Vedic Mathematics Lesson 1

VEDIC MATHEMATICS C O U R S E
CHINMAYA INTERNATIONAL FOUNDATION

Centre for Sanskrit Research and Indology
Adi Sankara Nilayam, Adi Sankara Marg, Veliyanad, Ernakulam - 682313, Kerala, India
Phone: +91-484-2749676, 2747307 Fax: +91-484-2749729 Email: vedicmathscourse@chinfo.org Web: www.chinfo.org
Benediction
It is a matter of great joy that you have chosen to study Vedic Mathematics,
a system that dates back to early India. I welcome you with much pleasure.
Anything that connects to our forefathers and scholars of yore opens a

channel for their blessing too. In the current case, it is a return to the methods
taught by our early mathematicians based on research and dissertations which
makes calculations unique yet logical too. I am sure it will cast the perception
of Mathematics as a more benign, enjoyable and even fun subject.
Mathematics has been a difficult subject for many students, yet as a nation
we are known for our Mathematic skills and capabilities. With the Vedic
Mathematics Course I am sure a lot more students will take to Mathematics
and hence computing, with great joy and happiness, for this course is going
to change old perceptions.
I congratulate Chinmaya International Foundation (CIF) and Vinay Nair,

the author of this Vedic Mathematics Course for the effort at reviving an old
but valued system. For CIF, this Course is yet another column that strengthens
its vision of bridging East and West, Past and Present, Science and Spirituality
and Pundit and Public.
May the Lord’s Grace and Pujya Gurudev Swami Chinmayanandaji’s

blessings be with you as you unravel this ancient system of computing.
With Prem and Om,
Swami Tejomayananda,
Head, Chinmaya Mission
© Chinmaya International Foundation 2013
Gratitude
Chinmaya International Foundation (CIF) is happy to present this course on
Vedic Mathematics that will greatly improve the attitude to Mathematics as
a skill and as a subject. We are happy that this should come to us from Vinay
Nair, a member of the Chinmaya Mission. Vinay is the Head of the School of
Vedic Maths (SOVM) who along with CIF has been conducting workshops
and teaching sessions on Vedic Mathematics in various schools, colleges and
other institutions of learning for both students and teachers.
Vinay began working on this course two years ago and this is verily a labour
of his love for Gurudev’s accent on education.
Putting the course together has been enjoyable even if arduous and we have
a lot of dedicated people to thank for this.
At every stage the course material needed precision and attention which
we received from a variety of people.
Swapna Ganesh, who served as a Mathematics teacher in Chinmaya Vidyalaya,
Kasargode, Kerala, attended two residential camps on Vedic Mathematics and
was inspired enough to develop most problem sets for every lesson.
Er. Venugopal D. Heroor, an eminent scholar and author of many books
on Vedic Mathematics, generously contributed life-sketches of Indian
mathematicians which has enhanced the course material.
Once the course was put together, proofing and checking it at every level
and layer was possible with the effort, time and love of the following people:
 Neeraj Bhai, Global IT Team, Chinmaya Mission (also working for
Chinmaya Jeevan Darshan at Chinmaya Vibhooti), who attended the
first Vedic Mathematics camp at CIF, for giving the course content a
better language and presentation.
Vedic Mathematics Course
 Sindhu Anand, for editing and assisting in the correction of the grammar
and punctuations.
 Shefali Arvind, Web Assistant, Chinmaya International Foundation for
reviewing the grammar and language.
 Br. Kutastha Chaitanya, for critically examining for logic errors. He also
helped improvise the layout and design which has finally resulted in
the present look of the Course lessons.
 Br. Sarthak Chaitanya inserted diacritical marks and helped in the
standardisation of Transliteration and other aspects.
 Aparna Sundereshan gave the entire content the overall look and thus
confirmed to us that we are ready to go!
M.R.Radhika, DTP Operator, CIF Shodha Sansthan and V.J. Renjith,
Designer, CIF, variously managed the page layout, format of the course content
while design in particular was done by Renjith. Without their hard work, the
Course would not have taken this form today.
Shamika, Senior Designer, Chinmaya Kalpanam, Cental Chinmaya Mission
Trust, coordinated the printing of the entire course with the printers in Mumbai.
Manisha Makhecha managed the overall co-ordination between the entire team.
CIF offers its heartfelt gratitude to Sri R. Krishnamoorthy, Sevak at Chinmaya
Vibhooti, Kolwan, for generously sponsoring the preparation of the Vedic
Mathematics Course as well as its printing. May the Lord and Pujya Gurudev
shower blessings upon him.
This makes the work a rich offering at Pujya Gurudev Swami
Chinmayanandaji’s feet.
In Shri Guru Smriti,

