Whole Numbers and Order of Operations in

Mathematics

INTRODUCTION

We use whole numbers often in our everyday lives, whether it's the number of students in a
class, the number of nights for a hotel reservation, or the number of points scored in a
basketball game. The numbers 0, 2, 31, and 125 are all examples of whole numbers. An
important property of whole numbers is that they are infinite, or go on without end. In other
words, there is always a next whole number. We can also classify whole numbers as either
even or odd. The even whole numbers begin with 0, 2, 4, 6, 8, 10, and 12. The odd whole
numbers begin with 1, 3, 5, 7, 9, 11, and 13.

The order of operations tells us which operations should be done and when they should be
done. Think of the order of operations as an assembly line. There is a sequence in which the
assembly functions under, for example, an automobile assembly line. Typically, a car factory
starts with the frame of a vehicle, then wiring, wheels, interior, and finally the engine. Mathematics too has
an order in which operations should be done.

Lecture 1.1: Addition of Whole Numbers

Addition is a mathematical operation in which you combine groups to find a total. For
example, if you have ₱25 and I give you ₱50 more, you now have a total of ₱75. This result is
called a sum.

We can write this example out mathematically as follows:

or

The operation used to indicate addition is the plus sign (+).

The steps to add whole numbers:
Suppose that we are asked to add 644, 9003, and 390 together.
 Write the numbers you want to add vertically, keeping them aligned on the right-hand side.

Add up the digits in each column, working right to left. If the sum has two digits, carry the left digit to the
top of the next column on the left.

Lecture 1.2: Subtraction of Whole Numbers

Subtraction is a mathematical operation in which you're taking something away from an

amount. For example, if you have ₱200 and you give me ₱95, you now have a total of ₱105.
This result is called a difference.

We can write this example out mathematically as follows:

or

The operation used to indicate subtraction is the minus sign (-).

The steps to subtract whole numbers:
Suppose that we are asked to subtract 385 from 870.

We first need to ask ourselves how to set up this operation. We essentially have one of two choices:

Let's look back at the example again. It states that we are to "subtract 385 from 870," and as you might have
determined already, this translate to the second of the two examples above:

Now that we have established how the operation is to take place, let's perform the operation.

Write the numbers you want to subtract vertically, keeping them aligned on the right-hand side.

Subtract the digits in each column, working right to left. If the digit on top is smaller than the digit on
the bottom, borrow from the next column to the left.

Repeat this process until the last column on the left is finished.
Lecture 1.3: Multiplication of Whole Numbers

Multiplication is a mathematical operation in which you're adding the same amount over and
over again. For example, if I hand you a ₱20 bill today, and another one tomorrow, and one
more this weekend, then I have given you a total of ₱60. Adding ₱20 three times is the same
thing as multiplying ₱20 by 3 days. The total of a multiplication operation is called a product.

We can write this example out mathematically as follows:

or

The operation commonly used to indicate multiplication is the multiplication sign ( x ). Alternatively, you may also see
an asterisk ( * ), a dot ( . ), or parentheses ($20)(3) used to indicate multiplication.

or or
The steps to multiply whole numbers:
Suppose that we are asked to determine the product of 491 and 208.

Write the two numbers you want to multiply vertically, keeping them aligned on the right-hand side.

Multiply the top number by the ones digit of the bottom number and write down the product.

Multiply the top number by the tens digit of the bottom number and write down the product
leftward, beginning with the tens column.
 Start the next row of our answer with a zero in the ones place.

Repeat this process until all of the digits in the bottom factor are used.

Finally, add the partial products and write down the sum.

Thus, the product of 491 and 208 is 102,128.

Lecture 1.4: Division of Whole Numbers

Division is a mathematical operation in which you're breaking up a number into a set of

groups. For example, if you have ₱250 and you'd like to distribute it equally among 5 people,
each person would receive ₱50. The number that we are breaking into groups (in this case,
₱250) is called the dividend. The number of groups we're dividing the dividend into (5 in our
example) is called the divisor. This result is called the quotient.

