Lufthansa Resource

Technical Training

Training Manual
Fundamentals

Mathematics
IR PART 66 CAT A M1

Lufthansa Resource
Technical Training Ltd For Training Purposes Only
Book No: IR PART 66 CAT A M7 Cwmbran S. Wales  Lufthansa 1995
For training purposes and internal use only.
Copyright by Lufthansa Technical Training GmbH.
All rights reserved. No parts of this training
manual may be sold or reproduced in any form
without permission of:

Lufthansa Technical Training GmbH

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

ARITHMETIC
General The process is identical if any of the numbers includes a decimal as long as the
Arithmetic uses real, non--negative numbers and consists of four operations, decimal points are arranged in the same column.
addition, subtraction, multiplication and division. Numbers are represented by
symbols which are called digits. There are ten digits which are 1, 2, 3, 4, 5, 6, 7, Example:
8, 9 and 0. These digits are combined to represent any value. hundreds tens units
7 . 8
ADDITION
2 4 . 3
The process of finding the total of two or more numbers is called addition. This +4 6 . 0
operation is indicated by the plus (+) symbol. When numbers are combined by 7 8 . 3
addition, the resulting total is called the sum.
When adding whole numbers whose total is more than nine, it is necessary to
arrange the numbers in columns so that the last digit of each number is in the same
column. The units column contains the values zero to nine, the tens column
contains multiples of ten, up to ninety, and the hundreds column consists of
multiples of one hundred.
Example:
hundreds tens units
7 8
2 4 3
+ 4 6 2
7 8 3

To add the sum of the above, first add the units column, 8 + 3 + 2 makes 13.
Place the 3 in the units column of the answer and carry the 1 forward to the
tens column. Adding this we have 1 + 7 + 4 + 6 is 18. Place the 8 in the tens
For Training Purposes Only

column of the answer and carry the 1 forward to the hundreds column which
we now add. 1 + 2 + 4 is 7. Place the 7 in the hundreds column of the answer.
We see that the answer (sum) to the addition is 783.

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

SUBTRACTION
The process of finding the difference between two numbers is known as
subtraction and is indicated by the minus (--) sign. Subtraction is accomplished
by taking the quantity of one number away from another number.
To find the difference between two numbers, arrange them in the same manner
used for addition. With one number at the top and the number to be subtracted
at the bottom, align the vertical columns so the last digits are in the same column.
Beginning on the right, subtract the bottom number from the top. Repeat this for
each column.

Example:
hundreds tens units
4 4 3
-- 2 6 2
1 8 1
Place 262 under 443. 2 from 3 leaves 1. Write 1 in the units column of the answer.
6 from 4 is clearly impossible, so the 4 is increased in value to 14 by taking 1 from
the hundreds column leaving 3. 14 from 6 leaves 8. Write 8 in the tens column.
Finally, 3 from 2 in the hundreds columns leaves 1.
To check a subtraction problem, you can add the bottom number to the answer
and this should equal the top number.
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

MULTIPLICATION
Multiplication is a special form of repetitive addition. When a given number is Example:
added to itself a specified number of times, the process is called multiplication. 532
The sum of 4 + 4 + 4 = 12 is expressed by multiplication as 4 x 3 = 12. The
numbers 4 and 3 are called factors and the answer, 12, represents the product.
x 24
Multiplication is typically indicated by an x or by the lack of any operation sign. 10640
One important factor to remember when multiplying is that the order in which 2128
numbers are multiplied does not change the product. 12,768
Example:
3 or 4
x4 x3
12 12
Like addition and subtraction, when multiplying large numbers it is important they
are aligned vertically.
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

DIVISION
Just as subtraction is the reverse of addition, division is the reverse of
multiplication. Division is a means of finding out how many times a number is
contained in another number. The number divided is called dividend, the number
you are dividing by is the divisor, and the result is the quotient. With some
division problems, the quotient may include a remainder. A remainder represents
that portion of the dividend that cannot be divided by the divisor.
Division is indicated by the use of the division sign ( ÷) with the dividend to the left
and the divisor to the right of the sign, or with the dividend inside the sign and the
divisor to the left. Division also is indicated in fractional form.
For example, in the fraction 3 the 3 is the dividend and the 8 is the divisor. When
8
division is carried out, the quotient is 0.375.
The process of dividing large quantities is performed by breaking the problem
down into a series of operations, each resulting in a single digit quotient. This is
best illustrated by example.
Example:
dividend divisor
416 ÷ 8 = 52
or
52
8 ) 416
40
16
16
For Training Purposes Only

To check a division problem for accuracy, multiply the quotient by the the
divisor and add the remainder (if any). If the operation is carried out properly,
the result equals the dividend.

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
Calculate the sum of the following examples:
Addition
i. 0.251 + 10.298

ii. 18.098 + 210.099

iii. 0.025 + 10.995

iv. 1.09 + 1.2 + 10.14

v. 27.3 + 0.021 + 68.3

Subtraction
i. 27.3 -- 4.36

ii. 21.76 -- 18.51

iii. 32.76 -- 20.086

iv. 10.75 -- 19.999 -- 21.100

v. 1.09 -- 1.2 - 68.3

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Adding Signed Numbers Multiplying Signed Numbers

When adding two or more numbers with the same sign, ignore the sign and find Multiplication of signed numbers is accomplished in the same manner as multi-
the sum of the values and then place the common sign in front of the answer. In plication of any other number. However, after multiplying, the product must be
other words, adding two or more positive numbers always results in a positive sum, given a sign. There are three rules to follow when determining a products sign.
whereas adding two or more negative numbers results in a negative sum. 1. The product of two positive numbers is always positive.
When adding a positive and negative number, find the difference between the two
2. The product of two negative numbers is always positive.
numbers and apply (+ or --) of the larger number. In other words, adding negative
number is the same as subtracting a positive number. The result of adding or 3. The product of a positive and a negative number is always negative.
subtracting signed numbers is called algebraic sum of those numbers.
Example:
Add 25 + (--15)
6 x 2 = 12 --6 x --2 = 12
(--6) x (--2) = 12 (--6) x 2 = --12
25 25
+ (--15) or -- 15 Dividing Signed Numbers
10 10
Like multiplying signed numbers, division of signed numbers is accomplished in
the same manner as dividing any other number. The sign of the quotient is
Subtracting Signed Numbers determined using the rules identical to those used in multiplication.
When subtracting numbers with different signs, change the operation sign to plus
and change the sign of the subtrahend. Once this is done, proceed as you do in Example:
addition. For example +3 -- --4 is the same as +3 + +4. There is no difference if the
subtrahend is larger than the minuend, since the operation is done as though the
two quantities are added. 12 ÷ 3 = 4 12 ÷ (--3) = --4
(--12) ÷ (--)3 = 4 (--12) ÷ 3 = --4

Example:
Subtract 48 from --216
Step 1: Set up the subtraction problem --216 -- 48
Step 2: Change the operation sign to a plus sign and change the sign of the
For Training Purposes Only

subtrahend. Now add.

--216 + --48 = --264

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
Calculate the sum of the following examples:
xvi. 11 -- (12 ÷ 4) + 3 x (6 -- 2)
i. --8 + 5
xvii. (15 ÷ (4 + 1)) --( 9 x 3) + 7 (4 + 3)
ii. --7 -- 6-- 3
xviii. 10 -- (12 ÷ 6) + 3 (8 -- 3)
iii. 8 -- 7 -- 15
Question 1.
16 holes spaced 48mm apart are to be marked off on a sheet of metal. 17mm
iv. --3 + 5 + 7 -- 4 -- 2 is to be allowed between the centres of the holes and the edge of the metal.
Calculate the total length of metal required.
v. 6 + 4 -- 3 -- 5 -- 7 + 2
Question 2.
In the first 2 hours of a shift an operator makes 32 soldered joints per hour. In
vi. 8 x (--3) the next 3 hours the operator makes 29 joints per hour. In the final two hours
26 joints are made per hour. How many soldered joints are made in the 7
vii. (--2) x (--5) x (--6) hours.

Question 3.
viii. 4 x (--3) x (--2) A machinist makes 3 parts in 15 minutes. How many parts can he produce in
an 8 hour shift allowing 20 minutes for starting and 10 minutes for finishing the
ix. (--3) x (--4) x 5 shift.
Question 4.
x. --16 ÷ ((--2) x (--4)) The length of a metal plate is 891mm. Rivets are placed 45mm apart and the
distance between the centres of the end rivets and the edge of the plate is
xi. (15 x (--3) x 2) ÷ ((--5) x (--6)) 18mm. How many rivets are required.
Question 5.
For Training Purposes Only

xii. 3 + 5 x 2 32 pins each 61mm long are to be turned in a lathe. If 2mm is allowed on each
pin for parting off. what total length of material is required to make the pins.
xiii. (7 x 5) -- 2 + (4 x 6 )

xiv. (7 x 5) -- (12 ÷ 4) + 3

xv. 11 -- (9 ÷ 3) + 7

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

COMMON FRACTIONS
Introduction Lowest Terms
A common fraction represents a portion or part of a quantity. For example, if a A fraction is said to be in its lowest terms when it is impossible to find a number
number is divided into three equal parts, each part is one--third ( 1 ) of the number. which will divide exactly into both its numerator and denominator. The fractions
3 5 and 11 are both in their lowest terms but the fraction 6 is not in its lowest terms
A fraction consists of two numbers, one above and one below a line, or fraction 7 19 10
bar. The fraction bar indicates division of the top number, or numerator, by the 3
because it can be reduced to by dividing top and bottom numbers by 2.
5
bottom number, or denominator. For example, the fraction 3 indicates that three
4
is divided by four to find the decimal equivalent of 0.75.
Example:
When a fractions numerator is smaller than the denominator, the fraction is called
a proper fraction. A proper fraction is always less than 1. If the numerator is
larger than the denominator, the fraction is called an improper fraction. In this Reduce 21 to its lowest terms
situation the fraction is greater than 1. If the numerator and the denominator are 35
identical, the fraction is equal to 1 as any number divided by itself is 1. 21 is equivalent to 21 ÷ 7 and 35 ÷ 7 = 3
35 5
A mixed number is the combination of a whole number and a proper fraction.
Mixed numbers are expressed as 1 5 and 29 9 and are typically used in place of
8 16
improper fractions. The numerator and denominator of a fraction can be changed
without changing the fractions value. A mixed number can be converted into an
improper fraction and vice versa.
Example:
Convert 8 2 = (8 × 3)+2 = 26
3 3

