EBOOK

vEDIC MATHS
For Students / Parents / Teachers

Prepare for your future with guided

after-school lessons!

Vedic Maths. It's much easier, simpler, faster,

more interesting, more exciting, and full of fun.

By Mr. Shalin Bhagat

-Vedic Maths Trainer-
+91 83 20 90 10 33 @callme_shallin
 Preface
The Sanskrit word Veda is derived from the root Vid, meaning to know without limit. The
word Veda covers all Veda-sakhas known to humanity. The Veda is a repository of all
knowledge, fathomless, ever revealing as it is delved deeper.

Swami Bharati Krishna Tirtha (1884-1960), former Jagadguru Sankaracharya of Puri

culled a set of 16 Sutras (aphorisms) and 13 Sub - Sutras (corollaries) from the Atharva
Veda. He developed methods and techniques for amplifying the principles contained in
the aphorisms and their corollaries, and called it Vedic Mathematics.

According to him, there has been considerable literature on Mathematics in the Veda-
sakhas. Unfortunately most of it has been lost to humanity as of now. This is evident
from the fact that while, by the time of Patanjali, about 25 centuries ago, 1131 Veda-
sakhas were known to the Vedic scholars, only about ten Veda-sakhas are presently in
the knowledge of the Vedic scholars in the country.

The Sutras apply to and cover almost every branch of Mathematics. They apply even to
complex problems involving a large number of mathematical operations. Application of
the Sutras saves a lot of time and effort in solving the problems, compared to the formal
methods presently in vogue. Though the solutions appear like magic, the application of
the Sutras is perfectly logical and rational. The computation made on the computers
follows, in a way, the principles underlying the Sutras. The Sutras provide not only
methods of calculation, but also ways of thinking for their application.

This book on Vedic Mathematics seeks to present an integrated approach to learning

Mathematics with keenness of observation and inquisitiveness, avoiding the monotony
of accepting theories and working from them mechanically. The explanations offered
make the processes clear to the learners. The logical proof of the Sutras is detailed in
algebra, which eliminates the misconception that the Sutras are a jugglery.

Application of the Sutras improves the computational skills of the learners in a wide
area of problems, ensuring both speed and accuracy, strictly based on rational and
logical reasoning. The knowledge of such methods enables the teachers to be more
resourceful to mould the students and improve their talent and creativity. Application of
the Sutras to specific problems involves rational thinking, which, in the process, helps
improve intuition that is the bottom - line of the mastery of the mathematical geniuses of
the past and the present such as Aryabhatta, Bhaskaracharya, Srinivasa Ramanujan,
etc.

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This book makes use of the Sutras and Sub-Sutras stated above for presentation of
their application for learning Mathematics at the secondary school level in a way
different from what is taught at present, but strictly embodying the principles of algebra
for empirical accuracy. The innovation in the presentation is the algebraic proof for
every elucidation of the Sutra or the Sub-Sutra concerned.

Sri Sathya Sai Veda Pratishtan

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 I. Why Vedic Mathematics?
Many Indian Secondary School students consider Mathematics a very difficult subject.
Some students encounter difficulty with basic arithmetical operations. Some students
feel it difficult to manipulate symbols and balance equations. In other words, abstract
and logical reasoning is their hurdle.

Many such difficulties in learning Mathematics enter into a long list if prepared by an
experienced teacher of Mathematics. Volumes have been written on the diagnosis of
'learning difficulties' related to Mathematics and remedial techniques. Learning
Mathematics is an unpleasant experience to some students mainly because it involves
mental exercise.

Of late, a few teachers and scholars have revived interest in Vedic Mathematics which
was developed, as a system derived from Vedic principles, by Swami Bharati Krishna
Tirthaji in the early decades of the 20th century.

Dr. Narinder Puri of the Roorke University prepared teaching materials based on Vedic
Mathematics during 1986 - 89. A few of his opinions are stated hereunder:

i) Mathematics, derived from the Veda, provides one line, mental and superfast
methods along with quick cross checking systems.
ii) Vedic Mathematics converts a tedious subject into a playful and blissful one which
students learn with smiles.
iii) Vedic Mathematics offers a new and entirely different approach to the study of
Mathematics based on pattern recognition. It allows for constant expression of a
student's creativity, and is found to be easier to learn.
iv) In this system, for any problem, there is always one general technique applicable to
all cases and also a number of special pattern problems. The element of choice and
flexibility at each stage keeps the mind lively and alert to develop clarity of thought and
intuition, and thereby a holistic development of the human brain automatically takes
place.
v) Vedic Mathematics with its special features has the inbuilt potential to solve the
psychological problem of Mathematics - anxiety.