We can write this example out mathematically as follows:

or
The operation commonly used to indicate division is the division sign. Notice the placement of the dividend ($20)
and the divisor (5) in each of the representations.
A few basic rules about division are listed below:

Any whole number (except 0) divided by itself is 1. 10 / 10 = 1

Any whole number divided by 1 is the number itself. 135 / 1 = 135
Zero divided by any whole number (except 0) is zero. 0 / 8 = 0
Division by zero is not allowed. 12 / 0 = Undefined

The steps to dividing whole numbers:

Suppose that we are asked to determine the number of times that 9 will go into 3,127.
Write the dividend underneath the division sign and write the divisor outside the division sign.

Divide the divisor into the leftmost digit of the dividend. Write the result above the first digit of the
dividend, then multiply the divisor by the result and write the product underneath the dividend, keeping
it aligned with the leftmost digit. Subtract the product from the corresponding digits of the dividend.
Write the remainder underneath, and then bring down the next digit of the dividend.
Repeat the process until all of the digits in the dividend are used.
 At the end of this process, there may be a remainder.

For our current example, we can see that we have used all the digits in the dividend to determine the quotient.
Therefore, we will have to write the quotient as a combination of a whole number and a rational number. Thus, we
can write the results as a compound fraction, or a combination of the quotient and the remainder, or finally a
decimal number. The quotient of 3127 divided by 9 is:

Lecture 1.5: Order of Operations

Sometimes we may have to perform multiple operations to combine a set of numbers, such as:

10+6/2=?
Depending on the order in which you combine these numbers you can get a different result. For example, if you
add first, then divide, you will get a result of 8:

10+6/2=16/2=8
If you divide first then add, the result will be 13:

10+6/2=10/3=13
You might be asking yourself then, "Which is correct, 13 or 8?"

To avoid such situations we have established a clear order in which mathematical operations take place. These
operations are analogous to something as putting on socks and shoes. We wouldn't put on our shoes then socks,
but rather our socks would go on first followed by our shoes. The following rules govern the order in which
operations should be done.
Lecture 1.6: Order of Operations Rules
For mathematical operations that involve more than one operation, carry out the operations in
the following order:

1. First, perform the operation within any grouping symbols, such as parentheses.
2. Then, simplify any exponents.
3. Next, perform all multiplications and divisions as they appear, working from your left to
your right.
4. Lastly, perform all additions and subtractions as they appear, working from your left to
your right.

Taking these rules into considerations, and applying them to the example above, can you
now tell which answer is the correct answer, is it 8 or 13? If you said 13, then you are well
along your way to understanding the order of operations.

Let's apply the order of operations to simplify the following example expression:

1. Simplify all operations within grouping symbols.

2. Simplify all operations involving grouping symbols.

3. Simplify all operations involving multiplication and division.

4. Simplify all operations involving addition and subtraction.
 ACTIVITY # 01
I. Perform the indicated operation:

1. Add the following:

(a) 318 + 682 =

(b) 3142 + 2314 =

2. Subtract:

(a) 54201 - 22873

(b) 86275 - 35679

3. Simplify:

(a) 4391 + 7530 - 9418

(b) 8457 + 3502 – 6989

4.  Find the product of:

(a) 3427 x 15

(b) 2976 x 809

(c) 5716 x 831

5.  Divide and find the quotient:

(a) 294 ÷ 3

(b) 238 ÷ 17

(c) 6968 ÷ 52

(d) 236016 ÷ 264

6.  Simplify:

(a) 44 × 5 ÷ (9 + 11)

(b) 92 ÷ (11 − 8)

(c) . (18 + 15 ÷ 5) ÷ (14 − 7)

KEY TO CORRECTION:

1. Add the following:

a. 1000

b. 5456

2. Subtract:

a. 31328

b. 50596

3. Simplify:

a. 2503

b. 4970

4. Find the product of:

a. 51405

b. 2,407,584

c. 4,749,996

5. Divide and find the quotient:

a. 98

b. 14

c. 134

d. 894

6. Simplify:

a. 11

b. 27

c. 3