Swami Advayananda
Acharya, Chinmaya International Foundation.
About The Course


The first edition of Vedic Mathematics by Swami Bharati Krishna Tirtha was
brought out by Motilal Banarsidass Publishers Private Limited in 1965. This
book has been an inspiration for many Eastern and Western authors to come
out with more books on Vedic Mathematics containing detailed explanations
on the subject. However, learning mathematics from books is not very simple
for everyone. Keeping this fact in mind, this course is designed to enable
interaction between the teacher and the student through test-paper evaluation
and email interactions. Through such communications, one can get a better
idea on the areas of improvement.
This home-study course consists of twenty four lessons conveniently

arranged in seven sections, three parts and three questionnaires. It will take
about nine months to complete the course. At the end of every lesson, there will
be a set of practice problems which needs to be solved to gain mastery over the
techniques. It is expected that the student will continue practising the methods
taught in the earlier lessons as he progresses in the course. The questionnaires
will contain both objective and subjective questions along with questions on
calculations. Some lessons carry additional information on different topics
in mathematics and brief sketches of the lives of Indian mathematicians.
Questions from these topics will also be asked in the questionnaires. The
practice problems given at the end of every lesson needs to be done and sent
to us as per the instructions given in every lesson, following which we shall
dispatch the next set of lessons to the student.

In every lesson, there will be instructions given which needs to be followed

strictly. The aim of this course is to create a love for mathematics, encourage
problem-solving techniques and enhance creativity in persons of all ages. The
objective is not just to impart various techniques of Vedic Mathematics but also
to enable a person to think independently and come out with one’s own new
techniques for solving problems. We hope to bring out productive-thinkers
who will contribute their own techniques.
We Wish You A Happy Learning!

GUIDELINES AND INSTRUCTIONS


We take great pleasure in welcoming you to the Vedic Mathematics
Course. The salient features of Vedic Mathematics by Swami Bharati
Krishna Tirtha, as well as insights from ancient Indian mathematians’
works, are incorporated in these lessons.
The Course covers different techniques in Vedic Mathematics and also
looks into various aspects of mathematics discovered by Indians, but less
known to the world. It can act as a stepping stone for many who would
like to go further and explore more in Indian mathematics.
The key thrust of this Vedic Mathematics Course is to improve
pattern-observation, develop logical and analytical-thinking through
mathematics. The student thus not only studies Vedic Mathematics,
but will also become empowered and inspired to discover the play of
mathematics in the universe.
In total, 24 lessons on Vedic Mathematics and ancient Indian mathematics
are covered in three parts split into 7 sections. This Course is planned in
such a manner that a diligent student can complete the Course in a span
of 9 months. At the end of each of the three parts you will be required
to answer a questionnaire based on the lessons covered upto that point.
You may take a one week to study each lesson in Part-I and one-two
weeks to study each lesson in the remaining parts. After completing every
lesson, you need to solve the practice problem sets given at the end of
the lesson. These practice problems have to be solved in a foolscap paper
and sent to us with your name and registration number. You can send

practice problem sets of two lessons at a time. We will not be correcting

these practice problem set; it is just to ensure that you are continuing your
studies meticulously. The next set of lessons will be sent to you only after
you send the practice problem sets of the earlier lessons. If you fail to
submit your questionnaires or practice problem sets regularly and on time,
you will be taken off the rolls. Once you have been taken off, if you want
to continue the Course, you will be required to re-register and start afresh
from the first lesson onwards. However, those of you who have genuine
reasons for failing to submit the answers on time may intimate the Course
Administrator; your request will certainly be given due consideration. As
and when you complete the lessons you will receive further lessons. A key
to transliteration of Sanskrit words to English to give you an idea of the
actual pronunciation is being sent to you at the beginning of the Course.
The aim of this Course is not to just help you study Vedic Mathematics,
but to enable you apply the same in day-to-day life. With this as the
objective we recommend the following method of study:
• Devote atleast half an hour daily to study these lessons. Regular study
is the key to success.
• You must devote at least four hours a week on study and reflection.
• Once you are confident that you have understood the contents, answer
the questionnaire pertaining to that Part. We expect your answers
to be to the point and in your own words. Refrain from referring to
the lesson while answering the questions. Answer all the questions
in one stretch except the last section that deals with reflection. When
you have answered the reflection question send it along with the
questionnaire you have already answered.
• Make it a point to revise the earlier lesson before your start studying a
new one. Once in three months revise all the lessons you have studied.
This will help you choose the best suitable technique for any given
calculation very easily.
2
Guidelines and Instructions
• As far as doubts are concerned, make a note of them in a separate

