A Prophetic Design For Number From Cyclic Addition Mathematics

A Prophetic Design for Number
from
Cyclic Addition Mathematics
By Jeff Parker
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A Prophetic Design from Cyclic Addition Mathematics

Copyright Jeff Parker 2014
A Prophetic Design for Number from Cyclic Addition Mathematics

Contents
Introduction 4
A beginning for a Childs Number 5
Circular Addition onto NumberGrids 7
A ToolKit for Cyclic Addition 11
Features of the Current Hindu-Arabic Number System 15
The Current Day ToolKit for Teaching Whole Number 16
How does Cyclic Addition repair and perfect the Current Day Number System 22
Topic #1 Zero in Base 10 Number 25
Topic #2 Place Value Names 35
Topic #3 The scramble and mixing of any number with any other 38
Topic #4 Old style Arithmetic and Cyclic Addition Operation+ 41
Topic #5 Completing 9 units to make 10 43
Topic #6 Lack of Order, Law and Form with Base 10 Number 45
Topic #7 Cyclic Addition Mathematics a blueprint for creating Number 48
Topic #8 Mastering Times Tables with Mini-Wheels and NumberGrids 52
Topic #9 Pattern making with Number rather than 10 symbols 59
Topic #10 Cyclic Addition contributes to other Mathematics strands 64
Topic #11 A Tool for perfect Number Patterns in the form of a Cylinder 67
Topic #12 A Pedagogy of Number 70
The creation and form of the Cyclic Addition Cylinder 85
A Prophetic Number System supporting and perfecting the Hindu-Arabic System 90
Uniting of Cyclic Addition Number
with Rational, Fibonacci and Exponential Number 93
Whats on the attached CD-Rom98
Teacher Conclusion98
Introduction
A Prophecy is an announcement of things or events that are to happen in the future. Pointing
out the weaknesses or woes in the way society is applying a gift. The foretelling of the future
need not be mystical or magical, but rather practical and necessary for other things to work.
This Prophecy is introducing new Mathematics called Cyclic Addition. The book A New
Invention: Cyclic Addition shows the intricate workings of this new Mathematics. This
paper A Prophetic Design is to show those weaknesses in existing Mathematics and a
pathway to repair the old ways and make new ones parallel with the old.
As Mathematics is taught in a School setting the prophecy is to be initiated in a school
environment. So this paper and Prophecy are directly aimed at Teachers. The Mathematics
design is targeted at those teaching years R to 9.
This Prophecy requires audacity, courage, like-mindedness, improve the original without
discarding the old, creativity, practicality and justice.
What Mathematics needs a trim of that which doesnt bear fruit and added water and fertilizer
to encourage new fruit. Protecting the established tree from birds, ants, possums and
damaging weather. This Mathematics almost as old as the fruit tree is specifically Number.
This paper creates a picture and current day position of many facets of Number. There
corresponding problems with learning and applying. And where possible offering a
permanent solution. One that allows mankind to receive and apply Number in the future of
our childrens childrens children In fact an eternal solution that is as simple as using 10
numerals just like 10 fingers on our hands.
A brief history on Number shows the modern, base 10, numeral by numeral Number was in
use about 1400 years ago. The invention took until 1500C.E. to be practically applied in
Europe. The algorists using our modern Number defeated the abacus back then. Our ways of
applying Number have stretched far and wide. To almost anything of todays myriad of
measurements, time and money and so forth. The issue is that the purity of the original
invention remains as it did hundreds and hundreds of years ago.
A brief on Number at school. Today its taught as part of a multi-strand curriculum covering
the simple Number, Algebra, Measurement, Geometry, Statistics and Probability (Year 6).
Number woven within the other strands has an assumed responsibility and role within all
other strands.
A brief on how Number works. A Number any Whole Number uses any of the ten numerals
in a string. The longer the string the bigger the number. Each Place Value position has a
name such as units, tens, hundreds, thousands, ten thousands and so forth. Each numeral left
of the previous is ten times that to the same numeral on its right. For example 20=210,
300=3010, 4000=40010. Often taught with a number expander to match names with
numerals. For example 432= 4 hundreds + 3 tens + 2 units.
Lets discuss the pedagogy of Mathematical Number.
A Beginning for a childs Number

A Child usually starts associating Number, Word for the Number like three, and a simple
Count of objects to present a Number of something.
Lets wisely keep this in the same form and function. Introducing along with Number, Circle
and Sequence. See illustration below. Now a child need not remember the sequence of groups
of objects. Rather starting with small groups, from one to six, then join these groups together
to make larger groups.
There is a special Sequence of 1 to 6 around the Circle of Objects. This is to encourage
making patterns by adding groups together. Like 1 star + 3 stars = 4 stars. The Circle keeps
all Counting within one stable circular pattern. This pattern forms the basis for all future
Counting and Cyclic Addition Mathematics further on. Like a childs learning this
Mathematics has a building block effect. Stronger foundation taller building see further.
1
3
5
2
4
6
Mastering 6 numbers perfectly at the start of a childs journey with Number leads to
perfecting other number later on.
At the start the child can begin inter-relationships with just these 6 Numbers. Adding two of
the same, adding clockwise or anti-clockwise, starting at any position, what makes up 6 stars
from the others, Counting in groups being a little more advanced.
The detailed Mathematics is found in the first Chapter of A New Invention: Cyclic Addition.
5
The Circular shape of the Number Wheel or Wheel of Objects above promotes continuity of
action. Counting can be continuous. This cannot be found in a picture and number book for a
1 to 4 year old. There is far more workings within this pattern of 6 numbers than the picture
Number and Word for the number. In fact it requires constant feedback for the question the
child poses to the Circle of Shape and Number.
Once a child has successfully distinguished or differentiated the Numbers 1 to 6 then almost
any small Number can be Counted from the Wheel.
This builds the Mathematics of early Addition from contrasting Number of Shapes. The
basics of early Addition are again the very first steps of Number with other Number. Like
again 1 Star + 3 Stars = 4 Stars. This is reinforced as it is new.
Patterns develop by adding or putting Groups of Shapes together. By School a Child has been
introduced to Circle for 5 years. This method and practice is a natural formation of Number.
Forming Whole Number further on at School requires this talent of grouping and
multiplication later in Primary years. Grouping objects into patterns helps reading, writing,
spatial recognition, object familiarity and assists in building confidence with shape and
colour. Necessary to make sense out of an increasingly complex material and technological
world.
The Stars above can be three dimensional objects like shoes, lego blocks, buttons, ice cream
sticks. Whatever the common object the Circle and the Sequence must be preserved. It
contains stronger Mathematical Number than any other form. Simple to apply and simple to
test.
The Wheel of Numbers is used next without Object. However to Count something simple like
shopping at the supermarket one can instantly use the Wheel. Count around the Wheel
grouping like object with like and Pattern with Number emerges.
Circular Addition onto Number Grids

A Sequence of Numbers to form a pattern is part of any Mathematics Number Curriculum.
These Sequences usually take the form of spacing numbers with either Addition,
Multiplication, Subtraction, Doubling, Exponentials (more advanced), Triangular Numbers,
Fibonacci Sequence, or a simple formula applying basic algebra. That about covers the lot of
Mathematical Numerical Sequences at Primary Level.
Cyclic Addition Mathematics uses Number Sequences generated only from a Wheel. So one
might suggest there are 6 starts and 2 directions clockwise and anti-clockwise. Thus 12
Counts around and around the Wheel for as long as you like. Simple logic. Thats in a later
chapter.
This chapter breaks the Wheel into all its component parts. Start with Wheels with just 1 to 5
numbers. And some Wheels have a repeating element to them, though also only 1 to 5
numbers. The total Wheels are 60 in all each having a cycle total of between 1 and 30.
For starters we will only look at those with a cycle total of between 1 and 12. The Table
below shows Circular Addition Wheels grouped with like cycle totals.
Common
Circular Addition Wheel
Multiple
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3
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2
1
4
3
1
5
2
3
1
5
6
4
2
2
1
Common
Circular Addition Wheel
Multiple
1
1
3
2
1
2
1
2
3
3
1
4
2
6
3
2
2
9
9
9
10
10
10
10
10
11
11
12
12
12
12
12
7
7
7
7
4
3
5
2
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4
6
5
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4
Lets look at those with a cycle total or Common Multiple of 6. There are 5 Wheels. Start
at a unique Number within the Wheel and literally Count around the Wheel Clockwise upon
the Number Grid. The Number Grid is in rows of 6 that match the Common Multiple.
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Common Multiple 6
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2
10
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All the other Circular Addition Wheels with Number Grids from 1 to 12 are found in the
Workbook pdf at the end on the CD-Rom.
Lets return to the Mathematics of Counting with the 5 Circular Addition Wheels above.
And lets look in detail topics within this Mathematics. Topics of Common Multiple, Pattern,
Arithmetic (or Operations) +, Number Sequence and Circle. And Contrast the knowledge of
Circular Addition with current day Number Sequences in the opening paragraph.
A Cyclic Addition strength is dealing with one multiple called the Common Multiple at one
time. This yields stronger Mathematics than just multiplication tables or Adding by 6
continuously. In fact the Number 6 begins to be perfected.
Each cycle around any of the above 5 Wheels equals 6. This translates into landing on the
multiple of 6 at the end of each Number Grid row for all Counts. Thus the Common Multiple
is Patterned around other Numbers on the Grid. These other Whole Numbers are to
strengthen the Common Multiple.
A Count with Wheel 3 3 shows the 6s every second Count. Also the other Counts or odd
Counts from the Count Sequence 3 6 9 12 15 18 21 24 are also spaced 6 apart. This
spacing is a crucial feature of Circular Addition. Note also 23=6 or 3+3=6 shows
multiplication of 3s contributing to multiples of 6.
A Count with Wheel 5 1 again shows 6s every second Count. From the Number Grid with
6 Whole Numbers to a row showing all Whole Numbers allows the child to concentrate on
how to form 6s without being distracted with all the other Numbers. The Number Sequences
for Wheel 5 1 are 5 6 11 12 17 18 23 24 and 1 6 7 12 13 18 19 24. Note again the
odd Counts are spaced 6 apart. Quite a lot of Mathematics from a simple 2 number Wheel
and a Number Grid with rows matching the Common Multiple.
A Count with Wheel 2 2 2 shows again 6s every third Count or every third hop. The Count
Sequence 2 4 6 8 10 12 14 16 18 shows how 32=6 or 2+2+2=6 perfectly. The factors of
2 and 3 contribute greatly to the structure of the Count Sequences, the Common Multiple and
the nature of Addition and Multiplication with 6.
A Count with Wheel 1 3 2 shows all the Mathematics on how these Numbers contribute to
the nature of Common Multiple 6. Lets look at just how these 3 Count Sequences hop within
the first cycle, i.e. from 1 to 6. 1+(3+2)=1+5=6, 2+(1+3)=2+4=6, 3+(2+1)=3+3=6,
(1+3)+2=4+2=6, (3+2)+1=5+1=6 and cycle end (1+3+2)=(3+2+1)=(2+1+3)=6. So the child
grapples and pummels these 3 Numbers to make each row equal 6 or reveal the end of cycle
and multiple of 6. Note as always the clockwise sequence of the Wheel is preserved.
A Count with Wheel 6 shows just Mathematics of Number 6 contributing to the Common
Multiple 6 the same Number. The Count Sequence 6 12 18 24 30 36 from the Number
Grid is inter-woven with all the above Wheels. Again the focus is upon one Common
Multiple at a time.
The landing on the Common Multiple every cycle of a Wheel is not possible without the
Circle. In fact the spacing 6 apart within any of the Count Sequences is also not possible
without the Circle. So the use of the Circle as a tool for numerical Mathematics is proven and
paramount.
Visually the Number Grid provides a tool to apply Circular Mathematics to a Common
Multiple. Absolutely necessary to transcend the Counting Mathematics of +1+1+1+1 that
so many rely on to form inter-relationships and Mathematics of Whole Number. This is the
work needed to rise above Counting on fingers. So Number Grids should follow, like the
Chapters of this paper, in teaching schooling order.
Rather than seeing Addition and Multiplication as abstract ideas, instead these are made into
real life means to Count anything and to practically apply Number. Number becomes a part
of everyday life just as words with language, shape and colour with object, movement with
walking and travelling in a car. A necessity rather than a luxury.
Cyclic Addition Mathematics is Number with Circle, with Operations+, with Common
Multiple, with Pattern and with Sequence. To remind one to never let your guard down when
applying Cyclic Addition Mathematics to Number. These facets are continuously and for all
time bringing truth and justice to Whole Number Mathematics. This emphasis will be shown
in future chapters and is a large part of the introductory chapters of the book A New
Invention: Cyclic Addition.
Once a child is confident with Whole Number spacing and hops along the Number Grid let
them begin a fresh page with just a Wheel to write the Count Sequence, without the Number
Grid. Developing this confidence moves Number from the answer already present to finding
their own answer with Number. There is a large practical Workbook pdf on the CD-Rom
presenting Circular Addition. As well as in depth Mathematics in the book or pdf A New
The next chapter A Tool Kit for Cyclic Addition brings together a set of tools to work with
Whole Number.
The book Cyclic Addition has a Chapter Cyclic Addition Counting applying the Wheel
with 6 numbers and all number within the Wheel share a Common Multiple. For example
The Common Multiple 6 Wheel is 6 18 12 36 24 30 in a circle like the previous chapter.
10
A Tool Kit for Cyclic Addition

Cyclic Addition makes use of specific tools to create Whole Number. Just as a tradesperson
has specific tools and training to perform a skill and their trade. There are plenty of examples
a carpenter a nail gun, a plumber an oxy-acetylene to join copper pipes, an electrician a multimeter to detect current flow through wire and so on.
A Mathematician of Cyclic Addition Mathematics uses a Wheel, Pattern, Operation + ,
Sequence, Circle, Common Multiple and Cylinder. This chapter introduces this Tool Kit.
This Took Kit builds and creates Whole Number and Mathematics with Whole Number. Each
of the seven tools is given a Mathematical emphasis, put to work, and the skill level of the
mathematician improves.
Lets brief each tool. Note how the tools are used together to work the skill of Cyclic
Addition.
The Wheel. A Wheel once Circular Addition is complete becomes a 6 Number Wheel. See
illustration below. There are 3 Wheels called Common Multiple 1, 3 and 2 Wheels.
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6
3
2
15
12
18
10
6
4
12
Each Wheel has 6 multiples of the Common Multiple sequenced around the Wheel. Note the
clockwise sequences from the top of each Wheel. 1 3 2 6 4 53= 3 9 6 18 12 15, and
1 3 2 6 4 52= 2 6 4 12 8 10. Likewise, all other Wheels follow this Circular Pattern.
Each Wheel is used to Count with. In fact there are 5 Steps to Cyclic Addition Mathematics.
These will be discussed later. The Counting follows the Circular Addition of the previous
chapter. Lets Count all six ways for 1 cycle using the Common Multiple 1 Wheel.
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6
3
2
12
16
21
11
15
20
21
12
17
18
21
10
15
16
19
21
10
13
15
21
11
17
21
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Note the Wheel is always present when Counting with Cyclic Addition. This allows the tool
to be applied fully and the other tools used when necessary.
Starting at any position on the Wheel there are 6 Counts Clockwise and 6 Counts anticlockwise. For a while lets concentrate on just the Clockwise Counting and merge the anticlockwise Counting with it later.
Each Count above starts at a position, like Circular Addition, and progressively Adds the next
Number around the Circular Wheel. A Whole Cycle of Counting with this Wheel equals 21,
thus each Count above finishes the cycle with 21.
All Counts join each other from the Wheel. To move from 5 to 11 in the last Count, follow
the Sequence from the Wheel. 5+1+3+2=11. From 6 to 17 is 6+3+2+6=17. From 9 to 21 is
9+2+6+4=21.
A keen observer of all 6 Counts above will see that all Numbers from 1 to 21, excluding 7
and 14, are present. The 7 and 14 are used in a higher order later on. In fact the cycle total
21=73 is all thats required of 7 at this point. Note the Numbers that appear once 1, 2, 3, 8,
13, 18, 19, 20, others twice 4, 5, 9, 10, 11, 12, 16, 17, others three times 6 and 15 and the
end of cycle 21 is given 6 times. The math in the number of numbers in 1 cycle is (18) +
(28) + (32) + (61)=36 counts.
This fact of all Multiples of Common Multiple 1 are included every cycle, contributes to
mastery of Common Multiple 1s.
Note within the 6 Count Sequences above, the 3 numbers the same in the first and second
column (6 4 5), 3 numbers the same in the second and third column (10 9 6), the third and
fourth column (11 12 15) and the fourth and fifth column (15 17 16). The sixth column has
only one number a multiple of 21. These common numbers between Count positions within a
cycle, greatly enhance the roping and weaving of all 6 Counts each cycle.
Note also within the same 6 Count Sequences, the Pattern in the first column of (1 3 2)+7=
(8 10 9) from the second column. The second column (4 5 8)+7= (11 12 15) from the third
column. The third column (10 9 6)+7= (17 16 13) from the fourth column. The fourth column
(13 11 12)+7= (20 18 19) from the fifth column. So the 7=7Common Multiple plays a
joining role from Count to Count within a Cycle. See Cylinder Mathematics in a later
chapter.
This Pattern of the Wheel shows a completeness of the working Common Multiple. So
Counting with Common Multiple 3 Wheel all multiples of 3 are shown for the length of the
Count. Those that are Counted twice and three times are just as important as those that are
Counted once. In fact the position of each Count, or vertical Pattern of the 6 Counts, is
unique. With the example above the third Count for all 6 Count Sequences show 6, 11,
12, 15, 10 and 9. Even these cross Counts have a Pattern. All follow the same
Remainder from multiples of 7 i.e. 6 4 5 1 3 2. The math is 6=6, 11=7+4, 12=7+5,
15=14+1, 10=7+3, 9=7+2. Which happens to be the Wheel Sequence in the first place.
The Patterns formed from a Wheel perfectly present the Common Multiple and the Wheel, all
the way along the journey of Cyclic Addition. This applies to all Wheels of Cyclic Addition.
An amazing discovery of the inter-woven nature of Whole Number.
12
The purity and perfection of such simple Mathematics is infinite and unfathomable. Like a
fractal Pattern. When all Patterns are shown for a Common Multiple, Number becomes
Whole.
The Operations + are all applied with Cyclic Addition. Counting with a certain Wheel
applies + and together to form a Count Sequence. The Place Value Step using just the
Wheel also uses + and . Finding the other multiple within the Count Sequence uses Place
Value and their positions on the Wheel to present division. The Remainder Step uses a
Wheel Number and subtraction to join each Count to a higher order. So all Operations
+ are shown with Whole Number. Working in unity together. The Number before an
operation, the number acting with the operation and its solution all have the same Common
Multiple, and all piece the puzzle of Whole Number together.
The Sequence of Number around the Wheel in the form of Common Multiple 1 3 2 6 4 5
is universal. Allowing all 5 Steps of Cyclic Addition to function perfectly. Sequence often
works with Circle in all of these 5 Steps. The Pattern of the Count Sequence is joined
together by the 5 Remainders each Cycle of Counting. All again in the same Sequence each
Cycle. All 6 Clockwise Counts have unique consecutive numbers inter-weaving the Count
Sequences together in an incrementing order. All 6 Counts meet each other at cycle end or
every sixth Count.
