number from Numerals

Workbook of Mathematics with just Number
Copyright Jeff Parker 2011

CYCLIC ADDITION: CREATE NUMBER FROM NUMERALS

Contents
Introduction
1 Object Count in a Circle
2 Create Circular Addition Sequences
3 Circular Addition Counting
Cyclic Addition
4 Counting
5 Place Value
6 Wheels
7 Advanced Place Value
8 Count + Place Value
9 Remainder
10 Hierarchy

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Introduction to Cyclic Addition Workbook

This Cyclic Addition Workbook is the practical for the Guidebook. The Guidebook is
formally titled Cyclic Addition: Create Number from Numerals with a subheading
of Mathematics with just Number.
The Workbook is a step by step development of Cyclic Addition Mathematics. These
steps in order are Object Counting, Circular Addition, Counting, Place Value,
Wheels, Move tens to units, Remainder, 7Multiple and Hierarchy.
The Workbook is whole Number. Completely.
The Workbook exercises are tailored to suit the beginner in Primary, the beginner
Counter, the older Primary with intermediate exercises, even the year 6-7 Primary
can have a go at the advanced exercises.
The Workbook has been put into a pdf format so that the teacher/student can print any
page with instant exercises. These are introduced with text and have an increasing
Mathematical skill level as they progress from beginner to advanced Cyclic Addition.
The Workbook right at the very start introduces a wheel of Number. This might be a
new concept to begin with but allows very perfect relationships between Number,
Pattern, Order, Sequence, Operation +, , , , all in a Circle. The circle of Numbers
called the Wheel is used consistently and constantly throughout the Workbook. As
the skill level rises so to does the use of the circular Wheel.
Number, perhaps for the first time, is given a universe of Mathematics with just
Number. Hence the title of the Guidebook. Number to a large degree serves other
strands of the Mathematics curriculum. So a whole view of Number is given to a
Mathematics shield to enable being taught under this subject.
Before you venture into a Mathematical realm of Number. Contrast the numerals of a
Number with letters of a Word. Words have a sound and spelling. Number a sequence
and a size. Words form sentences. Number a Count. Full Stops, Comma and Grammar
Cycle, Wheel and Circle. A Paragraph a common multiple. A story An infinite
Mathematical beauty.

1 Object Count
The aim of the circle of objects is to develop and discover a Number sense of object.
Pick an object, either 2 or 3 dimensional and form a circle with objects. Place one
object at the top of the circle, leave a space, then three objects, a space, then two
objects, a space, then six objects, a space, then four objects, a space, then five objects
and a space before circling around to the one object.
The object should form an arc of a circle with each group like the ring of stars on the
right-hand page.
Each object should roughly be the same size and shape.
The groups of objects themselves should be able to be seen as a number of like
objects.
Firstly, with each of the six groups of objects, see, sound and attach a number to each
and all six.
Secondly, add two objects as two Numbers together, in clockwise sequence to begin
addition.
Thirdly, add any two objects, as two Numbers, spaced apart by objects in between.
Fourthly, begin adding objects, in a clockwise sequence starting at any one of the six
groups of objects.
When there are more than two numbers being added together, train the young
Mathematician to add the first two numbers, receive a total, then add the third number
to the total to receive the addition of three numbers, then add the fourth number to the
total, to receive the next total, then add the fifth number, to receive the cumulative
total then add the sixth number, to receive the whole cycle total.
The sequence of addition starting at 1 object is like :The first number chosen around the circle 1 + the number clockwise to the first 3 = 4
The first total
4 + the next number in sequence 2 = 6
The second total
6 + the next number in sequence 6 = 12
The fourth total
12 + the next number in sequence 4 = 16
The fifth total
16 + the last number in sequence to form a complete circle 5 =
21 = Cycle Total
This circular counting technique and method prepares the young Mathematician for
future Cyclic Addition steps. These steps also use circle and sequence.

1 Object Count

Count the number of stars in each group all around the circle.
___

___

___

___

___

___

Count any two groups of stars in clockwise sequence.

1+3= ___

___

___

___

___

___

Count any two groups with a group in-between.

1+2= ___

___

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___

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___

Count any two groups that add to 7. These are spaced three groups apart.
1+6=7 ___

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Count any three groups in clockwise sequence.

1+3+2=___

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___

___

___

2 Create Circular Addition Sequences

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Write down all the sequences that are formed by starting at any number, move
clockwise around the circle, and stopping at any number. These Circular Addition
sequences must be 1 to 5 numbers in length.
Write down the Circular Addition Sequence and write a total for all numbers in each
sequence. Use order by starting with 1 number, then 2 numbers in sequence, then 3
numbers, then 4 numbers and then 5 number sequences. There are only 30 sequences.
The whole table of Circular Addition 1 to 5 number sequences is shown in chapter 3
Maths with just Number. There are extra sequences in the table from repeating 1
number and 2 number sequences. And the special 6 number sequences used next
chapter are included. The table also combines Circular Addition Sequences with the
same total. This Total is called common multiple.
The next workbook exercise is to Count with these Circular Addition Sequences.
Common multiples from 1 to 12 are beginner level. Common multiples from 13 to
30 are intermediate level. As addition becomes more complex and requires managing
where one is within a cycle of Counting.
Each workbook exercise groups Circular Addition Sequences by their common
multiple. This aids pattern making and following various ways to make the common
multiple each cycle of Counting. Note during the Counting the factors of a common
multiple.

2 Create Circular Addition Sequences 1 to 5 numbers

Circular Addition Sequence

Total

3 Counting with Circular Addition 1 to 5 number Sequences

Begin with common multiples 1 to 12. See table in Maths with just Number.
Some sequences although only counted once are used in Circular Addition for up to 5
different common multiples. For example Counting with 1 is used with common
multiple 1, 2, 3, 4 and 5. Likewise with all one number Circular Addition sequences.
The two number sequences are used in 2 different common multiples. For example
counting with 3 2 is used with common multiple 5 and 10, and not with 15 as six
number sequences are left to Cyclic Addition.
The reference and guide book Maths with just Number has Mathematical Counts
for all 30 Circular Addition Sequences. These can be used to emphasise what to look
for within a common multiple. The book also has circular templates for all 30
sequences. These might be of help to the beginner to train Counting in a Circular way.
Follow the text within the guide book Maths with just Number to gain insight and
to steer the teacher, child and student in a methodical and Mathematical way.
Once a common multiple like the 6 with Circular Addition Sequences of 5 1, 3 3,
2 2 2, 1 3 2 and 6 has been given a go Counting. Stop and review the knowledge
of each Count. Note the common multiple 6 appears every cycle with these
sequences.
As all sequences are circular look for the hops over numbers to increment by the
common multiple in this case 6. Hop over any three counts along with 2 2 2 and 1
3 2, any two counts along with 3 3 and 5 1, every count with just the 6. This
perfectly presents the nature of 6 at this stage of Cyclic Addition. Again to repeat
this way of Counting is Circular so that every Count has circular qualities given to it.
Discuss how factors of, in this case the common multiple 6, are treated with 23=6,
and 32=6 and the 3 unique counts with sequence 1 3 2 showing 3s and 2s within
the 3 Counts.
How far to Count ? Maths with just Number has roughly 30 count numbers in a
Count. If the patterns mentioned above are simply seen move on to the next common
multiple and then perhaps the intermediate Counts with longer Circular Addition
Sequences.

Counting with Circular Addition 1 to 5 Number Sequences

Circular Addition, by counting with a circle of numbers over and over again, shows how to make a
multiple, how to resist & strengthen a multiple, & how to create patterns using that multiple.
Circular Addition automatically spaces numbers apart by the multiple counted each cycle. The
circular addition loops over & over to intertwine numbers belonging to the count sequence. A little
practice is required for 4 and 5 number sequences to apply a circle with the given straight line
sequence.
The common multiple is illuminated every cycle of circular addition. As the counting revolves
around the circular addition sequence presenting the multiple each and every cycle.
The counting sequence may have unusual numbers in between those of the common multiple.
These resist the spacing in between the common multiples. This resistance is evenly spaced every
cycle of counting.
Each count with a particular number from a circular addition sequence is exactly spaced by the
common multiple. Often the lesson counts ask the student of circular addition to hop over counts to
discover this even spacing.
Multiples or factors of a circular addition number are also discovered whilst counting. The number
12 has factors of 1, 2, 3, 4, 6, & 12. The counts with circular addition highlight all of these factors.
Within each cycle of multiples of 12 the same factors are created for the length of the count.
Often circular addition counts with sequences that have more than 1 number. The 2, 3, & 4 number
sequence are chosen from the 6 number circular sequence 1 3 2 6 4 5. These sequences make
perfect multiples from 1 to 12. The actual numberness of a number from 1 to 12 is revealed like a
secret code being unlocked. The nature of how a number & its multiples fit within all number is
discovered.
Mastering the common multiples 1 to 20 with Circular Addition builds a permanent way of
receiving multiples as and when they are presented.
Start a count by following the pictures under the circular sequence. The 1 has candles, the 2 has
bells in groups of 2, the 3 has egg timers in groups of 3 and so forth. Practice seeing each group of
pictures makes the counting easier.
A teachers note, its probably wiser to have a go with as many different Counts as possible or able
rather than to just count on and on with a single Count. Remember this is pattern making
Mathematics with whole Number. Complete whole Natural Number.
The guide book Mathematics with just Number introduces what to look for with most common
multiples from 1 to 20 applying this Circular Addition.
There are two skill levels with Circular Addition. The common multiples 1 to 12 are at beginner
level. The common multiples 13 to 20 are at intermediate level. As managing a cycle of counting
with the longer 4 and 5 number sequences is a skill requiring a higher degree of Mathematical
mastery.
8

Common Multiple 1
Count with just number 1 continuously. Note how the place value of the 10s increases by 1 each
row. And the sequence of the units every 10 counts is the same each row. Count by 1s, start at 1
add 2 ( 1+1=2 ) write 2 next to 1, add 1 again ( 2+1=3 ) write 3 next to 2. The start is 1 2 3 .
Follow the counting number by number. This Circular Addition Count has every whole number to
the end of the Count.

Note the action from 9 to 0 units in the count above. The tens place value increases by 1. Moving
down a row from any number the tens place value also increase by 1. For example 4+10=14,
14+10=24. The 4 stays in the units every +10.

Common Multiple 2
Simply add 2 continuously, like the introduction example, to the previous count. Start at 2. Note
the pattern of 2 4 6 8 0 in the units all the way along the Count.

Count by 1s starting at 1 and notice the multiples of 2 along the way. Match the 2s in this count
with the 2s above. Note how 1+1=2 or 2 ones = 2

Look at the previous Count with Circular Addition Sequence 1. Hop over every odd number to
highlight the evens. Spacing of 2 is found every two counts. 1, 1+2=3, 3+2=5, 7, 9

10

Common Multiple 3
Count by 1s starting at 1 and notice the multiples of 3 along the way. Match the 3s in this count
with the 3s below. Note how 1+1+1=3 or 3 groups of 1=3.

Notice the multiples of 3 are found every third number.

The next Count simply add 3 continuously to the previous count. Start at 3.

11

Common Multiple 4
Count by just the 2 again. Like the introduction. Notice the multiples of 4 every second count.
Note this whole count is with even numbers. Note how 2+2=4.

Every second count shows multiples of 4. The numbers in between resist the multiple. For example
in between the multiples of 4 ( 4 8 12 16 20 24) are the counts 2 6 10 14 18 22 these are
spaced 4 apart, are all even, showing that 2 2 = 4 and resists the multiples of 4 continuously in
the same pattern all the way along the count.
Count with the circular sequence 1 3. Start at 1 add 3 ( 1+3=4 ) then add 1 again ( 4+1=5 ) then
add 3 again ( 5+3=8 ) and continue counting in a circular pattern. Notice the multiples of 4 every
second count. The circular addition of 4 appears by hopping over any one count.
( For example 1+4=5, 5+4=9, 13, 17, 21 .)

Count by the 1 3 circular sequence again. This time start at the 3 add 1 ( 3+1=4 ) then add the 3
again ( 4+3=7 ) then the 1 again ( 7+1=8 ) and continue in a circular pattern. Again notice the
multiples of 4 every second count. The circular addition of 4 can be found by hopping over any
one count. ( For example 3 hop over the 4 to the 7 then hop over the 8 to the 11, 15, 19, 23.)

12

Count by 1s starting at 1 and notice the multiples of 4 along the way. Match the 4s in this count
with the 4s below. Show how 1+1+1+1=4 or 4 groups of 1=4.

Add 4 over and over continuously. How do the previous counts help to see multiples of 4 clearly ?