Express 27 as a mixed number

4
For Training Purposes Only

27 = 6 3 (since 27 ÷ 4 = 6 remainder 3)
4 4

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Comparing the Size of Fractions

When the values of two or more fractions are to be compared, they should be
expressed as fractions with the same denominator. This common denominator
should be the lowest common multiple (LCM) of the denominators of the
fractions to be compared. It is sometimes called the lowest common
denominator (LCD).
Example:
Arrange the fractions 5 , 8 and 7 in order of size beginning with the smallest.
6 9 8
The LCM of the denominators 6, 8, and 9 is 72, i.e. the lowest number which
they can all be divided into is 72.
5 is equivalent to (5 × 12) = 60
6 (6 × 12) 72
8 is equivalent to (8 × 8) = 64
9 (9 × 8) 72
7 is equivalent to (7 × 9) = 63
8 (8 × 9) 72
Because all the fractions have been expressed with the same denominator all
that we need to do is to compare the numerators. Therefore the order of size is

60 , 63 and 64 or 5 , 7 and 8
72 72 72 6 8 9
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Addition of Fractions
Two fractions which have the same denominator can be added together by adding When mixed numbers are to be added together, the whole numbers and the
their numerators. Thus fractions are added separately.
Example:
3 + 5 = (3 + 5) = 8
11 11 11 11 Add 4 2 and 2 3
3 5

When two fractions have different denominators they cannot be added together
directly. However, if we express the fractions with the same denominator they can 42+23 = 6 +2+3
3 5 3 5
be added.
Example: = 6 + 10 + 9
15 15
= 6 + 19
Add 2 and 3 15
5 7
= 6+1 4
15
The lowest common denominator of 5 and 7 is 35 4
= 7
15
2 + 3 = 14 + 15
5 7 35 35

(14 + 15)
=
35

= 29
35
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
Subtraction of Fractions
If the fractions to be subtracted have the same denominator then one numerator When mixed numbers are involved first subtract the whole numbers and then deal
can be subtracted from the other. with the fractional parts.
Example: Example:
9 − 5 = 4 =1 Subtract 6 3 −4 1
16 16 16 4 4 3
6 3 −4 1 = 2 + 3 − 1
If the two fractions have different denominators then a method similar to that for 4 3 4 3
addition is used. (9 − 4)
= 2+
12
Example: 5
= 2+
Subtract 3 from 5 12
4 6 5
=2
The lowest common denominator is 12 12
Alternatively the numbers can be converted into improper fractions and then the
5 − 3 = 10 − 9 subtraction carried out as before.
6 4 12 12
Example:
(10 − 9)
=
12 Subtract 3 5 − 1 1
16 8
= 1 53 − 9
12 16 8
53 − 18
16 16
35
16
2 3
16
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Multiplication of Fractions
Multiplication of fractions is performed by multiplication the numerators of each Mixed numbers must be converted into improper fractions before multiplying.
fraction to form the product numerators, and multiplying the individual
denominators to form the product denominator. The resulting fraction is then Example:
reduced to its lowest terms. Multiply 1 3 × 2 1
8 3
Example:
Multiply 3 by 5 1 3 × 2 1 = 11 × 7
8 7 8 3 8 3
(11 × 7)
=
3 × 5 = (3 × 5) (8 × 3)
8 7 (8 × 7)
= 77
= 15 24
56
= 3 5
24
If any factors are common to a numerator and a denominator they should be
cancelled before multiplying. In problems with fractions the word “of” is frequently used. It should always be
taken as meaning “multiply”.
Example:
Find the value of 2 × 5 × 21
3 7 32

2 × 5 × 21 = (1 × 5 × 1)
3 7 32 (1 × 1 × 16)
= 5
16
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Division of Fractions
Division of common fractions is accomplished by inverting, or turning over, the
divisor and then multiplying. However, it is important that you invert the divisor only
and not the dividend. Once the divisor is inverted, multiply the numerators to obtain
a new numerator, multiply the denominators to obtain a new denominator, and
reduce the quotient to its lowest terms.

Example:
Divide 3 by 7
5 8

3÷7 = 3×8
5 8 5 7
(3 × 8}
=
(5 × 7)
= 24
35

Mixed numbers must be converted into improper fractions before multiplying.

For Training Purposes Only

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
Solve the following equations:

Convert the following mixed numbers to improper fractions:

i. 2 6 ii. 3 4 iii. 21 3 iv. 5 21 v. 2 1
7 9 5 25 7

Convert the following improper fractions to mixed numbers:

i. 11 ii. 21 iii. 53 iv. 210 v. 99
3 5 7 4 8

Add the following fractions:

i. 3 + 3 ii. 1 + 2 + 5 iii. 7 2 + 6 3 iv. 3 3 + 5 2 + 4 3 v. 23 + 14
4 8 8 3 12 3 5 8 7 4 10 6

Subtract the following fractions:

i. 7 − 5 ii. 3 3 − 1 1 iii. 5 3 − 2 9 iv. 21 − 3 2 v. 1 3 − 2 2
8 6 8 4 8 10 5 5 4 5

Multiply and simplify the following fractions:

i. 3 × 5 ii. 2 × 1 2 iii. 7 × 3 1 iv. 3 3 × 1 3 × 1 1 v. 3 of 16
4 7 9 3 5 2 4 5 8 4

Divide and simplify the following fractions:

i. 4 ÷ 1 1
5 3
ii. 2 1 ÷ 3 3
2 4
iii. 5 ÷ 5 1
5 3

iv. 1 2 ÷ 3 ÷ 9
5 10
 9

v. 2 8 ÷ 1 2 + 1
3 2

For Training Purposes Only

Arrange the following sets of fractions in order of size:

i. 1  5  2  7 ii. 3  5  9  17 iii. 3  5  2  5
2 6 3 12 4 8 16 32 8 9 6 18

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

DECIMALS
The term decimal means ’related to ten’ and they are a method of representing Adding Decimals
values less than one as an alternative to using fractions. Decimal numbers are
easier to add, subtract etc than common fractions. A common fraction can be
converted to a decimal fraction by dividing the numerator by the denominator. For The addition of decimals is done in the same manner as the addition of whole
example, ¾ is converted to a decimal by dividing the 3 by the 4. numbers. However, care must be taken to correctly align the decimal points
vertically.
The decimal equivalent of ¾ is 0.75. Improper fractions are converted to decimals
in the same manner. However, whole numbers appear to the left of the decimal
point. Example:
In a decimal, each digit represents a multiple of ten. The first digit represents
tenths, the second hundredths, the third thousandths. Add the following 25.78 + 5.4 + 0.237
Example:
0.5 is read as five tenths rewrite with the decimal points aligned and add.
0.05 is read as five hundredths
0.005 is read as five thousandths 25.78
when writing decimals, the number of zeros to the right of the decimal does not 5.4
affect the value as long as no other number except zero appears. In other words, + 0.237
numerically, 2.5, 2.50 and 2.500 are the same. 31.417
The number of digits after the decimal point are called decimal places
Examples: Once everything is added, the decimal point in the answer is placed directly below
the other decimal points.

27.6 one decimal point

27.16 two decimal points
27.026 three decimal points and so on.
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Subtracting Decimals Dividing Decimals

Like adding, subtracting decimals is done in the same manner as with whole When dividing decimals, the operation is carried out in the same manner as divi-
numbers. Again, it is important that you keep the decimal points aligned. sion of whole numbers. However, to ensure accurate placement of decimal point
in the quotient, two rules apply:
Example:
If you have 325.25 kilos of cargo on board and remove 30.75 kilos, how much
1. When the divisor is a whole number, the decimal point in the quotient aligns
cargo remains?
vertically with the decimal in the dividend when doing long division.

325.25
2. When the divisor is a decimal fraction, it should first be converted to a whole
-- 30.75 number by moving the decimal point to the right. However, when the decimal in
294.50 the divisor is moved, the decimal in the dividend must also move in the same
direction and the same number of spaces.
Multiplying Decimals
When multiplying decimals, ignore the decimal points and multiply the resulting Example:
whole numbers. Once the product is calculated, count the number of digits to the
right of the decimal point in both the multiplier and multiplicand. This number Divide 37.26 by 2.7
represents the number of places from the left the decimal point is placed in the
product. Move the decimal in the divisor to the right to convert it to a whole number.

Example: 27 ) 37.26

26.757 3 decimal Move the decimal in the dividend the same number of places to the right.
x 0.32 2 decimal
53514 27 ) 372.6
80271
856224 count 5 decimal places to the left of the digit 4 13.8
For Training Purposes Only

8.56224 Divide: 27 ) 372.6

27
102
81
216

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Converting Decimals to Fractions Converting Fractions to Decimals

Although decimals are typically easier to work with, there are times when the use
of a fraction is more practical. For example, when measuring something, most To convert a fraction into a decimal we divide the denominator into the numerator.
scales are fractional increments. For this reason it is important that you know how
to convert a decimal number into a fraction. For example, 0.125 is read as 125
thousandths, which is written as 125/1000. This fraction is then reduced to its Convert 27 to decimals
lowest terms. 32

27 = 27 ÷ 32
Examples:
32
0.800 = 800 = 4
1000 5
= 0.84375

6.250 = 6+ 250 = 6 1
1000 4

0.037 = 37
1000

When we have mixed numbers to convert into decimals we need only deal with
the fractional part. Thus to convert 2 9 into decimals we only have to deal with 9
16 16

9 = 9 ÷ 16
16
= 0.5625
For Training Purposes Only

The division shows that 9 = 0.5625 and hence 2 9 = 2.5625.

16 16
Sometimes a fraction will not divide out exactly. If the number is recurring the
answer can be given to 1 or 2 decimal places or that specified by the equation.

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Converting Fractions to Percentages Converting Percentages to Decimals

To change a fraction to a percentage you must multiply by 100.
To convert a percentage to a decimal, firstly, convert the percentage to a fraction,
Example:
then the fraction to a decimal.
3 as a percentage = 3 × 100%= (3 × 100) = 60%
5 5 5
Examples:
65% as a fraction = 65 , as a decimal = 0.65
4 3 as a percentage = 19 × 100% = 1900 = 475% 100
4 4 1 4

Converting Percentages to Fractions 32½% as a fraction = 32.5, as a decimal = 0.325

100
To change a percentage to a fraction, divide by 100%.

Examples:
8% as a fraction = 8% = 8 = 2
100% 100 25

12½% (12.5) as a fraction = 12.5% = 25 × 1 = 25 = 1

100% 2 100 200 8
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

Convert a Decimal to a Percentage Expressing one Quantity as a Percentage

To convert a decimal to a percentage, firstly, convert the decimal to a fraction, then
convert the fraction to a percentage. To express one quantity as a percentage of another, make a fraction of the two
quantities and multiply by 100.
Example:
0.021 as a fraction = 21 = 2.1 , as a decimal = 2.1% Example:
1000 100
12 as a percentage of 50 = 12 × 100 = 24%
50
0.037 as a fraction = 37 = 3.7 , as a decimal = 3.7%
1000 100
4 as a percentage of 60 = 4 × 100 = 6.67%
60
0.43 as a fraction = 430 = 43 , as a decimal = 43%
1000 100
3.2 as a percentage of 2.4 = 3.2 × 100 = 13.333% or 13 1%
2.4 3
Values of a Percentage of a Quantity
To find the value of a percentage of a quantity, firstly, express the percentage as
a fraction and multiply by the quantity.