J.T.Glover (London, 1995) says that the experience of teaching Vedic

Mathematics' methods to children has shown that a high degree of
mathematical ability can be attained from an early stage while the subject is
enjoyed for its own merits.

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A.P. Nicholas (1984) puts the Vedic Mathematics system as 'one of the most delightful
chapters of the 20th century mathematical history'.

Prof. R.C. Gupta (1994) says 'the system has great educational value because the
Sutras contain techniques for performing some elementary mathematical operations in
simple ways, and results are obtained quickly'.

Prof. J.N. Kapur says 'Vedic Mathematics can be used to remove mathphobia, and can
be taught to (school) children as enrichment material along with other high speed
methods'.

Dr. Michael Weinless, Chairman of the Department of Mathematics at the M.I.U, Iowa
says thus: 'Vedic Mathematics is easier to learn, faster to use and less prone to error
than conventional methods. Furthermore, the techniques of Vedic Mathematics not only
enable the students to solve specific mathematical problems; they also develop
creativity, logical thinking and intuition.'

Keeping the above observations in view, let us enter Vedic Mathematics as given by Sri
Bharati Krishna Tirthaji (1884 - 1960), Sankaracharya of Govardhana Math, Puri.
Entering into the methods and procedures, one can realize the importance and
applicability of the different formulae (Sutras) and methods.

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 II. Vedic Mathematical Formulae
What we call VEDIC MATHEMATICS is a mathematical elaboration of 'Sixteen Simple
Mathematical formulae from theVedas' as brought out by Sri Bharati Krishna
Tirthaji. In the text authored by the Swamiji, nowhere has the list of the Mathematical
formulae (Sutras) been given. But the Editor of the text has compiled the list of the
formulae from stray references in the text. The list so compiled contains Sixteen Sutras
and Thirteen Sub - Sutras as stated hereunder.

SIXTEEN SUTRAS

1.एकाधिके न पूर्वेण

2.निखिलं नवतः चरमं दशतः

3.ऊर्ध्व-तिर्यग्भ्याम्

4.परावर्त्य योजयेत्

5.शून्यं साम्यसमुच्चये

6.(आनुरूप्ये) शून्यंमन्यत्

7.संकलन व्यवकलनाभ्याम्

8.पूरणापूरणाभ्याम्

9.चलनकलनाभ्याम्

10.यावदूनम

11.व्यष्टिसमष्टिः

12.शेषाण्यङ् के न चरमेण

13.सोपान्त्यद्वयमन्त्यम्

14.एकन्युनेन पूर्वेण

15.गुणितसमुच्चयः

16.गुणक समुच्चयः

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 THIRTEEN SUB – SUTRAS

1. आनु येण 8. अ ययोद शकेे ऽ प

(Anurupyena) (Antyayor Dasake’pi)

2. श यते शेषसं ः 9. अ ययोरेव

(Sisyate-Sesasmjnah) (Antyayoreva)

3. आ मा ेन अ यम येन 10. समु यगु णतः

(Urdhva-Tiryagbyham) (Samuchayagunitah)

4. केे वलैः स तकंं गु यात् 11. लोपन ापनाभयाम्

(Kevalaih saptakam-Gunyat) (LopanaSthapanabhyam)

5. वे नम् 12. वलोकनम्

(Vestanam) (Vilokanam)

6. याव नम् ताव नम् 13. गु णतसमु यः समु यगु णतः

(Yavadunam Tavadunam) (Gunita Samuccayah Samuccaya

7. याव नम् ताव नीकृृ य वग च योजयेत् Gunitah)

(Yavadunam Tavadunikrtya Varganca Yojayet)

In the text, the words Sutra, aphorism, formula are used synonymously. So are also the
words Upa-sutra, Sub-sutra, Sub-formula, corollary used.

Now we shall have the literal meaning, contextual meaning, process, different methods
of application along with examples for the Sutras. Explanation, methods, further short-
cuts, algebraic proof, etc follow. What follows relates to a single formula or a group of
formulae related to the methods of Vedic Mathematics.

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1
Squares o f
numbers
that end in 5
Squares of numbers ending in 5 :

Now we relate the sutra to the ‘squaring of numbers ending in

5’. Consider the example 252 .

Here the number is 25. We have to find out the square of the
number. For the number 25, the last digit is 5 and the 'previous'
digit is 2. Hence, 'one more than the previous one', that is, 2+1=3.
The Sutra, in this context, gives the procedure'to multiply the
previous digit 2 by one more than itself, that is, by 3'.