The Circle describes the action of Cyclic Addition moving around the Wheel. In each of the 5
Steps the Circle is applied. For Step 1: Counting a direction either clockwise or anticlockwise. For Cyclic Addition Step 2: Place Value selecting a mini-wheel or part of the
Wheel like Circular Addition and form a place value. For Cyclic Addition Step 3: Move Tens
moves a place value around the Wheel one notch for each place value outside the units. For
Cyclic Addition Step 4: Remainder all Place Values are patterned around the Wheel to yield a
single Number Remainder. For Cyclic Addition Step 5: 7Multiple presents a higher order
Wheel to the working Wheel.
The Common Multiple is explored completely with the Wheel and 5 Steps of Cyclic
Addition. As all six Wheel members share the same Common Multiple all Mathematics from
the Wheel also share that same Common Multiple. All multiples of the Common Multiple are
perfectly presented to the length of the Count. The Common Multiple is also infinite as one
explores higher tiers of the same Common Multiple. These higher tiers are larger Whole
Number maintaining the order of Cyclic Addition Mathematics. There are 69 Wheels with
Common Multiple 1 to 69 by 1s to begin with. Each Common Multiple has its own
hierarchy of Wheels. In simple terms Cyclic Addition can accommodate very large Number
and also teach very small and simple Number.
The Cylinder is a special Tool. Its use is the preferred way and shape to present Cyclic
Addition. Each Cylinder belongs to one Common Multiple. Each Cylinder, to begin with,
shows all Count Sequences from one Wheel. That is 6 Counts Clockwise and 6 Counts AntiClockwise from the one Wheel. Each of the 12 Counts spiral down and around the
Cylinder; 6 clockwise and 6 anti-clockwise. Each Count within a Cycle of 6 Counts forms a
Ring around the Cylinder. The Ring, obviously a Circle, forms 6 numbers. These six
Numbers have a Remainder Pattern of surprisingly the Wheel. All Rings of the Cylinder,
other than cycle end or every sixth Count, share this Mathematics.
13
Practically the Cylinder can be made on the computer in Excel. Designed to fit all 12 Counts
from a Wheel for about 5 cycles, 30 Counts, in length. Wrap around the A4 page and with
cleat tape to form a Cylinder. The spirals must join each other all the way down and around
the Cylinder.
The Cylinder also shows the higher order of the same Common Multiple. For any particular
Tier 2 Wheel there are 4 Cylinders showing 28 Counts; 14 clockwise and 14 anti-clockwise.
For a Tier 3 Wheel and above there are 4 Cylinders to each Wheel showing 42 Counts; 21
clockwise and 21 anti-clockwise. The form and structure of the higher order Cylinders remain
almost identical to that of Tier 1 Cylinders.
Venturing into the higher order for any given Common Multiple, the Mathematician is
recommended to produce the appropriate Cylinders to aid and guide their path.
In all 5 Steps of Cyclic Addition apply the Tool Kit in a skilful and disciplined Mathematical
way. This brings the mathematician the reward of mastering Whole Number.
This chapters purpose is to introduce this Tool Kit for Cyclic Addition. Later in this book
Cyclic Addition aims to repair and perfect the Current Number System. All the Tools
mentioned are put to their greatest skill and perfection with current day Mathematics. This
Prophetic Design is showing the current day Number and how Number is used in the future.
14
Features of the current Hindu-Arabic Number System

Lets discuss the current Number System that has been with modern Man for about 500 years.
Number has the ability to be used in other Strands of Mathematics. Like Algebra,
Measurement, Geometry, Statistics and Probability (Year 6). So Number from a simple
beginning is used right through the Mathematics curriculum to communicate to these other
Strands. Number is expected to have a similar form throughout.
Number is formed from 10 universal Numerals. These Numerals are put into an order or
sequence usually written and read from left to right. For example a three digit Number using
just 1, 2 and 3 once presents 123, 132, 213, 231, 312, and 321. Six different 3
digit Numbers in any order, all still make a Number. These are differentiated by the Numerals
Place Value. 123 is 1 hundred+ 2 twenty+ 3 three= One hundred and twenty three.
Place Value of the Numeral by Numeral position in a Number gives the Number its
uniqueness. The Place Value of Number 123 is 100+20+3=123. Place Value of Number
123,456=100,000+20,000+3,000+400+50+6. There is a heavy reliance upon the assumed
Zero to create each Place Value position. Units are 1s , Tens are 10s, Hundreds are 100s,
Thousands are 1,000s, Ten Thousands are 10,000s and Hundred Thousands are 100,000s.
The way we Word a Number is also heavily reliant upon the Zero. Creating another Zero for
each Place Value position to the left.
Words for a Number have a repeating element to them. The first three numerals from right to
left are Units, Tens and Hundreds. The second three numerals are Thousands of the same
grouping as the first three numerals; Units, Tens and Hundreds. In fact this repeats for every
group of three numerals to make larger Number.
There are anomalies in using Words to site a Number. For example 301 is Three hundred
and One the zero is omitted from words. Again 1001 is One thousand and One. So the
words have many exceptions and may not follow the sequence of numerals from left to right.
The teen numbers like, 13, 14 and 15 reverse the Word for number and the Units is
voiced before the Tens. The teaching of Words forming a Number has a steep learning curve.
Lets leave the Words forming Number and look at the Mathematical qualities of Number
just by themselves.
Number has perfect Computation ability. Using an Operation, one of + between two
Numbers a third Number of the same qualities is calculated. For Example 1+2=2+1=3,
45=54=20, 637=9 also 639=7, 82=6 also 86=2. Other examples 1+0=1, 21=2,
31=3, 40=4. These examples show qualities of Number with Operations. However to date
when an operation is applied to two numbers to receive a third number, all three numbers
usually have nothing in common other than all being a Number.
This freedom and potentially infinite possibilities of any Number combined with any other
Number to form a third Number is a both a strength and weakness of the Number System.
15
The Current Tool Kit for Teaching Whole Number

To find a way to Teach Cyclic Addition in this current day lets review a brief on how
Whole Number is taught. Two bands of Primary year levels are presented and the
corresponding curriculum content is given. The investment of 6 pages show the literal
breadth and depth of Primary School Mathematics Number strand. One requires a detailed
look at the existing system before presenting anything new.
Year 1 and 2. Numeration is introduced with the 10 Hindu-Arabic Numerals. Counting by
ones to twenty both forward and backward. Writing these Numbers from 1 to 20. Counting
groups of objects to form a Number. Even Numbers 2, 4, 6, 8, 10 and its pattern of the
units numeral.
A Number is given to basically 4 forms. The figures or numerals forming a Number. The
Number in Words. Base 10 blocks of longs and cubes or 10s and 1s. And Objects grouped
into again 10s and 1s.
Ordering a series of any Numbers from 1 to 20, then from 1 to 99.
The Zero is introduced as a numeral to assist with going beyond 9 and forming 10. Also that
a Zero by itself is nought, nothing, none left etc Progressing to 99 turning to 100.
Place Value of a Number. Showing each position of a numeral within a Number is either
ones, tens or hundreds. For example 245= 5 ones, 4 tens or 40 and 2 hundreds or 200.
Rearranging numerals 245 to 524 changes the Place Value of each numeral.
Base Ten Blocks of cubes=1s, longs=10s and flats=100s can visually express a three digit
Number like 245 above.
Series of Number like 5s, 10s and 2s are introduced. Or skip Counting of say odd
Numbers. The series might have missing Numbers to form a Pattern.
Ordinal Number gives First, Second, Third and so on.
Expanded Notation of a Number 245=(2100)+(410)+(51) to form Two Hundred and
Forty Five.
Special Words from history that represent Number. Like a Pair, a trio, a tally, a dozen, a
century.
An introduction to other Counting Systems like the Roman Numerals. A simplified Abacus to
pictorially represent Hundreds, Tens and Units.
After these basics Addition is taught. Via Picture a group of 5 + (plus) a group of 3 = a group
of 8. A lot of practice may be needed to move from picture counting to Numeral Number
Counting. Also the terminology of Addition add, plus, and, total, sum of, how many etc.
Addition of 2 or more numbers to add to less than 20. And the introduction of the partial
binding of numeral together via Trading (Carrying). Trading is with Base Ten Blocks to
visually move more than 10 units to the tens Place Value position.
16
The introduction of the Calculator for Addition to aid Base 10 Place Value understanding.
Addition with Trading is carried out via right to left direction. Beginning at the ones, then
tens, then hundreds. Vertical alignment of Number with Place Value is encouraged.
Subtraction to Take-Away something from the whole group. The child should be confident
with Addition before venturing into Subtraction. Again Base 10 cubes, longs and flats are
used to form Place Value Subtraction.
Subtraction terminology includes subtract, minus, take-away, fewer than, difference, less
remove etc. The technical equation words of minuend minus subtrahend equals difference.
A Number Sentence using the equation is encouraged. 3 2=1, 15 4=11.
The relationship of Subtraction and Addition is brought together. 4+3=7, 3+4=7, 7 4 =3,
7 3 =4. From one Number Sentence others can be formed.
Children require practise of subtracting simple Numbers from large Number. 46 5 =41,
56 6 =50, 35 30 =5. From here subtraction is put into vertical alignment like addition so
that the child can subtract from units, then tens, then later hundreds.
Multiplication combines equal groups together to form a Whole Number. The is one of
the four operations forming a Mathematical algorithm.
Repeated Addition leads to Multiplication. 3+3+3+3=12 or 4 lots of 3=12 or equation
43=12.
Simple Number Multiplication is introduced. 32=6, 50=0, 25=10, 42=8 etc.
The old, established and familiar to many doubling is turned into Multiplication 2Tables.
There is even an order to best learn Multiplication Tables. Again a focus on Multiples of 2,
5, 1 and 10 first. Then the others 4, 3, 6, 7, 8, 9, 11 and12.
Again Vertical alignment of the multiplicand, multiplier and product is encouraged. As units
are multiplied by first, then tens and later hundreds.
The Zero with Multiplication shows that none any number = 0.
Larger Number multiplied by a one digit number shows a step by step multiplying to arrive at
a product answer.
Trading or Carrying Number from one Place Value to the next requires a mixture of Addition
and Multiplication. This talent may be taught in later years as it is complex.
Division is left to later years.
The other content of Year 1 and 2 includes an introduction to Fractions and Decimals,
Money, Chance and Data. Space Strand of Three and Two Dimensional Shapes & Graphs.
Measurement Strand of Length, Area, Volume, Mass, Temperature and Time. As mentioned
earlier we will focus energies upon Number only.
17
Upper Primary Years 5,6 & 7. Lets look at what distinctive features of Whole Number are
taught in these upper Primary years.
The Whole Number Strand follows that of 5 years prior. The four Operations + act
upon Whole Number. Whole Numbers are still termed also as Counting Numbers. This links
to Cyclic Addition Mathematics later in this paper.
The Whole Number is put on a Number Line from 0 upwards. Introducing Mathematical
terms of Less Than and Greater Than.
Addition creates Laws for old Number Sentences of the past. 6+4=4+6=10 The Commutative
Law. And the Associative Law (2+4)+5=2+(4+5)=11. Showing that any order of addition
gives the same answer. Maintaining the link (to prior years learning) of forming 10s in units
and carrying these to the tens position. For example 7+18+2=7+10+8+2=7+10+10=27.
Addition begins in upper Primary years to be used for just about anything combined together
for some form of measurement. Whole Number is used over and over with just Number and
introducing Number to Measurement as well.
Addition Algorithm of the process of trading 10 units for 1 ten continues right through all
Primary School years. For example 15+27= 12units +3tens = 2units + 4tens = 42. Usually
performed as vertically aligned Whole Number. This algorithm works for 3 digit, 4 digit and
larger Whole Number adding to Whole Number. Also included are multiple Whole Numbers
added all together.
Subtraction is exactly the same principle as taught in Year 1 & 2. Two methods of arriving at
the same answer. The first is taking-away like 5 2=3 moving backwards two numbers on a
number line. The second is adding-on like 2+3=5 or 5 2=3 what number added to 2 equals
5. This develops the principle of difference. Note the second method joins addition with
subtraction.
Special treatment for the Zero. 2+0=2 and 2 0=2 and 5 5=0. This shows the identity of a
whole number is unchanged with the use of Zero. Important Mathematics for both Operations
Addition and Subtraction.
Subtraction has two methods for trading (carrying). Method one trade the top line with +10
units and +1 ten on the difference Number. Method two trade 1 ten from the tens to give to
10 units to the whole number before subtraction. Both methods preserve the nature of Base
10 Mathematics of hundreds to tens and tens to units.
Multiplication shows a picture or square grid, for example 53=15. What is also
demonstrated convincingly is that there is no distinction between 53=15 and 35=15. Or
that the skip counting of 3+3+3+3+3=15 and 5+5+5=15 are purported to be the same.
Multiplication and Zero. Simply a Whole Number multiplied by Zero = Zero. For example
80=0. Connecting the Zero and One to demonstrate Base 10 Mathematics. For example
2units10=20 or 2tens, 2units100=200 or 2 hundreds, 2units1000=2000 or 2 thousands.
Note the place value position of the 2 is moved to the left one numeral for each increasing
18
power of 10. i.e. 10=101 , 100=102 , 1000=103 . Again reinforcing the Base 10 Mathematics
with Multiplication.
Laws of Multiplication. Show the communicative law and associative law prove that the
order of Multiplication is irrelevant. So the concentration of Whole Number Mathematics
submits to a law of no order from these 2 laws. For example 53=35=15 and
(53)4=5(34)=60. Little if any other forms of knowledge with Multiplication, like that of
pattern making exists.
In fact the way that Whole Number Mathematics operates with these two laws tends to take
precedence over other forms of Mathematics. That this Mathematics steers away from
mastery of Whole Number and turns to the preparation of basic algebra.
The tool of Place Value is retaught. Emphasising again the Base 10 Mathematics taught in
Year 1 & 2. For example 3721= 31000 + 7100 + 210 +1.
Place Value becomes a tool for predominantly Base 10 Mathematics. Powers of 10 with
Number makes larger Number. For example 120= 12101 , 700=7102 , 34000=34103 , and
5678436=5106 + 6105 + 7104 + 8103 + 4102 + 3101 + 6.
Place Value extends this knowledge to very large Number. 106 =1 million, 109 =1 billion,
1012 =1 trillion.
Multiplication algorithms for 2 digit 1 digit is simple. Although introducing a trading
(carrying) of addition with the action of Multiplication. Both used to arrive at the one answer.
Larger Multiplication of say a 3 digit number a 2 digit number absolutely assumes the
trading value calculated with the next digit on inline Multiplication. Complex and little other
reward coming from all the multiplication mathematics invested in the problem.
Division shows how many equal groups in a Number. And how many are in each group. The
partner to or the reverse of Multiplication. 213=7, 217=3 and 21=73=37. Pictures of
grouping Number still guide the process.
In fact other than stating Number sentences that join simple addition with subtraction and join
simple multiplication with division. Little is shown of combining operations + into one
coherent whole with Number.
Division is shown also to be represented as a fraction numerator and denominator that also
has a corresponding decimal fraction.
Division with 1 and 0. Showing any Number divided by 1 equals the same Number. 41=4.
However with 0 division like 40= no answer. And 05=0. So nothing divided by any whole
number equals nothing.
Division also uses the concept of Remainder. 73=2 remainder 1 or 23+1=7. The remainder
with Whole Number mathematics has little to do with the dividend, divisor or quotient.
The Long Division algorithm requires numeral by numeral left to right mathematics. Using
Operations to perform each step down and across to calculate an answer. These very
particular steps show a little mathematics of the divisor and very little else.
19
Order of Operations + ( ) allows many mixed calculations to be put to some sequential

order of calculation. Though there is no overall unity between the Whole Numbers and
operations used within the mathematical expressions. Any Number mixed with any operation
is the form of the day. Number and operations+ are smashed, mixed and muddled
together to support the laws of order of calculation BEDMAS (acronym brackets exponents
division multiplication addition and subtraction).
Lets present a brief on larger Whole Numbers from 1 to 7 digits i.e. into the millions taught
at upper Primary level.
As with prior years Number words are translated into numerals and vice versa.
Strangely and very relevant Counting number is shown against a description of Counting
something. Varying in magnitude, some hundreds, some thousands and even some in
millions, shows children a sense of real world proportion with Number.
Number is shown with ascending and descending choices.
Expanded notation is continued with 5,6 and 7 numeral Number. Promoting the base 10 place
value position in powers of 10.
Number Sequences are shown with 3 numbers and 3 blanks. Only a 6 number sequence in all.
These sequences concentrate on shifting a numeral in a place value up or down by 1, 2 or 5.
So a complex 6 digit number might increase by 5 tens and the pattern follows.
Mathematical symbols of < > less than and greater than are also used with a strong simple
base 10 Number against Number.
Rounding off of other Numerals to zeros. For example Round to the nearest million, ten
thousand, hundred and so on. This abbreviation of mathematical Number allows for faster
communication of Number. For example 3 579 246 = 3.6 million (3 600 000). Note all the
effort of operational mathematics with Number is partially destroyed for Zero base 10
representation of a Whole Number.
Exponentials of 10 a numeral to give a Number. For example 7102 + 9101 =790. This
notation is persuasively used to reinforce Base 10 Place Value of any Whole Number.
Measurement, though not considered in this paper, is introduced early with components like
the Metric System. Again to reinforce Base 10 Place Value Number.
A Number Series to find the next Number using powers of 10. For example 7.5, 75, 750, _, _.
Note the dictionary meaning of Number Series is a number of Numbers in a row without
limiting how long the row of Numbers is.
A History and introduction to other Number Systems. Like Roman Numerals, Binary Base 2
System, Counting in Chinese, Codes and even Ancient Egyptian. These number systems
show just how easy it is to perform speedy operations + even by hand. And how the
side by side numerals forming a Number is very compact and efficient even for large
Number. Allowing us to use Number for a myriad of things.
20
The foundation of the Hindu-Arabic Number system is based on Place Value. The way its
taught is basically repetition of Base 10 numeral aside numeral mathematics. There is very
little evidence to show that Whole Number can be simply given to just numeral and
Mathematics. Although large Number like phone number, credit card number and product
codes are used solely with just number. Mathematics with number is thrown out the window
and replaced with 10 symbols.
How do we address this problem of unifying Mathematics and Whole Number to repair and
perfect our ancient invention? This will be addressed in the following chapters.
The next chapter aims to introduce aspects of the Current Number System that have been
weakened or ignored since first invention. The aim always is to repair and perfect, preserve
and protect the existing invention: Number. Hence the sub-title of the book A New
21
How does Cyclic Addition repair and perfect the Current Number System
Cyclic Addition purports to present a way of looking at Whole Number to preserve just
Whole Number. The book A New Invention: Cyclic Addition is a systematic introduction to
applying the Tool Kit and receiving Number. Reading this book is recommended and a
prerequisite to understanding where the rest of this paper is heading.
Cyclic Addition is a prophetic design. The book A New Invention: Cyclic Addition is a
blueprint for that design. So building Whole Number from scratch one requires the
knowledge and practise of Cyclic Addition. Consider this book A Prophetic Design for
Number as a collection of small books or papers.