Examples:
4% of 60 = 4 × 60 = 240 = 12 = 2 2
100 100 5 5

3½% of 1500 = 3.5 × 1500 = 5250 = 525 = 105 = 52 1

100 100 10 2 2
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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
Solve the following equations:
Multiplication Convert the following fractions to decimals (3 decimal places)
i. 5.05 x 13.8 i. 3 ii. 11 iii. 21 iv. 1 5 v. 2 7
8 16 32 8 16
ii. 1.27 x 0.871
Place the following in ascending order of size;
iii. --1.01 x 0.89
i. 1  0.167 3 ii. 2  0.44 7 iii. 11  0.3594 0.3125
5 20 5 16 32
iv. 27.3 x --9.31
Express the following as a percentage %:
v. 1.09 x 104 x 1.2 x 102
i. 0.43 ii. 0.025 iii. 1.25 iv. 3 v. 3 vi. 1 vii. 7
8 7 12 20

Division
i. 233.1 ÷ 18.5 Express the following as fractions:
i. 25% ii. 13% iii. 4.5% iv. 33%
ii. 0.1254 ÷ 0.057
Express:
iii. 0.6875 ÷ 22 i. 30 as a percentage of 50
ii. 24 as a percentage of 16
iv. 24.024 ÷ 4.62 iii. 0.5 as a percentage of 12.5
iv. 3.2 as a percentage of 2.4
v. 1.09 x 104 ÷ 12 v. 0.08 as a percentage of 0.72
Convert the following decimals to fractions in their lowest terms: Calculate:
i. 0.2 ii. 0.45 iii. 0.3125 iv. 2.55 v. 0.0075 vi. 2.125
For Training Purposes Only

i. 4% of 30
ii 0.8% of 360
Find the difference between i. 19 and 0.295 ii. 1 3 and 1.1632 iii. 1.5% of 60
64 16 iv. 120% of 75
v. 80% of 90

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RATIO & PROPORTION

Ratio A ratio provides a means of comparing one number to another. For example, if an
A ratio is a comparison between two similar quantities. If the length of an aircraft engine turns at 4,000 rpm and the propeller turns at 2,400 rpm, the ratio of the two
speeds is 4,000 to 2,400, or 5 to 3, when reduced to lowest terms. This relationship
is 75m and a model of it is 1m long then the length of the model is 1 of the length can also be expressed as 5/3 or 5:3.
75
of the aircraft. In making the model all the dimensions of the aircraft are reduced The use of ratios is common in aviation. One ratio you must be familiar with is com-
in the ratio of 1 to 75. pression ratio, which is the ratio of cylinder displacement when the piston is at
The ratio 1 to 75 is usually written 1 : 75. bottom centre to the cylinder displacement when the piston is at top centre. For
A ratio can also be written as a fraction, as indicated above, and a ratio of 1:75 example, if the volume of a cylinder with the piston at bottom centre is 96 cubic
inches and the volume with the piston at top centre is 12 cubic inches, the
means the same as the fraction 1 . compression ratio is 96:12 or 8:1 when simplified.
75
Before we can state a ratio the units must be the same. we can state a ratio Another typical ratio is that of different gear sizes, for example, the gear ratio of
between 3mm and 2m provided we bring both lengths to the same units. Thus if a drive gear with 15 teeth to a driven gear with 45 teeth is 15:45 or 1:3 when
we convert 2m to 2000mm the ratio between lengths is 3:2000. reduced. This means that for every one tooth on the drive gear there are three
teeth on the driven gear. However, when working with gears, the ratio of teeth is
Example: opposite the ratio of revolutions. In other words, since the drive gear has one third
Express the following ratios as fractions reduced to their lowest terms: as many teeth as the driven gear, the drive gear must complete three revolutions
to turn the driven gear one revolution. This results in a revolution ratio of 3:1, which
is opposite the ratio of teeth.
i. 40mm to 2.2m
2.2m = 2200
40 : 2200 = 40 = 1
2200 55

ii. 800g to 1.6kg

1.6kg = 1600g
800 : 1600 = 800 = 1
1600 2
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Proportion Direct Proportion
A proportion is a statement of equality between two or more ratios and represents If 5 litres of oil has a mass of 4kg, then 10 litres of the same oil will have a mass
a convenient way to solve problems involving ratios. For example, if an an engine of 8kg. That is, if we double the quantity of oil its mass is also doubled. Now 2½
has a reduction gear ratio between the crankshaft and the propeller of 3:2 and the litres of oil will have a mass of 2kg. That is if we halve the quantity of oil we halve
engine is turning 2,700 rpm, what is the speed of the propeller? In this problem, its mass. This is an example of direct proportion. As the quantity of oil increases
let “X” represent the unknown value, which in this case is the speed of the the mass increases in the same proportion. As the quantity of oil decreases the
propeller. Next set up a proportional statement using the fractional form 3 = 2700
x .
mass decreases in the same proportion.
2
To solve this equation, cross multiply to arrive at the equation 3x = 2 x 2,700, or Example:
5,400. to solve for (x), divide 5,400 by 3. The speed of the propeller is 1,800 rpm. The electrical resistance of a wire 150mm long is 2 Ohms. Find the resistance of
a similar wire which is 1m long.
The lengths of the two wires are increased in the ratio of 1000:150. The resistance
3 = (engine---speed) will also increase in the ratio 1000:150.
2 (propeller---speed)
3 = 2700
2 x Thus resistance of wire 1m long = 2 × 1000 = 13.3 Ohms
150
3x = 5, 400
x = 1, 800rpm
Inverse Proportion
A motor car will travel 30km in 1 hour if its speed is 30km per hour. If its speed is
This same proportion may also be expressed as 3:2 = 2,700 : X. The first and last increased to 60 km per hour the time taken to travel 30km will be ½ hour. That is
terms of the proportion are called extremes, and the second and third terms are when the speed is doubled the time taken is halved. This is an example of inverse
called the means. In any proportion, the product of the extremes is equal to the proportion. When we multiply the speed by 2 we divided the time taken by 2.
product of the means. In this example, multiply the extremes to get 3x, and multiply
the means to get 2 x 2,700 or 5,400. This results in the identical derived earlier; Example:
3x = 5,400. Two pulleys of 150mm and 50mm diameter are connected by a belt. If the larger
pulley revolves at 80 rev/min find the speed of the smaller pulley.
3:2 = engine speed : propeller speed Because the belt moves the circumference of each pulley the same distance we
3:2 = 2,700 : x can imagine that the smaller pulley must be revolving faster than the larger pulley
For Training Purposes Only

3x = 2 : 2,700 because it’s circumference is shorter. So we can see that the rotational speed
3x = 5,400 and diameter are in inverse proportion to each other. ie. The pulley diameters have
the relationship 1:3 whilst the speeds have the
x = 1,800 rpm. relationship 3:1.

Therefore
Speed of smaller pulley = 80 × 3 = 240 rev/min.
1

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Proportional Parts Example:
The diagram below shows the line AB whose length represents 10m divided into A certain brass is made by alloying copper and zinc in the ratio of 7:3. How
two parts in the ratio 2:3. From the diagram the line has been divided into a total much copper must be mixed with 30g of zinc.
of 5 parts. The length AC contains 2 parts and the length BC contains 3 parts. Each 3 parts have a mass of 30g
part is 2m long, hence AC is 4m long and BC is 6m long.
1 part has a mass of 10g
7 parts have a mass of 70g

Therefore, Mass of copper needed = 70g.

We could tackle the problem as follows;

Total number of parts = 2 + 3 = 5
Length of each part = 10 = 2m
5

Length of AC = 2 x 2 = 4m
Length of BC = 3 x 2 = 6m
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M1
Solve the following equations:

Express the following ratios as fractions reduced to their lowest terms;

i. 15g to 2 kg ii. 21ft to 9inches iii. 20cm to 100mm iv. 400m to 3km

Find the missing value;

i. 3:4 = 6:x ii. 20:1 = x:3.2 iii. 240:400 = x:1 iv. 1:2.6 = x:13 v. 18:x = 2:1

Five men build a wall take 20 days to complete it. How long would it take 4 men
to complete it.

4 people can clean an office in 6 hours. How many people would be needed to
clean the office in 4 hours.

8 people take 5 hours to change an engine. How long would it take 4 people to do
this work.

An engineering company employ 12 men to fabricate a number of containers.

They take 9 days to complete the work. If the company had employed 8 men, how
long would it have taken.

A train travels 200km in 4 hours. If it travels at the same rate, how long will it take
to complete a journey of 350km.
A bar of metal 10.5m long is to be cut into three parts in the ratio of 1 : 1 3 : 3. Find
2 4
For Training Purposes Only

the length of each part.

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 Lufthansa Technical Training
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M1

POWERS AND ROOTS

Powers Roots
When a number is multiplied by itself, it is said to be raised to a given power. The root of a number is that value which, when multiplied by itself a certain
For example, 6 x 6 is expressed as 62, 6 x 6 x 6 is expressed as 63 etc. In number of times, produces that number. For example, 4 is a root of 16 because
this example the number 6 is referred to as the base number and the small when multiplied by itself, the product is 16. However, 4 is also a root of 64
numbers 2 an 3 are referred to as the exponents. If the exponent is a positive because 4 x 4 x 4 = 64.
number then the base is multiplied by itself as shown above.
The symbol used to indicate a root is the radical sign ( x ) placed over the
Example: number.
3 2 is read 3 squared or 3 to the power of 2. If only the radical sign appears over a number, it indicates you are to extract
2 3 is read 2 cubed or 2 to the power of three. the square root or second root of the number under the sign. If the radical
If the exponent is a negative number then the reciprocal of the number is multi- sign appears with an index number next to it this indicates the root which is to
plied by itself. be taken. For example 3 64 indicates that the cube root or third root is to be
taken.
Example:
3
So 64 = 4 because 4 x 4 x 4 = 64
2--3 is read 2 to the power of minus 3. This means that the reciprocal of two is
2
multiplied as below. and 16 = 4 because 4 x 4 = 16
Note that the 2 is generally not used so if the radical sign appears with no
1×1×1= 1 number then it is assumed to be 2 (square root).
2 2 2 8

If the exponent has no sign then it is assumed to be positive.