13

Common Multiple 5
Count by 1s starting at 1 and notice the multiples of 5 every fifth count along the way. Match the
5s in this count with the 5s below.

The next count to highlight the multiples of 5 is with the circular sequence 3 2 . Start at 3 add 2 (
3+2=5 ) then add 3 again ( 5+3=8 ) and add 2 again ( 8+2=10 ). Continue until the end number is
reached.

Notice the circular addition of 5 hopping over any one count. (For example 3 hop over 5 to 8, hop
over 10 to 13 these are all 5 apart. 3+5=8, 8+5=13, 13+5=18, 23, 28, 33.)
Count with the circular sequence 3 2 again this time starting at 2 add 3 ( 2+3=5 ) then add 2 (
5+2=7 ) then add 3 again ( 7+3=10 ).

Notice the units pattern is the same counting each group of 10. The circular addition of 5 shows
that in between the 2, 7, 12, 17, 22, 27 and the multiples of 5 5, 10, 15, 20, 25, 30.
Simply add 5 to the previous count. Start at 5 add 5 and continue until the end of the count.

14

Common Multiple 6
The next count is with 3 continuously. Showing 3+3=6 or that 32=6 two groups of 3 = 6.

The next count is with 2 continuously. Showing 2+2+2=6 or 23=6 three groups of 2 = 6.

Note the multiples of 6 are shown every third count. The other multiples of 2 resist the multiples of
6. Move along 3 counts from any count to +6.
The next count with multiples of 6 is with the circular sequence 5 1 . Start at 5 add 1
( 5+1=6 ) then add 5 again ( 6+5=11 ) then add 1 again ( 11+1=12 ). Continue until the end count
marker. The multiples of 6 appear every second count.

Notice the circular addition of 6 hopping over any one count. (For example 5 hop over 6 to 11, hop
over 12 to 17 shows 5+6=11, 11+6=17, 17+6=23 and so on.)
The 5 1 sequence has 2 unique numbers therefore, it has 2 unique counts. The same circular
sequence to count with again 5 1 this time start at the 1. Add 5 ( 1+5=6 ) then add the 1 again
( 6+1=7 ) then add 5 ( 7+5=12 ) continue this way until the end of the count.

15

The next count is with the circular sequence 1 3 2 . A three number sequence. The process of
counting is exactly the same as with a two number sequence. Start at 1 add 3
( 1+3=4 ) add 2 ( 4+2=6 ) add 1 again ( 6+1=7 ) add 3 again ( 7+3=10 ) add 2 again
( 10+2=12 ) continue this way until the end marker. The multiples of 6 are found every third count.

The count presents an odd, then an even then a multiple of 6 for the whole count. Notice the
circular addition of 6 hopping over any 2 consecutive numbers. (For example 1 hop over the 4 & 6
to 7, hop over the 10 & 12 to 13. This shows 1+6=7, 7+6=13, 13+6=19.)
The next count with the circular sequence 1 3 2 starts at the 3. Add the 2 ( 3+2=5 ) add 1 (
5+1=6 ) then add 3 again ( 6+3=9 ) add 2 again ( 9+2=11 ) add 1 again ( 11+1=12 ). Continue with
this circular pattern.

Note the multiple of 3, an odd then the multiple of 6 all the way along the count.
The next count with 1 3 2 starts at 2. Add 1 ( 2+1=3 ) add 3 ( 3+3=6 ) add 2 again
( 6+2=8 ) add 1 again ( 8+1=9 ) add 3 again ( 9+3=12 ). Continue this way until the end count is
reached.

Note the count presents a multiple of 2, a multiple of 3 and then a multiple of 6 all the way along
the count. These circular addition patterns show the nature of 6.

16

Count by 6 over and over until the end count. Start at 6 add 6 ( 6+6=12 ) then add 6 again
( 12+6=18 ).

How do the multiples of 6 act with factors of 6 in the above counts for common multiple 6 ?

Common Multiple 7
The sequence used to discover multiples of 7 is with the whole six number cyclic addition
sequence 1 3 2 6 4 5 . We will count with this sequence next chapter. Until then merely
remember the first 6 numbers adding by 7 continuously.

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Common Multiple 8
Counting by multiples of 4 one can notice 4+4=8, two groups of 4 = 8 ( 24=8 ).
Continuous counting with 4 shows this clearly. Note the circular addition of 8 with a hop over any
one count.

The multiples of 8 appear every second count.

The next count to highlight the multiples of 8 is with the circular sequence 2 6. Start at 2 add 6 (
2+6=8 ) then add 2 again ( 8+2=10 ) then add 6 again ( 10+6=16 ). Continue with this counting
pattern until the end count. Notice the circular addition of 8 with a hop over any one count. For
example 2 hop over 8 to 10 then hop over 16 to 18 stepping up by 8 each hop.

The next count with the same circular sequence 2 6 starts at the 6. Add 2 ( 6+2=8 ) add 6 again (
8+6=14 ) add 2 again ( 14+2=16 ). Continue this pattern until the end count.

Notice with these two count sequences using 2 6 the pattern shows an even then a multiple of 8,
an even and then next multiple of 8.
The next count is a repeated sequence of 1 3. There are 2 unique counts with this sequence.

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Note Counting with 1 3 1 3 the pattern of odd, multiple of 4, odd, multiple of 8 and so on.
Count again with 2 continuously. Every fourth multiple of 2 = multiple of 8. Showing 2+2+2+2=8.

Contrast the sequence 2 2 2 2 with 1 3 1 3. This count has all evens. Hop over any three counts
to find a +8. For example 2+8=10, 10+8=18, 26, 34, 42
Lastly with the 8 is to count with just the 8 continuously.

Do the multiples of 8 look stronger with the counting of common multiple 8 ?

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Common Multiple 9
Count with circular addition number 3. Note that 3+3+3=9 or three groups of 3 = 9.

This count sequence has multiples of 9 every third count. With each count add the numerals of any
count together to find a pattern with multiples of 9. The first count is 3, the second 6, the third 9,
the forth 1+2=3 like the first count, the fifth 1+5=6 like the second count, & the sixth count 1+8=9
like the third count. The pattern of the sum of numerals follows 3 6 9 then 3 6 9 again and so
on for the whole count.
The next count with the multiple of 9 is with circular addition sequence 4 5 . Start at the 4 add 5 (
4+5=9 ) then add 4 again ( 9+4=13 ) then add 5 again ( 13+5=18 ). Continue with this counting
pattern. Showing multiples of 9 every second count.

Like the circular sequence 3 the 4 5 has a simple pattern each cycle. The example count has a
sum of numerals in each number of 4 then 9 then 1+3=4 then 1+8=9 then 2+2=4 then 2+7=9. This
pattern 4 9 runs through the whole count.
The next count with the same circular addition sequence 4 5 beginning at 5 has similar qualities.
Start at 5 add 4 ( 5+4=9 ) then add 5 again ( 9+5=14 ) then add 4 again ( 14+4=18 ). Continue the
pattern until the end of the count.

Note the circular addition of 9 with a single hop over any number. For example 5 hop over the 9 to
the 14, hop over the 18 to the 23. These numbers are all 9 apart. 5+9=14, 14+9=23. Note also the
sum of numerals in this sequence of 5, 9, 1+4=5, 1+8=9, 2+3=5, 2+7=9
The next count is with the circular addition sequence 5 1 3 . A three number sequence. There
are 3 starts. Look for the patterns of sum of numerals in all three count sequences. The first starts
20

with 5. Add 1 ( 5+1=6 ) add 3 ( 6+3=9 ) then add 5 again ( 9+5=14 ) then add 1 again ( 14+1=15 )
then add 3 again ( 15+3=18 ). Continue with the sequence until the patterns are seen clearly. Note
all with three counts the multiples of 9 appears every third count.

Note the circular addition of 9 is presented by hopping over 2 consecutive numbers. For example 5
hop over 6 & 9 to 14, hop over 15 & 18 to 23 gives numbers 9 apart. Likewise with 6 hop over 9 &
14 to 15, hop over 18 & 23 to 24 also gives numbers 9 apart. And the pattern each cycle is a
multiple of 1, a multiple of 3 and a multiple of 9.
The next count with 5 1 3 starts at 1. Add 3 ( 1+3=4 ) add 5 ( 4+5=9 ) then add 1 again
( 9+1=10 ) then add 3 again ( 10+3=13 ) then add 5 again ( 13+5=18 ). Continue until the end
limit.

Look for the sum of numerals pattern 1 4 9 throughout the whole count. Some numbers add
together to more than 9, merely add the numerals twice to receive the single numeral pattern. For
example 19, 1+9=10 then again 1+0=1.
The next count with the circular sequence 5 1 3 starts at 3. Add 5 ( 3+5=8 ) then add 1
( 8+1=9 ) then add 3 again ( 9+3=12 ) add 5 again ( 12+5=17 ) add 1 again ( 17+1=18 ). Continue
until the end of the count.

Note the sum of numerals pattern 3 8 9 every cycle of counting. And the pattern each cycle of a
multiple of 3, a multiple of 1 and a multiple of 9.

21

Count by just 9s. Consider the multiple of 3. What is the sum of numerals within each number ?
For example count 189 the sum of numerals is 1+8+9=18 then add then numerals from 18 such
that 1+8=9. The sum of numerals with this count is always 9 !

22

Common Multiple 10
Count using the single number circular sequence 5. Add 5 continuously. Note the pattern of units
place value and the multiple of 10 every second count. Observe how 5+5=10 or 2 groups of 5 = 10.

Count using the circular sequence 6 4 . Start at 6 add 4 ( 6+4=10 ) add 6 again
( 10+6=16 ) add 4 again ( 16+4=20 ) and so on.

Note the pattern of units every two counts. And the hop over any one count to show the circular
addition of 10. The multiples of 10 appear every second count.
Count with the same sequence 6 4 again. Start this time at 4 add 6 ( 4+6=10 ) add 4 again
( 10+4=14 ) add 6 again ( 14+6=20 ). Continue the count in this circular pattern.

Note as with the previous count the pattern of units every two counts. Hopping over one count
shows the circular addition of 10. And the multiples of 10 appear every second count.
The next count is with 2 2 2 2 2 continuously. Show 2+2+2+2+2=10 or 5 groups of 2=10.

23

Count with the three number circular sequence 4 5 1. Start at 4 add 5 ( 4+5=9 ) add 1
( 9+1=10 ) continue with this pattern of three numbers.

Count again with 4 5 1 starting this time with the 5 add 1 ( 5+1=6 ) add 4 ( 6+4=10 ) continue
in this pattern until the end count. Note the multiple of 5, then a multiple of 2 then a multiple of 10
every cycle.

Count with the same sequence starting at 1 add 4 ( 1+4=5 ) add 5 ( 5+5=10 ) continue with this
pattern until the end count.

With all three counts using the circular sequence 4 5 1 note the pattern of units place value
every three counts. And the circular addition of 10 every 2 hops. For example with the last count
starting at 1 hop over 5 & 10 to 11 hop over 15 & 20 to 21. Then from 21 to 31 to 41 these are
all 10 apart.
Count with 3 2 3 2 has 2 unique counts. The first starting at 3 the next starting at 2. Note how this
contributes new numbers in-between multiples of 10.

24

Hop over any three counts to receive +10. For example start at 2, hop over 5, 7 and 10 to 12, then
hop to 22, then to 32 and so on. The spacing of +10 is shown all the way along the count.
Lastly Count by just 10s. What happens to the units each count ? What changes in the tens place
value every count ?

25

Common Multiple 11
Count using the circular sequence 3 2 6 . Start the first of three unique counts with 3. Add 2 (
3+2=5 ) add 6 ( 5+6=11 ) continue with this pattern until the end count.

Count again with 3 2 6 starting at 2 add 6 ( 2+6=8 ) add 3 ( 8+3=11 ). Continue with this
pattern until the end count.

Count again with 3 2 6 this time starting at 6 add 3 ( 6+3=9 ) add 2 ( 9+2=11 ) and continue with
circular addition of 11.

Look for the circular addition in the above 3 counts of 11 every two hops. For example in the
count above moving from the 6 hopping over the 9 & 11 to 17 then hop over the 20 & 22 to 28
then to 39 and so forth. All these numbers are 11 apart.
Counting with circular addition 11 we can also use the circular sequence 5 1 3 2 . This is a four
number sequence and consequently has 4 unique counts. Start with the 5 add 1 ( 5+1=6 ) add 3
( 6+3=9 ) add 2 ( 9+2=11 ) continue counting with this pattern.

26

The next count with the same sequence starts at 1 add 3 ( 1+3=4 ) add 2 ( 4+2=6 ) add 5
( 6+5=11 ) and continue until the end count.