Firstly a topic is given that reflects current use of Whole Number. Then Cyclic Addition is
introduced to repair and perfect whats left out of the existing Mathematics Curriculum.
The purpose of this is to announce its prophetic design. Bringing both Cyclic Addition and
Current Mathematical Number together to be taught in a school environment.
There are about a dozen topics. Each topic is given a short simple brief. Then later the same
topic is given a whole Chapter with Cyclic Addition Mathematics. How is Current Day
Number transcended with Cyclic Addition Mathematics? See Contents of this book.
Topic #1 Address the issue of Zero in Base 10 Number. Is the constant and repetitious
nature of asserting the Base 10 Mathematics necessary ? When we view a Number can we
present just the numerals to Cyclic Addition Mathematics and leave it at that ? How do we
treat the zero without overuse and a proposed correct use ?
Topic #2 Identification of Place Value names for each position units, tens, hundreds and so
forth. Can Cyclic Addition present enough mathematical knowledge of a Number to run
along side of these Names ? Can both be taught ?
Topic #3 The scramble and mixing of any number with any other number to produce a third
number as an answer. Can all three Numbers be in unity ? Have relevant Mathematical
meaning ? Be presented efficiently enough to teach ? Provide enough Mathematics to be used
where ever Number can be used ?
Topic #4 Older style arithmetic + learning one operation against another. Can all these
operations Add, Multiply, Subtract and Divide be taught as a coherent whole ? Are there
Laws of Number that bring all of these operations together ? Is the Maths of the operation in
question following existing Laws ? Can operations be taught concurrently ? Can we fall
backwards and still use old methods of arithmetic ?
Topic #5 Completing units 9 to make 10. What mathematical method is used to present the
Zero for multiples of ten ? How can shifting a number from one place value position to the
next contribute to Trading or carrying ? Can a 1a number in the units give the same number
or a multiple in the tens ? How does this work with Cyclic Addition ?
Topic #6 Lack of Order, Law and Form with Base 10 Number. Cyclic Addition Mathematics
has an overall design that brings Number together. Following the simple (Primary level)
Laws produces perfect infinite patterns to aid memory and unite learning. Number can be
taught with just Number and Cyclic Addition mathematics. Bringing results of gluing and
22
piecing, jig-sawing gaps in how to receive Number. Cyclic Addition has the potential to be a
complete Number system of its own side by side the Hindu-Arabic Numerals. And small
enough to bring circle and skip counting together on a special NumberGrid.
Topic#7 The search to stop destroying Number against itself to produce the next Number.
Cyclic Addition Mathematics is a blueprint of building and creating Number. It is infinite and
very practical. So all Number can contribute to a coherent whole. How can many numbers,
tens of them, hundreds of them, thousands of them be brought together ? Forming constant
patterns bound by an order and discipline scaled to the talent of the teacher and child. Once
Number is perfect in its own strand all other mathematical strands benefit.
Topic #8 Ways of mastering times tables and NumberGrids from 1 to 100. The Cyclic
Addition Tools and Step by Step discipline include instant knowledge of a times table.
Starting at a lower primary level and joining concepts from the toolkit with simple
Mathematics. How does one master Addition, Multiplication, Remainder and scale of
Number with just a few number wheels and NumberGrids ?
Topic #9 Lack of Pattern making techniques treating Number as a mix of 10 symbols. Cyclic
Addition with its original Wheels, each devoted to a single Common Multiple, allow
mastery of Number. The Counting shows completeness and perfection in Patterns from that
Common Multiple Wheel. A familiar Number Series becomes a Number Count a lot longer
series to produce a scaled Count, a pattern of a Number, laws of a circular Count, and a
permanent stability for all Whole Number. How does Cyclic Addition Counting include all
possible Patterns for all Number ?
Topic #10 Self-Mastery of Number contributes to all other Strands in the Maths subject.
Cyclic Addition allows exploration and navigation of Number throughout the whole subject.
Teaching other mathematics concepts like magnitude, scale, increment, Count and place
value. Improving mathematical scientific enquiry made by the child. Applying to space and
shape, measurement, graphs, chance and data, fractions and decimals. All of the curriculum is
enhanced with the purity and standalone perfection of Cyclic Addition Number. What
examples within Cyclic Addition show this improvement in other strands ?
Topic #11 How to match like Number with like to form Patterns ? Can one master times
tables and apply operations+ at the same time ? Can one explore all possible patterns
generated from just one Number ? Can the Numbers used in addition, multiplication,
subtraction and division all work together to form perfect Patterns ? Do the Patterns present a
completeness of all possible Patterns for a Number ? What 3D shape shows the best Patterns?
Topic #12 How does one remember the journey with a consistent pedagogy of Number ?
Cyclic Addition has a consistent ToolKit and a Step by Step discipline. This allows infinite
exploration into Whole Number. No matter how the child begins or how far along their own
journey they travel Cyclic Addition can accommodate all. The Wheel and Circle, along with
the rest of the ToolKit, are universally used. As they both yield the greatest knowledge and
insight into Whole Number.
23
Summary of what this paper is proposing. Cyclic Addition Mathematics repairs and perfects
Whole Number completely. There is stronger Mathematics to reinforce place value positions
of a Number. This invention now about 500 years old may need more modern tools and
teaching methods. Applying Cyclic Addition to Number is the first step to restoring Number
to a natural balance and harmony.
Cyclic Addition is a collection of Numerical Laws and Methods to bring Number back to that
natural balance. After one works with Cyclic Addition for a while, the tools and trade become
second nature. One might suggest that this Mathematics has been formed from Nature. So
one receives an infinite natural result.
For 7 years of mathematical effort in the classroom the child deserves the best opportunity to
improve numeracy with Number for life and future school.
24
Topic #1 Address the issue of Zero in Base 10 Number. Is the constant and repetitious
nature of asserting the Base 10 Mathematics necessary ? When we view a Number can we
present just the numerals to Cyclic Addition Mathematics and leave it at that ? How do we
treat the zero without overuse and a proposed correct use ?
Firstly find a Place Value mechanism that runs parallel to a Base 10 Place Value emphasis.
The aim is to preserve the Mathematical form of Whole Number.
Secondly can the magnitude or size of a Number with Base 10 Mathematics be enhanced
with Cyclic Addition Mathematics ?
Thirdly can the excessive use of the Zero with Base 10 Place Value be shown with a correct
use of the Zero ?
Lets make up a Base 10 Number Table with all numerals. Something like this.
1
10
100
1000
2
20
200
2000
3
30
300
3000
4
40
400
4000
5
50
500
5000
6
60
600
6000
7
70
700
7000
8
80
800
8000
9
90
900
9000
Lets create some examples of Whole Number under 9999 using the table only.
Number
Units
Tens
Hundreds
Thousands
Total
364
4
60
300
364
105
5
100
105
280
80
200
280
2156
6
50
100
2000
2156
3087
7
80
3000
3087
2205
5
200
2000
2205
1001
1
1000
1001
4410
10
400
4000
4410
4060
60
4000
4060
Look carefully at the Number above, note how many zeros with the Number 364 and 2156.
These two numbers have all Place Value positions with numerals from 1 to 9. The other
Number show the complexity of dealing with a Zero numeral within a Number. The Zero in
4060 is actually ignored with a Number expander. And the 60 and 4000 applying 4 Zeros is
showing the Tens and Thousands Place Values. The Units and Hundreds are omitted from a
Number expander.
Another example 1001. The Base 10 application of all numerals shows 1 Unit and 1
Thousand. Or 1000+1. Leave the simple and obvious addition of each Place Value position
for a moment. The 1000 having 3 Zeros to represent just the Thousands even though the
Hundreds and Tens, right of the Thousands, have a Zero Place Value. So the effort in
showing 1000+1 has no resemblance to 1000+000+00+1.
Clearly, as any 4 digit Number can be created from the Table above, the use of the Zero is
contradictory and confusing in its application to present Place Value positions of a Number.
How does Cyclic Addition address these exact same examples. Lets create a table like the
above and show literally how Cyclic Addition can present Place Value positions of a
Number.
25
Wheel
Number
Place Value
Place Value
Place Value
Place Value
Total
Common Multiple
4
5
20
364
105
280
4
5
80
16_
10_
20_
20_
364
105
280
1
2156
6
5_
1__
2___
2156
9
3087
27
36_
27__
3087
3
2205
15
9_
3__
18__
2205
11
1001
11
44_
55_
10
4410
10
40_
40__
1001
4410
29
4060
145
145
87_
29__
4060
Cyclic Addition Laws show that a Number comes from a Wheel. These Numbers above
represent a mixture of various Common Multiples. Shown on the top line in italics. For
example 2156 has 4 Place Values one for each numeral. These are written with an underscore
_to merely pictorially represent their corresponding positions. Example 4410 uses Common
Multiple 10 Wheel. The Numbers 10 and 40 come from the Wheel. Likewise all Place Values
above come from their respective Wheel.
There are many Place Value alternatives to the above table. For example 364 has multiples of
1, 2, 4, 7, 13, 14, 26, 28, 52, 91, 182, 364 all of these are legal Common Multiples within
Cyclic Addition Mathematics. Also within each Wheel there are simple Laws that guide
Place Value selection. See book A New Invention: Cyclic Addition chapter : Place Value.
So Cyclic Addition Place Value contributes significantly to the numeral aside numeral Place
Value positions. These Place Values belong to a Wheel choice and inherent creativity in
expressing how to form the Place Values of a Whole Number. For an exhaustive list of Place
Values for Number 144 see book or pdf GuideBook to Cyclic Addition.
Also note within the simple Place Values above note how the Zero is treated. In 105 there is
10 tens. In 280 there is 80 units and 20 tens. In 3087 the addition of vertical Place Values
gives 3087. Likewise 2205. The 1001 shows a hint of 11s with 99+1 in the tens. The 4410
are all multiples of 10 from the Common Multiple 10 Wheel. In 4060 the more complex in
current day terms, Common Multiple 29 Wheel, shows addition of Place Values to equal
the 4060.
The next issue is the Magnitude or Size of a Base 10 Number. As shown in the Tool Kit for
the Current Number System. The expanded form of a Number like 2156 is
(21000)+(1100)+(510)+(61)=2156. The Number might be put into a series of Number
like 1956, 2056, 2156, _, _, _. To find the next three by increasing the numeral in the
Hundreds by 1.
Lets stop and contrast the two tables of 9 Numbers, one current day Place Value and the
other Cyclic Addition Place Value. Look at the overlap of the Zero in the top table. To create
364=300+60+4 three Zeros overlap the numerals 6 and 4. Another 280=200+80 the ten in
200 overlaps the 8, and the other two Zeros present a Zero units. Another
2156=2000+100+50+6 has 6 Zeros overlapping other numerals. This overlap runs right
through current day vertical Addition, Multiplication, Subtraction and Division.
Cyclic Addition Place Value assigns each Place Value to a position. All Place Values for a
Count share only Numbers from the Wheel. The Wheel has only one Common Multiple.
There can be more than one Place Value in a certain position. For example 364 has two
Wheel members 16+20 in the tens position. Another example 1001 also has two Wheel
26
members 44+55 in the tens position. All Place Values Add to the Count Number, always. So
rather than using all those extra Zeros to show a Numbers expanded notation, Cyclic
Addition starts Place Value at the units, building the Count Number with the corresponding
Common Multiple Wheel. When a Zero is used it is part of the Mathematics of the Wheel. As
in examples 105, 280 and 4410.
Cyclic Addition also has Mathematical Laws that apply all Place Values that start outside the
Units, typically Tens, Hundreds and Thousands and moves them to the Units. This is one of
the Steps of Cyclic Addition, found between Place Value and Remainder Steps. So the
mathematician trains with the Tool Kit to use Place Values outside of the units position.
The Second Issue with the Base 10 Mathematics is the magnitude or size of a Number.
The top table using current day Number expander relies on a knowledge of how big
numerals 1 to 9 are with Base 10 mathematics. Example 364=(3100)+(610)+(41) so if we
know how big 300 is, and 60 is and 4 is add them all together with the Number expander or
the Tool Kit for current day to receive 364. Likewise as the top table depicts the Base 10
Number is shown by the numeral from 1 to 9 and all added together to equal the Number.
The Current Day Number also relies on words of Number. This is discussed in Topic #2.
Often to gain relevance to the size of a Number a Number Pattern or series of Number is
given to solve. For Primary School years these are mostly limited to an increase or decrease
of a single Place Value position by 1, 2, 5 or 10. For example 1898, 1899, 1900, 1901
Also presenting magnitude of powers of 10 like the number series 7.5, 75, 750, 7500,
75000 showing increasing by 10 each Number.
Cyclic Addition uses Mathematics to show a place, position and order for any Number.
Firstly does a Number fit into a Wheel with a Common Multiple. Can the Number be formed
by this Wheel using the Place Value method above. Cyclic Addition has a vast choice of
Place Value selection to form a Number. Thus a Number like 1008 can be written with
Wheels of Common Multiple 1, 2, 3, 4, 6, 7, 8, 9, 12, 14, 16, 18, 21, 24, 28, 36, 42, 48, 56,
63, 84, 112, 126, 168, 252, and 336. Along with the sheer creative variety of forming the
Place Value, there are literally hundreds of ways to form 1008 as a Cyclic Addition Number.
Cyclic Addition, continuing with our example of Number 1008, forms a Count Sequence as
the very first Step. This Count Sequence is always from the Tool Kit Wheel and Common
Multiple. Lets show these Wheels and their Counts to receive Number 1008. Note how
Cyclic Addition contributes a growth to a Number via the Count Sequence. Making these
Whole Numbers truly Counting Numbers. In each box a Wheel is given and a way to reach
1008 using just that Wheel. Consider how the Number 1008 is built. The Counts below vary
in length of cycles, and up to 3 cycles per Count Sequence are shown. The Counts can Count
past 1008. The last Count being 1008 is to emphasise many possible Cyclic Addition
journeys.
Wheel
1
3
2
Count after 45 cycles
945
946
949
967
970
988
991
951
972
993
957
978
999
961
982
1003
966
987
1008
27
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
2
6
4
882
888
892
930
934
972
976
3
9
6
819
825
843
888
906
951
969
4
12
8
756
780
796
864
880
948
964
6
18
12
630
654
684
780
810
906
936
7
21
14
441
455
497
602
644
749
791
896
938
8
24
16
504
536
576
704
744
872
912
12
10
904
946
988
912
954
996
922
964
1006
18
12
15
855
918
981
870
933
996
873
936
999
24
16
20
816
900
984
820
904
988
832
916
1000
36
24
30
690
816
942
708
834
960
720
846
972
42
28
35
525
672
819
966
560
707
854
1001
567
714
861
1008
48
32
40
584
752
920
608
776
944
624
792
960
36
45
486
675
864
522
711
900
252
315
9
27
18
54
378
387
414
432
576
603
621
765
792
810
Second Tier Wheel to continue the
Count
Wheel
63
189
126
378
Count
1008
28
924
966
1008
882
945
1008
840
924
1008
756
882
1008
588
735
882
672
840
1008
567
756
945
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
12
Count
60
312
564
816
14
Count
56
350
644
938
16
Count
16
352
688
18
126
Count
252
21
Count
126
567
1008
24
Count
72
576
28
Count
84
672
36
252
Count
1008
36
24
72
48
60
72
324
576
828
108
360
612
864
132
384
636
888
204
456
708
960
252
504
756
1008
42
28
84
56
70
126
420
714
1008
140
434
728
182
476
770
210
504
798
294
588
882
48
32
96
64
80
64
400
736
96
432
768
192
528
864
256
592
928
336
672
1008
54
378
36
252
108
756
72
504
90
630
63
42
126
84
105
210
651
315
756
336
777
399
840
441
882
72
48
144
96
120
120
624
264
768
360
864
480
984
504
1008
84
56
168
112
140
140
728
308
896
420
1008
560
588
108
756
72
504
216
1512
144
1008
180
1260
1008
29
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
Wheel
42
Count
126
1008
126
84
252
168
210
210
462
630
840
882
48
Count
192
144
96
288
192
240
432
480
624
720
1008
56
Count
112
168
112
336
224
280
448
672
952
1008
63
Count
63
189
126
378
252
252
378
756
1008
84
Count
168
252
168
504
336
420
672
1008
112
Count
560
336
224
672
448
560
672
1008
126
Count
252
378
252
756
504
630
336
1008
672
840
or
1008
168
Count
840
315
1008
504
1008
Wheel
252
Count
1008
756
504
1512
1008
1260
Wheel
336
Count
1008
1008
672
2016
1344
1680
So the Number 1008 frequently appears in Cyclic Addition Counting. The Wheels and their
many Common Multiples show how Addition and Multiplication work together in every box.
Look carefully at how to Count to 1008 with smaller Common Multiples and how Number
1008 actually appears in the last 3 Wheels. Cyclic Addition can adapt to emphasise an aspect
of Number within a Count Number.
30
The Third issue: What is an excessive use of Zero in current day Mathematics and can the
correct use be shown by Cyclic Addition.
The current day Base 10 Place Value maths bears a heavy burden of protecting the positions
of numerals that form a Number. Our example again 364=(3100)+(610)+(41) from the
Base 10 Number Table above. Can this burden be eased with Cyclic Addition Mathematics ?
The Cyclic Addition Tool Kit uses a Wheel and Count to form a Number. Lets have a simple
look at Numbers between 1 and 100 by 1s. A Count with Wheel 1 3 2 6 4 5 all six ways
forward and six ways backward are best shown by the Tool: Cylinder. The 10 is shown in 4
Counts 2 clockwise and 2 anti-clockwise, the 20 in 2 Counts, the 30 in 4 Counts, the 40 in 2
Counts, the 50 in 2 Counts, the 60 in 2 Counts, the 70 is declared with Remainder in 20
Counts, the 80 in 4 Counts, the 90 in 6 Counts, and lastly the 100 in 4 Counts. So all Zeros
appearing from 1 to 100 are completely explored with Common Multiple 1 Wheel. The
length of the Cylinder to reach 100 is 5 cycles.
The Common Multiple 2 Wheel being 2 6 4 12 8 10 also presents the Zero perfectly. The 10
in 4 Counts 2 clockwise and 2 anti-clockwise, the 20 in 4 Counts, the 30 in 6 Counts, the 40
in 2 Counts, the 50 in 4 Counts, the 60 in 4 Counts, the 70 again declared via the Remainder
Step in 20 Counts, the 80 in 2 Counts, the 90 in 2 Counts and lastly the 100 in 2 Counts.
Again all Zeros with a Number from 1 to 100 are explored with Common Multiple 2 Wheel.
The length of the Cylinder to reach 100 is 2 cycles.
The Common Multiple 5 Wheel being 5 15 10 30 20 25 also present the 10s perfectly. The
10 is shown in 2 Counts 1 clockwise and 1 anti-clockwise, the 20 in 4 Counts, the 30 in 6
Counts, the 40 in 2 Counts, the 50 in 4 Counts, the 60 in 4 Counts, the 70 declared via
Remainder in 18 Counts, the 80 in 4 Counts, the 90 in 2 Counts and lastly 100 in 2 Counts.