For Training Purposes Only

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Indices
Base, Index & Power
The quantity 2 × 2 × 2 × 2 may be written as 2 4. Now 2 4 is called the fourth
power of the base 2.
The number 4, which gives the number of 2s to be multiplied together is called
the index (plural : Indices).
Similarly a × a × a = a3
Here a 3 is the third power of the base a, and the index is 3.
Thus in this expression
xn xn is called the nth power of x
x is called the base, and
n is called the index.Remember that, in algebra, letters such as a in the above
expression merely represent numbers.
Hence the laws of arithmetic apply strictly to algebraic terms as well as
numbers.The expression 1 is called the reciprocal of 2,
2
1
Similarly the expression p is called the reciprocal of p likewise the expression
1 n
x n is called the reciprocal of x
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M1

Laws of Indices
1. Multiplication
If powers are multiplied together then we can see the following.
2 3 × 2 4 is equal to (2 x 2 x 2) x (2 x 2 x 2 x 2)
so 2 3 × 2 4 = 27
Multiplication of powers which have the same base can be simplified by
adding the powers together.

2. Division
(2x2x2x2x2)
If powers are to be divided, it can be seen that 2 3 is equal to
5

2 (2x2x2)
This fraction can be reduced to 2 x 2 which is equal to 2 2
so 2 3 = 2 5−3 = 2 2
5

2
Division of powers which have the same base can be carried out by sub-
tracting one index from the other.

3. Powers of Powers
If a power is to be itself raised to a power then we have the following.
4
2 3 is equal to 2 3 x 2 3 x 2 3 x 2 3
or ( 2 x 2 x 2) x ( 2 x 2 x 2) x ( 2 x 2 x 2) x ( 2 x 2 x 2)
or 2 3x4 or 2 12
Raising a power to a power can be achieved by multiplying the indices
together.
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4. Numbers raised to the power of zero or one. Fractional Indices

The cube root of 5 (written as 3 5 ) is the number which, when multiplied by itself
0 1
The most difficult indices to visualise are x and x .
(x × x × x × x) three times, gives 5.
If we consider we have a value of 1 as any number divided by 3
(x × x × x × x) 5 × 3 5 × 3 5 = 5
itself is 1.
but we also know that 5 1
3 × 5 1
3 × 5 1
3 = 51
3+1
3+1
3 = 5
This fraction can also be expressed as x 4 or x 0. So:
4

x Comparing these expressions

Any number raised to the power of zero equals one.
3
5 = 5 1
3
(x × x × x × x) Similarly the fourth root of base d ( written as 4 d ) is the number which, when
If we consider we have a value which is x 1 or x. So multiplied by itself four times, gives d.
(x × x × x)
4
Any number raised to the power of one is equal to itself. d × 4 d × 4 6 × 4 d = d
Negative indices But we also know that d 1
4 × d 1
4 × d 1
4 × d 1
4 = d 1
4+1
4+1
4+1
4 = d
4
(x × x × x) Comparing these expressions d = d 1
4
If we consider we have a value of 12
(x × x × x × x × x) x The law is:
3−5 −2
which can be expressed as x or x A fractional index represents a root, the denominator of the index
If a base is raised to a negative power the value is equal to the reciprocal denotes the root to be taken.
of the base raised to a positive power.
For Training Purposes Only

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 Lufthansa Technical Training
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M1
Solve the following equations:

Find the values of the following

i. 8 2 ii. 2 4 iii. 3 3 iv. 2 5 v. 16 vi. 144 vii. 169

viii.
3
8 ix.
3
27 x.
3
216

Simplify the following, giving each answer as a power

i. 2 5 × 2 6 ii. a × a 2 × a5 iii. n 8 ÷ n 5 iv. 10 5 × 10 3 ÷ 10 4

4 2
v. z 4 × z 2 × z −3 vi. 3 2 × 3 −3 ÷ 3 3 vii. 9 3 viii. t × t 3

ix. 71 
3

Find the value of the following

i. 811/4 ii. 82/3 iii. 163/4 iv. 92.5
For Training Purposes Only

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M1.1 ARITHMETIC Technical Training
M1

TRANSPOSITION OF FORMULAE
The formula y = ax + b has y as its subject. By rearranging this formula we Transpose the following:
could make x the subject. We are then said to have transposed the formula to
make x the subject.
C = πd for d
The rules for transforming a formula are:
1. Remove square roots or other roots.
S = πdn for d
2. Get rid of fractions.
3. Clear brackets.
I = PRT for R
4. Collect together the terms containing the required subject.
5. Factorise if necessary.
v 2 = 2gh for h
6. Isolate the required subject.
These steps should be performed in the order given.
x = ay for y
Examples:
i. Transpose the formula F = ma to make a the subject.
Step 1. Divide both sides by m. then, P = RT for T
V
F ma
m= m
F F S = ts for t
or m = a or a = m T

y M=E for R
ii. Transpose x = to make b the subject I R
b
Step 1. Multiply both sides by b. then,
y GY = T for J
x×b = ×b l J
b
bx = y or y = bx
For Training Purposes Only

v = u + at for t

n = p + cr for r

y = ax + b for x

y = x + 17 for x
5

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M1

AREAS
The area of a plane figure is measured by seeing how many square units it Triangle
contains. 1 square metre is the area contained in a square metre is the area
contained in a square having a side of 1 metre; 1 square centimetre is the area
contained in a square having a side of 1 centimetre, etc. The standard
abbreviations are
1 square metre 1m2
1 square centimetre 1cm2
1 square millimetre 1mm2
1 square inch 1in2
1 square foot 1ft2
1 square yard 1yd2
Area = 1 × b × h
2
The following provides the formulae for areas and perimeters of simple geo-
metrical shapes.

Rectangle

Circle
For Training Purposes Only

Area = l × b
Perimeter = 2l + 2b

Area = πr 2
Circumference = 2πr = πd π = 3.142 or 22
7

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M1.1 ARITHMETIC Technical Training
M1

VOLUMES
The volume of a solid figure is found by seeing how many cubic units it contains.
1 cubic metre is the volume contained inside a cube having an edge 1 metre long; Cylinder
1 cubic centimetre is the volume contained inside a cube having an edge 1
centimetre long, etc. The standard abbreviations for units of volume are as follows:

1 square metre 1m3

1 square centimetre 1cm3
1 square millimetre 1mm3
1 square inch 1in3
1 square foot 1ft3
1 square yard 1yd3
Volume = πr 2h
The following figures give the formulae for the volumes and surface areas of Surface Area = 2πr(h + r)
solid figures.

Any solid having a uniform cross--section;

Volume = Cross--sectional area x Length of solid Sphere

Surface Area = Lateral Surface + Ends i.e. (perimeter of cross--section x

Length of Solid) + (Total area of ends)
For Training Purposes Only

Volume = 4 πr 3
3
Surface Area = 4πr 2

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 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
Solve the following problems:
i. Find the area and perimeter of a rectangle whose length is 12inches and
width is 7inches.

ii. A carpet has an area of 36m2. If it is square what length of side has the
carpet?

iii. A triangle has a base of 7cm and an altitude of 3cm. Calculate its area.

iv. The area of a triangle is 40ft2. Its base is 8ft long. Calculate its vertical
height.

v. Calculate the volume of a metal pipe whose inside diameter is 6cm and
whose outside diameter is 8cm, if it 20cm long.

vi. A rectangular tank is 2.7cm long, 1.8cm wide and 3.2cm high. How many
litres of water will it hold when full?
For Training Purposes Only

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CONVERSIONS
Length Pressure
1in. = 2.54cm 1 atm = 760 mmHg
1m = 39.37in. or 3.281ft. 1 atm = 29.92 inHg
1ft. = 0.3048m 1 atm = 14.7 lb/in2
1 Pa = 0.000145 lb/in2
Volume 1 bar = 14.5 lb/in2
1 imp gal = 4,546 litres 1 bar = 100,000 Pa
1 US gal = 3.785 litres

Force & Weight

1N = 0.2248lb1lb Fundamental Constant
g = 9.8 N/kg
Power
1 HP = 550 ft.lb/sec
Other Useful Data
1 HP = 746 W
1 litre water = 1kg
1W = 1 J/sec
1W = 0.738 ft.lb/sec
1 Btu/hr = 0.293 W

Temperature
1 0F = ((9/5)x 0C) + 32
1 0C = 0F - 32 x (5/9)
For Training Purposes Only

0C = K + 273.15

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 Lufthansa Technical Training
MATHEMATICS
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M1.1 ARITHMETIC Technical Training
M1
Convert the following weights and measures:

i. Convert 6m to feet.

ii. Convert 25US gallons to litres.

iii. Convert 254 inches to cm.

iv. Convert 4.5 litre to US gallons

v. Convert 350 imperial gallons to litres.

vi. Convert the following to ˚F

--20˚C
--5˚C
37˚C
88˚C

vii. Convert the following to ˚C

--40˚F
16˚F
100˚F
215˚F
For Training Purposes Only

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 Lufthansa Technical Training
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M1

TEST
Work out the value of the following:

1. 7 + 4 x 3 =

2. 5 x 4 -- 3 x 6 + 5 =

3. 10 -- 12 ÷ 6 + 3 (8 -- 3) =

4. 53 =

5. 2 + 3 =
5 7

6. 5 − 3 =
6 4

7. 3 × 5 =
8 7

8. 3 ÷ 7 =
5 8

9. divide 74.52 by 8.1 =

For Training Purposes Only

10. multiply 20.3 x 17.4 =

11. Convert 0.800 to a fraction =

12. convert 3 to a percentage =

5

AlJ CWM August 2006 Page: 37

 Lufthansa Technical Training
MATHEMATICS
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M 1.2 ALGEBRA Technical Training
M1