It becomes the L.H.S (left hand side) of the result, that is, 2 X 3 = 6.2
The R.H.S (right hand side) of the result is 5 , that is, 25.

Thus 252= 2 X 3 / 25 = 625.

In the same way,
2
35 = 3 X (3+1) /25 = 3 X 4/ 25 = 1225;
2
65 = 6 X 7 / 25 = 4225;
2
95 = 9 X 10 / 25 = 9025;
2
105 = 10 X 11/25 = 11025;
2
135 = 13 X 14/25 = 18225;

Apply the formula to find the squares of the numbers

15, 45, 85, 125, 175 and verify the answers.

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 : Practices :
5 =______ 335 =______ 665 =______
15 =______ 345 =______ 675 =______
25 =______ 355 =______ 685 =______
35 =______ 365 =______ 695 =______
45 =______ 375 =______ 705 =______
55 =______ 385 =______ 715 =______
65 =______ 395 =______ 725 =______
75 =______ 405 =______ 735 =______
85 =______ 415 =______ 745 =______
95 =______ 425 =______ 755 =______
105 =______ 435 =______ 765 =______
115 =______ 445 =______ 775 =______
125 =______ 455 =______ 785 =______
135 =______ 465 =______ 795 =______
145 =______ 475 =______ 805 =______
155 =______ 485 =______ 815 =______
165 =______ 495 =______ 825 =______
175 =______ 505 =______ 835 =______
185 =______ 515 =______ 845 =______
195 =______ 525 =______ 855 =______
205 =______ 535 =______ 865 =______
215 =______ 545 =______ 875 =______
225 =______ 555 =______ 885 =______
235 =______ 565 =______ 895 =______
245 =______ 575 =______ 905 =______
255 =______ 585 =______ 915 =______
265 =______ 595 =______ 925 =______
275 =______ 605 =______ 935 =______
285 =______ 615 =______ 945 =______
295 =______ 625 =______ 955 =______
305 =______ 635 =______ 965 =______
315 =______ 645 =______ 975 =______
325 =______ 655 =______ 985 =______
995 =______
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2
Multiplication
of two 2 digit
numbers.
Multiplication of two 2 digit numbers.
Find the product 14 X 12

i) The right hand most digit of the multiplicand, the first number (14)
i.e.,4 is multiplied by the right hand most digit of the multiplier, the
second number (12)i.e., 2. The product 4 X 2 = 8 forms the right hand
most part of the answer.

ii) Now, diagonally multiply the first digit of the multiplicand (14) i.e.,
4 and second digit of the multiplier (12)i.e., 1 (answer 4 X 1=4); then
multiply the second digit of the multiplicand i.e.,1 and first digit of
the multiplier i.e., 2 (answer 1 X 2 = 2); add these two i.e.,4 + 2 = 6. It
gives the next, i.e., second digit of the answer. Hence second digit of
the answer is 6.

iii) Now, multiply the second digit of the multiplicand i.e., 1 and
second digit of the multiplieri.e., 1 vertically, i.e., 1 X 1 = 1. It gives the
left hand most part of the answer.

Thus the answer is 168.

: Symbolically we can represent the process as follows :

1 4
1 2
The symbols areoperatedfromright to left .

Step i) : Step ii) : Step iii) :

1 4 1 4 1 4
1 2 1 2 1 2
: 4 X 2 2 + 4 : 8 1 X 1: 6 : 8
Nowinthesame process,answer can bewrittenas

2 3 4 1 2 4
1 3 4 1 1 2
2 : 6 + 3 : 9 16 : 4 + 4 : 1 2 : 4 + 4 : 8
Ans = 299 Ans = 1681 Ans = 288

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Multiplication of two 2 digit numbers.
What happens when one of the results i.e., either in the last digit
or in the middle digit of the result, contains more than 1 digit ?

Answer is simple. The right – hand – most digit there of is to be put

down there and the preceding,i.e., left –hand –side digit or digits
should be carried over to the left and placed under the previous
digit or digits of the upper row.
Example : 32 X 24

Step (i) : 2 X 4 = 8

Step (ii) : 3 X 4 = 12; 2 X 2 = 4; 12 + 4 = 16.

Here 6 is to be retained. 1 is to be carried out to left side.

Step (iii) : 3 X 2 = 6. Now the carried over digit 1 of 16 is to be added.

i.e., 6 + 1 = 7.

Thus 32 X 24 = 768

: Symbolically we can represent the process as follows :

3 2
2 4
The symbolsareoperatedfromright to left .