Again all Zeros from 5 to 100 are shown within the Count Sequences on the Cylinder. The
length of the Cylinder to reach 100 is 5 Counts, thats 6 Count Sequences clockwise and 6
anti-clockwise or almost 1cycle each.
The Common Multiple 10 Wheel being 10 30 20 60 40 50 also present the 10s perfectly.
The 10, 20, 30 and 80 have 2 Counts, the 40, 50 , 90 and 100 have 4 Counts, the 60 has 6
Counts and the 70 declared via Remainder has 16 Counts. Again all Zeros from 10 to 100 are
shown completely. The length of the Cylinder to reach 100 is 3 Counts from the top of the
Cylinder. As the Common Multiple 10 Wheel shows only multiples of 10, this Cylinder
completely presents the Zero in the units, tens and hundreds Place Value positions. Thats all
the Zeros of every Number from 10 to 1000 in a simple single 5 cycle in length Cylinder. All
standard Cyclic Addition merely presenting a Common Multiple that emphasises the Zero.
The Common Multiple 20, 30, 40, 50, 60 and 70 Wheels also show just a Zero in the units for
every Count. The truths of the numeral 2 to 7 in the tens and a 0 units forming Wheels 20, 30,
40, 50, 60 and 70 are fathomed by mastery of individual Common Multiple Cylinders.
The other Zeros appearing in middle of Numbers like 101, 203, 305, 1001, 4060 are also
presented by Cyclic Addition Mathematics. 101 with Common Multiple 1 for 5 Cycles is
shown in 4 Counts. 203 with Common Multiple 7 and 29 is shown in 2 Counts and 20 Counts
respectively. 305 with Common Multiple 5 in 2 Counts. 1001 with Common Multiple 77, 91
and 7 in shown in 2 Counts, 4 Counts and 2 Counts. The 4060 with Common Multiple
406=587 Second Tier Wheel is shown in 4 Counts.
31
Cyclic Addition Cylinders also present many Mathematical Tools. Consider the length of
Counts to reach 100 in the above Common Multiple 1, 2, 5, 10 and other Wheels. The
knowledge of a Common Multiple Wheel is received perfectly with the Cylinder
Mathematics. Gauges of how to reach all the way to100 from nothing with these Wheels, is a
strength of the Cylinder. Each Common Multiple is a Mathematical story and science of
Number as one progresses in a spiral down and around the Cylinder. The Mathematics of a
Cylinder protects the order and position of all Counts within it.
So Cyclic Addition shows a perfect Zero. Putting it in its correct Place Value position
according to the Count. All Cyclic Addition Place Values, which may include a Zero like
4410= 40hundreds+40Tens+10units, present just the Wheel and Circle to a Count.
The Zero with Cyclic Addition Count shows just those numerals that are Zeros to be Zeros,
like the Counting from 1 to 100 above. The Common Multiple 5 and 10 have Zeros on their
Wheels, and thus use the Zero in the Cyclic Addition Place Value Step. And the Steps that
follow; Move Tens Step, Remainder Step and 7Multiple Step.
25
20
30
15
10
Lets introduce these other Cyclic Addition Steps with

Mathematical Tables of these Steps.
The Cyclic Addition Tool Kit accompanies these Steps all the
way. The Common Multiple 5 Wheel is used for 4 Cycles. The
in depth practical of each of these Steps lies within the book
A New Invention: Cyclic Addition. For now, whether you are
schooled in Cyclic Addition Mathematics or not, follow how the
Wheel is uses in each Step.
Place Value
20
20
45
30
15
50
30
20
65
15
5_
Remainder U
20
10
15
20
-
10
35
15
35
230
30
20_
255
5
15_
10_
30
20_
25
20
210
5
25_
5
10
245
Count
105
5
10_
15
5_
15
30
35
75
20
5
5_
25
5_
15
5
70
260
10
25_
275
10
15
25_
10
25_
5
15
245
25
25_
5
30
245
Remainder T
Move Tens
Remainder
7xMultiple
Count
Place Value
Remainder U
Remainder T
Move Tens
Remainder
7xMultiple
32
150
25
25
10_
15
10_
30
10
140
155
5
15_
170
20
15_
5
10_
30
105
125
25
5_
5_
25
10_
30
20
105
5
15_
10
15
140
20
15_
10
30
140
285
25
10
25_
315
15
15_
15_
335
20
15
30_
360
10
5_
30_
365
15
30_
5_
380
30
25_
10_
25_
5
5
280
15
30_
20
315
30_
20
20
315
10
10
350
15
15
350
30
30
350
180
10
20
15_
30
15_
10
5
175
210
10
10_
10_
10
20_
25
210
390
20
20
15_
20_
5
5
385
420
5
15
15_
25_
20
5_
15
420
Lets follow these 5 Steps of Cyclic Addition. Step 1: Counting, Step 2: Place Value, Step 3:
Move Tens, Step 4: Remainder and Step 5: 7Multiple.
Each Count applies all 5 Steps. Lets group the Steps together. And look at what the Step
does as a collective whole.
Step 1: Counting begins from the Wheel of Common Multiple 5 at 20. The Counting around
the Wheel in a clockwise Circle produces the Count line (20 45 50 65 75 105).These
Counts show patterns of the Common Multiple 5. All ten numerals from 1 to 9 and 0 are
shown in the tens position with the corresponding 5 or 0 in the units. The Count spacing
resists itself as one moves along the Count Sequence.
Step 2: Place Value selects basic numbers from the Wheel 5 15 10 30 20 25 to build and
Add to each Count. These basic Place Values show one or two Numbers from the Wheel in
the units and one or two numbers from the Wheel in the tens. To show a magnitude of a
multiple of 5 select from 5 to 50 in the units leaving a 5 or 0 in the tens. Within this 4 cycle
Count there are plenty of simple Place Value examples.
Step 3: Move Tens and Step 4: Remainder these two steps are often put together. To find a
Remainder firstly Move Tens, like 5 in the Count 65, are moved to the units. The 5 moves to
a 15 units. This is a rotation of one Wheel member clockwise around the Wheel. The
Remainder in the Units is added to the Move Tens to units and the Remainder from
multiples of 35 presents a Wheel Number. Note the Remainder pattern each cycle
(20 10 15 30 5 -).
Step 5: 7Multiple is the connection of Common Multiple 5 to the next higher order or in
simple terms Tier 2 Common Multiple 35. The Count Remainder = 7Multiple. This
equation links subtraction to Cyclic Addition. The Count is given its place, position and order
by declaring the 7Multiple of each Count in turn. Note how and when the 7Multiple
increases by 35 on the second, fifth and sixth Counts every cycle. This pattern varies
depending on where around the Wheel the Count starts.
If one Counts out of sequence, uses the wrong Place Values to Add to the Count, or forgets to
Move tens to units the Remainder will most times be out of Pattern and demonstrate an error.
Following this Remainder Pattern around the Wheel, when applying Cyclic Addition 5 Steps,
is considered mandatory Mathematics.
There are Laws which guide the Mathematician to find the Remainder. See if you can work
out 4 laws with any two numbers from any Tier 1 Wheel. These Laws are used to navigate
around the Wheel to find that single Number Remainder.
Cyclic Addition, more so than other Mathematics, develops a sense of that very important
magnitude or size of a Number. This is because only the Wheel Numbers are used in Step 1:
Counting and Step 2: Place Value and Step 3: Move Tens and Step 4: Remainder. These 6
Numbers remain in their constant and still positions within the Circle of the Wheel. Readily
recalled to act with any of these 5 Steps. Note how, in just 1 Count Sequence of 4 cycles in
length, all of the members of the Wheel are constantly used.
Wheel Mathematics of Common Multiple 5 show how to deal with the Zero in the units. The
Wheel by itself has 3 Numbers with 5 units and 3 Numbers with 0 units. The Count Sequence
33
shows 12 Numbers with 5 units and 12 Numbers with 0 units a consistent Pattern that repeats
every two cycles. The Basic Place Values show units Addition of 0+0=0, 0+5=5, 5+0=5,
5+5=0. The Remainders (20 10 15 30 5 -) are 5 unique numbers from the Wheel of 6
numbers. The 7Multiple or 35s=57 shows an oscillating 5 and 0 units.
Once the mathematician is schooled in Cyclic Addition the preferred tool to use is the
Cylinder. In this case for Common Multiple 5. All 12 Counts can be seen to be part of a
coherent whole. All Patterns of Counting, Remainder and 7Multiple await exploration.
These Patterns include mastery of the 5 and 0 units forming Common Multiple 5.
Once the Wheel is strong, like Common Multiple 5, the mathematician elects to either apply
Cyclic Addition to other Counts around the Cylinder or to make a higher order Tier 2
Common Multiple 35 set of Cylinders. There are 28 Count Sequences that form Tier 2. These
are mapped onto 4 Cylinders perfectly forming Whole Number 5 to a higher order.
So the journey of exploring the correct use of the Zero comes directly from Cyclic Addition
Mathematics. Selecting the Common Multiple that shows how to use a Zero. Not only in the
units, but also in the tens and hundreds positions. The selection of Common Multiples
discussed earlier of Common Multiple 1, 2, 5, 10, 20, 30, 40, 50, 60 and 70 best show the
Zero. And the higher order Tier 2 and Tier 3 of these Common Multiples.
The big difference between current day Place Value and Cyclic Addition Place Value is the
use of the Zero. Current day uses a Zero to fill Place Values positions outside the units with
a Zero. Our example of 364=300+60+4. And Cyclic Addition uses the Wheel to create
Mathematics that includes a Zero on the Wheel, in a Count Sequence, with a Place Value
selection and calculating a Remainder. Our table above includes Count 365=15units +30 tens
+5 tens. With practise one can read the Remainder of 15 straight off and the 7Multiple of
350. One learns to read a Number with the art and Maths of Cyclic Addition. This brings
whole and unified truths to Whole Number.
34
Topic #2 Identification of Place Value names for each position units, tens, hundreds and so
forth. Can Cyclic Addition present enough mathematical knowledge of a Number to run
along side these Names ? Can both be taught ?
Lets begin Names or Words representing Numbers by a Number Table with corresponding
Names. There are 7 Place Value positions shown. From Units to Millions. This table shows
how close the Zero is with Naming or Wording a Number. And thus our concentration of
effort on the Base 10 representation of a Number. Hes the Table.
1
2
3
4
5
6
7
8
9
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
10
20
30
40
50
60
70
80
90
Ten
Twenty
Thirty
Fourty
Fifty
Sixty
Seventy
Eighty
Ninety
100
200
300
400
500
600
700
800
900
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Thousand Thousand Thousand Thousand Thousand Thousand Thousand Thousand Thousand
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
Ten
Twenty
Thirty
Fourty
Fifty
Sixty
Seventy
Eighty
Ninety
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred
1,000,000 2,000,000 3,000,000 4,000,000 5,000,000 6,000,000 7,000,000 8,000,000 9,000,000
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Million
Million
Million
Million
Million
Million
Million
Million
Million
Lets use the Table to create some examples. Use an implied , for thousands and millions.
1,234,567= One million Two hundred and Thirty Four Thousand Five Hundred and Sixty
Seven.
5,764,801=Five Million Seven Hundred and Sixty Four Thousand Eight Hundred and One.
2,003,001=Two Million Three Thousand and One.
300,300=Three Hundred Thousand and Three Hundred.
756,756=Seven Hundred and Fifty Six Thousand Seven Hundred and Fifty Six.
364=Three Hundred and Sixty Four.
105=One Hundred and Five.
280=Two Hundred and Eighty.
3,087=Three Thousand and Eighty Seven.
2,205=Two Thousand Two Hundred and Five.
1,001=One Thousand and One.
4,410=Four Thousand Four Hundred and Ten.
4,060=Four Thousand and Sixty.
The Place Value Names above contain certain facts. The use of Units, Tens and Hundreds
repeat every three positions to the right of Units. The comma separates a Number into groups
of three Numbers. Example 756,756 presents Hundreds, Tens and Units in the first three
35
Place Values from the right. Then again the same words with Thousands at the end. Example
300,300 with Zeros in the units and tens, and the units and ten Thousands the Words again
are the same for Three Hundred as for the next three Place Values Three Hundred with a
Thousand.
The Place Value Names are read only from Left to Right. This slightly conflicts with
calculations with Operations+ which begin at the Units and proceed right. For example
1,234,567+1,111,111=2,345,678 the new Number has six numerals in the same sequence
except for the 8 units. The wording of the new Number, though in this case lengthy, has little
to do with the accuracy of the new Number after the mathematical Operation.
So with the Table above, making a Number into the Millions or up to 7 numerals in length, is
a constant repetition on the same Names, Units, Thousands and Millions, for groups of three
numerals separated by a comma. Where a Zero is found within a Number the Names just
simply omit anything in that Place Value position. The above Table of 79=63 Names are all
thats needed to apply to any Number from 1 to 9,999,999. There are some peculiar
exceptions like the teens 11 to 19 used in units and tens, or thousands units and tens.
How can Cyclic Addition supplement or create practical Mathematical knowledge to sit side
by side with these Names ?
Cyclic Addition usually elects a direction to read a Number no matter the length. Humans use
of Number, back eons ago, used Number in a Place Value form, in both directions. Cyclic
Addition continues this trait.
Cyclic Addition uses the 5 Steps of Step 1: Counting, Step 2: Place Value, Step 3: Move
Tens, Step 4: Remainder and Step 5: 7Multiple. These Steps along with the Tool Kit protect
the form of Whole Number even whilst using it in another way.
So conjuring up a Number for a problem, Cyclic Addition can still be used either in part or in
whole. No matter where Number is used, application of the practise of Step by Step Cyclic
Addition and the Tool Kit can be used.
How much Cyclic Addition is needed with a Number Name ? In brief give a Common
Multiple to a Number and a Remainder. Once Cyclic Addition is mainstream the presentation
of a Common Multiple to a Whole Number will become second nature. The whole field of
applying mathematics to Number will always include Cyclic Addition. No matter how far this
is away.
Some examples.
1,234,567 with Common Multiple 1 has a Remainder of 5.
5,764,801 is part of the 8th Tier of the Common Multiple 7.
2,003,001 with second tier Common Multiple 77 has a Remainder of 77.
300,300 with second Tier Common Multiple 91 has a Remainder of 273.
364 with Second Tier Common Multiple 28 has a Remainder of 168 with a 7Multiple of
196.
105 with Common Multiple 7 has a Remainder of 7 and a 7Multiple of 98.
280 with Common Multiple 14 has a Remainder of 84 and a 7Multiple of 196.
3,087 is with the 4th Tier of Common Multiple 9.
2,205 is part of the Wheel of the 3rd Tier of Common Multiple 9.
36
1,001 is with second Tier Common Multiple 77 has a Remainder of 462 and a 7Multiple of
539.
4,410 is with third tier Common Multiple 490 has a Remainder of 980 and a 7Multiple of
3,430.
4,060 is with second tier of Common Multiple 203 has a Remainder 1,218 and a 7Multiple
of 2,842.
So these Numbers, some from the previous Zero chapter show that Cyclic Addition
Mathematics can act upon any Number. The calculation of a Remainder and its
corresponding 7Multiple protect the Sequence (from the Tool Kit) of numerals forming
the Whole Number.
Whether a Whole Number is given via Words from the above Table or voiced just numeral
by numeral Cyclic Addition can work with both.
Lets consider the Table of Cyclic Addition Mathematics with the 4 cycle Common Multiple
5 Count. Found toward the end of the last Chapter Zero.
Sighting the Numbers from the Wheel of 5s is simple. All 6 from the Circular Wheel. The 4
cycle Count shows each Numbers place, position and order amongst any other Whole
Number. Putting the Table into words requires just a simple grouping of the Cyclic Addition
Step. Whether that be Counting, Place Value, Move Tens, Remainder or 7Multiple. Thats
all the English thats needed. The rest is pure Cyclic Addition Mathematics.
The Operations + with Counting allow a unified Count Sequence. The building of Place
Values to Add and equal the Count grapples and aligns each Place Value to a position. The
Remainder along with Move Tens uses Circular Wheel Mathematics to form a single number
Remainder. Then the Operation subtraction joins the Count to the next higher order or next
Tier called 7Multiple.
This Cyclic Addition Mathematics in no way infringes upon the Names or Words of a
Number. In fact it develops new skills to master specifically Place Value positions of a
Whole Number. See Table.
The form of Cyclic Addition is set up to master how a Common Multiple works with Whole
Number. In this case the 5s. How the Pattern of 5s effects all other Place Value positions.
How the regular and consistent use the Wheel aids in mastery of the 5s.
So even when using the preferred Tool, the Cylinder, to navigate through a complete
Common Multiple, Cyclic Addition lays no claim on whether Names or Words for each
Number are used. From experience, the established Word Names for Number are used
frequently. In fact the Mathematics of Cyclic Addition strengthens sighting a Whole Number
and its Place Value positions held by each numeral.
37
Topic #3 The scramble and mixing of any number with any other number to produce a third
number as an answer. Can all three Numbers be in unity ? Have relevant Mathematical
meaning ? Be presented efficiently enough to teach ? Provide enough Mathematics to be used
where ever Number can be used ?
Lets introduce current day Operations+ in a simple table format.
Addition
987,543
345,789
111,11_
1,333,332
234
111
_
345
Multiplication
12,345
12,345
5
56
61,725
74,070
617,250
691,320
Subtraction
1,000,000
-1
999,99_
10
999,999
Division
1
7 ) 1. 0
7
3
2
12,345
-987
11,358
105,678
994,567
1111,11_
1,100,245
12,345
54,321
_
66,666
7,531
2,468
_
9,999
9,999
1
1,11_
10,000
12,345
567
86,415
740,700
6,172,500
6,999,615
98
567
686
5,880
49,000
55,566
567
98
4,536
51,030
55,566
1,111
123
3,333
22,220
111,100
136,653
88,888
-987
87,901
123
-25
98
545,454
-323,232
222,222
545,454
-373,737
171,717
4 2 8 5 7
0 0 0 0 0
0
8
2 0
1 4
6 0
5 6
4 0
3 5
5 0
4 9
1
Lets observe some Mathematics from the above arithmetic examples.

Addition has a carry (or trading) on the third line down. So a ten from the Place Value
position on the right can be exchanged for a one to the next left position. This practise of
trading to higher numerals in part joins the numerals together. In fact the Additions with no
trading lose this cohesion of numerals, merely adding a single Place Value to another to equal
yet another.
38
Multiplication in the first three examples show the 5 units becomes 5 tens then 5 hundreds.
Note in the workings of the answer how the Zeros are represented with the same
multiplication of 12,3455=61,725. As each line represents a single numeral multiplied by
the top line. This also has some assumptions within the calculations. The trading is not shown
and the individual multiplications of a numeral numeral show only one numeral and the rest
is trading. These trading Numbers are added to the next multiplication to form the next
numeral. So nowhere within the Multiplication is shown 12,3455 = 5 10 15 20 25 =61,725.
Or merely concatenating the string of additions together to form the answer.
Subtraction examples show just how reliant on trading 1 numeral for 10 to the next numeral
to the right. The examples show that Subtraction is simply the reverse of Addition. How its
formed within these examples shows that the mechanics of trading and alignment of
Numerals become an important and dominant part of this Mathematics.