book. As the concepts unfold in the subsequent lessons, most of your
doubts will be automatically cleared. Hence, we discourage learners
from writing to us about their doubts as and when they arise. You are
however welcome to write/e-mail us to clarify doubts which persist.
• In a separate book jot down the ideas and concepts that you find
really interesting in the Course. Try to expand these concepts with
your own ideas and thoughts.
• We strongly recommend that you discuss and share with like-minded
friends, ideas and insights that you have gained from this Course. Such
discussion is bound to enhance your personal clarity on the subject matter.
If you ensure all these, it is needless to say that this study of the Vedic
Mathematics Course will unleash the mathematician in you.
All your correspondence with respect to the Vedic Mathematics
Course should carry your name and registration number and should be
addressed to:
Administrator
Chinmaya International Foundation
Adi Sankara Nilayam, Adi Sankara Marg, Veliyanad – 682 313
Ernakulam Dist., Kerala, India
Ph: +91-484-2749676 Fax: +91-484-2749729
Email: vedicmathscourse@chinfo.org
We wish you the very best in your endeavour and assure you that we
are here to help you always.
Key to Transliteration and Pronunciation

The Sanskrit language, written in the Devanägaré script, has nearly twice as many
characters in its alphabet as has English. In these lessons, the Devanägaré characters
have been transliterated according to the scheme adopted by the International congress
of orientalists at Athens in 1912 and since then generally acknowledged to be the only
rational and satisfactory scheme. The following is the key for the transliteration and
pronunciation of the Sanskrit alphabet. One ‘sound value’ is given to each letter; f, g,
w, x, and z are not used at all.
A a like the o in son
Aa ä like the a in far
# i like the i in if
$ é like the ee in feel
% u like the u in full
^ ü like the oo in pool
\ å like the ri in rig
§ è no equivalent in English
¤ ÿ no equivalent in English
@ e like the a in gate
@e ai like the y in my
Aae o like the o in note
AaE au like the ou in loud
kœ k like the k in look
o! kh like the kh in khan
g! g like the g in gap
"! gh like the gh in ghost
c! c like the ch in chuckle
Dœ ch like the ch in treachery

j! j like the j in jam

H! jh like the geh in hedgehog
qœ ö like the t in tank
Qœ öh like the th in ant hill (approximate)
fœ ò like the d in dog
Fœ òh like the dd in midday (approximate)
t! t like the th in thump
w! th like the th in Othello
dœ d like the th in then
x! dh like the dh in dhobi
p! p like the p in put
) ph like the ph in uphill (approximate)
b! b like the b in bad
É! bh like the bh in bhangra
'œ ì like the ng in sing
|! ï like the ny in canyon (approximate)
[! ë like the n in under
n! n like the n in nose
y! y like the y in yap
rœ r like the R in Raja
l! l like the l in lap
v! v like the v in avert (approximate)
z! ç like the sh in shri
;! ñ like the sh in shall
s! s like the s in sand
hœ h like the h in hat (approximate)
> ù a distinct hard aspiration that echoes the vowel which immediately
precedes it
. à the nasal belonging to the preceding vowel, the precise sound of
which depends upon the consonants that follow it. Represented by
a dot above the alphabet.
Syllabus

PART – I (Duration 10-12 weeks)
Introduction
Section A – Addition and Subtraction
Lesson 1: Addition
Lesson 2: Subtraction
Section B – Multiplication with Recognizable Patterns

Lesson 3: Multiplication of complementary numbers like 23 x 27
Lesson 4: Multiplication by numbers consisting of all 9s
Lesson 5: Multiplication by numbers above the base
Lesson 6: Multiplication by numbers below the base
Lesson 7: Multiplication by 11
Lesson 8: Multiplication by 12
Lesson 9: Multiplication of any number by 9, 99, 999
Section C – Generic Multiplication

Lesson 10: Multiplication by two-digit numbers
Lesson 11: Multiplication by three and four-digit numbers
Questionnaire 1
  

PART – II (Duration 8-10 weeks)