The next count again with the same sequence starts at 3 add 2 ( 3+2=5 ) add 5 ( 5+5=10 ) add 1 (
10+1=11 ) and continue the pattern until the end count.

The final count with the circular addition of 11 starts at the 2 add 5 ( 2+5=7 ) add 1
( 7+1=8 ) add 3 ( 8+3=11 ) continue until the end count

Notice the circular addition of 11 by hopping over any three counts. For example using the last
count, start at 2 hop over the 7 & 8 & 11 to the 13, then hop over the 18 & 19 & 22 to the 24, hop
to 35, hop to 46 and so on. These are all 11 apart. The 11 is a prime so there are no multiples
within every cycle of 11.
Count by 11s. A simple way is to increase the units by 1 and the tens place value by 1. Note the
special counts of 99 & 209.

What happens to the units and tens every count to 99 ? What pattern is shown for the whole count?
27

Common Multiple 12
Now the 12 has multiples of 1, 2, 3, 4, 6 & 12. And the circular addition sequences show this
perfectly.
The first sequence is just the 6. Add 6 continuously. Notice the multiples of 12 every second count.
This count shows 6+6=12 or 2 groups of 6=12.

The second sequence is just the 4. Add 4 continuously. Note the multiples of 12 every third count.
Note also the circular addition of 12 by hopping over any 2 counts. Observe how 4+4+4=12.

The third sequence is just the 3. Add 3 continuously. Note the multiples of 12 every forth count.
Note once again the circular addition of 12 by hopping over any 3 counts. Observe how
3+3+3+3=12 or 4 groups of three =12.

The next sequence is a three number circular sequence 2 6 4. Start at the 2 add 6
( 2+6=8 ) add 4 ( 8+4=12 ) and continue in this pattern. Note a multiple of 2, then a multiple of 4
then a multiple of 12 every cycle. Follow the factors of 12 when counting or reviewing.

28

With the same sequence 2 6 4 start at the 6 add 4 ( 6+4=10 ) add 2 ( 10+2=12 ) and continue
with the same pattern. Look for the multiple of 6, multiple of 2 & multiple of 12 every cycle of
counting.

Again with the same sequence 2 6 4 start at 4 add 2 ( 4+2=6 ) add 6 ( 6+6=12 ) and continue in
the same pattern. Look for the multiple of 4, then a multiple of 6 then a multiple of 12 every cycle
of counting.

Note the circular addition of 12 by hopping over any 2 counts. For example with the last count
start at 4 hop over the 6 & 12 to the 16, hop over the 18 & 24 to the 28, hop to 40, hop to 52 and so
on. These counts are all 12 apart.
The last sequence to count with is the circular 1 3 2 6, a four number sequence. Start at 1 add 3
( 1+3=4 ) add 2 ( 4+2=6 ) add 6 ( 6+6=12 ). Continue to add these numbers in this pattern. Look
for a multiple of 1, then a multiple of 4, then a multiple of 6 then a multiple of 12 every cycle of
addition.

The next count starts at 3 add 2 ( 3+2=5 ) add 6 ( 5+6=11 ) add 1 ( 11+1=12 ) and continue in the
same pattern for the whole count. Notice the three odds and then the multiple of 12.

29

The next count starts at 2 add 6 ( 2+6=8 ) add 1 ( 8+1=9 ) add 3 ( 9+3=12 ) and continue in the
same pattern until the end count. Notice a multiple of 2, then a multiple of 4, then a multiple of 3,
then a multiple of 12 every cycle of four counts.

The last count with the sequence 1 3 2 6 starts at the 6 add 1 ( 6+1=7 ) add 3 ( 7+3=10 ) add 2 (
10+2=12 ) and continue in the same pattern until the end marker. Look for a multiple of 6, then
and odd, then an even, then the multiple of 12 every cycle of addition.

Considering all the Counts above for common multiple 12, and all the patterns made with Circular
Addition what does every count with 12 show ? Which 2 factors of 12 prove a multiple of 12 every
count?

This is the last Beginner Circular Addition Sequence. As mentioned in Mathematics with just
Number the work of Circular Addition is with Common Multiples 1 to 20.
The guide book shows knowledge on what to look for with the Intermediate Circular Addition
Counting. Apply this to the practical lessons Common Multiple 13 to 20 that follow. Refer to
Mathematics with just Number for common multiples from 13 to 20. This guide book gives hints
and tips on how to move within the Count sequence to gain the full mastery of the Circular
Addition Counting.

30

Common Multiple 13
Remember all Circular Addition Sequences have a length. Either 1, 2, 3, 4 or 5 numbers. To
receive addition of the common multiple jump over the Count sequence by its length. For a 4
number sequence like 4 5 1 3 hop over any 3 consecutive numbers in the Count and add 13 to the
Count. For example from 4 hop over 9, 10 and 13 to land on 17. Thus 4+13=17. This highlights
the circular nature of the common multiple.

31

Common Multiple 14
The Common Multiple 14 is not used with Circular Addition. Instead the Mathematician waits
for Counting with Cyclic Addition Sequence 2 6 4 12 8 10 and the 14s are presented with a
Remainder. This Mathematics is presented later in this workbook.

Common Multiple 15
Look for how the factors of 1, 3, 5 & 15 are used in the Counts below. Note 53=15 and 35=15.

32

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Common Multiple 16
Note the factors of 16 are 1, 2, 4, 8 and 16. 28=16, 44=16 and 82=16.

36

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Common Multiple 17
Remember hop over any 3 consecutive numbers in a Count with 2 6 4 5. Hop over any 4
consecutive numbers in a Count with 5 1 3 2 6. Both receive a +17.

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40

41

Common Multiple 18
Note factors of 1, 2, 3, 6, 9 and 18. Look for 29=18, 36=18, 63=18 and 92=18.

42

43

Common Multiple 19
Hop over any 4 consecutive Count numbers from 6 4 5 1 3 and receive +19 along the way. For
example start at 6 hop over 10, 15, 16 and 19 to land on 25. 6+19=25 The Count is circular so this
works all the way along these 5 Counts right to the end.

44

45

Common Multiple 20
Remember factors of 1, 2, 4, 5, 10 and 20. 102=20, 45=20 and 54=20. Look carefully at the
Counts to receive how these factors are made. Also note +20 every cycle of Counting with any of
the Common Multiple 20 circular addition sequences below.

46

47

48

4 Cyclic Addition Counting Beginner Level

The first step with Cyclic Addition using 6 number circular sequences is Counting.
Each Count starts by choosing a number from the 6 and continuously counting clockwise around the Cyclic Addition Sequence.
The Workbook Counting exercises make up 10 pages in all. Each page deals with a
particular common multiple. The common multiples range from 1 to 10.
Upon each page is space to count all 6 starting points. Each Count is for only 2 cycles.
The first Count starts from the top of the Cyclic Addition Sequence wheel. The first
three counts are given to show how to start that particular common multiple. The
second Count starts from the next number around the wheel and also has three counts
given. Likewise the other counts, six in all, have a starting point as a guide.
For Example the common multiple 1 wheel, being the circular 1 3 2 6 4 5 ,
starts with 1, add the next number around the wheel +3 = 4, the 4 is written next to the
1, then +2 the next number = 6, write the 6 next to the 4 and continue for 12 counts in
all or 2 whole cycles around the wheel. Then begin a new Count from 3, +2=5 write
the 5 next to the 3, 5+6=11, write the 11 next to the 5, and continue like the previous
count for a whole 2 cycles around the wheel.
Continuing with the same common multiple 1 follow the same pattern of Counting
for the other 4 Counts. The third Count starts at 2. The fourth Count starts at 6 the
next number around the wheel. The fifth Count starts at 4. The final Count for this
common multiple starts at 5.
The exercise trains the beginner Mathematician to use a circle of numbers. The aim is
to Count in sequence, 1 number at a time, all the way around the wheel twice for each
Count.
The other 9 pages of exercises follow the first page exactly. Introducing a new
common multiple from 2 to 10 each page.
There can be a discussion on what type of patterns appear for a particular common
multiple. For example by applying the first page common multiple 1, what patterns
are shown with all 6 counts. What numbers are missing from 1 to 21 ?
For example by applying common multiple 2, what patterns of even numbers are
shown in the 6 counts ?
For example by applying common multiple 3, what patterns are shown with the
sum of digits in each Count ?
For example by applying common multiple 4, what patterns show each number to be
a multiple of 4 all the way along the count. All Counts are both even and the tens
numeral shows a pattern with certain even numbers ? What is this pattern ?

49

For example by applying common multiple 5, what patterns show all counts are a
multiple of 5. Does the units numeral have a pattern ? Does the tens and hundreds
numeral matter ?
For example by applying common multiple 6, what patterns show a multiple of 6 ?
The 6=32 so how do these Counts show both multiples of 3 and 2 at the same time ?
For example by applying common multiple 7, what patterns show a multiple of 7 ?
After each Count try joining the Counts all the way along with the wheel
7 21 14 42 28 35 . Example 21+14=35, 35+42=77, 77+28=?, This might help
joining the units and tens with basic addition together.
For example by applying common multiple 8, what patterns show a multiple of 8.
More difficult to spot than just multiples of 42=8. How are the units, tens and
hundreds brought together ?
For example by applying common multiple 9, what patterns show a multiple of 9 ?
Use the sum of digits and show that all Counts have a special quality. Why does this
always work ?
For example by applying common multiple 10, what patterns show a multiple of 10?
What is the difference between common multiple 1 counting and common
multiple 10 ? What pattern does the units numeral have in all counts ?
This recognition of pattern making with Counting is possible as Cyclic Addition
combines addition with multiplication. So properties of both can be seen together.
Why is the 6th Count on each page the same for all 6 counts ? Why is the 12th count,
the last Count, on each page the same for all 6 counts ? How many counts form 1
cycle or revolution around the wheel ? Does it matter where the start is ?
The 6 number circular Cyclic Addition Sequences are designed perfectly to present all
multiples of a common multiple. The wheel of 6 numbers resists and balances the
use of numbers with that common multiple. By Counting with the wheel all
consecutive numbers are unique and presents perfect patterns of a common multiple.
Its completeness and wholeness are unmatched.
Errors and duplication are avoided by simply using the wheel correctly.
This concludes the first beginner step of Cyclic Addition.

50

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5 Cyclic Addition Place Value Intermediate Level

The second step with Cyclic Addition following Counting is Place Value. Following
each Count this step assigns a Set of numbers chosen from the Cyclic Addition
Sequence wheel to each Place Value position.
Typically the units first, then the tens and if the Count is high enough the hundreds
place value position as well.
A way to understand the actions within Place Value is with the first common
multiple 1. Like simply observing the units numeral in a Number, then the tens and
then hundreds. Each numeral from 1 to 9 has a Place Value Set that adds to each
numeral.
The first Place Value example in the workbook shows this. Build each Place Value up
by applying addition within the Cyclic Addition Sequence wheel. Lets go step by
step through this example. Count 1 has a Place Value of 1 unit. Count 4 has a Place
Value of 1+3=4 units. Count 6 has a Place Value of 4+2=6. Count 12 has 2 units and
1 ten. Note the _ underscore is the print character used to mark the tens and hundreds
Place Value positions. Count 16 has 5+1=6 units and 1 ten. Count 21 has 1 units and 2
tens. Count 22 has 1+1=2 units and 2 tens. Count 25 has simply 5 units and 2 tens.
Count 27 has 3+4=7 units and 2 tens. Count 33 has 3 units and 3 tens. Count 37 has
6+1=7 units and 3 tens. Count 42 has 2 units and 4 tens. Count 43 has 3 units and
2+2=4 tens. Count 46 has 3+3=6 units and 4 tens. Count 48 has 4+4=8 units and 4
tens. Count 54 has 4 units and 3+2=5 tens. Count 58 has 2+6=8 units and 5 tens. The
final count 63 has 3 units and 6 tens. The exercise uses just the common multiple 1
wheel to assign a Place Value Set to each Count Number.
The next 5 pages in the workbook exercises have a Count with the same 6 number
wheel for 3 cycles. The Count is given to enable concentration on the new step Place
Value. Common multiple 1 exercises all have unique starts producing unique
consecutive counts mastered in the previous step Counting. Two of the pages have
starting answers and the rest of the page left blank to fill in. The other three pages rely
on the student to work with part of an answer and fill in the rest. Basically following
the first example with units and tens Place Value Sets.
There is a blank count with the common multiple 1 wheel for again three cycles to
have a go at doing both steps Counting and Place Value from scratch.
Common multiple 2 wheel with a 3 cycle count on each page is the next exercise.
Again like common multiple 1 the first page is an example of Counting and Place
Value all with multiples of 2. Notice how the wheel is used for the units and tens
Place value positions. Look at Count 12 the total of 2+6+4=12 overlaps into the tens.
The Count 24 has 12+12=24. The two 12s are placed in the units, but include the 2
tens. So a Place Value Set can both overlap into the tens and later hundreds, so long
as the rule that Place Values come from the common multiple 2 wheel applies. Lets
continue with the Count. Count 32 has Place Values 10+2=12 units and 2 tens. Count
42 has 2 units and 4 tens. Count 44 has 4 units and 4 tens. Count 50 has 10 units and 4
tens. Note carefully how the 10 units is applied to convert the 5 in the 50 to =4+1 ten.
So the 4 represents 4 in the tens Place Value position and the 10 is in the units Place