Step i) : Step ii) : Step iii) :

3 2 3 2 3 2
2 4 2 4 2 4
: 2 X 4 12 + 4 : 8 3 X 2 + 1 : 6 : 8
Nowinthesame process,answer canbewrittenas

2 8 6 7 8 5
2 8 4 3 3 4
4+3:16+16+6:4 24+4:18+28+2:1 24+4:15+32+2:0
Ans = 784 Ans = 2881 Ans = 2890

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3
Multiplication
of two 3 X 2
digit
numbers.
Multiplication of two 3 X 2 digit number

Example : 172 X 42

Step (i) : 2 X 2 = 4. First digit = 4

Step (ii) : (7 X 2) + (2 X 4) = 14 + 8 = 22. The digit 0 is retained and 2

is carried over to left side. Second digit = 2.

Step (iii) : ( 1 X 2 ) + ( 7 X 4 ) = 2 + 28 = 30. the carried over 2 of

above step is added i.e., 30 + 2 = 32. It is retained. Thus third digit =
2

Step (v) : ( 1 X 4 ) = 4. The carried over 3 of above step is added

i.e., 4 + 3 = 7. Thus fourth digit = 7.

Thus 172 X 42 = 7224.

: Symbolically we can represent the process as follows :

1 7 2
4 2
The symbols areoperatedfromrighttoleft .

Step i) : Step ii) : Step iii) : Step iv) :

1 7 2 1 7 2 1 7 2 1 7 2
4 2 4 2 4 2 4 2
:2X2 14+8:4 2+28+2:2:4 4+3:224
Now in the same process, answer can be written as

2 1 8 3 4 6 2 4 8 4 6 9
X 2 7 X 5 4 X 4 9 X 4 5
5886 18684 12152 21105

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 4
Subtraction
 Subtraction
Learn Amazingly Fast Vedic Mathematics Subtraction
Very often we have to deduct a number from
numbers like 1000, 10000, 100000 and so on.

This Vedic Maths Subtraction method found as sutra in ancient vedas, is

given below is very useful for such subtractions.
Memory Trick: ALL FROM 9 AND THE LAST FROM 10
Use the formula all from 9 and the last from 10, to perform instant
subtractions.

For example 1000 – 357 = ? (subtraction from 1000)

We simply take each figure in 357 from 9 and the last

figure from 10.

Step 1.: 9-3 = 6 1000

Step 2.: 9-5 = 4- -357
Step 3.: 10-7 = 3 643
So the answer is 1000 – 357 = 643
And that’s all there is to it!
----------------------------------------------------------------
This always works for subtractions from numbers
consisting of a 1 followed by noughts: 100; 1000; 10,000
etc.
Similarly 10,000 – 1049 = 8951 (subtraction from 10000)
9-1 = 8; 9-0 = 9; 9-4 = 5; 10-9 = 1

So answer is 8951,

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Subtraction
The ‘Sudha’ Sutra is applicable where the larger
digit is to be subtracted from the smaller digit. Let
us go to the process through the examples.
Procedure:

i) If the digit to be subtracted is larger, a dot ( sudha )

is given to its left.
ii) The purak of this lower digit is added to the upper
digit or purak-rekhank of this lower
digit is subtracted.

Steps:
34
(i) Since 8 > 4, a dot is put on its left i.e.1
-1 8
(ii) Purak of 8 i.e. 2 is added to the upper digit i.e.
2 + 4 = 6.
34
Now at the tens place a dot (means1) makes the
‘1’ in the number into 1+1=2.This has to be
subtracted from above digit. i.e. 3 - 2 = 1.
-1 8
Thus answer is 16.
16
: Now in the same process, answer can be written as :

43 36 54 35 63 75
-24 -29 -38 -1 7 -44 -57
19 07 16 18 19 18

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 Subtraction
(i) Since 6 > 5, a dot is put on its left.
425 (ii) Purak of 6 i.e. 4 is added to the upper digit
i.e. 4 + 5 = 9.

-266
(iii) 7 > 2 ; Purak of 7 i.e. 3 ; 3 + 2 = 5.
a dot is put on its left.
(iv) 4 - 3 = 1

1 59 Thus answer is 159.

(i) Since 6 > 3, a dot is put on its left.

5843 (ii) Purak of 6 i.e. 4 is added to the upper digit
i.e. 4 + 3 = 8.

- 3596 (iii) 10 > 4 ; Purak of 10 i.e. 0 ; 0 + 4 = 4.

a dot is put on its left.
(iv) 8 - 6 = 2

1 248 (v) 5 - 3 = 2
Thus answer is 159.