Division example is 17=0.142857 showing long division. Each new decimal place position
to the right is given another Zero. There is buried within long division some parallels to
Cyclic Addition. Division uses multiplication of 71=7 and subtraction from the number with
a Zero to the right (107=3). Note that something, with these mixed operations of
multiplication and subtraction with the long division, is shown about Number 7. The unity of
actions of operations contribute to the decimal fraction 0.142857 Sequence. Whether
this is by accident or intentional remains unknown.
Note the Parts that are Added together have little resemblance or relevance to the Answer.
The effort put into all of that numeration has only one single piece of Mathematics to it, that
is A+B=C. A, B or C need not have any Mathematical relationship to each other at all.
This means anything goes with a Number Added to another Number to equal a third Number.
Subtraction also follows this path. DE=F where all three parts of the equation are also,
almost always, totally unrelated in form, shape, pattern, multiple or unity with other
Operations+ .
Multiplication, as mentioned, goes part the way to show Mathematics of a single numeral a
Number, but ignores most of the effort put into solving the equation. In the example
12,345567 why isnt the Mathematics of multiplication of 5, 6 and 7 with numerals 1 2 3 4
and 5 given in the process. Given in the solving of this equation. Most of the effort is with the
drop down Zero and Trading techniques used. Rather than effort= mathematical reward.
So, after all that fundamental Mathematics of Arithmetic with + how does Cyclic
Addition deal with this exact same problem. Lets review our Step by Step Cyclic Addition
example with Common Multiple 5 this time for just 2 simple Cycles.
Place Value
20
20
45
30
15
50
30
20
65
15
5_
Remainder U
20
10
15
20
-
10
35
15
35
15
5_
15
30
35
Count
Remainder T
Move Tens
Remainder
7xMultiple
75
20
5
5_
25
5_
15
5
70
105
5
10_
5
10_
30
105
125
25
5_
5_
25
10_
30
20
105
150
25
25
10_
15
10_
30
10
140
155
5
15_
170
20
15_
5
15_
10
15
140
20
15_
10
30
140
180
10
20
15_
30
15_
10
5
175
39
210
10
10_
10_
10
20_
25
210
Cyclic Addition has 5 Steps and a Tool Kit to accomplish Whole Number Mathematics. Look
at the whole simple example. Only Numbers from the Wheel and next Tier Wheel 7Multiple
are used. This concentrates Mathematical and arithmetical effort on just 5s. There is no
interference with any other Number. An important distinction from other Mathematics.
Cyclic Addition uses all Operations+ . Counting + are continuously explored together.
Place Value + where the Wheel 5 15 10 30 20 25 Numbers are selected to build and Add
to each Count. Division is shown, and often used, by the Place Value Step being matched to
its position around the circular Wheel. Example 65=15+5tens visually match to the Wheel
receives 3+1ten=13 i.e. 135 (the Common Multiple) =65. Remainder with the Count to
produce a 7Multiple.
Cyclic Addition uses the Tool Kit as the previous Chapter Tool Kit of Cyclic Addition shows.
The main Tools are Wheel, Pattern, Operation, Sequence, Circle, Common Multiple and
Cylinder. These Tools are used frequently and continuously with all Cyclic Addition. For
example the Move Tens Step uses Circular mathematics of the Wheel to create Place Values
from the Tens and move them to the Units. Another example the Remainder Step uses Circle,
Pattern and Sequence together to find that single Number Remainder. Yet another example
the 7Multiple Step uses both the Wheel and the next Tier Wheel to confirm the accuracy of
the Count and Remainder.
Cyclic Addition uses Remainder mathematics to join the Count to the 7Multiple. The
Remainder also aids the way to read the Count and its Sequence of numerals. Follow in the
above example how these 3 Numbers work in unison.
Cyclic Addition purports that this path shows the strongest Patterns of any Common
Multiple. For the above example of Common Multiple 5 Count and the Cylinder of 5s shows
the perfection and Pattern of how the 5s function mathematically and conclusively.
The Wheel within Cyclic Addition plays a pivotal role. To start with any Wheel gives
multiples from 1 to 6 Common Multiple. Other higher multiples are also quickly mastered
via the Wheel Mathematics. Each Cyclic Addition Step uses the Wheel with slightly different
Mathematics. The Count with rotation either clockwise or anti-clockwise. The Place Value
with mini-wheels within the Wheel to create a 1 to 5 number Place Value. Applying Circle
and Sequence to this Step. Move Tens uses also rotation (or Circle) of the Wheel for a given
Place Value as well as contributing to the Sequence of the Wheel. Remainder forms Patterns
on the Wheel to discover a single Number of whats let over.
Once a student of Cyclic Addition has had a go at fathoming the Mathematics of a Common
Multiple like 5 above, he or she can move onto another Wheel. The effort put into the Cyclic
Addition Maths is instantly rewarded with stronger Whole Number. The Student may only
accomplish a few cycles with the one Common Multiple, another may build a Cylinder and
go onto higher order Tier 2 and 3 Mathematics. No matter the gift or talent Cyclic Addition
can accommodate all.
The inherent Unity and wholeness of the Whole Number Mathematics, belonging to Cyclic
Addition, is fundamental and completely relevant to Maths in the Australian Curriculum.
This is a purport for Cyclic Addition to sit side by side other Strands within the subject.
40
Topic #4 Older style arithmetic + learning one operation against another. Can all these
operations Add, Multiply, Subtract and Divide be taught as a coherent whole ? Are there
Laws of Number that bring all of these operations together ? Is the Maths of the operation in
question following existing Laws ? Can operations be taught concurrently ? Can we fall
backwards and still use old methods of arithmetic ?
As the previous Chapter already shows some examples of all Operations + we will
endeavour not to repeat anything.
So how can we examine the Operations + used in Cyclic Addition with some detail.
The book A New Invention: Cyclic Addition shows a 4 paged discourse on this exact same
Topic. All Operations + are discovered with this Cyclic Addition Mathematics.
Cyclic Addition doesnt distinguish which operation is used from one moment to the next.
There are merely Laws that govern the Sequence of actions through the Cyclic Addition Step
by Step process. These Laws ask the Operation + to serve Whole Number at the
applicable time and Step.
For example the most basic Cyclic Addition uses a Wheel all with the same Common
Multiple. For example Common Multiple 4 Wheel 4 12 8 24 16 20 deals with just the 4s.
All the Steps of Cyclic Addition deal with just 4s. Of course there is overlap of Common
Multiples like 2=42, 1=44, 8=42, 16=44 and so on. And there are all the other multiples
presented as the Count Sequence shows. A Cylinder of Common Multiple 4 shows all other
multiples from 1 to about 105. So the Count Sequence melds, knots, weaves and bands all of
the 4s together in a form that shows all Patterns and all possible Common Multiple 4.
The Count Sequence is linked also by the simple Operation + Addition. Enabling all the
members of the Count Sequence to be joined in an incrementing order with the continuous
spacing of the circular Wheel 4 12 8 24 16 20. The Cylinder goes one step further and intertwines all 12 Counts, 6 clockwise and 6 anti-clockwise. So the highest Pattern making of
Common Multiple 4 is shown by Mathematics and Operations + that serve Whole
Number, rather than the other way around.
In fact Cyclic Addition relies on Addition to perform Step 1: Counting, Step 2: Place Value
and sometimes Step 4: Remainder. So this Mathematical Operation has a higher order of
linking all the Number 4s together in unity.
Cyclic Addition by its very name places a great emphasis on Addition. Addition with the
Wheel in a circular form is at the very heart and base of all Cyclic Addition. Stating as Law
that Whole Number is formed with like Whole Number, or the same Common Multiple, via
Addition.
As one becomes familiar with the Wheel Sequence the Counting and next Addition become
simpler and simpler. The practise of Addition and forms of trading and carrying becomes
second nature. Rather that separate components of Mathematics, Whole Number is bound
with Addition perfectly forever.
Treating an Operation, as the current day Maths dictates, by itself all of the
41
Operations + are united together with the rest of Tool Kit. The Step by Step Cyclic
Addition follows Laws so that the highest knowledge of a certain Common Multiple can be
mastered by any child, student or teacher.
Addition serves Cyclic Addition Whole Number. Rather than using a Pattern Sequence of
Numbers like the current day teaches. Relying on whats changing in the form of Number
with the first three, then forming the next three to follow a Pattern. The Pattern invariably
shows simple changes to a Base 10 numeral and asks the Child to repeat the Pattern.
Addition, with Cyclic Addition, ensures that only the most perfect connection between
Numbers within a Count Sequence, is created.
The incrementing Sequence of Whole Number with the Cylinder contributes to the perfection
of Number and the Common Multiple. Looking at subtle changes moving in a spiral down
and around the Cylinder for two Common Multiples 4 and 1, show how the 1s can fit within
all of the 4s and exactly a quarter of the 4s fit within the 1s. The Cylinder of 4s Counts 4
times higher than the 1s. This basic Multiplication is built into Cyclic Addition and
demonstrated with every Count, no matter the Common Multiple.
There is a question as to whether all Cyclic Addition should start from nothing. The answer
lies within the completeness and preservation of the Count. As a Cylinder shows all multiples
of any Common Multiple to the length of the Count. In the case of the A4 Cylinder thats
about 5 cycles. Plenty to show the nature of a singular Common Multiple. Once the Cylinder
has been created it can be used as a reference Tool for later use. By a standardisation of how
to Count from nothing with Cyclic Addition, ensures the Tools of a simple Wheel and
Addition and the mathematician is away. The start of a Mathematics topic, without rigorous
training, should be that simple and able to be taught to all in an instant.
What Cyclic Addition is attempting to show is an authority with Whole Number. Whenever a
child or teacher is lost or too rough with arithmetic and Whole Number, then bells should
ring that Cyclic Addition is required. Stepping into this arena ensures the safety and
perfection of Whole Number no matter what other parallel learning is accomplished.
42
Topic #5 Completing units 9 to make 10. What mathematical method is used to present the
Zero for multiples of ten ? How can shifting a number from one place value position to the
next contribute to Trading or carrying ? Can a 1a number in the units give the same number
or a multiple in the tens ? How does this work with Cyclic Addition ?
Lets begin with Cyclic Addition. The First Step: Counting around the Wheel in a Circle
forms the Count Sequence. Each Count may require a trading or carrying from one numeral
to the next. So the continuous Count Sequence is constantly referred to with the Wheel. If
trading or carrying is necessary it is performed with Operation + Addition.
The second Step: Place Value is used to both confirm the
Counts accuracy against the Wheel and prepare to submit
the Count to a higher Order 7Multiple. Each Place Value
no matter the rightmost numeral for each Place Value
position, more often than not, overlaps into other Place
Values. An illustration of Common Multiple 6 Wheel and
a 4 cycle Count beginning at 18 follows.
18
6
12
30
24
6
66
6
6_
30
24
36
18
12
90 120 126 144 156 192 216 246 252

30 36
6 24 18 12
6
6 12
6_ 24 12_ 12_ 18 18_ 30 24_ 24_
6_
12_
18_
270 282 318 342 372 378 396 408 444 468 498 504
30 12 18 18 12 18 24 12 24 30 18 24
24_ 30 30_ 24 36_ 36_ 12 36 12_ 18 24_ 36_
24_
30_
36_ 36_ 30_ 6_ 6_ 12_
36_ 18_
Note that 5 of the 6 members of the Wheel above have a tens as well as a units. Thus in the
application of the Step 2: Place Value almost all Counts have overlapping from units to tens,
and from tens to hundreds.
This overlapping of Place Values contributes to the structure of each Count, the proof that the
Count is from the Wheel, and preparation to present each Count to find a Remainder and
consequent 7Multiple.
The overlapping also has Mathematical ramifications. Look at each Count that has a Place
Value Set in the units and a Set in the tens. These numerals in the tens always Add to the
Counts tens position. There may be carry from the units as well. The units Place Value Set
allows for the development and creation of a tens Place Value Set. For example 120 the
36+24=60 leaving just 6 in the tens. The Count 156 has 18+18=36 units and 12 tens. The
Count 216 has 6+30=36 units and 18 tens. Note the structure of the Wheel of 6s is put to the
test. Exploring and positioning an appropriate Place Value Set in units and tens.
In general for this chapter note how Cyclic Addition Step 2: Place Value contributes to the
trading and carrying from units to tens and from tens to hundreds. And how just Numbers
from the Wheel of 6s are used to create each Place Value Set.
43
With higher Common Multiples and higher Tiers, Tier 2 and Tier 3, the Place Value Step
significantly overlaps into 1, 2, 3 or more other Place Value positions. Thus a higher degree
and talent of Place Value manipulation is required. This art of forming a Place Value Set
given a Wheel and Count contributes to the mastery of Whole Number.
Lets return back to the Topic#5 questions. And show that there is a distinct Mathematical
process and method of receiving these Place Value positions with Cyclic Addition.
Consider Common Multiple 9 Wheel and a Count Sequence. Use the formula a Common
Multiple Other Multiple=Count. Add to the Count the other multiple of the same Count.
And receive the other multiple in the tens position. Lets illustrate a simple 2 cycle Count
starting at 27, from Common Multiple 9 Wheel 9 27 18 54 36 45.
Count
Match 1's
Receive 10's
27
3
3_
45
5
5_
99
11
11_
135
15
15_
180
20
20_
189
21
21_
216
24
24_
234
26
26_
288
32
32_
324
36
36_
369
41
41_
378
42
42_
How simple is it to find the other multiple or match 1s in the above table ? Simply match
the Place Values to the Wheel and from their position around the Wheel will give the units
and tens or multiple of 9.
This action of 9+1unit=1ten is known as completion. The 9 is completed to form the 10 or 1
in the tens position with absolutely nothing in the units. The Zero becomes a perfect place
value marker with literally nothing in that position.
This action of completion contributes greatly to the trading or carrying of 10 units to form
1 ten. Follow the table above and note what happens to the Count with Addition of the
Match 1s. With practise this technique perfects trading or carrying.
This is simple for Cyclic Addition as only one Wheel is used at any given time. So by
concentrating on Common Multiple 9 one can receive both a perfect Zero and trading the
Number presented in the units to perfectly appear in the tens.
Can I use Completion with other Common Multiples ? Normally only with a Common
Multiple that is from the first tier and has a units 9. i.e. Common Multiple 9, 19, 29, 39, 49,
59 and 69. Also, more advanced is the second tier Common Multiple 63, 133, 203, 273, 343,
413 and 483. These require presentation of a second tier multiple of 7 to receive a tens.
Other Common Multiples that are multiples of 9 can also be used, but are considered not as
important as those with units 9. i.e. Common Multiple 18, 27, 36, 45, 54 multiples of 9. And
Common Multiple 38, 57 multiples of 19. And Common Multiple 58 multiple of 29.
Consider this table from Common Multiple 19 Wheel. A Count for 2 cycles presenting a 1 or
the other multiple and receiving a perfect 2other multiple in the tens.
Count
Match 1's
Receive 10's
44
57
3
6_
95
5
10_
209
11
22_
285
15
30_
380
20
40_
399
21
42_
456
24
48_
494
26
52_
608
32
64_
684
36
72_
779
41
82_
798
42
84_
Topic #6 Lack of Order, Law and Form with Base 10 Number. Cyclic Addition Mathematics
has an overall design that brings Number together. Following the simple (Primary level)
Laws produces perfect infinite patterns to aid memory and unite learning. Number can be
taught with just Number and Cyclic Addition mathematics. Bringing results of gluing and
piecing, jig-sawing gaps in how to receive Number. Cyclic Addition has the potential to be a
complete Number system of its own side by side the Hindu-Arabic Numerals. And small
enough to bring circle and skip counting together on a special NumberGrid.
The lack of order, law and form with Base 10 Number is due to the fact that nothing
preserves Base 10 Number, other than the Zero and Base 10 exponential of each numeral. So
much effort in Primary School goes into constantly reaffirming the Zero for all numerals
outside the units. This effort now standardised teaching can be improved by parallel learning
with the Laws of Cyclic Addition.
Lets return to Cyclic Addition and promote its order, laws and form. Keeping the whole
topic#6 simple, lets work through the Tool Kit and Cyclic Addition Step by Step
Mathematics. And introducing Cyclic Addition with Circular Addition onto NumberGrids.
The main purpose is to show, like our tradesman examples, how a Tool when obedient to
natural Laws governing its use, is ideal to create. Lets create Whole Number from scratch.
And while doing so lets do them in order of how to learn Cyclic Addition Mathematics.
For Lower Primary. Start with an Object Count. See the first Chapter of this book. Form
Counting with the stars, Numbers from 1 to 6, and Sequence following 1 3 2 6 4 5 in a
Circle. This allows the young child to receive Number by Counting objects. Applying the
Sequence , or part thereof, and grouping like object to form Number and Pattern. The Laws
are very simple. Follow the Wheel of stars and Number. Begin a progressive or incremental
Count using this Tool.
For Lower to Middle Primary. Apply Circular Addition to Number Grids. See the second
Chapter of this book. Form the mini-wheels first. Group the mini-wheels, created from the
Wheel 1 3 2 6 4 5, into like totals. For example Common Multiple 6 has 5 mini-wheels,
these are 2 2 2, 5 1, 3 3, 1 3 2 and 6. Form a Number Grid in rows of the Common
Multiple. In the case of Common Multiple 6, in rows of 6 from 1 to 72. This shows how all
the Numbers from 1 to 72 contribute Mathematics and form Patterns to present multiples of
6. Beginners may concentrate on Common Multiples from 1 to 12. For those seeking
completeness the Common Multiples range from 1 to 20.
This finger hopping or spacing of Numbers by a mini-wheel is the next step to merge
Addition, Multiplication, in a Circle and Pattern with one Common Multiple. This is the way
to use these Tools. The NumberGrid has all Whole Numbers on it. Most can recognise this
fact quickly, and move on to the correct use of the Tools. This is the beginning to a transition
from being given an answer on the NumberGrid to writing down the Count Sequence by
hand. The mini-wheels at the top of the page and Mathematics of Whole Number below.
The Circular Addition onto NumberGrids is the confidence that all the Whole Numbers are
given at the Start. As one matures with Counting and a Wheel, the NumberGrid isnt needed.
The Mathematics within the Count Sequence is strong enough to show Patterns, Common
Multiple and the appropriate Order of Number. Almost all of the Tools: Wheel, Pattern,
45
Operation +, Sequence, Circle and Common Multiple are applied straight away. These tools
all begin like a child playing with a truck and Dads a truckie, and a doll and Mums about to
have a second child. Without introducing Tools early they are treated as strange, unusual and
out of place later on.
From Middle to Upper Primary. Cyclic Addition starts here. The Tools get upgraded. The
Wheel now becomes 6 Numbers in a Circle. The Numbers within the Wheel form a Pattern
and Sequence of Common Multiple1 3 2 6 4 5. The Wheel is written, every time, with
the Count from the same Wheel. Lets show the Tool with each Step of Cyclic Addition.
The Step 1: Counting uses the Wheel Sequence, whether clockwise or anti-clockwise, along
with Circle. The Circle moves around and the Wheel of 6 Numbers remains still. Counting
uses Operations + for each and every Count. As all Wheel members are from the same
Common Multiple. All Patterns of a Common Multiple are shown by the Count Sequence. As
all multiples of the Common Multiple are found on a 12 Count Cylinder. The spacing of a
Count spiralling around and down a Cylinder is always the Wheel. Simple Tools creating and
exploring Whole Number of the likes never seen before.