61

Value position. This mastery of both the Wheel selection of Place Values and the
positioning of the Place Values within a Count is a main feature of Place Value.
Lets continue from Count 54 has 8+6=14 in the units and 4 tens. Count 66 has 6 units
and 4+2=6 tens. Count 74 has 6+8=14 units and 6 tens. Count 84 has simply 4 units
and 8 tens. Count 86 has 2+4 units and 8 tens. Count 92 has 12 units and 8 tens.
Count 96 has 4+12=16 units and 8 tens. Count 108 has 8 units and 10 tens to
introduce the hundred Place Value position. Count 116 has 10+6 units and 10 tens.
Only with correct application of units 16 can the remaining 10 tens be seen.
The whole purpose of this circular wheel 2 6 4 12 8 10 is Mathematically
working with multiples of 2. Place Value Sets adding to the Count always apply this
fact.
There are 3 other workbook exercises for common multiple 2. The first 2 the Counts
are both given with a starting piece of Place Value Sets for each Count. The Student is
required to master multiples of 2 and Place Value positions of a number at the same
time. The third page is blank with the wheel at the top of the page. Again like
common multiple 1 this is to train using both, firstly the Count then Place Value,
Cyclic Addition steps with the given wheel.
The next 16 pages have 2 pages each for common multiples 3 to 10. The first page
of each common multiple is an example of both a Count with Place Value Sets
given. The second page of each common multiple is blank. Requiring the student to
both Count and apply Place Values with a particular common multiple.
Note how the wheels with each increasing common multiple overlap the units Place
Value position with the tens. This purpose is to master, as mentioned before, the
common multiple with just the wheel of 6 numbers.
There are generally more than 1 answer to every Count with any wheel. Encouraging
the addition again of numbers within the wheel. When the wheel is strong with the
student the Cyclic Addition remains also strong and accurate.
The principle of finding the units Place Value first then the tens strengthens the
positions of all numerals in any Count. Most Addition is generally carried out from
the rightmost numeral to the next left then the next left and so forth.
Place Value is liken to Counting in the way that both use Addition. Both use the
Wheel. Both require a knowledge of sequence within the wheel. Both apply
Multiplication by using only a common multiple. This is unique to Cyclic Addition.
It fosters unified Mathematical Number. As all Cyclic Addition basics are the same
further on down the track with advanced secondary schooling Steps.
Follow are hints on what to look for with each common multiple. Take into account
the Counting hints for each common multiple in the previous Cyclic Addition Step.
Common multiple 3 requires how to form the units of any numeral from 1 to 9 and
0. As its odd. It has 3 numbers in the wheel units only and 3 with units and tens.
Though the example answers seem simple, building of numerals from right to left

62

requires consistent Mathematical logic and dealing with alternatives. The alternatives
split and separate wheel numbers by there multiple of the common multiple. So each
common multiple 1 3 2 6 4 5 = the Wheel.
Common multiple 4 note how the Place Values build and interlock the multiple of 4
in the units with a particular ten. Thus forming a multiple of 4 or equalling the Count.
Common multiple 5 in some ways is trickier than the others. As there are many
choices of Place Value Sets that give the units of 5 or 0. What is left over in the tens
must also be matched to equal the Count. Look for a units that leaves a ten of either a
5 or 0. Note the example answers.
Common multiple 6 is again both even and a multiple of 3. 23=6. Both multiples
have to be used in both units and tens.
As the child/student becomes more familiar with the sequence of numbers around the
given common multiple 1 3 2 6 4 5 . This allows simpler Multiplication with
starting at one number, then two numbers in sequence, then any two numbers from the
wheel, even the same number twice, and later the wheels Place Value Sets are
brought together to form up to 5 numbers. This stems toward Advanced Cyclic
Addition. Working with 1 or 2 Place Value numbers in a Set is just the basics.
Common Multiple 7 like the 3 is odd. One should experiment with making various
combinations of numbers from the wheel to make the same units Place Value. The
example answers have a 9 in the units 3 times with 3 different answers.
Common multiple 8 is like the 4. Working with just the wheel of only 6 numbers of
a common multiple in this special circular sequence allows perfect pattern making
of other multiples of the common multiple. If a student is adept enough he/she can
apply a 3 number Place Values Set. Like the Count 472 has 24+24+24=72 units and
40 tens. Like Count 168 can equal 24+16+48=88 units and 8 tens. Watch how the
units gives either a multiple of 4 in the tens where a multiple of 8 might be needed.
Common multiple 9 is like 33. Odd number and just notice how the Count always
has a sum of digits equal to 9. As the student becomes proficient at applying Place
Value Sets to a position, creativity with Number is brought to the forefront. The
limitation of 1 to 10 times the common multiple in the units is let go to higher order
and higher truths and higher Mathematical use of the wheel. For example,
remembering our 5 number limit to any one Place Value Set, Count 288 can equal
9+27+18+54=108 units and 18 tens.
In sequence Place Value Sets are encouraged where possible as they can be used over
and over again with any common multiple.
Common multiple 10 is simply like the 1s in the tens and a trailing 0 for the units
position. The trick or trait of the tens is simply place the units 0 with the tens at the
same time. So for example Count 370 equals 10+60 units and presents the tens at the
same time, with 30 tens presenting 3 hundreds. The nature of the common multiple
is better understood.

63

The Place Value Step in Cyclic Addition is also a confirmation that the Count belong
to the common multiple. Or simply a multiple of the common multiple. So to all
Counts by using the Place Value Step.
The Place Value Step also allows the Mathematician to find the other multiple such
that the other multiple common multiple = Count. Simple whole number
Division is available at the Place Value Step in Cyclic Addition. By matching the
numbers in a Place Value Set to their position around the
common multiple 1 3 2 6 4 5 and adding the units, tens and hundreds together
to form the other multiple.
In closing of this Introductory Place Value Step, the use of the Cyclic Addition
Sequence wheel is illuminated with knowledge. The basis for future Steps within
Cyclic Addition are prepared by the action of Place Value.

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6 Cyclic Addition Wheels Intermediate Level

These two pages of Cyclic Addition Wheels show that a wheel can have almost any
common multiple.
The two pages that follow present common multiple 1 to 21 Wheels.
All of these 21 Cyclic Addition Wheels can be used for Beginner Counting and
Intermediate Place Value steps.
Note how the Wheels are always written in the circular form of
common multiple 1 3 2 6 4 5 . Each Wheel has 6 starts and Counting can be
for practicality sake between 1 and 7 cycles. Although, as the Wheels are circular
there is no Mathematical limit to how far a child/student counts with any of them.
A Wheel of 6 numbers can be made up by hand. Start at the top with the common
multiple. Pick a number from 1 to 69. Then multiply this common multiple by 3 to
make the next number clockwise. Then multiply the common multiple by 2 to make
the next number again clockwise. Add the first 3 numbers to make 6common
multiple. Add the first 2 numbers to make 4common multiple. Then add the
common multiple to the 4 common multiple to make 5common multiple.
The 6 number Wheel should look like one of the following 2 pages of templates.
Check the Wheel before Counting with it. Each Wheel has multiples of
1 3 2 6 4 5 in a circular form. Add the 1+2=3 the number in-between. Add
2+4=6 the number again in-between. Add 4+1=5 the number again in-between. So
moving around the circle the student creates the common multiple 1 3 2 6 4 5.
For example
The common multiple 3 1 3 2 6 4 5 = 3 9 6 18 12 15 .
The common multiple 5 1 3 2 6 4 5 = 5 15 10 30 20 25 .
The common multiple 12 1 3 2 6 4 5 = 12 36 24 72 48 60 .
The common multiple 14 1 3 2 6 4 5 = 14 42 28 84 56 70 .
The common multiple 21 1 3 2 6 4 5 = 21 63 42 126 84 105 .
This forms the foundation of Multiplication with Addition. Exactly the same process
for each Wheel created.
Once the Wheel is created the student can immediately start Counting with it. And
start forming Place Values with each Count, once theyre confident with Counting
with higher common multiples.
Recommend using 11mm lined A4 paper to present a Count and Place Value.
Numerals are encouraged to be neat add able to be in-line for the Place Value step of
Cyclic Addition. This yields stronger circle and stronger Mathematics.
Making a Wheel is part of Cyclic Addition and at least drawing a circle in the middle
of the Wheel of 6 numbers helps to identify the Counting action as circular. Also
helping the recognition of a multiple in a certain space around the wheel. This aids as
a building block for future Advanced Cyclic Addition Steps including Place Value.
93

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96

7 Cyclic Addition Place Value Advanced Level

The next step in Cyclic Addition Mathematics is the creation of a perfect Place Value
Set for each place value position.
The Counting remains the same. However the pattern making of a Counts Place
Values brings together the circle and Circular Addition Sequences for 1 to 5 numbers.
How does it work ?
Circular Addition creates 30 sequences all made from the circular 1 3 2 6 4 5 .
These 30 sequences are each placed into a wheel of there own. Flip through the 12
Workbook pages and notice how the 30 circular addition sequences are placed into
there own circle.
The next step is to use rotation with a circle for between 1 and 5 numbers. Look
carefully at the first 2 pages. The answers are given for all circles beginning with 1.
Notice first there are 5 circles starting with 1. Each circle forms vertical Place Value
Sets. Each Place Value Set has a total in bold at the top of the Set.
For Sets with just 1 number there are only 5 Place Value Sets possible. Remember a
Place Value Set has only between 1 and 5 numbers. For circles with 2 numbers like
1 3 there are a possible 8 Place Value Sets. For circles with 3 numbers like
1 3 2 there are a potential 10 Place Value Sets. For circles with 4 numbers like
1 3 2 6 there are 11 Place Value Sets. For circles with 5 numbers like
1 3 2 6 4 there are again 11 possible Place Value Sets. There are 45 Place Value
Sets with a circle starting at 1. Since there are 6 starts. This brings the whole total
possible complete range of Place Value Sets to 456=270. Just for this Wheel of 6
numbers.
All well and good, how is a Place Value Set created ?
Start at any unique number and Count / Apply Circular Mathematics for 1 to 5
numbers moving around and around and possible around the circle. For a circle with 1
number a 4 number Place Value Set is created by rotating 4 times. For a circle with 2
numbers a 4 number Place Value Set is created by rotating completely twice. For a
circle with 3 numbers a 5 number Place Value Set requires only a 1 and part circle to
make the 5. For a circle with 4 numbers a 2 number Place Value Set is only part of the
circle. For a circle with 5 numbers a 1 number Place Value Set is not needed as these
would repeat the 1 number circles.
The way the circles form Place Value Sets prevents repetition. The circles again with
1, 1 3, 1 3 2, 1 3 2 6 and 1 3 2 6 4 have all answers given. Look at how
theyre constructed. Each circle has a number of groups that match the number of
numbers in a circle. These groups have unique starts. 1 group of 5 for 1. 2 groups of
4 for 1 3. 3 groups of 3 and 1extra =10 for 1 3 2 with no repeats from any other
circle. 4 groups of 2+2+3+4=11 for 1 3 2 6 again no repeats. 5 groups of
1+1+2+3+4=11 for 1 3 2 6 4 likewise no repeats.

97

The only rule the student needs to seek a simple Advanced Place Value Set is pick a 1
to 5 number circular addition sequence from the Wheel and treat it as a circle. Start
from anywhere in the sequence and stop anywhere. Again 1 to 5 numbers only.
To practise making Place Value Sets the other 5 starts 5 circles = 25 circles on 10
pages are given as a workbook exercise. Remember this is just for the common
multiple 1 Wheel.
The Workbook exercise starts at circle 3. Fill in the blanks and total the Place Value
Sets. Find the Place Value Set first and then total all numbers in that Place Value Set.
Those circles starting with 3 have totals for the Place Value Sets given. Likewise
with circles beginning with 2. The circles starting with 6 are a little more
challenging and those starting at 4 and 5 become progressively harder.
This workbook exercise prepares the young Mathematician to discover how to form a
Place Value Set that perfectly fits with a Count for units, tens and hundreds positions.
The Guidebook Mathematics with just Number Chapter 5 has a complete list of the
270 common multiple 1 Place Value Sets sorted by total. These show a
completeness working with the circle and common multiple to create Advanced
Place Value.
Look carefully at the Guidebook table of 270 Place Value Sets. Pick a total and ask
the student to find all possible Place Value Sets from the 1 3 2 6 4 5 Wheel.
Then when confident with Advanced Place Value with this wheel practise on another
simple common multiple Wheel.