Section D – Squaring, Square Root and Cubing
Lesson 12: Squaring of numbers in patterns
Lesson 13: Squaring numbers with any number of digits
Lesson 14: Square root
Lesson 15: Cubing
Questionnaire 2
  
PART – III (Duration 12-14 weeks)
Section E – Advanced Multiplication
Lesson 16: Working base
Lesson 17: Multiplication above and below the base
Lesson 18: Multiplication above and below the working base
Lesson 19: Compound multiplication
Section F – Division
Lesson 20: Nikhilam-division
Lesson 21: Division
Section G – Miscellaneous Matters

Lesson 22: Area of 2-D shapes
Lesson 23: Bhuja-koöi-karëa-nyäya (Pythagoras’ Theorem)
Lesson 24: Kaöapayädi number system
Questionnaire 3
Part I
Introduction

Mathematics is an amazing subject. It is the queen of all sciences. Yet, it is a
horrifying word for many across the world. It has been considered as a dry subject,
studied as an obligation. The application of Mathematics in subjects like Physics,
Chemistry, Astronomy, Accountancy, Statistics, Geography and even Economics,
has left people with no choice but to learn it, whether they like it or not.
School children feel that they have to deal with Mathematics only till
they finish school. When they enter college, this dream is often shattered.
Things do not end there. After graduation, when they appear for competitive
exams or an aptitude test for a corporate job, their plight gets worse.
After having got habituated to using calculators all these years, they find it
hard even to add a list of numbers without its help. Many youngsters are not
able to crack these exams only because of their challenge in numerical ability.
What a tragedy would it be for those who are unable to pursue their dream
career and have to be satisfied with what they have got!
Let us face it. Mathematics is a subject that chases us like a shadow in
our school, college and professional life. How to deal with such a problem?
Many researchers have pondered and worked towards solving this
‘mathematical’ puzzle. And this is what they have concluded – The subject
is more like a phobia that gets inflicted in one’s mind at a young age. It can
be a fear for a particular teacher that got converted to a fear of the subject.
It can also be a general perception that ‘Mathematics is hard’ that got stuck in

our mind during school days. Whatever the reason be, it is just a ‘fear’ that
can be overcome with ease. This programme aims to change that perception.
Mathematics can be fun!
Mathematics in Ancient India

In the olden times in India, mathematics was not taught as a separate subject.
It was imbibed in other subjects like Astrology, Astronomy, Engineering, and
so on. This added a different flavor to mathematics. Students were made to
observe the forming of different shapes and patterns in the nature. They were
shown how different numbers had different properties as could be seen in
any field – be it science, spirituality, astrology and many more.
Today, we learn mathematics as a separate subject without realizing its real
application in other subjects. When we take mathematics out of any subject
and treat it separately, the sense of versatality is gone. It is like eating raw
tea leaves rather than having it with water, sugar and milk. This may be one
of the reasons why mathematics is often looked at as a dry subject. But if we
look carefully, we can see the play of mathematics in the entire Universe. Take
any subject – Music, Dance, Literature, Poetry, Physics, Chemistry, Biology,
Engineering, Economics, Statistics, Accountancy or Computers; every subject
has mathematical applications. Mathematics is the unseen thread that links
various subjects together to form a beautiful necklace of the Total Knowledge.
Indian Mathematics can be broadly classified into four categories:
1. Mathematics in the Vedas: Vedas are store houses of all knowledge. Almost
all modern scientific discoveries were already known to ancient Indians. They
even knew the distance between the sun and the earth even before telescope
was invented. Indians were far advanced in medicine, engineering, arts,
literature, science, mathematics and every other subject. And the source of
all of these was the Vedic literature. Some were directly related to the Vedas;
some were taken from the Vedas and further developed by the scientists and
thinkers (Åñis) of those times. The Vedas contain a great deal of knowledge
2
Introduction
on mathematics too. Exactly how old are the Vedas is not known. All that can
be said is that Vedas are thousands of years old.
Knowledge of the number systems, digits, numerical codes, astronomical
calculations, arithmetical calculations, progressions, geometry were covered
in texts like Taittiréya Saàhitä, Ågveda, Yajurveda, Çatapatha Brähmaëa, and so
on. Some information was also blended with spiritual notes. One example
would be of the Çänti Mantra1 of Içäväsya Upaniñad of Yajurveda. The mantra
has a spiritual meaning, at the same time, it gives the mathematical formula
and properties of Infinity as well as of Zero. In such ways, knowledge was
encoded in spiritual verses in the Vedic texts.
2. Vedäìgas and Çulba-Sütras: Vedäìgas are supplementary texts to