The Step 2: Place Value uses the 30 mini-wheels applied in Circular Addition. Each Place
Value is formed with a 1 to 5 Number Sequence beginning and ending on any one of these 30
mini-wheels. So Sequence of the whole 6 Number Wheel is brought to perfection. As the
Counting Wheel holds all of these 30 mini-wheels. This trains precise selection of Circle and
Sequence amongst hundreds of choices. Place Value uses Operation + Addition and small
Multiplication, from 1 to 20 Common Multiple. A 1 to 5 Number Place Value also gives
Operation Division. From their obvious positions around the Wheel these are added to form
the other multiple. The other multiple Common Multiple=Count. For all Cyclic
Addition Counting.
The Step 3: Move Tens to Units moves all Place Values outside of the Units to the Units.
This is performed purely from the Circular Sequence of the Wheel. Again the same Wheel as
is used for Counting and Place Value. A group of Place Values in a 1 to 5 number Set can be
condensed down to a single Number Remainder (the next Step). This often makes forming a
Remainder simpler. There is detailed Mathematics in A New Invention: Cyclic Addition
showing how this works.
The Step 4: Remainder continues on from Place Value, usually at the same time as Move
Tens. All Place Values have a Remainder or whats left over from the nearest 7Common
Multiple. There are Patterning techniques to form the Remainder. These Patterns are matched
and explored within the Circular nature of the Wheel. There are Laws which govern how
these Patterns are applied, making the journey through this Step simple. This Mathematics
uses the Operation Subtraction to form the next and final Step 7Multiple. The
Remainders position around the Wheel perfects reading and patterning the Counts Sequence
of numerals forming the Count Number. This is an acquired gift to navigate through more
advanced Cyclic Addition revealing higher order truths. There is also a Remainder Sequence
each 6 Count Cycle, this Pattern guards the accuracy of all the effort of the other Steps.
The Step 5: 7Multiple basically joins the next Tier of the Counting Common Multiple with
each Count. The formula of Count Remainder = 7Multiple always applies. The
7Multiple sits underneath each Count and confirmed every 6th end of cycle Count. For the
purpose of protecting the accuracy of the Count, unity of Count Sequence and inter-woven
46
higher Order acting upon the lower Order to connect the two. The 7Multiple Number is
proved by matching it to the next Tier Wheel of the same Common Multiple. All the while
the 7Multiple prepares the student to Count with a higher Order Tier.
Notice all the while the universality of the Tool Kit. The Wheel is used in all Steps. Patterns
are formed from the Count Sequence, from forming a Place Value, from applying Remainder
Laws to find a single Remainder and from the 7Multiple acting on the Count. All
Operations + Add, Multiply, Subtract and Divide contribute to the 5 Steps of Cyclic
Addition. The nature of Sequence becomes a perfectly unique Count Sequence, numeral by
numeral Sequence, Place Value Circular Sequence, Remainder Sequence and higher Order
Sequence. The Circle is basically any movement from the Wheel i.e. again all Steps. The
Common Multiple with Operation Multiplication work together to master one multiple with
one Cylinder of Cyclic Addition.
The most obvious distinction from current day Maths is the whole Tool Kit with Cyclic
Addition Mathematics serves just Whole Number.
By grouping actions within Cyclic Addition Mathematics together one can practise the
consistent discipline with the collection of Tools. This Tool Kit is the path to focus on Order,
Law and Form of Cyclic Addition Whole Number.
Whole Number receives the direct attention it deserves. The reward is Whole Number may
then be used with any other Mathematics Strand at any Year level.
Whole Number is presented in a form that shows that Pattern given to Number has an infinite
unexplored realm awaiting discovery.
Cyclic Addition standing side by side Whole Number can be a complete Number System.
Supporting and perfecting the existing Hindu-Arabic Number System.
The greater Cyclic Addition unifies Whole Number, Fraction and Exponentials. This
connection is shown completely in the book Wheels. The book presents 69 Common
Multiples and a 7 Tier Hierarchy, for each, of Wheels. These Wheels form the foundation
Mathematics to create Cyclic Addition Whole Number.
The Hierarchy of Wheels is potentially infinite and thus the Wheels book presenting the
first 7 Tiers is a perfect introduction. This infinite hierarchy allows the Mathematician to
explore Whole Number as far as one chooses. The Wheels book is found on the CD-Rom.
Springing forth from each Wheel potentiality is the Cylinder of Whole Number. The Cylinder
has its own Order, Law and Form. With the Wheel leading at the top, all 12 Counts from a
Tier 1 Common Multiple spiral down and around each Cylinder. A ring of any six lateral
Counts also contains Remainder Mathematics. The Cylinder purports to show the most
creative and perfect mathematical expression of Cyclic Addition for any given Common
Multiple. The Cylinder is discussed in detail in a later Chapter.
47
Topic#7 The search to stop destroying Number against itself to produce the next Number.
Cyclic Addition Mathematics is a blueprint of building and creating Number. It is infinite and
very practical. So all Number can contribute to a coherent whole. How can many numbers,
tens of them, hundreds of them, thousands of them be brought together ? Forming constant
patterns bound by an order and discipline scaled to the talent of the teacher and child. Once
Number is perfect in its own strand all other mathematical strands benefit.
So far weve discussed how current day Number is battled against another Number to form
an equality as a third Number. These three Numbers are completely independent of one
another. All that joins them together is the Operation + Add, Multiply, Subtract and
Divide.
Cyclic Addition purports to unite all of these three Numbers continuously with Operation
+ Add, Multiply, Subtract and Divide and the Tool Kit. Cyclic Addition forms a Count
Sequence from a Wheel. Counting in a Circle around the Wheel.
Each Count amongst other Counts is united as a Mathematical story of a certain Common
Multiple. All of these Counts draw like knowledge with like and like Number with like. The
Count Sequence grows or increments with the Wheel. So to all Counts with a Cyclic Addition
Wheel. The next Count in a Sequence is the equality of the previous Count + Plus a Wheel
member. So the whole Count Sequence unites Whole Number with Operation + Plus in a
continuous wheeling equation.
Three major components of Step by Step Cyclic Addition are Count, Remainder and
7Multiple. These three are the fundamental building blocks of Whole Number. They are
always in unity and subject to the equation Count Remainder = 7Multiple every Count
from every Wheel. So the Step by Step Cyclic Addition Mathematics brings these three
Whole Numbers, all from the Wheel, together in this glorious and simple equation. The
Remainder gives accuracy and knowledge to the Count. The 7Multiple gives the Count its
place, position and order amongst all Whole Number. The 7Multiple is the beginning of a
higher Order of the same Common Multiple as the Counting Wheel.
Wheel members in Step 2: Place Value are given to Circle, Sequence and Addition. These
Place Values Add to the Count. Created by Counting around 1 of the 30 mini-wheels from
Circular Addition Mathematics. Each Place Value Set is only 1 to 5 Numbers from the 6
Number Wheel. These are built along each position, units, tens and hundreds numeral by
numeral. The Wheels inherent circular Mathematics is perfectly given to present Place Value
to each Count. All Place Value members unite the Wheel with its distinct Common Multiple
to the Count. The equation uses multiple members from the Wheel, all in Circular Addition,
to equal the Count. Place Value by place value.
The Wheel Sequence is put to Order with Step 3: Move Tens. All Place Value Sets outside
the Units position are moved to the Units. This is guided by the rotation Sequence of the
Wheel. Place Value Sets can be condensed into a Remainder for each position. Those outside
of the Units undergo Step 3 transition. There is perfect Remainder Mathematics within the
Wheel that Move Tens applies. The Wheel is Circular so any Remainder can be Moved to
Units from Tens. The Equation is with Circle and Sequence from one Wheel position to the
next. Thus the Wheel leads this fundamental Cyclic Addition Step.
48
The Step 4: Remainder is simply from matching Place Values to the Wheel and applying
simple Remainder Laws to find the Remainder. This is always a single Number from the
Wheel or nothing. Remainder finds and unites all the Place Value components and joins these
to a higher Order 7Multiple. A Remainder for each Place Value Set is always found from
the Wheels Mathematics. The Wheel, yet again, shows a facet of reducing all the Place
Value Additions to one Wheel Number, the Remainder. The Remainder connects the Count,
through this distillation, to the 7Multiple.
The Remainder has a couple of functions that can go unnoticed. Its position around the Wheel
contributes to the interpretation and Mathematics of the Count. A Counts numeral by
numeral Mathematics is heightened with the assistance of a Remainder. The second function
is the Remainder Pattern each Cycle of 6 Counts. This puts stability and again accuracy into
the Count Sequence. Preventing Counts going out of Wheel rotation Order, whether that be
clockwise or anti-clockwise.
The final Step 5: 7Multiple sits right underneath the whole Count Sequence. As one
progresses through each Count, Step by Step. Supporting the accuracy and position within the
Count Sequence. The 7Multiple is actually a Whole Number from the next Tier of the
Cyclic Addition hierarchy. The 7Multiple can be matched to this next Tier Wheel. In fact,
simply put, this next Tier Wheel is 7 Counting Wheel. By multiplying all members in
Wheel by 7 one receives this Wheel. Later, in the journey, one can Count with this higher
Order Wheel. So the Count, the Remainder and the 7Multiple all share knowledge of the
same Common Multiple.
So all Step by Step functions of Cyclic Addition Mathematics contribute to the unity and
perfection of Whole Number. All the while the Tool Kit of Cyclic Addition is put to work by
the mathematician. All Whole Number, for all Steps, present a glorious unity of Number with
current day Operations + Add, Multiply, Subtract and Divide. So every Step shows
unity of all 6 Wheel members and Mathematics with them to create Cyclic Addition Number.
Lets consider how Cyclic Addition builds Whole Number. Which Number ? What scale and
magnitude are used ? How are all brought into a coherent whole.
Cyclic Addition Counting is practically and usually from 2 to 7 cycles. With Common
Multiple 1 thats Counting from 1 to 147. Applying Cyclic Addition Step by Step
mathematics, as above, all Whole Numbers are included. Patterns formed are discussed in
another topic. This is shown with 1 Cylinder.
Cyclic Addition Counting with the next Tier Wheel 7 1 3 2 6 4 5 = 7 21 14 42 28 35.
Forms, a possible 14 Count Sequences between 1 to 7 cycles, Whole Number from 7 to 1029.
This is shown with 4 partial Cylinders.
Cyclic Addition Counting with the third Tier Wheel 7 7 21 14 42 28 35 =
49 147 98 294 196 245. Forms, a possible 21 Count Sequences between 1 to 7 cycles,
Whole Number from 49 to 7203 in multiples of 49. This is shown with 4 complete Cylinders.
Now, Cyclic Addition has 69 first Tier Common Multiples. From 1 to 69 by 1s. These
Common Multiples all have a potentially unlimited number of higher Tiers. The Common
Multiple 1, has a Tier 2 = Common Multiple 7, a Tier 3 = Common Multiple 49, a Tier 4 =
49
Common Multiple 343, a Tier 5 = Common Multiple 2401, a Tier 6 = Common Multiple
16807 and a Tier 7 = Common Multiple 117649 and so on
These Wheels, all of 6 Numbers, can be visually seen in the book Wheels on the CD-Rom.
This book shows all 69 Common Multiples with their first 7 Tiers of Wheels for each.
The Table below shows 5 Wheels and 5 Count Sequences. The first four are from Common
Multiple 1, 7, 49 and 343. The last Count Sequence is from the fourth Tier of Common
Multiple 9. Note the scale change moving down the Table. Each Count is for 7 cycles. Note
the spacing between any one Count Sequence is always from the Wheel.
Wheel
1
3
2
6
4
5
Count
1
4
6
12
16
21
22
25
27
33
37
42
43
46
48
54
58
63
64
67
69
75
79
84
85
88
90
96
100
105
106
109
111
117
121
126
127
130
132
138
142
147
Wheel
7
21
14
42
28
35
Count
21
35
77
105
140
147
168
182
224
252
287
294
315
329
371
399
434
441
462
476
518
546
581
588
609
623
665
693
728
735
756
770
812
840
875
882
903
917
959
987
1022
1029
Wheel
49
147
98
294
196
245
Count
98
392
588
833
882
1029
1127
1421
1617
1862
1911
2058
2156
2450
2646
2891
2940
3087
3185
3479
3675
3920
3969
4116
4214
4508
4704
4949
4998
5145
5243
5537
5733
5978
6027
6174
6272
6566
6762
7007
7056
7203
Wheel
343
1029
686
2058
1372
1715
Count
2058
3430
5145
5488
6517
7203
9261 10633 12348 12691 13720 14406
16464 17836 19551 19894 20923 21609 23667 25039 26754 27097 28126 28812
30870 32242 33957 34300 35329 36015 38073 39445 41160 41503 42532 43218
45276 46648 48363 48706 49735 50421
Wheel
3087
9261
6174 18522 12348 15435
Count
12348 27783 30870 40131 46305 64827 77175 92610 95697 104958 111132 129654
142002 157437 160524 169785 175959 194481 206829 222264 225351 234612 240786 259308
271656 287091 290178 299439 305613 324135 336483 351918 355005 364266 370440 388962
401310 416745 419832 429093 435267 453789
By following Cyclic Addition one can eventually Count with higher Tiers. These higher Tiers
are larger Number forming roughly 1 to 147 Common Multiple. E.g. The last Count
3087147=453,789. These higher Tiers, especially Tier 2, 3 and 4, are enriched with
50
numerical Truths that cannot be grasped by the lower Tier. i.e. Tier 3 of a Common Multiple
transforms Tier 2 Cyclic Addition of the same Common Multiple to a higher level. Note the
first Count contributes to the first Cycle of the second Count. The second Count contributes
to the third, and the third to the fourth. Multiples of 9 in the fourth Tier 343s are found
Counting with the 3087s. Bear in mind only 1 of the 12 possible Counts for each is shown.
So at the start of Cyclic Addition all Whole Number are included. Moving from one Common
Multiple to another there is an overlap of Whole Number. For example Number 144 is found
in Common Multiple 1, 2, 3, 4, 6, 8, 9, 12, 16, 18, 24, 36 and 48. And other Number may
only be used once as its a small prime. For example 139 is found only with Common
Multiple 1. Those Number higher than 147, the Count with Common Multiple 1, and are a
prime Number are excluded from Cyclic Addition Counting.
Cyclic Addition is about unifying and perfecting Whole Number. Number like 144 play a
regular part in many Count Sequences from the above list of Common Multiple Wheels. Thus
Number with more factors from 1 to 69 appear more regularly in a Count Sequence.
Cyclic Addition Counting with Common Multiple 343=1777, the fourth Tier of 1, has
Counts spaced widely apart. Counting with Common Multiple 3087=9777, the fourth
Tier of 9 has Numbers spaced 9 that of 343. As one climbs the Cyclic Addition ladder to
higher Tiers, the spacing of Counts becomes wider and wider. Allowing just those Numbers
that can be created from the higher Order Wheel to become part of a Count Sequence.
Each Common Multiple from 1 to 69 has a Mathematical story to tell. As one climbs to
higher Tiers of any Common Multiple, the story of how a Common Multiple works, becomes
finer and finer, richer in Pattern, more perfect with Mathematics, and the exploration of
Whole Number more complete.
From a current day standpoint Common Multiple Wheels 1 to 69 sounds many more than
times tables from 1 to 10. The foundation of 69 Common Multiples is from the Completeness
of three forms of Number. These are Whole Number, Rational Number and exponential
Number. These three unite to present the 69 Common Multiples. This Mathematics is shown
in the book or pdf Wheels on the CD-Rom.
Cyclic Addition is thus an infinite form of Mathematical Whole Number. What Number can
be formed with Cyclic Addition has a super strong Mathematical link with the Wheel, with
the Tool Kit and with Cyclic Addition Step by Step Mathematics.
The Cyclic Addition discipline aims to begin with the smallest of the small. Or the youngest
of Primary children. Performing Cyclic Addition Mathematics upon Whole Number
guarantees that, the effort put into it will return exactly the emphasis placed on it by the
Child. The Mathematics is that perfect that every Step and every use of the Tool Kit will in
return perfect anyones Whole Number. Thus enabling Whole Number to be used in any form
whatsoever. Always returning to that perfect structure and form of Cyclic Addition. Allowing
one to instantly create new Whole Number by giving perfect preference to Whole Number
with Cyclic Addition Mathematics. Any distortion or mutation of Whole Number is picked
up and repaired instantly with Cyclic Addition.
This unification of Whole Number aims to sit side by side current day Mathematics. For the
purpose of protecting ones use and application of Whole Number forever.
51
Topic #8 Ways of mastering times tables and NumberGrids from 1 to 100. The Cyclic
Addition Tools and Step by Step discipline include instant knowledge of a times table.
Starting at a lower primary level and joining concepts from the toolkit with simple
Mathematics. How does one master Addition, Multiplication, Remainder and scale of
Number with just a few number wheels and NumberGrids ?
First off read the second Chapter of this book A Prophetic Design for Number. The rest of
this chapter is taken from the paper Circular Addition onto NumberGrids.
The paper has 4 parts. Part 1: An introduction of Counting with Circular Addition onto a
NumberGrid. Part 2: Patterns for each Common Multiple showing what to mathematically
look for, with each set of mini-wheels, forming a Common Multiple. Part 3: The Lesson
Outcomes what is taught by Circular Addition onto NumberGrids. Part 4: An example of
Common Multiple 10 with 5 mini-wheels and a NumberGrid.
Part 1: Counting with Circular Addition onto a Number Grid
The idea of a reliance on the complete set of Counting Numbers (1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
being only joined by a continuous +1 can be put to rest.
This method of Counting uses simple Wheels of numbers and Number Grids. Each Wheel
has a cycle total of between 1 to 12 called the Common Multiple. The Wheels with the same
Common Multiple are grouped together. For example Common Multiple 4 has 4 Wheels,
these are 1 1 1 1, 2 2, 1 3 and 4.
There are 12 pages of Wheels and Number Grids. One for each Common Multiple. See CD.
To Count use fingers. Start with a particular Wheel and any number within the Wheel. Count
by moving over the Number Grid with the Wheel Number. For example Wheel 1 3 starting
at 1 the movements on the Number Grid would be like 1 hop over 2 and 3 to 4, then 5 and
then hop over 6 and 7 to 8, then 9 and then hop over 10 and 11 to 12.
Each Number Grid has all Counting Numbers from 1 to at least 100. And each row in the
Number Grid is designed to present the Common Multiple from the Wheel every cycle of
Counting.
The child should be encouraged to record the Count Sequence on a separate piece of paper.
As there are many Counts that use the same Number Grid. Or otherwise simply note how the
pattern forms each cycle of the Wheel. Which numbers form the Count Sequence ?
The child and teacher should persist with the one Wheel until a distinct pattern is created. For
example Wheel 1 3 shows a repeating odd then multiple of 4, the Wheel 3 1 shows a
repeating of the other odd and then the multiple of 4. Wheel 2 2 shows evens between the
multiples of 4 and that multiples of 4 are also even. Wheel 1 1 1 1 groups counting numbers
into 4 consecutive numbers each cycle around the Wheel. And lastly Wheel 4 shows just
multiples of 4 easily seen by the effort of the other Wheels with like Common Multiple 4.