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2

8 Cyclic Addition Count + Place Value Advanced Level

The next step in Cyclic Addition is to apply advanced Place Value Mathematics to a
Count. This directly follows the pervious exercise of creating a Place Value Set from
a circular addition sequence.
The two steps of Counting and Place Value are given to higher Laws and more
intricate pattern making with Number and the common multiple.
The beginner practise of Counting is exactly the same in these workbook exercises.
What follows each Count is applying Advanced Place Value to every Count made.
The workbook exercises use Mathematics from common multiple 1 to 21. Each
page of Mathematics has the Count, where given, in bold and plenty of room to create
Place Value Sets underneath the Count.
As with previous workbook exercises we start with the common multiple 1 which
has 7 pages. All 6 starts for the 1 3 2 6 4 5 Wheel are included. The 7th page is
blank to have a go from scratch. The common multiples 2 to 7 have 3 pages of
exercises each. The first two pages are given a start and the third is blank. The
common multiples 8 to 21 have two pages each. The first page a start again is given
and the second page is again left blank to have a go from nothing but the wheel.
This practical workbook exercise focuss on combining each Count with Place Value.
For the first 3 pages of common multiple 1 the Count is completely given and all
that is needed is to fill in the Place Values. The rest of the common multiples 1 to 21
have the first cycle of Counting given and all the Place Values are partly given.
Requiring only to fill-it-in where there is a line underneath the Count.
Perhaps use of the Guidebook Mathematics with just Number table of Place Value
Sets can be used for the 6 starts with common multiple 1 and also the blank with
only the Wheel 1 3 2 6 4 5 given. All of the Place Value Sets for common
multiple 1 are presented in the Guidebook Chapter 5, all 270 of them. Using this as a
valuable reference tool will enable the student to discover not only the workings of a
Place Value Set, but also choosing a Place Value Set for each and every Count.
Once Common multiple 1 is mastered the use of the blank page, even though the
Count is repeated, allows practise with a new selection of Place Value Sets.
The whole Workbook exercise is to shape and mould the boundaries of each students
way that a Count number is built. This is accomplished with Advanced Place Value.
There is, as far as the author has checked and proofed the Workbook, only one
solution to every Count. Thats all just one. Complete answers are on the CD.
From the previous Workbook chapter the student is encouraged to focus on the Wheel
to make a Place Value Set. Here is the same, but rather requires the student to explore
making mini-wheels within the wheel to generate a Place Value Set that fits the
Workbook exercise. Not only does the Wheel remain the tried, true and tested way of

111

applying common multiple 1, but the inner workings of the wheel are put to the test
with every Count, with every Place Value Set.
Some basics with the Workbook exercises show the following. All the Counts follow
the first cycle of counting. All the Place Value Sets in a Count add to the Count. All
place value positions are indicated upon the exercise. Whether they be units first or
followed by tens. In fact the tens place value is always marked as so _. An end
Count to the 27 counts or 4 and half cycles each page is also given to mark the end of
each Count. This is to aid accuracy.
The Place Value Sets are designed to explore the Wheel, both its circular nature and
also the workings of the common multiple. Just like in Intermediate Cyclic
Addition.
The Place Value Step is performed immediately after Counting. As the Count has just
been created with Addition and Circle with the Wheel, the energy of what Number the
Count represents is continued over into the Place Value Step. This is a fundamental
action of Cyclic Addition and the next Step Remainder relies upon this very fact.
Once common multiple 1 is mastered. Use the around the Wheel whole number
Division to apply the other common multiple Wheels.
For those getting stuck with the higher common multiples use the reference pages in
the Guidebook to make a multiple of the working common multiple.
For example using Wheel 3 9 6 18 12 15 with Count 63. There is a tens of 3 by
deduction. Leaving 33. 33=113. From the Guidebook only one solution is possible.
3+2+6=11. Note the position around the Wheel. Follow the position for common
multiple 3. Simply 9+6+18=33. Then fill-in the Workbook.
For example using Wheel 4 12 8 24 16 20 with Count 84. Whats given
24+_+_+_+24=84. Look at their relative positions around the wheel. Find
6+_+_+_+6=21 a little easier. Look at the patterns in the Guidebook. 6+4+3+2+6=21
then multiply all by 4 or note the relative positions around the Wheel are the same.
Look carefully for the sequence as well as the numbers that make up the Count. The
sequence is just as important as the numbers hence making a Wheel.
For Example using Wheel 5 15 10 30 20 25 with Count 50. Simple? Whats
given _+15+10+_+_=50 so using the multiples of 5. 25=15+10 so 25 is left. Look
carefully at the circular addition sequence 5 15 10 now wheel around this
sequence to fit 15 10 as the second and third numbers in the Place Value Set. From
the Laws of creating a Place Value Set the first number is either 10 or 5. Try 5 and
loop around the wheel to fill-in 5+15 at the fourth and fifth Place Value numbers.
For Example using Wheel 6 18 12 36 24 30 with Count 102. Whats given
_+36+30+_+_=102. Look for the circular addition sequence within the Wheel. The
number 36 and 30 are not in sequence therefore must be wrapping around the wheel.
Does the answer use the circular sequence fit 12+36+30+6+18=102 yes.

112

For Example using Wheel 7 21 14 42 28 35 with the last Count 665. Whats
given _+35+_= units 5 and four tens Place Values with 7+21+_+_=? To maintain
units 5 the units Place Values must be 35+35+35=105. The tens =56_ now thats
87=56. How to create the 4 number Place Value set. 7+21=47 so repeating the
numbers 7+21 as theyre in sequence, 7+21+7+21=56.
There are only 270 Place Value Sets per Wheel. And only one answer to the fill-it-in
Workbook exercises. So reduce the possibilities, follow the sequence, add the Place
Values try and try again and seek out how the common multiple is built.

113

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32
_
32_

_
24_
_

24
8_
_
8_

24
_
24_
_

24
48_
_

40
48

40_
_

16
40
_
16_

32
_
40_
_

140

141

36

81

90

117

27

27

54

135

189
45

36

18

45

27
27
18

18
_

27

36

9_

27_
18_

9
27
_

54
36

54
_
_

36
9_
_
_

18
_

_
18_

9_
_
_

846
54

36

27_
_

36
18
18
36_
_

9
54

_
54_

9
36
_
36_

9
_
45_

18
36_
_

9
18_
_

142

143

50

60

30

10

90

110

170

210
40

30

60

40
30
10

50

40

30

40
_

60

50

10
50

40

10
_
50

20
_

_
_
40

50
_

20
_

_
930

40

60

10
60

20
20
_
10_

30
_

10
30
_

40_
20_

_
10_

40_
40_

_
30_

144

145

11

44

66

22

132

176

33

44

11

231
44
11

22
44

33
66

_
11
_

22
44
55

66
55
66
44
_

22
44
_

22
_

66
_

_
990

55

11

55

33
_
_
22_

11
_

44
44
55
_

44
44_
_

22
66_
_

_
22_

11
_
66_

_
_
33_
_
_

146

147

36

60

132

180

24

240

252

48

60

48

72

36

48

48
60

_
_

36
48
24
_

60
12
_

12

72
36

48
_

_
36_

24
_

24
_

60
12_
_

_
1140

36
12
72
_
24_

36

72
60

36_
_

36
_

36
_
72_

60_
_

24

72
48
12_
_
_

60

_
48_

_
72_

_
24_
_
_

148

149

26

104

156

221

234

273

65
13

52

78

26

52

13
_

78

26

52

78
13
_

65
_

26
65

26

13

52
39
_

_
26_

39
26_
_

52_
65_

13_
_
1248

26

65

13
39

39
52_
_

52
_

65_
_
_

39

39

13

26_
_
_
_
_

65
26
78_
_

_
65_
_

_
78_

150

151

84

140

210

70

224

266

294

14

14

14

28
14
_

70
28

56
42

42
42

70

84

28
84

56
_

14
42
_

_
_

28_
_

28_
_

70_

70
_

28
_
1386

14

28
_

70
42_
_

28
14_
_
_

14

84
56_
_

56

28
14_
_

56

56_
_

84
84
42
28_
_

42_
_
_
_

152

153

60

135

150

195

15

225

315

90

60

75

60

75
60
60

75

90
_

45
_

_
60

75

60

60

45

45

30

90
30
_

30
_

45
_
45_

_
_

60
_

1410
30

_
30_

75

60_
_

30

30
_
45_
_

30

15
_

60

75
_

45
30
60_
_

75_
_

90
60_
_
_

154

155

80

96

144

176

272

336
48

48

32

64

80

16

96

80
48
_

16
_

80

32

48

32
96
_

48

16

80
32_
_

32

96

48_
_
32_

48_
_

_
_

1488
64

96
_

80_

48_
_

96

16
_
80_

64
32
_
96_

96
48_
_
_

80
48_
_

32
80_
_

156

157

17

68

102

204

272

357

102

51

17

51
85

34

68

34

85

17
_

_
_

34

102

17
51

17
_

34
_

102

_
34_

_
17_
_

102
34_
_

17
_

17
_
1530

102

68

34

68

85
17

68
51

51_
_

68
_

51_
_

85
34
_ 102_
_

_
85_
_

68_
_

68
85_
_

158

159

54

90

198

270

360

72

108

72

378
54

54

72
90
90
_

18
_

_
36

18

36
54

36_
_

54
_

90
_

36

18

36_
_

90
54_
_

1710
72

36
36

18_
_
_

54
_

36
_
_
18_

108
90_
_

108
72_ 108_
_
36_

36
72_
_
90_
_

160

161

38

152

228

323

342

399

19
57

57

114

19

95

76

38
_
76

38
_
_
76

114
_

95

38
38
19
_

19_
_

57

38
76

_
38_

95
_

_
1824

114

57

76

38
76

_
57_
_

57_
_

19
114_
_
_

114
_
95_

_
57_
_

19

76_
_

19
95_
_

_
38_

162

163

120

200

300

40

100

80

320

380

420
100

20
40

40

80

80
40

100

60

60_
_

60
_
40
_

120

100

40

80

80

60
20

120
_

40
_

_
60_

80
_

_
_
_
_

1980
80

100

60

20
20

100
40
_

_
100_

80
40_ 120_
_
40_

60_ 120_
_
_

100
_
60_

80_
_

164

165

84

189

210

105

273

315

441

42

126

105

63
105

84

21
_
_

126

84

84

105

84
42

84
42_
_

84
_

21_
_

105
_

105_
_
21_

_
42_
1974

21

21
_

42

42_
42_
_

42
_

84

84

126

63

63

42
84_
_

21
_

21_
_

63_
_

105_
_
21_
105_
_

166

9 Cyclic Addition Remainder Advanced Level

The final Step of Cyclic Addition is Remainder. Actually the Remainder presents
whats called a 7Multiple. The Remainder is the joining mechanism between the
Count and a higher order 7Multiple.
The Remainder is found by manipulating each Place Value Set and making a
Remainder for each Set. Then place all the Remainders into the units add them up to
equal the final Remainder. Subtract the Remainder from the Count to reveal the
7Multiple. Then continue with the next Count.
So Cyclic Addition Steps follow the order of Count, Place Value, Move tens to units,
Remainder, 7Multiple then returning to the next Count. The workbook template
makes this step by step process of discovering Cyclic Addition easier and more
methodical.
The Remainder is always a number from the Counting Wheel of 6 numbers. The
Remainder is found for each Place Value Set. Typically units then tens and possibly
hundreds.
The Remainder Step for the tens and hundreds positions have a small step called
Move tens to units. Merely find the remainder for tens first, match this number to
the Wheel and rotate around the Wheel one number clockwise. For the hundreds
Remainder rotate two numbers clockwise. Add all the Remainders up to find a final
Remainder. Record these steps on the Workbook exercise in turn.
How to find a Remainder from a Place Value Set ?
Two ways. The first add all the numbers in a Place Value Set together and take away
what is left over from the 7Multiple. The 7Multiple is a multiple of 7 common
multiple.
The second way is find the pattern of a Place Value Set on the Wheel, eliminate all
the Place Values that add to 7 common multiple and receive what is left over. This
will be a single number from the Wheel.
Once the Remainder is found apply the simple formula of Count Remainder =
7Multiple. Always even if the Remainder = zero.
Lets follow the steps with the Workbook exercises for Remainder. Common
multiple 1 goes for exactly 4 cycles. Two cycles to a page. So each Wheel is given 2
pages. There is a Count and all Cyclic Addition Steps in a template for common
multiples 1 to 21 and a blank.
For common multiple 1 the first page with all Steps is given. Note the Remainder in
the units comes from the Place Value Set in the units. The tens from the tens Place
Value Set. The Place Values are converted to a Remainder by the Mathematics of the
Wheel leaving a Remainder from each Place Value Set. The Remainder in the tens
is moved around the Wheel as shown.