understand the Vedas. There are six Vedäìgas namely, Çikñä (Phonetics),
Niruktam (Etymology), Vyäkaraëam (Grammar), Chandas (Prosody), Kalpam
(Rituals) and Jyotiñam (Astronomy). It is to be noted that during this time,
Jyotiñam included Gaëitam (Mathematics). In the Chändogya Upaniñad, it is
given that during the late Vedic period, an integrated subject Jyotiñam or
Gaëitam developed which was divided into three – Räçi Vidyä (Arithmetic),
Nakñatra Vidyä (Astronomy) and Daiva Vidyä (Astrology). Kalpam was
further divided into Çrauta-sütras (for sacrificial rites – yajïa), Gåhya-sütras
(domestic rules and social customs) and Dharma-sütras (religious law). Çulba-
sütras formed a part of Çrauta-sütras and dealt with geometrical constructions
of sacrificial altars.
1. ` pU[Rmd> pU[Rimd< pU[aRTpU[RmudCyte pU[RSy pU[Rmaday pU[Rmevaviz:yte. ` zaiNt> zaiNt> zaiNt>.

Om pürëamadaù pürëamidaà pürëätpürëamudacyate pürëasya pürëamädäya
pürëamevävaçiñyate. Om çäntiù çäntiù çäntiù.
Meaning of the Mantra is ‘That is complete. This is complete. This completeness comes from That
completeness. Even if we take this completeness from That completeness, still what remains is
complete.’
The Mathematical Meaning is ‘When we subtract Infinity from Infinity, what remains is Infinity’.
This property of Infinity also holds good for Zero. In Indian philosophy, Zero is also considered
Pürëam (Complete).
3
Historians date Çulba-sütras back to at least 1000-500 BCE. Of the many

Çulba-sütras written by different mathematicians during different periods
of time, very few are available today. Among them, the well known ones
are Boudhäyana-çulba-sütra, Äpastaàba-çulba-sütra, Kätyäyana-çulba-sütra and
Mänava-çulba-sütra (named after the respective authors).
3. Mathematics by Ancient Indian Mathematicians: As you have seen, the

mathematics in India can be sighted in the Vedic literature which developed
later into astronomy, astrology, algebra, arithmetic, geometry, and so on.
As per the need of time, the ancient Indian mathematicians like Äryabhaöa,
Bhäskara, Varähamihira, Brahmagupta, etc., compiled the existing knowledge
of mathematics along with their discoveries, into both exhaustive and
comprehensive treatises. Thus went on a progressive development in the
field of mathematics in India.
Two of the famous schools of mathematics were Kusumapura (present day
city of Patna) and Ujjain (in Madhya Pradesh). Kerala school of mathematics
was also very advanced but it seems that the knowledge did not spread from
this school, much, to the rest of India. However, some scholars believe that
Äryabhaöa-I (476-550 CE) was from Kerala. There were many mathematicians
from Karnataka as well.
The works written by these medieval mathematicians were far advanced
than the mathematics that evolved in the West. Since the last century, many
Westerners have started doing research and translating many a works by the
ancient Indian mathematicians.
The expositions by ancient Indian mathematicians can also be termed Vedic
because it was developed from the Vedic literature.
4. Vedic Mathematics by Swami Bharati Krishna Tirtha: There lived a saint

of Çaìkaräcärya order, Swami Bharati Krishna Tirtha (1884-1960 CE), who
was also a contemporary, to the genius mathematician Srinivasa Ramanujan.
Swamiji put forth 16 sütras and 13 upasütras using which calculations could
4
Introduction
be done a lot faster. He wrote a book which was named ‘Vedic Mathematics’.
It is this book that is popularly known today as ‘Vedic Mathematics’ all over
the world. However, you need to remember that Ancient Indian Mathematics
(as explained in the earlier three points) does not mean only techniques to
do calculations faster, but also covers the whole of mathematics as a subject.
Let us now see the history of this prevalently known ‘Vedic Mathematics’.
Father of Vedic Mathematics