The number of Count Sequences for each Wheel is simply the number of unique numbers in
the Wheel. For example Common Multiple 10 there are 5 Wheels. The 4 5 1 has 3 possible
Counts, the 5 5 has just 1 Count, the 2 2 2 2 2 has also 1 Count, the 6 4 has 2 Counts and
52
the less obvious 3 2 3 2 has just 2 Counts. The Wheels are to show at an early age to present
the completeness of Circle with Number.
Some Common Multiples have two Number Grids. These can be used to show how some
Common Multiples fit neatly in between others. For example 101=10 (ten lots of 1),
52=10 (5 lots of 2), 33=9 (3 lots of 3), 24=8 (2 lots of 4) and 25=10 (2 lots of 5).
Following sufficient practise of hopping around the Number Grid from Wheel to Wheel the
child can begin Counting with just the Wheel. By placing a Wheel at the top of the page, the
child can literally start Counting beyond +1+1+1+1
An order of Wheels might be Common Multiple 1, 2, 3, 5, 10, 4, 6, 8, 9, 11, 12 then lastly 7.
The Common Multiple 1 Wheel being the simplest and the 7 the most difficult.
With practise from the Wheel Sequence repeating every row on the Number Grid confidence
with seeing the Count Sequence grows and grows.
Eventually the Number Grid for a particular Common Multiple can be a reference tool rather
than the be all end all of Counting. Thus transcending the reliance on traditional +1+1+1+1
to join the Mathematics of Whole Number together.
The true aim of Circular Addition Wheels is the beginning of Counting and Whole Number
Mathematics. The Common Multiple 7 Wheel has 6 numbers unlike the other Wheels. And is
considered the beginning of Counting with complete Wheels.
For further Mathematics on Circular Addition see the book or pdf A New Invention: Cyclic
Addition. There is a whole chapter on Circular Addition.
Part 2: Patterns for each Common Multiple
The following is a way to interpret pattern making with Number applying these Common
Multiples. Each Common Multiple refers to the appropriate page of Common Multiples from
1 to 12. See NumberGrids pdf on the CD-Rom.
Common Multiple 1. Using a Number Grid of 10 to a row, from 1 to 100, shows a simple
start to the base 10 structure of the Counting Numbers or more commonly known as Whole
Numbers. The units numeral from 1 to 9 then the next 10 is shown every row. The +10
moving down any column is left to Common Multiples 5 and 10. Also the child masters
moving from one number to the next on the Number Grid.
Common Multiple 2. The 1 1 shows the same Counting Numbers as Common Multiple 1.
Each cycle of the Wheel lands on an even number. The child should explore what an odd and
even number are. The Number Grid in rows of 2 presents this opportunity. The Wheel 2
shows the beginning of hopping over odds to receive the even or multiples of 2. Also note
that on the ten numbers to a row the 10s are also part of the even pattern. An advanced
observation is the pattern of evens 2 4 6 8 0 seen on either Number Grid.
Common Multiple 3. The 1 1 1 again reinforces that 3 ones make 3. That a constant cycle of
3 numbers on the Number Grid reveals the next multiple of 3. Again Counting with all
counting numbers plays a part in showing multiples of 3. The Wheel 3 shows hopping over
53
2 numbers to reach the third or the next multiple of 3. Other patterns of multiples of 3 like
sum of digits may well be too advanced at an early Counting stage.
Common Multiple 4. The Wheel 1 3 shows a pattern of one number and three numbers
makes the next multiple of 4. Instantly applying the effort used in the previous Common
Multiple 3. The Wheel 2 2 shows two hops of 2 make the next multiple of 4. And the fact
that all multiples of 4 are even. The Wheel 1 1 1 1 still asks a child to persist with all the
counting numbers +1+1+1+1 every cycle around the Wheel. The Number Grid with 4
numbers to a row presents the best way to communicate this continuous +1 Count. Again
advanced patterns of multiples of 4 being odd tens with units 2 and 6 and even tens with
units 4, 8 and 0 is left to a later stage of Whole Number exploration. The Wheel 4 is just
multiples of 4. Contrasting from the other Wheels with the same Common Multiple 4.
Common Multiple 5. The Wheel 1 1 1 1 1 shows again the reinforcement of +1+1+1+1+1
each row of counting. The Number Grid with 5 numbers to a row aids this learning. All
Circular Addition Wheel are with 1 to 5 numbers. So this is the last +1s wheel. Like fingers
of 5 the +1+1+1+1+1 serves a purpose of uniting all counting numbers whilst highlighting
multiples of 5. The Wheel 3 2 shows two Count Sequences. This Wheel encourages the
alternate hopping over one number to the next for +2 and hopping over 2 numbers to the next
with +3. This lesson is important to separate the 2 and 3 with the Mathematics of Circular
Addition. The units pattern repeats every 10 counting numbers. And the Wheel 5 oscillates
from units 5 to 0 and back to 5 again with the next ten.
Common Multiple 6. Wheel 1 3 2 with the Number Grid shows three different Count
Sequences. Now there is a lot to see on the Number Grid with 6 numbers each row. For
example starting at 1, there is an odd, a multiple of 4, then a multiple of 6, another odd,
multiple of 2 and the next multiple of 6. Starting at 3, a multiple of 3, an odd, then multiple of
6. Showing and mixing with order of the wheel how small multiples of 2 and 3 act within
multiples of 6. Consider these in sequence additions each cycle 1+(3+2)=1+5=6,
2+(1+3)=2+4, (2+1)+3=3+(2+1)=3+3, (1+3)+2=4+2, (3+2)+1=5+1 and
(1+3+2)=(3+2+1)=(2+1+3)=6. Note the sequence around the wheel is always preserved. The
Wheels 2 2 2 and 3 3 show just multiples of 2 and 3 respectively. That 3 consecutive
evens on the Number Grid makes 6 and likewise 2 multiples of 3. The Wheel 5 1 serves a
purpose to stop confusion of 5 and 6 so a simple +1 is within the wheel forming multiples of
6. The Wheel 6 by itself shows just solitary multiples of 6.
Common Multiple 7. There are 3 wheels with broken circles. These are made to simplify 7.
1+6=3+4=2+5=6+1=4+3=5+2=7. This is to present opposites on the Wheel 1 3 2 6 4 5
equalling and cycling on the 7s. The first number counted equals the remainder from 7s. For
example 3+4=7 has a sequence of 3 7 10 14 17 21 24 28where numbers 3 10 17 24 have
a remainder of 3. Seen with the spacing on the Number Grid. This is important and used later
in Cyclic Addition Mathematics. Wheel 1 3 2 6 4 5 is actually left till a lot later in
Counting. The six number wheel is more complex than the other Common Multiple wheels.
The purpose mathematically for this wheel is to show all multiples of 1, yes 1. The wheel has
6 Count Sequences and they all cycle at multiples of 21. So the hardest wheel actually
contributes to the simplest multiple. All multiples of 1 are found with these 6 Counts. The
missing 7 and 14 are left to the more advanced step of Remainder Mathematics later in the
Cyclic Addition Whole Number journey. See book or pdf Cyclic Addition for 6 number
Counting.
54
Common Multiple 8. Wheel 2 2 2 2 shows how evens contribute to multiples of 8. An that it

is always 4 evens to the next multiple of 8. Wheel 2 6 separates 6s from 8s with the 2.
Again 2 even numbers add to another even. Remember this Wheel has 2 Count Sequences
one starting at 2 the other at 6. Wheel 4 4 shows the important place that 4s play on the
Number Grid of 8 to each row. Right in the centre of the 8s are multiples of 4.Wheel
1 3 1 3 is a more complex wheel showing the duplicated wheel 1 3. This is necessary to
show where a movement of 3 hops is in relation to a cycle of 8. At this early stage of
Counting the multiples of 8 can be seen vertically down the Number Grid but there is no
formal Wheel in Circular Addition for just 8s. Counting further on with Cyclic Addition
Mathematics does use a whole wheel devoted to multiples of 8. This is considered a little to
advanced for beginner Counting.
Common Multiple 9. Wheel 4 5 shows how to reach 9 with just 1 number in between. Very
observant children might see the sum of digits pattern in all of these Common Multiple 9
wheels. Shown vertically as they count row after row. Again to avoid confusion between 4
and 5 this wheel merely puts them together to create 9s. Wheel 5 1 3 has 3 count
sequences. Separating these 3 odd wheel numbers by Counting with them to form another
multiple of 9. Also showing combinations of addition like (5+1)+3=6+3, 5+(1+3)=5+4 and
1+(3+5)=1+8 that all add to the next multiple of 9. Lastly Wheel 3 3 3 shows the multiples
of 3 forming multiples of 9 every third Count.
Common Multiple 10. Wheel 5 5 simply shows two 5s equal 10. That patterns with
multiples of 5 are closely linked to multiples of 10. Wheel 2 2 2 2 2 again to show five 2s
equal 10.This wheel displays the repeating even pattern every cycle. As well as showing
multiples of 10 to be even. Wheel 4 5 1 presents 3 Count Sequences. Showing combinations
of addition like (4+5)+1=9+1=10, 4+(5+1)=4+6, 5+(1+4)=5+5 that add to the next multiple
of 10. Wheel 6 4 has 2 Count Sequences. Additions of (4+6)=10 and (6+4)=10. These other
sequences show the inter-play of the mathematics that joins a pattern each cycle of 10. Wheel
3 2 3 2 is a tricky relationship between 2 and 3 to make 10. Note the combinations of
addition like 3+(2+3+2)=3+7=10, (3+2)+(3+2)=(2+3)+(2+3)=5+5, (3+2+3)+2=8+2 forming
unique hops of proportions within multiples of 10. When the child writes the Count Sequence
on a separate piece of paper one can review how these combinations join multiples of 10 and
other Common Multiples. See Page 58 for a practical with mini-wheels and NumberGrid
serving this Common Multiple 10.
Common Multiple 11. Wheel 3 2 6 has 3 Count sequences. Additions of 3+(2+6)=3+8=11,
(3+2)+6=5+6 and 2+(6+3)=2+9. The second Wheel 5 1 3 2 has many combinations of
addition. These are written to show the perfection of the 4 number Wheel. Again when the
Count Sequence is written down these patterns that form the Common Multiple 11 become
more evident. 1+(3+2+5)=1+10, 2+(5+1+3)=2+9, 3+(2+5+1)=3+8, (1+3)+(2+5)=4+7,
5+(1+3+2)=(3+2)+(5+1)=5+6, (5+1)+(3+2)=(1+3+2)+5=6+5, (2+5)+(1+3)=7+4,
(2+5+1)+3=8+3, (5+1+3)+2=9+2, (3+2+5)+1=10+1= all 11. So higher numbers than 6 like 7,
8, 9, 10 and 11 are formed from just one Wheel 5 1 3 2. Just as the child hops over the
Number Grid these Count Sequence patterns reveal the workings of how 7, 8, 9 and 10
contribute to make the Common Multiple 11. For example using the Wheel 5 1 3 2 starting
at 2 for 3 cycles forms the Count Sequence of 2 7 8 11 13 18 19 22 24 29 30 33 hopping inbetween this newly discover sequence like 2 hop over 7 and 8 to 11 shows 2+9=11, and 11 13
22 24 33 also the same pattern. Hop to produce 7 11 18 22 29 33 shows (7+4)=11. Hop to
produce 8 11 19 22 30 33 shows (8+3)=11. Remember all from just one Wheel 5 1 3 2.
55
Common Multiple 12. Wheel 6 6 shows two 6s equal 12.Wheel 4 4 4 shows three 4s
equal 12. Wheel 3 3 3 3 shows four 3s equal 12. Thus this mathematics shows 12 is a
multiple of 6, 4 and 3. Wheel 1 3 2 6 again is a four number Wheel. Producing
combinations of addition as 1+(3+2+6)=1+11, 2+(6+1+3)=2+10, 3+(2+6+1)=3+9,
(1+3)+(2+6)=4+8, (3+2)+(6+1)=5+7, (1+3+2)+6=6+(1+3+2)=6+6, (6+1)+(3+2)=7+5,
(2+6)+(1+3)=8+4, (2+6+1)+3=9+3, (6+1+3)+2=10+2, (3+2+6)+1=11+1= all 12. Again like
Common Multiple 11 all numbers in-between multiples of 11 are shown with all 4 Count
Sequences. As there is a lot of Mathematics to Common Multiple 12 and the corresponding
Number Grid there are other Wheels introduced. Wheel 2 6 4 presents how evens work with
12. Note the combinations of addition 2+(6+4)=2+10, 4+(2+6)=4+8, 6+(4+2)=(4+2)+6=6+6,
(2+6)+4=8+4, (6+4)+2=10+2 = all 12. So the mathematics of evens with Common Multiple
12 is achieved with just one Wheel 2 6 4. The final Wheel is 5 1 5 1 shows a further
aspect of the 12. The combinations of addition are 1+(5+1+5)=1+11, 5+(1+5+1)=5+7,
(5+1)+(5+1)=6+6, (1+5+1)+5=7+5 and (5+1+5)+1=11+1.
There are other Wheels to the Mathematics of Circular Addition. These are left to the teacher
and student to discover within the book or pdf A New Invention: Cyclic Addition. As
mentioned there is a whole chapter on Circular Addition and moving to complete 6 number
Wheels, all with their own Common Multiple. So this paper is considered to be the basics of
Counting following and adjoining Object Counting.
Part 3: Circular Addition what are the lesson outcomes, what is taught ?
Circular Addition, both with and without a Number Grid, patterns Whole Number together.
The 37 Wheels used to pattern Number and master Common Multiples 1 to 12 are shown to
join the beginning of Whole Number together. These templates are found in NumberGrids
pdf on the CD-Rom.
The Number Grid that follows is in rows of the Common Multiple 10. All Whole Numbers
from 1 to a 140 are presented at the start. The Common Multiple 10 has just 5 mini-wheels.
Circular Addition perfectly presents a beginning to Addition with small number and
multiplication with each Common Multiple.
The Additions within each cycle of a Wheel in question all form the mathematical nature of
the Common Multiple.
Circular Addition teaches stronger Place Value as the Count Sequences generated from the
Wheel have the mathematics of Addition and Multiplication within them.
The Common Multiple is shown at the end of every cycle (complete circle) of a counting
Wheel. The spacing of the Count Sequence also shows the addition or increment by the
Common Multiple. With the aid of the Number Grid, tailored to rows measuring the length of
the Common Multiple, this spacing of the Count Sequence is mastered. The Common
Multiple is always shown at the end of the cycle on the rightmost number. The other Counts
within the cycle of the Wheel or the same row on the Number Grid repeat in the same pattern
on the next row, and the next and so on. This spaces out the Count Sequence perfectly with
the Common Multiple. This is only accomplished with a circular Wheel.
56
Once the Teacher and child (in a higher year level) are confident to let go of the reliance on
the Number Grid this spacing of the Count Sequence becomes paramount. One can always
follow the Count Sequence after by hopping over the number of numbers in a Wheel to add
the Common Multiple. For example Wheel 4 5 1 one of the Count Sequences starts like
4 9 10 14 19 20 24 29 30 Starting at 4 and hop 3 numbers to 14 then hop 3 numbers again
to 24 and so on. These are perfectly spaced by the Common Multiple 10. Also note again that
every third number 10 20 30 is a multiple of the Common Multiple 10. This unites the
action of complementary arithmetic presenting the unification of Addition and Multiplication
at an early stage in the subject.
The book or pdf A New Invention: Cyclic Addition as mentioned has a whole chapter on
Circular Addition. This chapter shows how to make up all the Wheels from scratch. There is
a detailed working example of Common Multiple 10. And some Mathematics on other
Common Multiples.
Remember to use the Wheel in a circular way as a tool to master a particular Common
Multiple. Use the Number Grid to show how to get from +1+1+1+1 mathematics to
Circular Addition Mathematics. Use the appropriate Number Grid, found on the CD-Rom, for
a particular Common Multiple.
The next page is Common Multiple 10 with 5 mini-wheels and NumberGrid. Complement
how much knowledge is given with the traditional 1010 NumberGrid. Consider what
patterns are shown each row with each mini-wheel. And how the increment of +10 with the
same mini-wheel, showing the same pattern each row allows discovery of this increment +10.
One questions our reliance on this particular Grid to show the basics of base 10 Number. By
using all 5 mini-wheels, all of the spacings from 1 to 9 then cycle end 10s are completely
shown. Practise all of these possibilities on the NumberGrid. The growth in Cyclic Addition
from here is to 6 Number Wheels and simply Common Multiple 10 Wheel
10 30 20 60 40 50. So this part of Cyclic Addition prepares the child to move from 1s, then
to mini-wheel spacing, then to whole Common Multiple spacing. Bear in mind this is only
one Common Multiple. Circular Addition onto NumberGrids shows 12 Common Multiples.
This is a natural mathematical progression. Each step has a mastery to a point, then Cyclic
Addition asks the mathematician to move to a higher Order. Once confident with 6 Number
Wheels, Cyclic Addition becomes infinite, the boundary is only set by the devotion, talent
and gift in this subject of Whole Number.
57
Common Multiple 10
2
2
3
2
5
4
6
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99 100
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
121 122 123 124 125 126 127 128 129 130
131 132 133 134 135 136 137 138 139 140
58
Topic #9 Lack of Pattern making techniques treating Number as a mix of 10 symbols. Cyclic
Addition with its original Wheels, each devoted to a single Common Multiple, allow
mastery of Number. The Counting shows completeness and perfection in Patterns of that
Common Multiple Wheel. A familiar Number Series becomes a Number Count a lot longer
series to produce a scaled Count, a pattern of a Number, laws of a circular Count, and a
permanent stability for all Whole Number. How does Cyclic Addition Counting include all
possible Patterns for all Number ?
Whats needed is a return of Number to its origins of Mathematics. The cleverly devised
Soduku puzzle treats numerals 1 to 9 as unique symbols. There is logic, reason and
guesswork to arrive at a solution. Literally no Mathematics of Number is used. What follows
this is numerals being used as symbols. In the current day there are many examples Phone
Number, Credit Card No, Product Codes and Bank A/c No. Number to some degree has taken
the form of a unique identifier for modern day convenience.
A major purpose of Cyclic Addition is to repair and perfect Whole Number. Bringing
Number back to a perfect Mathematical state. Again by applying Cyclic Addition Step by
Step Mathematics with the Tool Kit achieves this aim.
An offshoot of Cyclic Addition Number is the world of Pattern making. Pattern, being
intricately bound with Number, forms part of the Tool Kit. Lets discuss forms that Pattern
takes within the realm of Cyclic Addition. This is a list of 10 ways to consider Patterns. With
Number and Cyclic Addition, Pattern making is a constant exercise.
Pattern of a Wheel. The Wheel has a form of the circular Common Multiple 1 3 2 6 4 5.
The Wheel maintains these relative multiples of the Common Multiple. Each of the 6
positions around a Wheel is fixed and stable. This allows simple and effective Mathematics
with the Tool Kit at any moment. So any Number derived from the Wheel always uses this
Pattern and Common Multiple.
Pattern of a Count with a Wheel. There are 12 possible Count Sequences that can be created
from a Wheel. 6 Counts with a clockwise rotation around the Wheel, and 6 Counts with an
anti-clockwise rotation around the Wheel. Most Counts are practically 1 to 7 Cycles long.