167

The Remainder units and tens form a pattern of two numbers from the wheel. These
are converted to a single number Remainder.
To convert a Remainder pattern of 1 to 5 numbers to a single number Remainder
requires practise. Hence the Cyclic Addition Step. The Guidebook Mathematics with
just Number in Chapter 6 shows all 270 Place Value Sets and the resultant
Remainder. As well as simple beginner counts and advanced counts with all Cyclic
Addition Steps.
For a simple starting example use the Wheel with two number Place Value Sets.
Following the table in the Guidebook is helpful. A Pattern with two of the same
numbers rotate around the Wheel two numbers to find a Remainder. This Pattern
works all the way around the Wheel. So to with every Remainder Pattern. In fact the
45 patterns with 6 of each type = 270 possible Place Value Sets. Continuing with two
number Patterns. A Pattern with two numbers next to each other move around the
Wheel 3 numbers from the second number clockwise to find a Remainder. A Pattern
with two numbers spaced two apart the Remainder is the number in-between both.
Again follow the Guidebook Patterns. A Pattern of two numbers spaced three apart or
opposite each other on the Wheel leaves a zero Remainder as they both add to a
7Multiple.
For another Pattern example lets use 3 number Place Value Sets. Three of the same
number Pattern gives a Remainder of the next number around the Wheel. Three
numbers in sequence like 1 3 2 also gives a Remainder of the next number around
the Wheel. Three numbers all spaced two apart like 1 2 4 gives a zero Remainder
as they add to a 7Multiple.
Go through the Guidebook 45 Patterns to learn how to seek out the Remainder from
each Place Value Set. Tips include eliminate the numbers opposite each other around
the wheel and use the simpler two and three numbers left over from the Pattern to
make a Remainder. Other wise just add the Place Value Set and work out manually
how to find both the 7Multiple and the Remainder.
The Guidebook has 7 Wheels with a complete 4 cycle Count and all other Steps.
Follow these practicals carefully to master the Mathematics of applying the Wheel at
every stage. Whether its the Count around the wheel, finding Place Value Set
Patterns that equal the Count, applying Remainder Patterns to find a single number
around the Wheel, or following the final Remainder to the next Count Number around
the Wheel. The Wheel is, as given in the Workbook, used in every Step of Cyclic
Addition.
The Remainder sequence for the first 6 Counts form a cycle. This Cycle repeats itself
with exactly the same sequence next cycle or every 6 counts. This makes it handy to
both check the next Count number in sequence around the Wheel. And to check the
accuracy of each Count. A correct Remainder will reveal both a true Count and
7Multiple. If the Count is chosen incorrectly the Remainder sequence within a cycle
will be flawed.

168

The 7Multiples ? What is their relevance with Cyclic Addition. The 7Multiples a
simply a higher order of the same common multiple. They are declared in sequence
as the student Counts along the Cycle.
The next Chapter Hierarchy discusses how the 7Multiple works within the
complete Cyclic Addition. Once again the Guidebook Chapter 7 ventures into the
both theoretical and practical realms of Cyclic Addition with higher order Wheels and
further Pattern Making to match a students infinite potential.

169

170

1
1

4
3
1

6
2
2
2

12
6
1
3
2

16
3
4
5
1
3

21
2
6
3
1_

Remainder Units
Remainder Tens
Move tens to units

Remainder

1
-

4
-

6
-

5
7

2
14

4
1_
3
21

22
4
5
3
1_

25
5
1
4
5
1_

27
4
5
2
6
1_

33
5
4
5
4
5
1_

37
6
3
2
6
2_

42
2
4_

5
1_
3
1
21

1
1_
3
4
21

3
1_
3
6
21

2
1_
3
5
28

3
2_
6
2
35

2
4_
5
42

Count Cycle #1
Place Value Sets

7 x Multiple (7=7x1)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7 x Multiple (7=7x1)

171

Count Cycle #3
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units

43
1
3
5
1
3
3_

46
6
4
6
3_

48
2
6
2
6
2
3_

54
6
4
1
3
4_

58
6
6
6
4_

63
2
1
1_
3_
2_

6
3_
2

2
3_
2

4
3_
2

4_
5

4
4_
5

3
6_
4

64
1
1
1
1
6_

67
5
1
3
2
6
5_

69
4
5
4_
2_

75
6
4
5
3_
3_

79
4
5
1
3
6
5_
1_

84
4
6
4
6
4
2_
4_

4
6_
4

3
5_
1

2
6_
4

1
6_
4

5
6_
4

3
6_
4

Remainder
7 x Multiple (7=7x1)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7 x Multiple (7=7x1)

172

6
6

10
8
2

22
4
12
6

30
12
8
10

40
10
10
10
10

42
2
4_

Remainder Units
Remainder Tens
Move tens to units

10

12

Remainder

6
-

10
-

8
14

2
28

12
28

2
4_
12
42

48
10
2
4
12
2_

52
2
6
4
4_

64
8
8
8
4_

72
10
2
6_

82
2
8
10
2
4_
2_

84
12
12
2_
2_
2_

2_

12
4_

10
4_

12
6_

8
6_

10
6_

Count Cycle #1
Place Value Sets

7x Multiple (14=7x2)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (14=7x2)

173

Count Cycle #3
Place Value Sets

90
10
8_

94
8
6
4_
4_

106
6
12
8
2_
6_

114
6
10
2
6
10
8_

124
4
6
4
6
4
10_

126
6
8
10
2
8_
2_

132
2
12
8
10
4_
6_

136
2
6
2
6
10_
2_

148
8
4_
10_

156
12
4
6_
2_
6_

166
2
4
4_
10_
2_

168
4
12
10
2
2_
12_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (14=7x2)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (14=7x2)

174

9
9

15
12
3

33
6
15
3
9

45
18
12
15

60
15
18
12
15

63
9
6
18
3_

Remainder Units
Remainder Tens
Move tens to units

15

12

18

Remainder

9
-

15
-

12
21

3
42

18
42

12
3_
9
63

72
15
3
6
18
3_

78
15
3
12
15
3
3_

96
12
12
12
6_

108
18
12
18
6_

123
15
3
15
9_

126
6
18
12
9_

3_
9

6
3_
9

15
6_
18

6
6_
18

12
9_
6

15
9_
6

Count Cycle #1
Place Value Sets

7x Multiple (21=7x3)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (21=7x3)

175

Count Cycle #3
Place Value Sets

135
9
6
18
12
9_

141
6
9
6
12_

159
3
9
12
15
12_

171
6
18
12
15
12_

186
9
9
9
9
15_

189
3
6
3_
9_
6_

198
6
18
6
18
15_

204
3
9
3
9
18_

222
15
12
15
12_
6_

234
15
12
15
12
18_

249
12
15
3
9
3_
18_

252
6
6
9_
6_
9_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (21=7x3)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (21=7x3)

176

24
24

40
20
20

60
20
4
16
20

64
24
16
4
12
8

76
24
12
4_

84
12
8
20
4
4_

Remainder Units
Remainder Tens
Move tens to units

24

12

Remainder

24
-

12
28

4
56

8
56

8
4_
12
20
56

16
4_
12
84

108
12
20
4
12
20
4_

124
8
20
4
12
8_

144
8
24
8
24
8_

148
24
4
12_

160
12
8
12
8
12_

168
8
24
16
12_

12
4_
12

16
8_
24

8
8_
24

12_
8

12
12_
8

20
12_
8

Count Cycle #1
Place Value Sets

7x Multiple (28=7x4)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (28=7x4)

177

Count Cycle #3
Place Value Sets

192
16
20
4
8
24
12_

208
16
20
12
16_

228
8
24
16
20
8_
8_

232
4
12
4
12
20_

244
12
8
24
20_

252
8
24
20
12_
8_

276
16
20
4
16
20
16_
4_

292
16
20
16
24_

312
12
8
12
4_
24_

316
12
8
4
12
16_
12_

328
4
12
8
20
4
8_
20_

336
12
4
16_
4_
12_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (28=7x4)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (28=7x4)

178

20
5
15

45
25
5
15

50
5
15
10
5
15

65
10
30
15
10

75
10
20
25
5
15

105
5
30
20
5_

Remainder Units
Remainder Tens
Move tens to units

20

10

15

30

Remainder

20
-

10
35

15
35

30
35

5
70

20
5_
15
105

125
15
15
15
15
15
5_

150
10
15
10
15
10_

155
20
25
10
10_

170
10
30
20
10
10_

180
25
15
10
30
10_

210
25
5
25
5
15_

5
5_
15

15
10_
30

20
10_
30

10_
30

10
10_
30

25
15_
10

Count Cycle #1
Place Value Sets

7x Multiple (35=7x5)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (35=7x5)

179

Count Cycle #3
Place Value Sets

230
30
20
5
15
10
15_

255
30
15
10
20_

260
5
15
10
25
5
20_

275
25
25
25
20_

285
25
5
15
10
30
20_

315
10
30
25
25_

335
30
20
25
10
25_

360
20
10
30
10_
5_
15_

365
25
5
15
20
15_
15_

380
30
20
25
5
30_

390
15
25
5_
30_

420
15
10
20
25
15_
20_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (35=7x5)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (35=7x5)

180

30
18
12

36
12
24

54
12
6
18
12
6

66
24
30
12

102
12
36
30
6
18

126
6
24
30
6
6_

Remainder Units
Remainder Tens
Move tens to units

30

36

12

24

18

Remainder

30
-

36
-

12
42

24
42

18
84

24
6_
18
126

156
36
24
30
6
6_

162
36
24
30
12
6_

180
18
12
18
12
12_

192
36
36
12_

228
36
24
12
36
12_

252
24
24
24
18_

12
6_
18

18
6_
18

18
12_
36

30
12_
36

24
12_
36

30
18_
12

Count Cycle #1
Place Value Sets

7x Multiple (42=7x6)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (42=7x6)

181

Count Cycle #3
Place Value Sets

282
24
30
6
18
24
18_

288
36
24
30
18
18_

306
6
18
12
30
24_

318
6
18
30
6
18
18_
6_

354
24
30
36
24
24_

378
18
12
18
12
18
30_

408
30
6
18
24
30
6_
24_

414
6
18
36
24
30
30_

432
36
24
12
36
24
30_

444
24
30
18
12
18_
18_

480
12
12
12
12
12
6_
36_

504
6
6
6
6
24_
24_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (42=7x6)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (42=7x6)

182

21
21

35
7
28

77
35
7
35

105
28
35
7
21
14

140
42
28
42
28

147
7
21
14
35
7_

Remainder Units
Remainder Tens
Move tens to units

21

35

28

42

Remainder

21
-

35
-

28
49

7
98

42
98

28
7_
21
147

168
14
42
28
14
7_

182
42
28
7
21
14
7_

224
14
21
14
21
14
14_

252
35
7
28
35
7
14_

287
21
14
42
14_
7_

294
35
7
35
7
21_

7_
21

14
7_
21

35
14_
42

14
14_
42

28
21_
14

35
21_
14

Count Cycle #1
Place Value Sets

7x Multiple (49=7x7)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (49=7x7)

183

Count Cycle #3
Place Value Sets

315
28
21
14
42
21_

329
42
21
14
42
21_

371
21
42
28
14_
14_

399
28
35
7
21
28
28_

434
21
35
7
21
35_

441
14
42
35
7_
28_

462
28
14
42
28
35_

476
35
7
14
21_
21_

518
28
35
21
14
42_

546
42
42
42
7_
21_
14_

581
35
7
21
28
14_
35_

588
21
14
42
21
42_
7_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (49=7x7)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (49=7x7)

184

Count Cycle #1
Place Value Sets

48
16
8
24

80
8
32
40

120
40
40
40

128
40
8
32
40
8

152
24
16
8
24
8_

168
16
40
8
24
8_

48

24

16

40

216
8
24
16
8
16_

248
24
16
48
16_

288
48
32
8
24
16
16_

296
48
24
16
48
16_

320
8
24
40
8
24_

336
32
16
48
16_
8_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (56=7x8)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (56=7x8)