India has been the motherland of many great souls whose contributions have
helped the whole of mankind. Vedic Mathematics, as the subject is called,
is a gift to mankind by one of the greatest scholars India has ever produced
– Swami Bharati Krishna Tirtha. He was a prodigy who left people with awe
and admiration for his contribution to mathematics. He gave mathematics a
whole new dimension that no one had ever imagined. He made calculations
so lucid and interesting that students of any caliber can learn it with ease. He
made it look like magic. The initial sense of relief that one experiences after
looking through Vedic Mathematics is later converted into excitement that takes
one onto a journey of discovery and exploration in the field of mathematics.
Born to highly learned and pious parents in 1884 CE at Tirunelveli in
Madras Presidency (Tamil Nadu, India), Venkatraman (previous name of
Swami Bharati Krishna Tirtha) was an exceptionally brilliant boy. He always
stood first in his class for all the subjects. At the age of sixteen, he was awarded
the title ‘Saraswati’ for his proficiency in Sanskrit. He was deeply influenced
by his Sanskrit Guru Çri Vedam Venkatrai Shastri who he remembered with
deepest love, reverence and gratitude. When he was twenty, he obtained an
M.A. from American College of Sciences, New York (from Bombay Centre)
simultaneously in seven different subjects (his subjects included Sanskrit,
Philosophy, English, Mathematics, History and Science) securing the highest
honours in all. He was proficient in fourteen languages.
5
Prof. Venkatraman Saraswati served as Principal of National College,

Rajmahendri for a short period until his thirst for spiritual knowledge pulled
him to Swami Sacchidananda Sivabhinava Nrisimha Bharati at Sringeri. After
eight years of extensive study of the scriptures (1911-1918), Prof. Venkatraman
was initiated into the Holy order of Sannyäsa as Swami Bharati Krishna
Tirtha. After few years, Jagadguru Çankaräcärya Çri Madhusudan Tirtha’s
(of Govardhan Péöha) health took a severe turn and Swami Bharati Krishna
Tirtha had to take up his position at Puri Govardhan Péöha.
Swamiji was a spiritual dynamo. He travelled through out India.
Vedic Mathematics was one of his epoch-making contributions to the world.
During his Vedic studies at Sringeri (1911-1918), as a result of his intense tapas
(penance) in the forests of Sringeri, Swamiji unraveled the hidden meanings of
certain sütras (aphorisms or word-formulae). It is claimed that one can solve
any mathematical problem using these sütras.
About Vedic Mathematics

Vedic Mathematics is based on sixteen sütras and thirteen upasütras; which
Swamiji says, he ‘re-discovered’ from the Vedas, rather, some Gaëita Sütras
from the appendix of Atharvaveda. One may not find these sütras as it is in
the Vedic literature, but Swamiji got the essence of the subject while he was
studying Vedic literature. Being a humble saint, he did not want to claim the
ownership of the new system of mathematics. Hence, he named the subject
- Vedic Mathematics.
Initially, Swamiji had written sixteen volumes on Vedic Mathematics (one
volume on each sütra). But before it could be printed, the treasure was
irretrievably lost. Everyone grieved over the great loss except Swamiji, for
he said he could rewrite them all recollecting from his memory. In one and
a half month’s time he re-wrote one introductory volume. However, the toll
that had taken on his failing health, on account of his rigorous work for almost
four decades (and losing eyesight due to cataract) did not allow him to write
more. And in February 1960, the great saint left his mortal frame.
6
Introduction
Till date, no one has been able to find the exact source of the sütras
anywhere in the Vedic literature. For the same reason, some historians
and mathematicians claim that the subject should not be called ‘Vedic’.
However, Vedas are very huge and some parts of the Vedic texts are not
available today. The terminologies used in the sütras by Swamiji are very
similar to the ones used in the Vedic literature. It is quite possible that he had
mentioned the sources of the sütras in the volumes written by him which got
lost. When we talk about the Vedas, it should be remembered that it was not
written by one single person. Vedas were, in fact, revelations that the ancient
Åñis had. In their heights of contemplation and meditation, the knowledge
of the Vedas dawned upon them. So, there is no such date when the Vedas
were written. Same is said to be the case with Swami Bharati Krishna Tirtha.
He was one of those kinds of Åñis who gained knowledge out of intuition.
How knowledge can be gained through intuition cannot be explained using
logic for the simple reason that intuition is beyond logic. Since his sütras give
the results correctly, and they bear a resemblance to the Vedic terminologies,
we cannot fully rule out the possibility that its source cannot be the Vedas.
Further research needs to be conducted in this regard to find out the actual
source of these sütras. However, instead of getting into the dispute over the
name, it would be wiser if one can make use of the knowledge, leaving the
earlier part to the researchers and historians to decide.
Swami Bharati Krishna Tirtha’s introductory volume on Vedic Mathematics
covers addition, subtraction, multiplication, division, squares, square roots,
cubes, cube roots, factorisation, simple and quadratic equations, H.C.F.,
L.C.M., decimals, fractions, and much more. The original volumes must have
contained higher levels of mathematics based on the same sütras and upasütras.
Never in the past has anyone made such a discovery by encapsulating such a
vast subject like mathematics in just a few words in simply stated formulae.
The techniques used in Vedic Mathematics are unconventional and different
from the normal mathematics that was used by earlier Indian mathematicians
7
like Äryabhaöa, Bhäskara, Mahävéra, and so on. When one hears the word
‘sütras’ in a language like Sanskrit, one need not think that he should have
a high-level knowledge of Sanskrit to understand the subject. As a matter of
fact, the techniques prescribed are so lucid that anyone can learn it with ease.
Unlike the mathematics that is taught in schools which has only ‘one way’ to
do a particular calculation, Vedic Mathematics teaches different ways to solve
the same problem. Perhaps, this was Swamiji’s way to connect mathematics
to God – Different ways to attain the same ‘Truth’!
The aim of this Introductory lesson was to give you a glimpse of Indian
mathematics and brief you about the subject Vedic Mathematics as propounded
by Swami Bharati Krishna Tirtha. Now you must have understood the
difference between the popularly known Vedic Mathematics and ancient Indian
mathematics. The heritage of Indian mathematics is so vast that it cannot be
encapsulated in a Course. However, while we discuss the techniques for easy
calculations in the upcoming lessons, we shall take a dip into other aspects
of Indian mathematics and mathematics as and when we get a chance. The
interested ones can take up a few topics from the lessons for further research.
Section A – Addition and Subtraction