ALGEBRA
Introduction Knowing what the symbols A, l and b stand for, this statement conveys as much
The methods of algebra are an extension of those used in arithmetic. In algebra information as the first statement. To find the area of a particular rectangle we
we use letters and symbols as well as numbers to represent values. When we write replace the symbols l and b by the actual dimensions of the rectangle, first making
that a sum of money is £50 we are making a particular statement but if we write sure that l and b have the same units. To find the area of a rectangle whose length
a sum of money is £P we are making a general statement. This general statement is 50mm and whose breadth is 30mm we put l = 50 mm and b = 30mm.
will cover any number we care to substitute for P.
A = l x b = 50 x 30 = 1500mm2
USE OF SYMBOLS
A technician often has to indicate that certain quantities or measurements have Many verbal statements can be translated into symbols as the following
to be added, subtracted, multiplied or divided. Frequently this has to be done statements show:
without using actual numbers.
The statement: The difference of two numbers = x -- y
Two numbers multiplied together = a x b
Area of a rectangle = length x breadth One number divided by another = p ÷ q

is a perfectly general statement which applies to all rectangles. If we use symbols

we obtain a much shorter statement. SUBSTITUTION
The process of finding the numerical value of an algebraic expression for given
if A = the area of the rectangle values of the symbols that appear in it is called substitution.
l = the length of the rectangle
and b = the breadth of the rectangle Example:
If x = 3, y = 4 and z = 5 find the value of:
then the statement becomes:
(3y + 2z)
For Training Purposes Only

= (3 × 4) + (2 × 5)
A=lxb (x + z)
3+5

(12 + 10)
= 22 = 2.75 or 2¾.
8 8

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Solve the following substitution equations:

If a = 2, b = 3 and c = 5. Find the values of the following.

i. a +7 ii. 9c iii. 3bc iv. 4c + 6b v. a + 2b + 5c

vi. 8c -- 4b vii. abc viii. 5a + 9b + 8c

6
a + b+ c
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ADDITION & SUBTRACTION OF ALGEBRAIC TERMS

MULTIPLICATION & DIVISION SIGNS
Like terms are numerical multiples of the same algebraic quantity. When using symbols multiplication signs are nearly always omitted and l x b
becomes lb. Of course the same scheme cannot apply to numbers and we cannot
7x, 5x and --3x write 9 x 6 as 96. The multiplication sign can, however, be omitted when a symbol
and a number are to be multiplied together. Thus 5 x m is written 5m. The system
may be extended to three or more quantities and hence P x L x A x N is written
are three like terms. PLAN. The symbols need not be written in any special order because the order
in which numbers are multiplied together is unimportant. Thus PLAN is the same
An expression consisting of like terms can be reduced to a single term by adding as LANP or NAPL. It is usual, however, to write numbers before symbols, that is,
or subtracting the numerical coefficients. it is better to write 8xy than xy8 or x8y. In algebraic expressions the number in front
of the symbols is called the coefficient. Thus in the expression 8x the coefficient
of x is 8.
7x -- 5x + 3x = (7 -- 5 + 3) x = 5x

The division sign ÷ is seldom used in algebra and it is more convenient to write
3b2 + 7b2 = (3 + 7) b2 = 10b2 p
--3y -- 5y = (--3 --5) y = --8y P ÷ q in the fractional form q
q -- 3q = (1 -- 3) q = --2q
Only like terms can be added or subtracted. Thus 7a + 3b -- 2c is an expression Example:
containing three unlike terms and it cannot be simplified any further. Similarly with (lp)
8a2b + 7ab3 -- 6a2b2 which are all unlike terms. It is possible to have several sets = lp ÷ 2πR
(2πR)
of like terms in an expression and each set can then be simplified.
8x + 3y -- 4z -- 5x + 7z -- 2y + 2z
= (8 -- 5)x + (3 -- 2)y + (--4 +7 + 2)z
= 3x + y + 5z
For Training Purposes Only

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MULTIPLICATION & DIVISION OF ALGEBRAIC QUANTITIES

The rules are exactly the same as those used with numbers. When dividing algebraic expressions, cancellation between numerator and
denominator is often possible, cancelling is equivalent to dividing both numerator
and denominator by the same quantity:
(+ x)(+ y) = + (xy) = + xy = xy

pq (p × q)
5x × 3y = 5 × 3 × x × y = 15xy p = p =q

(x)(−y) = −(xy) = −xy (3p 2q) (3 × p × p × q) 3p p

= = =
(6pq 2) (6 × p × q × q) 6q 2q
(2x)(−3y) = −(2x)(3y) = −6xy
(18x 2y2z) (18 × x × x × y × y × z)
= = 3xy
(−4x)(2y) = −(4x)(2y) = −8xy (6xyz) (6 × x × y × z)

(−3x)(−2y) = + (3x)(2y) = 6xy Remember the word BODMAS which gives the initial letters of the correct
sequence i.e. Brackets, Of, Division, Multiply, Add, Subtract.
(+ x) (−3x)
= + xy = xy = − 3x Thus
(+ y) 2y 2y
2x 2+12x4−3x 4 ÷ 3x 2−x 2 = 2x2 + 9x4 ÷ 3x2−x 2
(−5x) = 2x 2+3x2−x 2
= + 5x = 5x 4x = − 4x
(−6y) 6y 6y (−3y) 3y = 5x 2−x2
= 4x 2
When multiplying expressions containing the same symbols, indices are used:
m × m = m2
For Training Purposes Only

3m × 5m = 3 × m × 5 × m = 15m 2

(−m) × m 2 = (−m) × m × m = −m 3
5m 2n × 3mn 3 = 5 × m × m × n × 3 × m × n × n × n = 15m3n 4

3mn × −2n 2 = 3 × m × n × (−2) × n × n = −6mn3

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M 1.2 ALGEBRA Technical Training
M1
Simplify the following:
1)
i. 7x + 11x ii. 7x -- 5x iii. 3x -- 6x iv. --2x --4x

v.--8x + 3x vi. --2x + 7x vii. 5m + 13m -- 6m

viii. 6b2 -- 4b2 + 3b2 ix. 6ab -- 3ab -- 2ab

x. 14xy + 5xy -- 7xy + 2xy xi. --5x + 7x -- 3x -- 2x

xii. 3x -- 2y + 4z -- 2x -- 3y + 5z + 6x + 2y -- 3z

xiii. 3a2b + 2ab3 + 4a2b2 -- 5ab3 + 11b4 + 6a2b

xiv. pq + 2.1qr -- 2.2rq + 8qp

2)
i. 2z x 5y ii. 3a x 3b iii. 3 x 4m iv. ¼q x 16p v. z x (y)

vi. (--3a) x (--2b) vii. 8m x (--3n) viii. (--4a) x 3b ix. 8p x (--q) x (--3r)

x. 3a x (--4b) x (--c) x 5d xi. a x a xii. 3m x (--3m) xiii. 8mn x (--3m2n3)

xiv. 7ab x (--3a2) xv.m2n x (--mn) x 5m2n2 xvi. 5a2 x (--3b) x 5ab
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3)
i. 12x ÷ 6 ii. 4a ÷ (--7b) iii. (--5a) ÷ 8b iv. 4a÷ 2b v. 4ab ÷ 2a

vi. 12x2yz2 ÷ 4xz2 vii. (--12a2b) ÷ 6a viii. 8a2bc2 ÷ 4ac2

ix 7a2b2 ÷ 3ab

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M 1.2 ALGEBRA Technical Training
M1

BRACKETS
Brackets are used to indicate the order in which certain operations must take x(a+b)−x(a+3b) = ax+bx−ax−3bx = −2bx
place. When removing brackets each term within the bracket is multiplied by the
quantity outside the bracket:
2(5a+3b)+3(a−2b) = 10a+6b+3a−6b = 13a
3(x+y) = 3x+3y

5(2x+3y) = 5 × 2x+5 × 3y = 10x+15y

4(a−2b) = 4 × a−4 × 2b = 4a−8b

m(a+b) = ma+mb

3x(2p+3q) = 3x × 2p+3x × 3q = 6px+9qx

4a(2a+b) = 4a × 2a+4a × b = 8a 2+4ab

When a bracket has a minus sign in front of it, the signs of all the terms inside the
bracket are changed when the bracket is removed. The reason for this rule may
be seen from the following examples:

−3(2x−5y) = (−3) × 2x+(−3) × −5y = −6x+15y

−(m+n) = −m−n −(p−q) = −p+q

For Training Purposes Only

−2(p+3q) = −2p−6q
When simplifying expressions containing brackets first remove the brackets and
then add the like terms together.

(3x+7y)−(4x+3y) = 3x+7y−4x−3y = −x+4y

3(2x+3y)−(x+5y) = 6x+9y−x−5y = 5x+4y

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M 1.2 ALGEBRA Technical Training
M1
Remove the brackets in the following: Find the products of the following:

i. 3(x + 4) ii. 2(a + b) iii. 3(3x -- 2y) iv. ½(x -- 1) v. 5(2p -- 3q) i. (x + 4) (x + 5) ii. (2x + 5) (x + 3) iii. (5x + 1) (2x + 3)

vi. 7(a -- 3m) vii. --(a + b) viii. --(a -- 2b) ix. --(3p -- 3q) x. --4(x + 3) iv. (7x + 2) (3x + 2) v. (x -- 4) (x -- 2) vi. (2x -- 1) (x -- 4)

xi. --2(2x -- 5) xii. --5(4 -- 3x) xiii. 2k(k -- 5) xiv. --3y(3x + 4) vii. (2x -- 4) (3x -- 2) viii. (x -- 2) (x + 7) ix. (2x + 5) (x -- 2)

xv. 4xy(ab -- ac + d) xvi. 3x2(x2 -- 2xy + y2) xvii. --7p(2p2 -- p + 1) x. (3x + 4y) (2x -- 3y) xi. (2x + 3)2

Remove the brackets and simplify:

i. 3( x + 1) + 2(x + 4) ii. 5(2a + 4) -- 3(4a + 2) iii. 3(x + 4) -- (2x + 5)

iv. 4(1 -- 2x) -- 3(3x -- 4) v. 5(2x -- y) -- 3(x + 2y) vi. ½(y -- 1) + ¾(2y -- 3)

vii. --(4a + 5b -- 3c) -- 2(2a -- 3b -- 4c)

viii. 2x(x -- 5) -- x(x -- 2) -- 3x(x -- 5)

ix. 3(a -- b) -- 2(2a -- 3b) + 4(a -- 3b)

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MATHEMATICS
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M 1.2 ALGEBRA Technical Training
M1

ALGEBRAIC FRACTIONS
Since algebraic expressions contain symbols (or letters) which represent numbers Adding & Subtracting Algebraic Fractions
all the rule of operations with numbers also apply to algebraic terms, including
Consider the expression a + c which is the addition of two fractional terms.
fractions. b d
Thus If we wish to express the sum of these fractions as one single fraction then we use
1 the same technique as for number fractions.
1 1 a (1 × a)
a=1÷a= 1×1 = 1
=a First find the lowest common denominator. This is the LCM of b and d which is bd.
each fraction is then expressed with bd as the denominator.

and
Example:
a ÷ c = a × d = ad
b d b c bc a = (a × d) = ad and c = (c × b) = cb
b (b × d) bd d (d × b) bd
and
(x+y)
(x − y) and adding these new fractions we have:
1
= (x + y) ÷ 1 = (x + y) × = (x + y)(x − y)
(x − y) (x − y) 1
a + c = ad + cb = (ad + cb)
You should note in the last example how we put brackets round x + y and x − y b d bd bd bd
to remind us that they must be treated as single expressions, otherwise we may
have been tempted to handle the terms x and y on their own.
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M1

Multiplication & Division of Algebraic Fractions

As with ordinary arithmetic fractions, numerators can be multiplied together, as
can denominators, in order to form a single fraction.