185

Count Cycle #3
Place Value Sets

384
24
8
24
8
32_

416
32
40
8
16
32_

456
16
24
16
40_

464
48
8
24
16
48
32_

488
48
32
8
40_

504
40
8
24
32
24_
16_

552
32
40
8
32
40
8_
32_

584
16
40
8
24
16
48_

624
40
8
16
32_
24_

632
24
24
24
8_
40_
8_

656
24
40
8
24
16_
24_
16_

672
24
16
48
24
48_
8_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (56=7x8)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (56=7x8)

186

Count Cycle #1
Place Value Sets

36
9
27

81
27
27
27

90
27
18
27
18

117
54
36
27

135
45
9
27
18
36

189
45
9
45
9_

36

18

27

54

225
36
27
18
54
9_

270
18
54
36
18
54
9_

279
45
9
54
36
45
9_

306
27
18
54
27
18_

324
9
27
18
54
36
18_

378
36
36
36
9_
9_
9_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (63=7x9)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (63=7x9)

187

Count Cycle #3
Place Value Sets

414
9
54
36
45
27_

459
9
36
45
9
18_
18_

468
54
36
18
54
36
27_

495
54
36
45
9_
27_

513
9
27
18
9
27_
18_

567
9
27
45
9
27
45_

603
54
45
9
27
18
45_

648
36
45
9
18
27_
27_

657
18
54
27
18
36_
18_

684
36
18
54
36
54_

702
9
27
9
27
9_
54_

756
36
45
9
36
27_
36_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (63=7x9)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (63=7x9)

188

Count Cycle #1
Place Value Sets

50
30
20

60
10
50

90
30
60

110
10
30
20
50

170
50
10
50
10
50

210
40
50
20
60
40

50

60

20

40

30

260
30
20
60
40
10
10_

270
60
30
20
60
10_

300
40
50
10
60
40
10_

320
40
40
40
20_

380
30
60
40
50
20_

420
60
40
20
60
40
20_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (70=7x10)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (70=7x10)

189

Count Cycle #3
Place Value Sets

470
50
20
60
40
30_

480
40
50
40
50
30_

510
50
10
30
20
40_

530
10
30
50
10
30
40_

590
40
50
60
40
40_

630
10
30
20
60
10
50_

680
20
20
20
20
50_
10_

690
20
10
30
20
10
60_

720
40
50
30
60_

740
40
60
40
60_

800
60
30
20
60
30
60_

840
60
60
60
60
40_
20_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (70=7x10)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (70=7x10)

190

Count Cycle #1
Place Value Sets

11
11

44
22
22

66
22
11
33

132
33
33
33
33

176
44
55
11
66

231
55
11
55
11_

11

44

66

55

22

242
11
33
22
55
11
11_

275
33
22
44
55
11
11_

297
44
55
11
33
44
11_

363
66
44
55
22
66
11_

407
44
55
11
33
44
22_

462
22
44
55
11
33_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (77=7x11)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (77=7x11)

191

Count Cycle #3
Place Value Sets

473
22
55
11
33
22
33_

506
44
22
66
44
33_

528
66
44
22
66
33_

594
44
55
66
44
55
33_

638
55
11
22
55_

693
66
44
33
55_

704
55
11
33
55
33_
22_

737
11
66
44
55
11
55_

759
55
11
33
66_

825
55
11
44
55
66_

869
33
22
44
44_
33_

924
22
66
11
33
22
66_
11_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (77=7x11)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (77=7x11)

192

Count Cycle #1
Place Value Sets

36
24
12

60
12
36
12

132
12
36
24
60

180
72
48
60

240
48
48
48
48
48

252
60
12
60
12_

36

60

48

12

72

288
72
48
12
36
12_

312
36
24
12
24_

384
48
60
12
24
24_

432
12
36
24
72
48
24_

492
12
48
60
12
36_

504
36
60
12
36
36_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (84=7x12)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (84=7x12)

193

Count Cycle #3
Place Value Sets

540
60
12
36
24
48
36_

564
12
36
24
12
12_
36_

636
24
72
36
24
48_

684
72
48
60
24
48_

744
36
36
36
36
12_
48_

756
12
60
12
60
12
60_

792
48
60
12
72
36_
24_

816
36
24
36
36_
36_

888
36
24
72
36
72_

936
12
36
12
36
12_
72_

996 1008
12
24
36
72
60
48
12
24
36
12_
60_
60_
24_
12_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (84=7x12)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (84=7x12)

194

Count Cycle #1
Place Value Sets

26
13
13

104
26
13
39
26

156
26
78
52

221
65
13
39
26
78

234
65
13
39
52
65

273
78
52
13
13_

26

13

65

39

52

299
13
26
78
52
13_

377
52
65
13
52
65
13_

429
13
39
65
13
39
26_

494
26
78
26
78
26
26_

507
39
26
13
39
39_

546
52
65
13
26
13_
26_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (91=7x13)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (91=7x13)

195

Count Cycle #3
Place Value Sets

572
26
78
52
26
39_

650
65
65
65
65
39_

702
39
26
65
13
39
26_
26_

767
52
65
78
52
52_

780
26
26
26
26
26
65_

819
65
13
39
52
13_
52_

845
26
52
65
13
39
65_

923
26
65
13
39
52_
26_

975 1040 1053 1092

39
65
78
52
26
39
39
65
78
26
26
39
52
78
65_
26
78_
52
26_
78_
78_
13_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (91=7x13)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (91=7x13)

196

Count Cycle #1
Place Value Sets

84
70
14

140
28
28
28
28
28

210
70
14
56
70

224
14
42
28
84
56

266
14
42
84
56
70

294
14
56
70
14
14_

84

42

14

28

70

378
28
84
56
70
14_

434
84
56
14
28_

504
70
14
84
56
28_

518
14
42
28
84
70
28_

560
56
84
56
84
28_

588
42
42
42
42
28_
14_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (98=7x14)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (98=7x14)

197

Count Cycle #3
Place Value Sets

672
42
84
56
70
42_

728
28
84
14
42
28_
28_

798
14
42
28
14
70_

812
70
14
42
56
70
56_

854
28
84
42
70_

882
28
70
14
42
28
70_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (98=7x14)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (98=7x14)

966 1022 1092 1106 1148 1176

28
14
70
14
14
56
84
42
14
42
42
70
42
56
28
84
28
42
28
70
14_
56
84
28
84
42_
84_
70
56_
14_
70_
42_
84_
42_
84_

198

Count Cycle #1
Place Value Sets

60
15
45

135
45
75
15

150
15
45
30
60

195
15
75
15
75
15

225
90
60
75

315
60
75
30
15_

60

30

45

90

15

375
75
15
45
90
15_

450
60
60
60
60
60
15_

465
30
90
45
30_

510
60
75
45
30
30_

540
75
15
90
60
30_

630
30
45
30
45
30
45_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (105=7x15)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (105=7x15)

199

Count Cycle #3
Place Value Sets

690
60
30
90
60
45_

765
90
45
30
15_
45_

780
60
75
15
30
60_

825
45
45
45
45
45
60_

855
60
75
15
45
60
60_

945
15
30
90
60
75_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (105=7x15)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (105=7x15)

1005 1080 1095 1140 1170 1260

30
75
30
30
30
60
90
15
90
90
90
75
60
75
45
60
60
90
75
15
30
15
75
60
45_
60_
90_
45
15
75
30_
30_
45_
90_
90_
45_

200

Count Cycle #1
Place Value Sets

80
32
48

96
64
32

144
80
64

176
96
80

272
32
96
64
80

336
48
32
16
48
32
16_

80

96

32

64

48

416
48
32
96
80
16_

432
16
96
64
80
16
16_

480
80
80
80
80
16_

512
64
32
96
32_

608
48
32
48
48_

672
16
80
16
80
32_
16_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (112=7x16)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (112=7x16)

201

Count Cycle #3
Place Value Sets

752
16
48
32
96
80
48_

768
96
96
96
48_

816
32
80
16
48
32_
32_

848
80
16
48
64
64_

944 1008
32
48
16
96
48
64
32
48_
16
32_
80_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (112=7x16)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (112=7x16)

1088 1104 1152 1184 1280 1344

96
64
64
96
16
32
64
80
80
64
48
96
32
96
16
16
80
64
96
64
32
48
16
32
80_
80_
48_
96_
32_
16_
48_
80_
96_

202

Count Cycle #1
Place Value Sets

17
17

68
34
34

102
85
17

204
51
85
17
51

272
102
68
17
51
34

357
51
34
85
17
17_

17

68

102

85

34

374
68
85
17
34
17_

425
34
68
85
17
51
17_

459
85
17
85
17
85
17_

561
34
102
68
17
34_

629
102
68
85
34
34_

714
102
68
34
102
68
34_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (119=7x17)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (119=7x17)

203

Count Cycle #3
Place Value Sets

731
102
68
51
17_
34_

782
17
102
68
85
51_

816
102
102
102
17_
17_
17_

918
85
17
34
102
34_
34_

986 1071
34
17
102
51
68
34
85
102
17
17
68_
85_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (119=7x17)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (119=7x17)

1088 1139 1173 1275 1343 1428

68
68
102
51
68
34
85
85
68
51
85
102
17
17
85
51
17
17
68
51
17
51
68
51
51_
68
51
51
85
34
34_
85_
85_
51_ 102_ 102_
51_
17_

204

Count Cycle #1
Place Value Sets

54
18
18
18

90
18
72

198
72
90
36

270
108
72
90

360
72
108
72
108

378
108
72
90
108

54

90

72

18

108

432
54
36
72
90
18_

468
54
72
90
18
54
18_

576
54
90
18
54
36_

648
36
108
72
18
54
36_

738
18
108
72
36_
18_

756
72
90
54
54_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (126=7x18)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (126=7x18)

205

Count Cycle #3
Place Value Sets

810
90
18
72
90
54_

846
108
54
36
108
54_

954 1026 1116 1134

90
36
18
36
18
108
90
108
54
72
18
90
72
90
90
90_
36_
72_
54_
36_
36_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (126=7x18)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (126=7x18)

1188 1224 1332 1404 1494 1512

72
36
54
90
18
90
18
36
36
18
54
18
54
36
90
36
36
36
36
36
18
18_
108
108
108
18_
54
90_
18
72_
90_
54_ 108_
18_
90_
54_
36_
36_

206

Count Cycle #1
Place Value Sets

38
19
19

152
19
57
76

228
38
114
19
57

323
19
114
76
95
19

342
114
114
114

399
57
38
19
57
38
19_

38

19

95

57

76

437
38
114
57
38
19_

551
57
114
76
95
19
19_

627
114
76
95
38
114
19_

722
38
114
76
95
19
38_

741
95
19
57
19_
38_

798
114
76
38
114
76
38_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (133=7x19)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (133=7x19)

207

Count Cycle #3
Place Value Sets

836
76
95
57
38
57_

950 1026 1121 1140 1197

76
114
76
95
19
76
38
95
57
57
76
114
19
38
38
76
76_
76
114
114
76
95
76
19
57_
76_
76_
95_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (133=7x19)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (133=7x19)

1235 1349 1425 1520 1539 1596

114
57
76
19
57
95
76
38
95
57
38
76
95
95
19
95
114
95
19_
19
57
19
38_
38_
57_
57_
38 114_
95_
57_
19_
57_ 114_
19_
38_

208

Count Cycle #1
Place Value Sets

120
40
40
40

200
100
60
40

300
80
100
20
60
40

320
100
20
120
80

380
40
120
80
100
40

420
100
20
100
20_

120

60

20

40

100

540
100
20
60
40
120
20_

620
20
80
100
20
40_

720
80
40
120
80
40_

740
120
60
40
120
40_

800
100
120
80
100
40_

840
20
60
40
120
60_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (140=7x20)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (140=7x20)

209

Count Cycle #3
Place Value Sets

960 1040 1140 1160 1220 1260

80
60
80
120
100
60
40
100
100
120
20
80
120
20
20
120
120
100
80
60
60
20_
80
20
40
20_
80
20_
100
60_
60_
60_
80_
20_
80_
40_
20_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (140=7x20)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (140=7x20)

1380 1460 1560 1580 1640 1680

40
20
80
80
100
80
120
60
100
100
40
120
80
100
80
120
120
80
100
20
100
80
80
120
40
60
40_ 120_
100
80
100_
20_
40_
120_
60_
100_
40_
60_

210

Count Cycle #1
Place Value Sets

84
21
63

189
105
84

210
21
63
105
21

273
42
105
21
63
42

315
63
42
84
105
21

441
126
84
105
126

84

42

63

126

21

525
126
84
105
126
84

630
84
105
21
126
84
21_

651
105
21
63
42
42_

714
126
84
21
63
42_

756
84
21
63
42
126
21_
21_

882
84
84
84
42_
21_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (147=7x21)
Count Cycle #2
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (147=7x21)

