| As students, we become comfortable with what | | | | through addition. In this work, I show you how to |
| we learn first. Of the four arithmetic operations of | | | | handle subtraction problems like 106 - 53. Rather |
| addition, subtraction, multiplication, and division, we | | | | than do a subtraction, you can think of "adding |
| learn to add first and for this reason are most | | | | up" from 53 to 106. Another way of thinking |
| comfortable with addition. If we apply the principle | | | | about 106 - 53 is what is missing from 53 to |
| of thinking in terms of what we are most | | | | make 106? This is the same principle that is |
| comfortable with, then subtraction need not be a | | | | taught to cashiers to make change, before, of |
| difficult operation to master. Consequently, by | | | | course, the newer cash registers came out that |
| applying addition principles to subtraction, we find | | | | do this for them. What cashiers would do is count |
| our shortcut to mastery of this operation. | | | | up from the 53 to the 106. Thus we count from |
| Addition is the first pillar of arithmetic magic. Once | | | | 53 to 60 to get 7. Then we count from 60 to |
| this operation is mastered, all others can be | | | | 100 to get 40 more. So far we have counted 7 |
| conquered. The reason for this is inherent in the | | | | + 40 or 47 total. The final step is to count from |
| nature and interrelationship of the four arithmetic | | | | 100 to 106 which is 6 more. As a result, we have |
| operations. You see addition and subtraction are | | | | 47 + 6 or 53 as our total. Thus 106 - 53 is 53. |
| inverse operations of one another. This | | | | Let us take one more example to show how |
| interrelationship imputes a connection between | | | | nicely this shortcut works. Take 96 - 49. Rather |
| these two procedures. What this means is that | | | | than fumble with this, it's simple if we add up |
| we can master one through the mastery of the | | | | from 49 to 96 as thus: 49 to 50 makes 1; 50 to |
| other. Moreover, multiplication can be mastered | | | | 96 makes 46; and 1 + 46 is equal to 47. So 96 - |
| through addition, since multiplication is repeated | | | | 49 is 47. |
| addition; similarly, division via multiplication or | | | | If you apply this subtraction shortcut regularly, |
| subtraction, since division is repeated subtraction | | | | you will never have a problem with this operation |
| as well as the inverse operation of multiplication. | | | | again. This method works with more complicated |
| Thus why fret with mastering four distinct | | | | examples as well as you can easily verify. Try to |
| arithmetic operations when we can think of | | | | teach this method to your kids and have them |
| mastering one and then using shortcuts and | | | | practice with a few examples. In addition to the |
| derivative principles to master the others? | | | | good mental workout they will get, their |
| Such is the case with subtraction. If you have | | | | arithmetic skills will soar to new heights. And |
| read my book Arithmetic Magic (Arithmetic Magic | | | | there's nothing better than seeing those A's on |
| ) then you learned how to master subtraction | | | | their report cards. |