Example;
a × c = (a × c) 3x × p × r 2 = (3x × p × r )
2
or s
b d (b × d) 2y 4q (2y × 4q × s)

Factors which are common to both numerator and denominator may be cancelled.
it is important to realise that this cancelling means dividing the numerator and
denominator by the same quantity.

Example:
8ab × 9mn 2 = (8 × a × b × 9 × n × n × m)
3mn 4ab 2 (3 × m × n × 4 × a × b × b)
= 6n
b

(5x 2y) 10xy (5x 2y) (4a 2b)

÷ = ×
8ab 3 (4a 2b) 8ab 3 10xy
(5 × x × x × y × 4a × a × b)
=
(8 × a × b × b × b × 10 × x × y)
= ax2
4b
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 Lufthansa Technical Training
MATHEMATICS
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M 1.2 ALGEBRA Technical Training
M1
Simplify the following:

i. x + x + x ii. 5a − 7a iii. 2q − 3 iv. 3y − 5 + 4 v. 3 − 2

3 4 5 12 18 2q 3y 5y 5p 3q

4y (2m + n) (a − b)
vi. 3x − vii. 1 − 2x + x viii. 1x + 1y ix. 3m − x.
5z 5 8 7 ab

y3 6pq 8s 2
x. 6a2 × b 2 xii. 9x 2 × 3 xiv. 6ab ad 8cd 2
2
xiii. × c × 2b × 4bc
b 3a 6y x 4rs 3p

xv. 2z 2 × 6a 2 × 10c3
2 2 3

3ac 5zy 3y

3pq p2
xvi. ab2 ÷ a 3 xvii. 6ab ÷ 4a
2 2 2
xviii. ÷
bc bc 5cd 7bd 5rs 15s 2
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MATHEMATICS
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M 1.2 ALGEBRA Technical Training
M1

LINEAR EQUATIONS
An arithmetical quantity has a definite value, such as 93, 3.73 or 3. An algebraic
4
quantity, however, given by algebraic expressions such as x − (− 3) or x 2,
represents many amounts depending on the value given to x.

Equations
A statement of the type x − 3 = 5 is called an equation.

This means that the quantity on the left--hand side of the equation is equal to the
quantity on the right--hand side. We can see that, unlike an identity, there is only
one value of x that will satisfy the equation, or make the left--hand side equal to
the right--hand side. The process of finding x = 8 is called solving the equation,
and the value 8 is known as the solution or root of the equation.

Solving Linear Equations

Linear equations contain only the first power of the unknown quantity.

7t − 5 = 4t + 7 and 5x = (2x + 5)
3 2

are both examples of linear equations.

In the process of solving an equation the appearances of the equation may be

considerable altered but the values on both sides must remain the same. We must
For Training Purposes Only

maintain this equality, and hence whatever we do to one side of the equation we
must do exactly the same to the other side.

After an equation is solved, the solution should be checked by substituting the re-
sult in each side of the equation separately. If each side of the equation then has
the same value the solution is correct. In the detail which follows, LHS means left--
hand side and RHS means right--hand side.

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M 1.2 ALGEBRA Technical Training
M1

Equation Requiring Multiplication & Division Solve the following equations:

Example: i. x + 3 = 8 ii. x -- 4 = 6 iii. 2x = 8 iv. 2x -- 7 = 9 v. 5x + 3 = 18

Solve the equation x = 3
6 vi. 3x -- 7 = x -- 5 vii. 9 -- 2x = 3x + 7 viii. 4x -- 3 = 6x -- 9
Multiply each side by 6, we get
x×6 = 3×6
6 ix. 5x -- 8 = 3x + 2 x. 2(x + 1) = 9 xi. 5(x -- 3) = 12
x = 18
xii. 3(2x -- 1) + 4(2x + 5) = 40 xiii. 7(2 -- 3x) = 3(5x -- 1)

Check: when x = 18, LHS = 18 , RHS = 3

6
xiv. x + x = 10 xv. 3x + 3 = 2 + 2x xvi. 2x = x + 1
2 3 8 3 5 8 2
Equations Requiring Addition & Subtraction
(x + 3) (x − 3)
Example: xvii. =
2 3
Solve the equation x − 4 = 8

If we add 4 to each side, we get

x−4+4= 8+4
x = 12

The operation of adding 4 to each side is the same as transferring --4 to the
RHS but in so doing the sign is changed from a minus to a plus.

x−4 = 8
For Training Purposes Only

x=8+4
x = 12

Check: when x = 12, LHS = 12 -- 4 = 8, RHS = 8

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 Lufthansa Technical Training
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M 1.3 GEOMETRY Technical Training
M1

GEOMETRY
COORDINATES & GRAPHS Example:
The point (3, 2) may be plotted on the coordinate axes as follows
Coordinates
Coordinates are numbers which are used to represent a particular point on a
graph. Coordinate axes consist of a horizontal line (x axis) and a vertical line (y
axis). The point of intersection of these two lines is called the origin (denoted by
the letter “O“).

Along the x and y axes we can mark off units of measurement (not necessarily the
same on both axes). The origin takes the value zero on both axes. The x axis takes
positive values to the right of the origin and negative values to the left of the origin.
The y axis takes positive values above the origin and negative values below the
origin.

Any point on this diagram can be defined by its coordinates (consisting of two
For Training Purposes Only

numbers). The first, the x coordinate, defines the horizontal distance of the point
from the y axis, the second, the y coordinate, defines the vertical distance of the
point from the x axis.
In general, a point is defined by its coordinates which are written in the form
(x,y), the x coordinate always written first. The coordinates are always written in
brackets with a comma between them to avoid confusion.

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 Lufthansa Technical Training
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M 1.3 GEOMETRY Technical Training
M1
Graphs
An equation involving two variables can be represented, on coordinate axes, by
means of a graph. The linear and quadratic equations considered in the last
chapter can be represented as lines on a graph. For a given range of values of x,
the corresponding y values can be calculated from the equation being considered.
The points obtained can then be plotted and joined together to form the graph.
Before plotting the points on a graph, the axes must be drawn in a way that takes
into account the range of the x--values and the range of the y--values. If graph
paper is used (which is desirable) you should use a scale that involves a sensible
number of units per square i.e. you should use steps of, for example, 1, 2, 5 or 10
etc. units per square depending on the question. You should avoid using steps
along the axes of, for example 7 or 9 units per square as this can complicate the
graph unnecessarily.

Example:
Draw the graph of y = 2x + 1 between x = 0 and x = 5

By taking the x values 0, 1, 2, ........5, we can calculate the corresponding y values,

as shown below, by first evaluating the component parts of the equation.

x: 0 1 2 3 4 5
2x 0 2 4 6 8 10
+1 1 1 1 1 1 1
y: 1 3 5 7 9 11

We then plot the points obtained, each point being defined by its x coordinate and The value of y therefore depends on the value allocated to x. We therefore call y
its corresponding y coordinate. The points are then joined together to the graph. the dependent variable. Since we can give x any value, we call x the
independent variable. It is usual to mark the values of the independent variable
For Training Purposes Only

along the horizontal axis (x). The dependent variable values are marked off along
the vertical axis (y).

Equations of the type y = 2x + 1, where the highest powers of the variables, x and
y, are the first are called equations of the first degree. All equations of this type
give graphs which are straight lines and hence they are often called
linear equations. In order to draw graphs of linear equations we need only take
two points, however three points are advisable.

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M 1.3 GEOMETRY Technical Training
M1

Draw graphs of the following functions taking values of x between --3 and
4.

i. y = 2x + 5

ii. y = 3x -- 5
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 Lufthansa Technical Training
MATHEMATICS
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M 1.3 GEOMETRY Technical Training
M1

The Straight Line Graph

A straight line is defined as the shortest distance between two points. Example:

The equation of a straight line is given by:

y = mx + c

Where m represents the gradient of the line and c is the point where the line
crosses the y axis (the y intercept). The point where the line crosses the x axis is
called the x intercept.
Gradient can be defined as the increase along the y axis compared to the increase
along the x axis. In the diagram below it can be seen that as the value of x
increases by 1, the value of y increases by 2 so the gradient is 2. In the diagram
on the right it can be seen that as the value of x increases by 1 the value of y
decreases by 3. This decrease is represented mathematically as an increase of In this example m = --3 and c = 6
-3 so the gradient is -3.
m = Gradient of the line
As c = 6, we know that this line cuts the y axis at y = 6 (this can be verified by
c = Intercept on the y axis substituting x = 0 into the equation of the line, as x = 0 along the y axis)
Similarly, as y = 0 along the x axis, we can substitute y = 0 into the equation of the
line to find where the intersects with the axis (the intercept).

we have, when
y=0
6 -- 3x = 0
3x = 6
x =2
For Training Purposes Only

Hence the line cuts the x axis at x = 2. We can now say that the y intercept = 6 and
the x intercept = 2.

Note: in this example m = 2 and c = 0, whenever c = 0 the line will pass through
the origin.

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 Lufthansa Technical Training
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M 1.3 GEOMETRY Technical Training
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Example:
A straight line parallel to the x axis takes the form y = constant. Similarly, a straight
line parallel to the y axis takes the form x = constant.

These case are illustrated below:

In this example, m = 4 and c = --2.

We know, immediately that the intercept is --2 (the value of c). To find the x
intercept, we substitute y = 0 into the equation of the line.