Lesson 1 – Addition

In the introductory lesson we discussed about mathematics and its development in
ancient India. We also saw about the subject and founder of the popularly known
Vedic Mathematics. From this lesson, we shall start learning different calculation
techniques mainly from Swami Bharati Krishna Tirtha’s Vedic Mathematics.

Addition is the easiest and the first calculation that we are taught. But
do you know that it is in addition that most of us go wrong?
Addition is the base of all calculations. Any calculation involves
addition. Even subtraction does, because subtraction is nothing but reverse
addition. If one does not know addition, he cannot learn subtraction.
Usually when we say, we made a silly mistake in calculation, it is
often a mistake in addition. What might be the reason for silly mistakes
and that too in addition, when it is the easiest of all calculations? The
answer is simple. Such mistakes happen due to lack of concentration.
How to improve concentration? During school days, everyone would
have got a load of advice from the elders to improve concentration. But
nobody tells how to!
Well, you can start off with simple mental calculations like adding
single-digit or two-digit numbers. Today, we are so used to using
calculators or even a pen and paper that we cannot think of doing a
calculation mentally. This is the first hurdle. We need to visualize numbers

to do mental calculations. This exercise not only improves mathematical

ability, but also improves our brain-functioning. Mathematics is one of
the best exercises that you can give your brain. No matter how long you
take, see to it that you do not rely on pen and paper to do simple two-
digit number additions. You can begin with calculations like 23 + 46,
52 + 49, and 38 + 94. Note down the time you take to do each calculation.
Keep doing at least 15-20 calculations in a day and see if your speed goes
up within one week of practice. It surely will. Once you have done that,
you have taken the first step towards visualizing. Mental calculations
do not take time, but visualizing is something that might be a little time-
consuming, initially. However, once you are trained to visualize numbers
mentally, you will take much less time to do calculations.
Till 1970s, in India, there was a subject called Mental Arithmetic for
students up to the fourth grade. Many of us today, may recall the way
our grandparents did large calculations without using pen and paper.
This was possible only because they were trained that way. We need to
train ourselves so that for us too doing calculations mentally is a breeze.
“Which is the easiest method to add?” Many come up with this
question. And the answer is very simple. “You have to find your own
easiest way.” For example, 46 + 37. Some might add 6 and 7 first, and
carry over the 1 to the sum of 4 and 3. Another person might look at it
as 46 + 30 = 76. 76 + 7 = 83. Nobody can teach anybody the easiest way
because it varies from person to person. And the discovery of our easiest
way will automatically happen when we start doing mental calculations.
After a while, our brain will get the answers effortlessly. One, who does
regular practice for a few minutes daily, will be able to get answers to
any straight and simple calculations within seconds. It can be called the
Law of Least Effort, which says that you get the answer by applying the
least effort. It is like how a batsman masters the sport of cricket. When
a bowler releases the ball, it reaches the batsman within a fraction of a
2
Lesson 1
second. And in that short period, the batsman hits the ball to the right
spot where there are no fielders. Subconsciously, inside the batsman’s
mind a lot of calculations happen – visualizing the ball coming towards
him, speed of the ball, speed of the wind, swing of the ball, at what force
and at which angle he should hit the ball and so on. All this happens
intuitively and that is because he has practiced so much that hitting a
ball is effortless for him.
  
