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Number Basics

Number Basics. Number Basics. T ABLE O F C ONTENTS. Lessons 1. Medical Mathematics Go 2. Number Basics Go. Lesson 1 – Mathematics. Mathematics is a vital skill in everyday life. Using mathematics makes daily activities easier and more efficient. Lesson 1 – Math Anxiety.

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Number Basics

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  1. Number Basics

  2. Number Basics TABLE OF CONTENTS Lessons 1. Medical Mathematics Go 2. Number Basics Go

  3. Lesson 1 – Mathematics • Mathematics is a vital skill in everyday life. • Using mathematics makes daily activities easier and more efficient.

  4. Lesson 1 – Math Anxiety • Math anxiety is a nervous feeling many students get when they think about mathematical concepts. • The first step to overcoming math anxiety is to admit the fear and to be willing to do something about it. • The second step to overcoming math anxiety is to replace negative thoughts with positive ones.

  5. Lesson 1 – Learning New Concepts • Follow these tips to overcome math anxiety: • Before learning new material, mentally assess what you already know about the topic. • Take a break and clear your mind before approaching a new topic. • The best learning takes place when you participate and engage your mind. • Do not wait until the last minute to complete homework assignments or projects.

  6. Lesson 1 – Medical Mathematics • Health care workers must have mathematical skills to perform their daily duties. • Precise calculations and measurements must be performed by all workers.

  7. Lesson 2 – Numerical Systems • A numerical system is an organized method of counting. • The most common numerical system is the Hindu-Arabic system. This system uses a set of 10 digits, 0 through 9, to create specific values.

  8. Lesson 2 – Roman Numerals • The Roman numeral system is a numerical system that was developed over 3,000 years ago. • This system uses seven letters to express certain values. • I = 1 • V = 5 • X = 10 • L = 50 • C = 100 • D = 500 • M = 1000

  9. Lesson 2 – Rules for Roman Numerals • If a smaller numeral is placed in front of a larger numeral, the smaller numeral is subtracted from the larger numeral. • If a smaller numeral is placed behind a larger numeral, the smaller numeral is added to the larger numeral. • If the same numeral is placed next to itself, the numerals are added together. • The same numeral should not be placed next to itself more than three times.

  10. Lesson 2 – Numbers • Whole numbers are the numbers used to count, beginning with 0, 1, 2, 3, and so on. • Numbers also exist in parts: • Fractions • Decimals • Percentages

  11. Lesson 2 – Fractions • A fraction represents a part of a whole. • A fraction is made of two parts: • The numerator is the top number in the fraction. It shows the actual number of parts. • The denominator is the bottom number in the fraction. It tells how many parts it takes to make a whole.

  12. Lesson 2 – Fractions (continued) • When adding or subtracting, fractions must have the same denominator. • To multiply, first multiply the numerators and then multiply the denominators. • To divide, first flip the divisor fraction. Then multiply the numerators and multiply the denominators. • After finishing a mathematic function, fractions should always be reduced to lowest terms.

  13. Lesson 2 – Decimals • A decimal represents a fraction of a whole number whose denominator is a multiple of 10. • Decimals have place values. The place values of decimals are located to the right of the decimal point on a number line.

  14. Lesson 2 – Decimals (continued) • When adding and subtracting, the decimal points must be aligned. • When multiplying, multiply the factors without aligning decimal points. Then, place the decimal point so that the answer includes the number of decimal places that are in the factors. • When dividing, first move the decimal point of the divisor to the right so that it becomes a whole number. Then, move the decimal point of the dividend the same number of spaces to the right. Divide as usual.

  15. Lesson 2 – Percentages • Percentages can express a whole or part of a whole. • With percentages, the whole is always in terms of 100. • When performing mathematic calculations with percentages, it is often easier to convert the percent to either a decimal or a fraction.

  16. Lesson 2 – Percentages (continued) • To convert a percentage to a decimal, drop the percent symbol and move the decimal point two places to the left. • To convert a percentage to a fraction, drop the percent symbol and put the number in fraction form with 100 as the denominator. Then reduce to lowest terms.

  17. Lesson 2 – Numbers in Health Care • Health care workers use whole numbers and number parts every day. • Health care workers must learn to perform correct calculations with each number form.

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