0 = --2 + 4
4x = 2
x = 0.5
Hence the x intercept is x = 0.5.
For Training Purposes Only

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MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1

ANSWERS TO QUESTIONS
From Page 5
Calculate the sum of the following examples:
Addition
i. 0.251 + 10.298 = 10.549

ii. 18.098 + 210.099 = 228.197

iii. 0.025 + 10.995 =11.020

iv. 1.09 + 1.2 + 10.14 =12.43

v. 27.3 + 0.021 + 68.3 =95.621

Subtraction
i. 27.3 -- 4.36 = 22.93

ii. 21.76 -- 18.51 = 3.25

iii. 32.76 -- 20.086 = 12.674

iv. 10.75 -- 19.999 -- 21.100 = -30.349

v. 1.09 -- 1.2 - 68.3 = -68.41

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MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 7
Calculate the sum of the following examples:
xvi. 11 -- (12 ÷ 4) + 3 x (6 -- 2) = 20
i. --8 + 5=-3
xvii. (15 ÷ (4 + 1)) -- (9 x 3) + 7 (4 + 3)= 25
ii. --7 -- 6-- 3=-16
xviii. 10 -- (12 ÷ 6) + 3 (8 -- 3)=23
iii. 8 -- 7 -- 15=-14 Question 1.
16 holes spaced 48mm apart are to be marked off on a sheet of metal. 17mm
iv. --3 + 5 + 7 -- 4 -- 2=3 is to be allowed between the centres of the holes and the edge of the metal.
Calculate the total length of metal required. = 754mm
v. 6 + 4 -- 3 -- 5 -- 7 + 2=-3 Question 2.
In the first 2 hours of a shift an operator makes 32 soldered joints per hour. In
vi. 8 x (--3)=-24 the next 3 hours the operator makes 29 joints per hour. In the final two hours
26 joints are made per hour. How many soldered joints are made in the 7
hours.= 213
vii. (--2) x (--5) x (--6)=-60
Question 3.
viii. 4 x (--3) x (--2)=24 A machinist makes 3 parts in 15 minutes. How many parts can he produce in
an 8 hour shift allowing 20 minutes for starting and 10 minutes for finishing the
shift.=90
ix. (--3) x (--4) x 5=60
Question 4.
x. --16 ÷ ((--2) x (--4))=-2 The length of a metal plate is 891mm. Rivets are placed 45mm apart and the
distance between the centres of the end rivets and the edge of the plate is
18mm. How many rivets are required.=19
xi. (15 x (--3) x 2) ÷ ((--5) x (--6))=-3
Question 5.
xii. 3 + 5 x 2=13 32 pins each 61mm long are to be turned in a lathe. If 2mm is allowed on each
pin for parting off. what total length of material is required to make the pins.

xiii. (7 x 5) -- 2 + (4 x 6)= 57 =2016mm

xiv. (7 x 5) -- (12 ÷ 4) + 3=4

xv. 11 -- (9 ÷ 3) + 7= 15

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MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 14 Arrange the following sets of fractions in order of size:
Solve the following equations: i. 1  5  2  7 = 1  7  2  5
2 6 3 12 2 12 3 6
ii. 3  5  9  17 = 17  9  3  5
Convert the following mixed numbers to improper fractions: 4 8 16 32 32 16 4 8
i. 2 6 = 20 ii. 3 4 = 31 iii. 21 3 = 108 iv. 5 21 = 146 v. 2 1= 15 iii. 3  5  2  5 = 5  2  3  5
7 7 9 9 5 5 25 25 7 7 8 9 6 18 18 6 8 9

Convert the following improper fractions to mixed numbers:

i. 11= 3 2 ii. 21= 4 1 iii. 53 = 7 4 iv. 210= 51 1 v. 99= 12 3
3 3 5 5 7 7 4 2 8 8

Add the following fractions:

i. 3 + 3 = 1 1 ii. 1 + 2 + 5 = 1 5 iii. 7 2 + 6 3 = 14 4 iv. 3 3 + 5 2 + 4 3
4 8 8 8 3 12 24 3 5 15 8 7 4
= 13 23 v. 23 14
+ =4 19
56 10 6 30

Subtract the following fractions:

i. 7 − 5 = 1 1 ii. 3 3 − 1 1 = 2 1 iii. 5 3 − 2 9 = 2 19 iv. 21 − 3 2 = 4
8 6 24 8 4 8 8 10 40 5 5 5
3
v. 1 − 2 = 2 − 13
4 5 20

Multiply and simplify the following fractions:

i. 3 × 5 = 15 ii. 2 × 1 2 = 10 iii. 7 × 3 1 = 4 9 iv. 3 3 × 1 3 × 1 1 = 6 3 v. 3
4 7 28 9 3 27 5 2 10 4 5 8 4 4
of 16=12

Divide and simplify the following fractions:

i. 4 ÷ 1 1 = 3
5 3 5
ii. 2 1 ÷ 3 3 = 2
2 4 3
iii. 5 ÷ 5 1 = 25
5 26 3
5 10

iv. 1 2 ÷ 3 ÷ 9 = 2 1
2

9
 3 2

v. 2 8 ÷ 1 2 + 1 = 1 1
3

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MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From page 20 Convert the following fractions to decimals (3 decimal places)
Solve the following equations: i. 3 = 0.375 ii. 11 =0.688 iii. 21 =0.656 iv. 1 5 =1.625 v. 2 7 =2.438
8 16 32 8 16
Multiplication
i. 5.05 x 13.8= 69.69 Place the following in ascending order of size;
i. 1  0.167 3 = 1  0.167 3 ii. 2  0.44 7 = 2  7  0.44
ii. 1.27 x 0.871= 1.10617 5 20 5 20 5 16 5 16
iii. 11  0.3594 0.3125 = 0.3125 11  0.3594
iii. --1.01 x 0.89= -0.8989 32 32

iv. 27.3 x --9.31=-254.163 Express the following as a percentage %:

i. 0.43= 43%ii. 0.025 = 2.5% iii. 1.25 = 125% iv. 3 = 37.5%
v. 1.09 x 104 x 1.2 x 102=1308000 8
3
v. = 42.86% vi. 1 = 8.34% vii. 7 = 35%
Division 7 12 20
i. 233.1 ÷ 18.5= 12.6 Express the following as fractions:
i. 25% = 1/4 ii. 13% = 13/100 iii. 4.5% = 9/200 iv. 33% = 33/100
ii. 0.1254 ÷ 0.057= 2.2
Express:
i. 30 as a percentage of 50 = 60%
iii. 0.6875 ÷ 22= 0.03125
ii. 24 as a percentage of 16 = 150%
iii. 0.5 as a percentage of 12.5 = 4%
iv. 24.024 ÷ 4.62= 5.2
iv. 3.2 as a percentage of 2.4 = 133%
v. 0.08 as a percentage of 0.72 = 11.12%
v. 1.09 x 104 ÷ 12= 908.334
Calculate:
Convert the following decimals to fractions in their lowest terms:
i. 4% of 30 = 1 1/5 or 1.2
i. 0.2 = 1 ii. 0.45 = 9 iii. 0.3125= 5 iv. 2.55= 2 11 v. 0.0075 = 3 ii 0.8% of 360 = 2 22/25 or 2.88
5 20 16 20 400
1 iii. 1.5% of 60 = 9/10 or 0.9
vi. 2.125 -= 2
8 iv. 120% of 75 = 93 3/4 or 93.75
Find the difference between i. 19 and 0.295 =0.001875 v. 80% of 90 = 72
64
iv. 120% of 75
ii. 1 3 and 1.1632 = 0.9757 v. 80% of 90
16

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MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 24
Solve the following equations:

Express the following ratios as fractions reduced to their lowest terms;

i. 15g to 2 kg = 3:400 ii. 21ft to 9inches = 28:1 iii. 20cm to 100mm = 2:1 iv. 400m
to 3km = 2:15

Find the missing value;

i. 3:4 = 6:8 ii. 20:1 = 64:3.2 iii. 240:400 = 0.6:1 iv. 1:2.6 = 5:13 v. 18:9 = 2:1

Five men build a wall take 20 days to complete it. How long would it take 4 men
to complete it. =25days

4 people can clean an office in 6 hours. How many people would be needed to
clean the office in 4 hours. 6 people

8 people take 5 hours to change an engine. How long would it take 4 people to do
this work. 10 Hours

An engineering company employ 12 men to fabricate a number of containers.

They take 9 days to complete the work. If the company had employed 8 men, how
long would it have taken. 13.5 Days

A train travels 200km in 4 hours. If it travels at the same rate, how long will it take
to complete a journey of 350km. 7 hours
A bar of metal 10.5m long is to be cut into three parts in the ratio of 1 : 1 3 : 3. Find
2 4
the length of each part. 1m, 3.5m, 6m

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MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 29
Solve the following equations:

Find the values of the following

i. 8 2 = 64 ii. 2 4 = 16 iii. 3 3 =27 iv. 2 5 =32
v. 16 = 4 vi. 144 = 12 vii. 169= 13 viii. 3 8 =2
ix.
3
27 = 3 x.
3
216 = 6

Simplify the following, giving each answer as a power

i. 2 5 × 2 6 = 211 ii. a × a 2 × a5 = a 8 iii. n 5 ÷ n 3 = n 3

iv. 10 5 × 10 3 ÷ 10 4 = 10 4 v. z 4 × z 2 × z −3 = z3
4 2
vi. 3 2 × 3 −3 ÷ 3 3 = 3 −4 vii. 9 3 = 9 7 viii. t × t 3 = t 6
4

ix. 71  = 7
3

Find the value of the following

i. 811/4 =3 ii. 82/3 =4 iii. 163/4 =8 iv. 92.5 = 243

AlJ CWM August 2006 Page: 60

MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 30 y−b
y = ax + b so x= a
Transpose the following:
y = x + 17 so x = 5y − 17
c 5
C = πd so d = π

S = πdn so d = s
(πn)

I = PRT so R = I
PT

v 2 = 2gh so h = v
2

2g

x = ay so y = ax

P = RT so T = PV
V R

S = ts so t = ST
s
T

M=E so R = IE
I R M

GY = T so J = Tl
l J GY

v = u + at so t = v −
a
u

n−p
n = p + cr so r = c

AlJ CWM August 2006 Page: 61

MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 33
Solve the following problems:
i. Find the area and perimeter of a rectangle whose length is 12inches and
width is 7inches. area= 84 in2 perimeter = 38inches

ii. A carpet has an area of 36m2. If it is square what length of side has the
carpet? 6m

iii. A triangle has a base of 7cm and an altitude of 3cm. Calculate its area. =
10.5cm

iv. The area of a triangle is 40ft2. Its base is 8ft long. Calculate its vertical
height. = 10ft

v. Calculate the volume of a metal pipe whose inside diameter is 6cm and
whose outside diameter is 8cm, if it 20cm long. 439.88 cm2

vi. A rectangular tank is 2.7cm long, 1.8cm wide and 3.2cm high. How many
litres of water will it hold when full? 0.015552 litres