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5
Squares
 Squares
11 to 20
2
Ex .: 13

Instead of subtracting the deficiency from the number we

add and proceed,
2
for 13 , Surplus is 3.
Surplus added to the number = 13 + 3 = 16.
2
Square of surplus = 3 = 9

Answer is 16 / 9 = 169.

Ex .: 162

Instead of subtracting the deficiency from the number we

add and proceed,
2
for 16 , Surplus is 6.
Surplus added to the number = 16 + 6 = 22.
Square of surplus = 62 = 36
= 22 + 3 / 6 = 256

Answer is 256.

: Now in the same process, answer can be written as :

11= 121 16= 256

12= 144 17= 289
13= 169 18= 324
14= 196 19= 361
15= 225 20= 400

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 Squares
21 to 30

Ex .: 242

Instead of subtracting the deficiency from the number we

add and proceed,

for 242, Surplus is 4.

Surplus added to the number = 2(24 + 4) = 2(28) = 56.
Square of surplus = 42 = 16
= 56 + 1 / 6 = 576

Answer is 576.

Ex .: 27 2

Instead of subtracting the deficiency from the number we

add and proceed,

for 27 2 , Surplus is 7.
Surplus added to the number = 2(27 + 7) = 2(34) = 68.
Square of surplus = 7 2 = 49
= 68 + 4 / 9 = 729

Answer is 729.

: Now in the same process, answer can be written as :

21= 441 26= 676
22= 484 27= 729
23= 529 28= 784
24= 576 29= 841
25= 625 30= 900

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 Squares
31 to 50

Ex .: 37 2

Instead of subtracting the deficiency from the number we

add and proceed,

for 37 2, Surplus is ( 50 - 37 = 13 ).
Surplus added to the number = 25 - 13 = 12
2
Square of surplus = 13 = 169
= 12 + 1 / 69 = 1369

Answer is 1369.

Ex .: 442

Instead of subtracting the deficiency from the number we

add and proceed,
2
for 54 , Surplus is ( 50 - 44 = 06 ).
Surplus added to the number = 25 - 06 = 19
2
Square of surplus = 6 = 36
= 19 / 36 = 1936

Answer is 1936.

: Now in the same process, answer can be written as :

31= 961 36= 1296 41= 1681 46= 2116
32= 1024 37= 1369 42= 1764 47= 2209
33= 1089 38= 1444 43= 1849 48= 2304
34= 1156 39= 1521 44= 1936 49= 2401
35= 1225 40= 1600 45= 2025 50= 2500

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 Squares
51 to 80

Ex .: 59 2

Instead of subtracting the deficiency from the number we

add and proceed,

for 592, Surplus is ( 59 - 50 = 9 ).

Surplus added to the number = 25 + 9 = 34
Square of surplus = 92 = 81
= 34 / 81 = 3481

Answer is 3481.
2
Ex .: 74

Instead of subtracting the deficiency from the number we

add and proceed,

for 742 , Surplus is ( 74 - 50 = 24 ).

Surplus added to the number = 25 + 24 = 49
2
Square of surplus = 24 = 576
= 49 + 5 / 76 = 5476

Answer is 5476.

: Now in the same process, answer can be written as :

51= 2601 57= 3249 63= 3969 69= 4766 75= 5625
52= 2704 58= 3364 64= 4096 70= 4900 76= 5776
53= 2809 59= 3481 65= 4225 71= 5041 77= 5929
54= 2916 60= 3600 66= 4356 72= 5184 78= 6084
55= 3025 61= 3721 67= 4489 73= 5329 79= 6241
56= 3136 62= 3844 68= 4624 74= 5476 80= 6400

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 Squares
81 to 100

Ex .: 86 2

Instead of subtracting the deficiency from the number we

add and proceed,

for 862, Surplus is ( 100 - 86 = 14 ).

Surplus added to the number = 86 - 14 = 72
2
Square of surplus = 14 = 196
= 72 + 1 / 96 = 7396

Answer is 7396.

Ex .: 992

Instead of subtracting the deficiency from the number we

add and proceed,

for 992, Surplus is ( 100 - 99 = 01 ).

Surplus added to the number = 99 - 01 = 98
2
Square of surplus = 01 = 01
= 98 / 01 = 9801

Answer is 9801.

: Now in the same process, answer can be written as :

81= 6561 86= 7396 91= 8281 96= 9216
82= 6724 87= 7569 92= 8464 97= 9409
83= 6889 88= 7744 93= 8649 98= 9604
84= 7056 89= 7921 94= 8836 99= 9801
85= 7225 90= 8100 95= 9025 100= 10000

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