Things for You to Do
• The key to success is doing one’s studies sincerely and regularly.
Everyday do 15-20 sums on simple addition of two- or three-
digit numbers mentally. You can practice this even while you
are walking or waiting for your bus.
• Note down the time taken to do an operation of addition. You
will see that your speed starts improving significantly within
7-10 days.

Practice Problems for Mental Calculations
(1) 35 + 24 (5) 52 + 81 (9) 177 + 388 (13) 819 + 1274
(2) 64 + 21 (6) 99 + 37 (10) 393 + 138 (14) 8686 + 68
(3) 28 + 55 (7) 72 + 46 (11) 529 + 53 (15) 739 + 273
(4) 86 + 38 (8) 42 + 39 (12) 73 + 333 (16) 297 + 893

Did You Know?
Did you know that there is a mathematical sense in every living
organism? Babies learn different shapes and sizes while playing with
their toys. Even before kids learn numbers or fractions in schools, they
3
can make out which is the bigger piece of a cake or chocolate. By the
time a child is around four years old, she starts playing various sports.
Here she is learning by discovering the concept of speed, time and
distance. These are a few of the mathematical discoveries we all make
as we grow up. Yes, discoveries! Each one of us has learnt such things
only by discovering concepts on our own and not by being taught. This
itself suggests that mathematics is a subject that has to be discovered
more than taught. It is just that we do not realize it and think that we
can learn mathematics only if somebody teaches us. We ourselves need
to be convinced of the fact that each one of us is a born mathematician.
Observe and Discover.

Vedic Mathematics Lesson 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Vedic Mathematics Lesson 1

Uploaded by

Copyright:

Available Formats

VEDIC MATHEMATICS C O U R S E

CHINMAYA INTERNATIONAL FOUNDATION

Anything that connects to our forefathers and scholars of yore opens a

I congratulate Chinmaya International Foundation (CIF) and Vinay Nair,

May the Lord’s Grace and Pujya Gurudev Swami Chinmayanandaji’s

With Prem and Om,

In Shri Guru Smriti,

About The Course

This home-study course consists of twenty four lessons conveniently

© Chinmaya International Foundation 2013

In every lesson, there will be instructions given which needs to be followed

We Wish You A Happy Learning!

GUIDELINES AND INSTRUCTIONS

© Chinmaya International Foundation 2013

practice problem sets of two lessons at a time. We will not be correcting

• As far as doubts are concerned, make a note of them in a separate

Key to Transliteration and Pronunciation

© Chinmaya International Foundation 2013

j! j like the j in jam

Section B – Multiplication with Recognizable Patterns

Section C – Generic Multiplication

© Chinmaya International Foundation 2013

PART – II (Duration 8-10 weeks)

Section G – Miscellaneous Matters

© Chinmaya International Foundation 2013

Mathematics in Ancient India

Indian Mathematics can be broadly classified into four categories:

2. Vedäìgas and Çulba-Sütras: Vedäìgas are supplementary texts to

1. ` pU[Rmd> pU[Rimd< pU[aRTpU[RmudCyte pU[RSy pU[Rmaday pU[Rmevaviz:yte. ` zaiNt> zaiNt> zaiNt>.

Historians date Çulba-sütras back to at least 1000-500 BCE. Of the many

3. Mathematics by Ancient Indian Mathematicians: As you have seen, the

4. Vedic Mathematics by Swami Bharati Krishna Tirtha: There lived a saint

Father of Vedic Mathematics

Prof. Venkatraman Saraswati served as Principal of National College,

About Vedic Mathematics

Section A – Addition and Subtraction

© Chinmaya International Foundation 2013

to do mental calculations. This exercise not only improves mathematical

You might also like