211

Count Cycle #3
Place Value Sets

966 1071 1092 1155 1197 1323

105
84
105
21
21
21
21
105
42
63
63
42
126
42
126
42
42
126
84
126
84
84
21
84
63_
84
105
105 105_
63_
63_
63_
63_
42_
21_

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (147=7x21)
Count Cycle #4
Place Value Sets

Remainder Units
Remainder Tens
Move tens to units
Remainder
7x Multiple (147=7x21)

1407 1512 1533 1596 1638 1764

21
42
42
84
42
84
126
126
126
42
126
105
84
84
63
126
84
63
105
42_
42
84
105
42
21
42_ 126_
84_
21
21_
105_
42_
42_ 126_ 126_

212

10 Mastering Cyclic Addition with higher tiers Hierarchy

The workbook so far highlights 5 Cyclic Addition steps. These in order are Counting,
Place Value, Move tens to units, Remainder and 7Multiple.
This part of the workbook merely adds a creative and Mathematical emphasis to this
foundation. These new emphasis are added 1 at a time, but can be used with any
Cyclic Addition Count.
Each emphasis is in turn presented one question at a time so as to strengthen the
Mathematics of Cyclic Addition.
The guide book Mathematics with just Number in Chapter 7 Hierarchy has both
plenty of explanatory theory and ample practicals at the end of the Chapter. The
author recommends to read this chapter before attempting these advanced Cyclic
Addition final chapter Workbook questions.
1. Count with first tier 1 3 2 6 4 5 starting at 1 for 7 cycles. Perform the usual 5
Cyclic Addition steps each count. Note and record the remainder pattern for a cycle
between the 7Multiples without remainder. Map this Remainder pattern while
counting along for the purpose of moving from the last Remainder to the next Count.
Count with the first tier 1 3 2 6 4 5 starting at 6 for 7 cycles. Follow the
instructions as the previous paragraph guides. Map the Remainder pattern while
counting. As before, move from the last Remainder to the next count for each of the
42 Counts.
Count with the first tier 1 3 2 6 4 5 starting at the other 4 starts for just 1 cycle
each. Note the Remainder pattern formed with a whole cycle of counting.
From this first tier Cyclic Addition count what can be said about the Remainder
Pattern of all six counts with any first tier Cyclic Addition Sequence.
2. Count with the first tier and second tier of common multiple 1 i.e. Cyclic
Addition Sequences 1 3 2 6 4 5 and 7 21 14 42 28 35 . Without copying
the guide book make as many unique second tier Counts from 147 to 294 even if the
count excludes 147 and 294. Map each count on the left page with the Cyclic
Addition Counts on the right.
Explain the Mathematics that only 14, no less no more, counts can be made with a
second tier Count.
Count with the first and second tier of a common multiple of your choice. Pick from
7 to about 147 in multiples of 7. Use the mapping technique applied with common
multiple 1. Make all 14 counts for at least 2 cycles each count sequence. How can the
student prevent duplication and omission of counts with the same common multiple.
3. Count with the first, second and third tier of common multiple 1. i.e. Cyclic
Addition Sequences 1 3 2 6 4 5 and 7 21 14 42 28 35 and
49 147 98 294 196 245 . Again without copying the guide book make as many

213

unique third tier Counts from 1029 to 2058 even if the count excludes 1029 and 2058.
Map, again like the second tier Counting in the previous question, all the third tier
Counts. Prove and show they are all unique consecutive numbers within the range of
1029 to 2058.
Count with a third tier Cyclic Addition Sequence of your choice applying the first two
tiers where needed to construct all possible counts for 2 cycles. Use the Reference
Pages in the book Mathematical Laws and Practicals Chapter 13. Use the mapping
technique applied with common multiple 1 to form all 21 counts.
4. Use a Remainder Multiple to act upon the Count number to emphasise the sequence
of numerals in a Count number. Find out where abouts around the wheel of 1 3 2 6
4 5 is the Remainder. Read the second edition Mathematical Laws and Practicals
Chapter 29. Perform Cyclic Addition with a tier that is commensurate with the
students talent and skill level. With each Count find the Remainders position around
the Cyclic Addition Sequence and apply that multiple against the Count. Often
revealing how higher tiers show further knowledge of a common multiple.
5. Have a go at a 5 tier Count. Start with a simpler common multiple at tier 1 join
with tier 2, count for a cycle or so, join the count to tier 3, count for another cycle or
so, join with tier 4, count for a cycle or so and join with tier 5 and count. Again use
the Reference Pages in the book Mathematical Laws and Practicals Chapter 13 as a
tool to navigate in-between tiers from 1 to 7.
6. Find the other multiple such that with each Count the other multiple common
multiple = Count. While applying the Place Value Cyclic Addition step match all the
Place Values to the position around the Cyclic Addition Sequence. Remember the
Cyclic Addition Sequence is always in the form of
common multiple 1 3 2 6 4 5 . Find the units first then tens and then hundreds
if the count is high enough. Join units, tens and hundreds to make the other multiple.
This can be done Count by Count and is also a further check of the Counts accuracy.
7. Use Circular Addition to navigate between counts within a cycle of each other. i.e.
Counts between 1 and 6 counts apart in a Cyclic Addition Count sequence. Start with
a tier 1 simple common multiple count. Start with identifying the count between
counts all the way along the Count. This shows Circular Addition for 1 count. Next
find the difference between 2 counts i.e. spaced two apart. Using common multiple
1 look for 1+3, 3+2, 2+6, 6+4, 4+5 and 5+1. Then look for counts with a difference
three numbers apart. Again using common multiple 1 look for 1+3+2, 3+2+6,
2+6+4, 6+4+5, 4+5+1 and 5+1+3. Continue this pattern for 4, 5 and 6 number
spacing in a Cyclic Addition Count.
The aim is to strengthen the wheel like nature that connects the Cyclic Addition
Sequence to the Count sequence. Read second edition Mathematical Laws and
Practicals Chapter 30.
8. Explore Place Value Sets. Find all possible Place Value Sets for a Number. Start
with the Number 144 and all the common multiples that can count with a Cyclic
Addition count to 144. Use the Guide Book Mathematics with just Number Chapter
5 as a start. Remember no cheating. Notice in the same chapter of the guide book all

214

Place Value Sets for common multiple 1. There is a giant table of 270 possible Place
Value Sets. These, and only these, are for common multiple 1. Simply multiply any
of these by the common multiple to generate a Place Value Set for a Cyclic Addition
Count.
We now come to the finish of the Workbook. For those with a desire to use Cyclic
Addition with higher order the author recommends using the Reference Pages found
in the pdf book Mathematical Laws and Practicals on the CD.
As the Cyclic Addition Hierarchy is infinite so to is the latent ability of every teacher,
parent and child.

215

Common Multiple 1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99 100

101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
121 122 123 124 125 126 127 128 129 130
131 132 133 134 135 136 137 138 139 140
141 142 143 144 145 146 147 148 149 150

Common Multiple 2

1
2

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

10

41

42

43

44

45

46

47

48

49

50

11 12

51

52

53

54

55

56

57

58

59

60

13 14

61

62

63

64

65

66

67

68

69

70

15 16

71

72

73

74

75

76

77

78

79

80

17 18

81

82

83

84

85

86

87

88

89

90

19 20

91

92

93

94

95

96

97

98

99 100

21 22

101 102 103 104 105 106 107 108 109 110

23 24

111 112 113 114 115 116 117 118 119 120

25 26

121 122 123 124 125 126 127 128 129 130

27 28

131 132 133 134 135 136 137 138 139 140

29 30

141 142 143 144 145 146 147 148 149 150

Common Multiple 3

1
1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

10 11 12

28

29

30

31

32

33

34

35

36

13 14 15

37

38

39

40

41

42

43

44

45

16 17 18

46

47

48

49

50

51

52

53

54

19 20 21

55

56

57

58

59

60

61

62

63

22 23 24

64

65

66

67

68

69

70

71

72

25 26 27

73

74

75

76

77

78

79

80

81

28 29 30

82

83

84

85

86

87

88

89

90

31 32 33

91

92

93

94

95

96

97

98

99

34 35 36

100 101 102 103 104 105 106 107 108

37 38 39

109 110 111 112 113 114 115 116 117

40 41 42

118 119 120 121 122 123 124 125 126

43 44 45

127 128 129 130 131 132 133 134 135

Common Multiple 4

1
2

10

11

12

13

14

15

16

10 11 12

17

18

19

20

21

22

23

24

13 14 15 16

25

26

27

28

29

30

31

32

17 18 19 20

33

34

35

36

37

38

39

40

21 22 23 24

41

42

43

44

45

46

47

48

25 26 27 28

49

50

51

52

53

54

55

56

29 30 31 32

57

58

59

60

61

62

63

64

33 34 35 36

65

66

67

68

69

70

71

72

37 38 39 40

73

74

75

76

77

78

79

80

41 42 43 44

81

82

83

84

85

86

87

88

45 46 47 48

89

90

91

92

93

94

95

96

49 50 51 52

97

98

99 100 101 102 103 104

53 54 55 56

105 106 107 108 109 110 111 112

57 58 59 60

113 114 115 116 117 118 119 120

Common Multiple 5

1
1
1

10

10

11

12

13

14

15

16

17

18

19

20

11 12 13 14 15

21

22

23

24

25

26

27

28

29

30

16 17 18 19 20

31

32

33

34

35

36

37

38

39

40

21 22 23 24 25

41

42

43

44

45

46

47

48

49

50

26 27 28 29 30

51

52

53

54

55

56

57

58

59

60

31 32 33 34 35

61

62

63

64

65

66

67

68

69

70

36 37 38 39 40

71

72

73

74

75

76

77

78

79

80

41 42 43 44 45

81

82

83

84

85

86

87

88

89

90

46 47 48 49 50

91

92

93

94

95

96

97

98

99 100

51 52 53 54 55

101 102 103 104 105 106 107 108 109 110

56 57 58 59 60

111 112 113 114 115 116 117 118 119 120

61 62 63 64 65

121 122 123 124 125 126 127 128 129 130

66 67 68 69 70

131 132 133 134 135 136 137 138 139 140

71 72 73 74 75

141 142 143 144 145 146 147 148 149 150

Common Multiple 6

3
2
2

6
5

10 11 12

13 14 15 16 17 18
19 20 21 22 23 24
25 26 27 28 29 30
31 32 33 34 35 36
37 38 39 40 41 42
43 44 45 46 47 48
49 50 51 52 53 54
55 56 57 58 59 60
61 62 63 64 65 66
67 68 69 70 71 72
73 74 75 76 77 78
79 80 81 82 83 84
85 86 87 88 89 90

Common Multiple 7

5
2

6
3

4
6

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99 100 101 102 103 104 105

3
2

Common Multiple 8

2
2

2
1

3
1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

10 11 12

25

26

27

28

29

30

31

32

13 14 15 16

33

34

35

36

37

38

39

40

17 18 19 20

41

42

43

44

45

46

47

48

21 22 23 24

49

50

51

52

53

54

55

56

25 26 27 28

57

58

59

60

61

62

63

64

29 30 31 32

65

66

67

68

69

70

71

72

33 34 35 36

73

74

75

76

77

78

79

80

37 38 39 40

81

82

83

84

85

86

87

88

41 42 43 44

89

90

91

92

93

94

95

96

45 46 47 48

97

98

99 100 101 102 103 104

49 50 51 52

105 106 107 108 109 110 111 112

53 54 55 56

113 114 115 116 117 118 119 120

57 58 59 60

Common Multiple 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100 101 102 103 104 105 106 107 108

109 110 111 112 113 114 115 116 117
118 119 120 121 122 123 124 125 126
127 128 129 130 131 132 133 134 135

Common Multiple 10

2
2

3
2

5
4
6

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99 100

101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
121 122 123 124 125 126 127 128 129 130
131 132 133 134 135 136 137 138 139 140
141 142 143 144 145 146 147 148 149 150

Common Multiple 11

3
2

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100 101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120 121
122 123 124 125 126 127 128 129 130 131 132
133 134 135 136 137 138 139 140 141 142 143
144 145 146 147 148 149 150 151 152 153 154
155 156 157 158 159 160 161 162 163 164 165

Common Multiple 12

3
3
3

1
4
6

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99 100 101 102 103 104 105 106 107 108

109 110 111 112 113 114 115 116 117 118 119 120
121 122 123 124 125 126 127 128 129 130 131 132
133 134 135 136 137 138 139 140 141 142 143 144
145 146 147 148 149 150 151 152 153 154 155 156
157 158 159 160 161 162 163 164 165 166 167 168
169 170 171 172 173 174 175 176 177 178 179 180

5
1