AlJ CWM August 2006 Page: 62

MATHEMATICS IR PART 66
M1.1 ARITHMETIC
M1
From Page 35
Convert the following weights and measures:

i. Convert 6m to feet.= 19.686

ii. Convert 25US gallons to litres. = 94.625

iii. Convert 254 inches to cm. = 645.16

iv. Convert 4.5 litre to US gallons = 1.19 US Gallons

v. Convert 350 imperial gallons to litres. = 1591.1 Litres

vi. Convert the following to ˚F

--20˚C = -4
--5˚C = 23
37˚C = 98.6
88˚C = 190.4

vii. Convert the following to ˚C

--40˚F = -40
16˚F = -8.89
100˚F = 37.78
215˚F = 101.67

AlJ CWM August 2006 Page: 63

 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1

TEST
Work out the value of the following:

1. 7 + 4 x 3 = 19

2. 5 x 4 -- 3 x 6 + 5 = 7

3. 10 -- 12 ÷ 6 + 3 (8 -- 3) = 23

4. 53 = 125

5. 2 + 3 = 29
5 7 35

6. 5 − 3 = 1
6 4 9

7. 3 × 5 = 15
8 7 56

8. 3 ÷ 7 = 24
5 8 35

9. divide 74.52 by 8.1 = 9.2

For Training Purposes Only

10. multiply 20.3 x 17.4 = 353.22

11. Convert 0.800 to a fraction = 4

5

12. convert 3 to a percentage = 60%

5

AlJ CWM August 2006 Page: 64

 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
From Page 38
Solve the following substitution equations:

If a = 2, b = 3 and c = 5. Find the values of the following.

i. a +7 =9 ii. 9c = 45 iii. 3bc= 45 iv. 4c + 6b= 38 v. a + 2b + 5c = 33

vi. 8c -- 4b =28 vii. abc = 5 viii. 5a + 9b + 8c = 7.7

6
a + b+ c
For Training Purposes Only

AlJ CWM August 2006 Page: 65

 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
From Page 41
Simplify the following:
1)
i. 7x + 11x = 18x ii. 7x -- 5x = 2x iii. 3x -- 6x = -3x iv. --2x --4x = -6x
v.--8x + 3x = -5x vi. --2x + 7x = 5x vii. 5m + 13m -- 6m = 12m
viii. 6b2 -- 4b2 + 3b2 = 13b2 ix. 6ab -- 3ab -- 2ab = ab
x. 14xy + 5xy -- 7xy + 2xy = 14xy xi. --5x + 7x -- 3x -- 2x = -3x
xii. 3x -- 2y + 4z -- 2x -- 3y + 5z + 6x + 2y -- 3z = 7x - 7y +6z
xiii. 3a2b + 2ab3 + 4a2b2 -- 5ab3 + 11b4 + 6a2b = 9a2b -3ab3+4a2b2+11b4
xiv. pq + 2.1qr -- 2.2rq + 8qp = 9pq +4.3 qr

2)
i. 2z x 5y = 10yz ii. 3a x 3b = 9ab iii. 3 x 4m = 12m iv. ¼q x 16p = 4pq
v. z x (y) = xyz vi. (--3a) x (--2b) = 6ab vii. 8m x (--3n) = -24mn
viii. (--4a) x 3b = -12ab ix. 8p x (--q) x (--3r) = 24pqr
x. 3a x (--4b) x (--c) x 5d = 12abc xi. a x a = a2 xii. 3m x (--3m) = -9m2
xiii. 8mn x (--3m n ) = --24m n xiv. 7ab x (--3a ) = -21a3b
2 3 3 4 2

xv.m2n x (--mn) x 5m2n2 = -5m5n4 xvi. 5a2 x (--3b) x 5ab = -75a3b2

3)
i. 12x ÷ 6 = 2x ii. 4a ÷ (--7b) = − 4 a iii. (--5a) ÷ 8b = − 5 iv. 4a÷ 2b = 2a
7b 8b b
v. 4ab ÷ 2a vi. 12x2yz2 ÷ 4xz2 = 3xy vii. (--12a2b) ÷ 6a = -2ab
viii. 8a2bc2 ÷ 4ac2 = 2ab ix 7a2b2 ÷ 3ab = 21a3b3
For Training Purposes Only

AlJ CWM August 2006 Page: 66

 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
From Page 43
Remove the brackets in the following: Find the products of the following:

i. 3(x + 4) = 3x +12 ii. 2(a + b) = 2a+2b iii. 3(3x -- 2y) = 9x-6y i. (x + 4) (x + 5) = x2+9x+20 ii. (2x + 5) (x + 3) = 2x2+8x+15
iv. ½(x -- 1) = ½x -½ v. 5(2p -- 3q) = 10p - 15q vi. 7(a -- 3m) =7a-21m iii. (5x + 1) (2x + 3) = 10x2+17x+3
vii. --(a + b) = -a-b viii. --(a -- 2b)-a+2b ix. --(3p -- 3q) =-3p+3q iv. (7x + 2) (3x + 2) = 21x2+20x+4 v. (x -- 4) (x -- 2) = x2--6x+8
x. --4(x + 3) = -4x-12 xi. --2(2x -- 5) = -4x+10 xii. --5(4 -- 3x) =-20+15x vi. (2x -- 1) (x -- 4) = 2x2--9x+4 vii. (2x -- 4) (3x -- 2) = 6x2--16x+8
xiii. 2k(k -- 5) = 2k2--10k xiv. --3y(3x + 4) = -9xy-12y viii. (x -- 2) (x + 7) = x2+5x-14 ix. (2x + 5) (x -- 2) 2x2+x-10
xv. 4xy(ab -- ac + d) = 4abxy-4acxy+4dxy x. (3x + 4y) (2x -- 3y) = 6x2--6xy-12y2 xi. (2x + 3)2 = 4x2+12x+9
xvi. 3x2(x2 -- 2xy + y2) = 3x4--6x3y+3x2y2
xvii. --7p(2p2 -- p + 1) = -14p3-7p2--7p

Remove the brackets and simplify:

i. 3( x + 1) + 2(x + 4) = 5x +11 ii. 5(2a + 4) -- 3(4a + 2) = -2a-15

iii. 3(x + 4) -- (2x + 5) = x+7 iv. 4(1 -- 2x) -- 3(3x -- 4) = 16--17x
v. 5(2x -- y) -- 3(x + 2y) = 7x-3y vi. ½(y -- 1) + ¾(2y -- 3) = -11/4 +2y
vii. --(4a + 5b -- 3c) -- 2(2a -- 3b -- 4c) = -8a+11b+5c
viii. 2x(x -- 5) -- x(x -- 2) -- 3x(x -- 5) = -2x2+7x
ix. 3(a -- b) -- 2(2a -- 3b) + 4(a -- 3b) = 3a-9b
For Training Purposes Only

AlJ CWM August 2006 Page: 67

 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
From Page 46
Simplify the following:

i. x + x + x = 47x ii. 5a − 7a = a iii. 2q − 3 = 1 iv. 3y − 5 + 4 = 32

3 4 5 60 12 18 36 2q 2q 3y 5y 15y
3 2 9q − 10p 4y 15zx − 4y 2x
v. − = vi. 3x − = vii. 1 − + x = 1 − 21x
5p 3q 15pq 5z 5z 5 8 40
1 1 y+x (2m + n) 19m + n (a − b)
viii. x + y = xy ix. 3m − = x.
7 7 ab

y3 3y 6pq 8s 2 4qs
xi. 6a2 × b 2 = 3 xii. 9x 2 × 3 =
2
xiii. × = r
b 3a ab 6y x 2x 4rs 3p
xiv. 6ab ad 8cd 2 6a 2 d3 2z 2 6a2 10c 3
c × 2b × 4bc = b c xv. 3ac 2 × 5zy 2 × 3y3 = 3y5
8acx

3pq p2 9qs
xvi. ab2 ÷ a 3 = cb xvii. 6ab ÷ 4a = 21b
2 2 2 2 2
a xviii. ÷ = pr
bc bc 5cd 7bd 10ac 5rs 15s 2
For Training Purposes Only

AlJ CWM August 2006 Page: 68

 Lufthansa Technical Training
MATHEMATICS
Lufthansa Resource IR PART 66
M1.1 ARITHMETIC Technical Training
M1
From Page 48
Solve the following equations:

i. x + 3 = 8 so x=5 ii. x -- 4 = 6 so x=10 iii. 2x = 8 so x=4

iv. 2x -- 7 = 9 so x= 8 v. 5x + 3 = 18 so x= 3 vi. 3x -- 7 = x -- 5 so x= 1
vii. 9 -- 2x = 3x + 7 so x= 2/5 viii. 4x -- 3 = 6x -- 9 so x= 3
ix. 5x -- 8 = 3x + 2 so x= 5 x. 2(x + 1) = 9 so x = 31/2
xi. 5(x -- 3) = 12 so x= 5 2/5 xii. 3(2x -- 1) + 4(2x + 5) = 40 so x= 23/14
xiii. 7(2 -- 3x) = 3(5x -- 1) so x= 17/36
xiv. x + x = 10 so x= 12 xv. 3x + 3 = 2 + 2x = 39
2 3 8 3 56
(x + 3) (x − 3)
xvi. 2x = x + 1 so x = 1 9 xvii. = so x = -6
5 8 2 11 2 3
For Training Purposes Only

AlJ CWM August 2006 Page: 69

 Lufthansa Resource
Technical Training
TABLE OF FIGURES
ATA 1
ARITHMETIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ADDITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
SUBTRACTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MULTIPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
DIVISION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
COMMON FRACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
DECIMALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
RATIO & PROPORTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
POWERS AND ROOTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
TRANSPOSITION OF FORMULAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
AREAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
VOLUMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
CONVERSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

ALGEBRA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
USE OF SYMBOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
SUBSTITUTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
ADDITION & SUBTRACTION OF ALGEBRAIC TERMS . . . . . . . . . . . 40
MULTIPLICATION & DIVISION SIGNS . . . . . . . . . . . . . . . . . . . . . . . . . . 40
MULTIPLICATION & DIVISION OF ALGEBRAIC QUANTITIES . . . . . 41
BRACKETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
ALGEBRAIC FRACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
LINEAR EQUATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

GEOMETRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
COORDINATES & GRAPHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
ANSWERS TO QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Page i