Each Count Sequence has a unique consecutive Numbers. And a unique Remainder Pattern
for each Count. This Remainder Mathematics allows concentration on one Count amongst all
12 Counts. As the Wheel is Circular, the Counts all increment by the Wheel for a whole
Cycle and then start over in a new Cycle.
Patterns of Place Value selection with the Wheel. Rather than choosing any mixture
randomly to make a Place Value Set, Cyclic Addition Place Value uses mini-wheels. These
are from beginner Circular Addition Maths. Constructing the 30 mini-wheels is simply any
portion, in Sequence, around the Wheel with 1 to 5 Numbers. From these mini-wheels select
any start and rotate and select 1 to 5 numbers. There is a Table of all 270 possible Place
Value Sets for Common Multiple 1 Wheel. This Table is found in the Guidebook on the
CD-Rom.
The effort put into Advanced Place Value in Common Multiple 1 Wheel can be translated
into other Common Multiples. For example finding a Place Value Set of 9 from the
Wheel 1 3 2 6 4 5 is the same positions and Sequence as finding a Set of 18 from the
Wheel 2 6 4 12 8 10.
59
Place Value in the book A New Invention: Cyclic Addition shows the Mathematics of the
mini-wheels and creating any Place Value Set. Worthwhile to master forming a Place Value
Set from scratch. This Trains one to use a portion of the Wheel and Circle to form a Pattern.
There are many Wheel Patterns that create a Place Value Set. Consider, in the illustration
below, how to build a Place Value Set from these 5 mini-wheels.
3
2
3
2
For example how to create a 3 and 4 Number Place Value Set from these 5 mini-wheels. This
Table below shows all possibilities. Those from the same mini-wheel are boxed together.
Trace these clockwise around each mini-wheel. Then use a 6 Number Wheel like
1 3 2 6 4 5 or Wheel 3 9 6 18 12 15 and so on
Total
Place Value
3
5
7
6
6
6
9
10
12
11
8
3 Number
Place Value Set
1
1
1
1
3
1
3
1
3
1
3
2
3
2
1
2
1
3
2
6
1
6
1
3
2
6
4
6
4
1
4
1
3
Total
Place Value
4
8
8
7
9
8
12
12
12
12
15
13
14
10
1
1
3
1
3
2
1
3
2
6
3
2
6
4
4 Number
Place Value Set
1
1
3
1
1
3
3
2
2
1
1
3
3
2
2
6
6
1
1
3
2
6
6
4
4
1
1
3
1
3
1
1
3
2
6
1
3
2
4
1
3
2
The art of forming the most appropriate choice of Place Value Set is with plenty of practise.
Patterns forming the same total Place Value come from experience with many 6 Number
Wheels. Constantly searching for a way to Pattern the Wheel whilst obedient to the simple
mini-wheel Laws.
As there are only 270 Place Value Sets for each Wheel. Cyclic Addition encourages using
just the Step 2: Place Value on its own. Try finding all the possible Place Value Sets for a
Number from 1 to 20 Common Multiple. This Patterns the positional perfection of each
and every Wheel. Thus strengthening anything or any Cyclic Addition Step that is created
from the Wheel.
Pattern of a Cylinder forming a complete Cyclic Addition Common Multiple. A single
Cylinder with a first Tier Common Multiple shows all possible 12 Counts together. A little
60
3
2
geometry with Number. Each Count Sequence starts at the top and spirals down and around
the Cylinder. 6 one way and 6 the other. All interweave and mesh together. Every Count
Number on one of these Cylinders is Counted twice. Once for clockwise Counting and once
for anti-clockwise Counting. As always each Count Sequence is spaced by the Wheel. In fact
the top Ring around the Cylinder has 6 Numbers Common Multiple 1 3 2 6 4 5
straight from the Wheel.
The Ring or Circle around the Cylinder has 6 Counts. These 6 Counts have a Remainder
Pattern of exactly Common Multiple 1 3 2 6 4 5. Again the Wheel Sequence and Pattern
protect each Count in succession. The Ring also contributes a simple uniting of Number from
one Ring to the next. The first Ring in a new Cycle has 3 Numbers in Sequence found in the
second Ring. Likewise the second Ring has 3 Numbers in Sequence found in the third Ring.
The same with the third and fourth Rings. Again the same with the fourth and fifth Rings.
The sixth Ring is, as with all Tier 1 Counting, the same 7Multiple Number for all six.
The Cylinder has a natural increment moving down the Cylinder. One can trace a constant
difference between two Count Sequences spiralling down and around the Cylinder. This
difference is usually a Wheel member.
The Cyclic Addition Cylinder is considered the highest form of presenting Whole Number
for any given Common Multiple. Thus it is used as a constant reference Tool and makes for a
complete Cyclic Addition Tool Kit.
Patterns of a Common Multiple from 1 to 69. If possible use a Cylinder to present the unique
Common Multiple. This aids Pattern making with Whole Number all with the same Common
Multiple. Naturally forming all patterns of that certain Common Multiple to the length of the
Count.
Most can recognise Patterns of Common Multiple 1 to 10. These should be mastered before
others. In fact there is just cause to move to higher Tiers before moving to these strange and
mysterious Common Multiples. In fact from 11 to 69 by 1s asks the Mathematician to
present the tens 1 to 6 to each and all of the units 0 to 9.
Many of the Common Multiples are found on Wheels with like factors. For example
Common Multiple 2 shares with all even Common Multiples. Common Multiple 9 with 18,
27, 36, 45, 54 and 63=97. Common Multiple 5 shares all Common Multiples 10, 15, 20, 25,
30, 35, 40, 45, 50, 55, 60 and 65. Likewise Common Multiple 10. So the preparation of the
first 10 Common Multiples with Cyclic Addition assists in creating other Common Multiples
from 11 to 69. Common Multiples 7, 14, 21, 28, 35, 42, 49, 56 and 63 start with 1 Cylinder
and as they are all Tier 1 and Tier 2 Numbers continue with 3 other part Cylinders.
There is no doubt, when exploring higher Tiers of the same Common Multiple, that Pattern
making with the one Common Multiple is infinite. In fact exploring the simplest Cylinder for
Common Multiple 1 shows Pattern in a spiral or helix form, Pattern in a Ring form and
Pattern in a vertical form. The Cylinder shows the oneness and wholeness of a complete
Common Multiple unifying Number.
Patterns of the same Counts from many unique Wheels. Lets return to our Number 144,
Counting with Common Multiple 1, 2, 3, 4, 6, 8, 9, 12, 16, 18, 24, 36 and 48. There are
literally hundreds of choices to form a Place Value for 144. The Number 144 appears on all
61
of these Cylinders. In fact 24 occurrences on the 13 Common Multiples. Each of these appear
in two Counts, one clockwise and one anti-clockwise. So Numbers with a high degree of
factorisation are presented as such within Cyclic Addition. Number can also be used in
multiple Tiers. For example 147 is the end of a 7 cycles Count with Common Multiple 1.
Also a 1 cycle Count with Common Multiple 7. And with the first Count from Common
Multiple 49 and 147, Tier 3.
These Counts that form across more than 1 Wheel have a unifying effect between Cylinders
and Common Multiples. Thus showing participation of Whole Number transcending the
identification with Common Multiple. Whole Number stands perfect alone and perfect
amongst other on a Cylinder.
Patterns within a Cycle of Counting. The Remainder Pattern for Tier 1 Cyclic Addition
Counting is stable in structure and its relative position around a Wheel. For clockwise
Counting the Pattern is always First Count = first Remainder, move back two numbers
around the Wheel for second Remainder, move back one number for the third Remainder,
move forward two numbers for the fourth Remainder, move to the opposite side of the Wheel
for the fifth Remainder and the sixth Count has no Remainder as it is a 7Multiple.
The Remainder Pattern within a Cycle is completely reversed with anti-clockwise Counting.
This is best shown on a Cylinder of a simple Common Multiple. As always the Remainder
Pattern, whether Counting clockwise or anti-clockwise, is identical cycle after cycle.
Patterns with multiples of the Common Multiple. Take a Cylinder, say Common Multiple 1
for demonstration. Move along the Count and find the Remainder from multiples of 2, then 3,
then 4, then 5, then 6 and lastly Remainder from 7Multiple.
For example Remainder from multiples of 3, from Common Multiple 1 Cylinder, starting at 1
is 1 1 3 3 1 3, starting at 3 is 3 2 2 3 2 3, starting at 2 is 2 2 3 2 3 3, starting at 6 is
3 1 3 1 1 3, starting at 4 is 1 3 1 1 3 3 and starting at 5 is 2 3 3 2 2 3. These Patterns are
only for multiples of 3 and continue the same each cycle all the way down the Cylinder.
Multiples of 2 form a Pattern every 2 cycles or 12 Counts. Multiples of 6 also form a Pattern
every 2 cycles. Multiples of 4 form a Pattern every 4 cycles, starting again at 84. Multiples of
5 form a Pattern every 5 cycles, starting again at 105.
So one can explore between 1 to 6 Common Multiple just as easily as one would with the
7Multiple. The purpose being to strengthen the Count Sequences on any Cylinder.
Patterns within the Cyclic Addition Hierarchy. All Whole Numbers are shown with Common
Multiple 1 Wheel 1 3 2 6 4 5 to the length of the Count. All multiples of 7 are shown with
Common Multiple 7 Wheel 7 21 14 42 28 35 to the length of the Count. If the lengths of
both Wheels 1 and 7 are the same, Wheel 7 is a magnitude of 7 times the size of Wheel 1.
Consider 2 digit Numbers from 1 to 100. Wheel 7 shows these with clearer Patterns and
Mathematics than merely Wheel 1 alone. Larger Number with higher Tier, like Tier 2
Common Multiple 7 form Patterns that perfect the lower Tier of the same Common Multiple.
A simple 2 Cycle Count from Common Multiple 7. Count 21 35 77 105 140 147 168 182 224
252 287 294. Look at the simple 2 numeral Patterns. 105 with 10 and 5, 140 with 14 and 40,
147 with 14 and 47, 168 with 16 and 68, 182 with 18 and 82, 224 with 22 and 24, 252 with
62
25 and 52, 287 with 28 and 87 and 294 with 29 and 94. So the 2 digit Patterns found in a 3
digit Count above are bound with a third digit to perfect the 2 digit Number.
Look at what happens with Tier 3 or Common Multiple 49. Again a simple 2 Cycle Count.
Count 49 196 294 588 784 1029 1078 1225 1323 1617 1813 2058. The 2 digit Patterns are
found now in 3 and 4 digit Numbers. All the while Number from 1 to 100 are being joined
together to make larger 4 digit Number. These paired numeral Patterns, for the Tier 3
Common Multiple 49, show a higher Order of Common Multiple 1. This Order strengthens
the use and relevance of the lower Tier 1 Order.
For those interested heres a Tier 4 Common Multiple 343 Count for 2 Cycles. Count 343
1372 2058 4116 5488 7203 7546 8575 9261 11319 12691 14406. This is higher Order Tier 4
of the same Common Multiple. Performing all possible Counts, this Shows interlocking
Patterns of all 2 digit Number from 1 to 100. A way to comprehend how to read a higher
Order and its contribution to the lower Tier 1 Order.
This is a simple example of the regularly used Common Multiple 1 and higher Tiers. There
are 69 Common Multiples in Cyclic Addition, all having special and unique Pattern formula
to read each Common Multiple. The 69 Common Multiples and higher Order Tier 1 to Tier 7
Wheels are shown in the pdf Wheels on the CD-Rom. A worthwhile exploration into a new
discovery of how to form Whole Number. Making anew from the current days Number.
Patterns with Scale and size of Number. Note in the previous few paragraphs how the scale
and size of Counting changes as one moves to a higher Order of the same Common Multiple.
Again Tier 1 of Common Multiple 1 with a 7 cycle Count is from 1 to 147. Tier 2 Common
Multiple 7 is from 7 to 1029. Tier 3 Common Multiple 49 is from 49 to 7203. Tier 4
Common Multiple 343 is from 343 to 50421. Each new tier is 7 times the magnitude of the
previous Tier. The next higher Tier promotes a higher Order. With a higher scale of Number
inter-relationships between numerals forming a Count Number are given to more intricate
and stable Whole Number.
There is the noticeable spacing change in a higher Order of the same Common Multiple.
Staying with Common Multiple 1, for simplicity, Tier 2 Counts are woven to be 7 apart i.e.
multiples of 7 from Common Multiple 7 Wheel. Tier 3 Counts are woven to be 49 apart. And
Tier 4 Counts are woven to be 343 apart. So progressing to a higher Order, like Tier 4, fewer
and fewer Whole Number are used to present that Common Multiple. This spacing and
Cyclic Addition is the only way to receive these higher Order Whole Number. The only way
to receive the meshing shown on a Cylinder of a higher Order is with Cyclic Addition
Mathematics.
Cyclic Addition Mathematics therefore purports that, Pattern Making with and constructing
Whole Number from scratch, actually very few Whole Numbers are used between say 1 and
1 million (6-7-8 Numerals). In fact if one Counts to a 7 cycle limit with Tiers 1 to Tier 5 for
Common Multiple 1 to 69 inclusive there is approximately 15,000 unique Whole Numbers.
Or roughly, about 0.1% of all possible Whole Numbers, counting by 1s, are used. This fact
is absolutely amazing, that such a complete and pure presentation of Whole Number, uses
such a small number of the so called set of Whole Numbers. Such is the perfect efficiency
of Cyclic Addition Mathematics to show such a complete exploration into Whole Number.
All the while supporting and running parallel to current day Mathematics.
63
Topic #10 Self-Mastery of Number contributes to all other Strands in the Maths subject.
Cyclic Addition allows exploration and navigation of Number throughout the whole subject.
Teaching other mathematics concepts like magnitude, scale, increment, Count and place
value. Improving mathematical scientific enquiry made by the child. Applying to space and
shape, measurement, graphs, chance and data, fractions and decimals. All of the curriculum is
enhanced with the purity and standalone perfection of Cyclic Addition Number. What
examples within Cyclic Addition show this improvement in other strands ?
Number stands alone as a Mathematical Topic taught in the Subject. Cyclic Addition is rare
as it teaches Number, specifically Whole Number, without interference from anything else.
Thus creating a pure and unalloyed Number. From this natural state of perfection Whole
Number is then presented to any Mathematics that applies Number.
Read the Chapter How Cyclic Addition assists in teaching the R-9 Mathematics Curriculum
from the book or pdf A New Invention: Cyclic Addition. This chapter looks at Year 3, 5
and 7 Mathematics and how Cyclic Addition Number assists all other Strands in the subject.
A brief on the Chapter. Note the strands taught in Year 7-9. From a Naplan like test book.
These strands include Number, Algebra, Space, Measurement, Chance and Data, Number
Operations and Ratios, Plane Figures and Solids, Fractions Decimals and Percentages,
Angles, Rates and Measurement, Perimeter Area and Volume and Algebra Equations.
Note the Cyclic Addition breadth of Number. Consider the diversity and application for the
Tool Kit. The Tool Kit uses Wheel, Pattern, Operation + , Sequence, Circle, Common
Multiple and Cylinder. The 5 Steps of Mathematics are Step 1: Counting, Step 2: Place
Value, Step 3: Move Tens, Step 4: Remainder and Step 5: 7Multiple.
Cyclic Addition teaches many gifts that are given to the participant. Lets attempt to align
these gifts to a Strand of Mathematics. Bearing in mind the reading in A New Invention.
Strand Number is complete for Whole Number. Other parts of Cyclic Addition exist in the
book or pdf A New Invention that delves into fractions and decimals. These show the
circular nature of special fractions and their decimal form. A Series of Pattern is at the heart
of Cyclic Addition Count Sequences. Relativities between Number are shown perfectly with
scaled increment through a Count. Contributions to Operations + are second to none.
The use of operations on a Calculator have Sequence and Number given in order to make
sense of an equality and solution. Size and comparisons to an original size are perfect with a
Cyclic Addition Count Sequence. Proportions with fractions made simple. Mathematical
methods of creating Number stem from the Cyclic Addition basics. Allowing a formation and
construction of Number relativities. This obviously carries right through other Strands.
Operations + are given a united home base. A framework for Cyclic Addition to work
within. Showing all 4 major operations in harmony with the same Cyclic Addition Number.
Strand Algebra uses Number and variables. Whole Number is bound with unknown values.
The search for the unknown is a search for a numerical answer. Whether that be formula or
number graph or equation, Number provides a pivotal role in serving the unknown. An
equation plotted onto a graph relies on simple patterns of how a number is scaled with other
number.
64
Strand Space, Measurement and Data. Almost all questions of this strand rely on Number to
form a relationship with what is being measured. Accurate measurement is from accurate
Number and applied geometry. So Number is the stable tool used in conjunction with Shape
and Measurement to present an answer of Number with relativity. For example Volume in
cm3 , Length in metres, weight in kilos all with stable and consistent Number.
The other Year 9 Strands also depict Number as a central theme within the subject. Using
Number consistently in a stable reliable form is best with Cyclic Addition Mathematics.
Year 7 Mathematics as a Primary Subject introduces many Mathematical concepts and
workings that a fundamental to the subject. This Year perhaps more than other Years in
Primary and lower Secondary Schooling is the perfection of Number. Grounding and
formulating, preparing and initiating Number for use in higher Year levels and later life.
Cyclic Addition receives this calling of Number from a Year 7 Primary student.
A content of a Year 7 Maths Text Book is like this. Whole Number, Factors Multiples and
Divisibility, Introduction to Algebra, Fractions, Introduction to Geometry, Algebra with
fraction, Decimals and Measurement. Lets look briefly how Cyclic Addition Mathematics
assists a Year 7 student.
Whole Number. All operations + are united with Cyclic Addition Number as discussed.
Crucial elements of Whole Number are magnified in relevance and importance and
perfection. These include Carrying or trading 10 ones for 1 ten. Supporting the Base 10
framework of the current day Number. What happens to Number with each Operation. A
Cyclic Addition Count Sequence presents both Operations + with the same Whole Number.
Factors, Multiples and Divisibility. Cyclic Addition Number shows all factors of any one
Common Multiple at one time. So working with say Tier 1 Common Multiple 5 Wheel. All
multiples of 5 are generated from the Wheel. This fact leads to completeness with a certain
Common Multiple. As before Operations + are brought together and are put inseparably
together with a Count Sequence. Cyclic Addition Place Value asks for the Nuts and Bolts of
the Common Multiple being Counted. Forming the nature of say Common Multiple 5s found
within the Laws of Cyclic Addition Place Value. This completeness gives a new form to old
adages of Lowest Common Multiple and Highest Common Factor.
Other tools within Cyclic Addition found in the book or pdf A New Invention: Cyclic
Addition show exponentials working with decimal factions. In a simple way one can master
these two topics at once. As Cyclic Addition shows Mathematics to combine both. One can
learn how decimal fractions link mathematically to exponentials of a Number. Amazing
Mathematics that supports the Wheel Mathematics of Cyclic Addition. All three fields of
Mathematics are united. These three are Pure Circular Fractions, Exponentials and Wheels.
See the book or pdf Wheels on the CD-Rom.
Introduction to Algebra. Showing Whole Number with unknown variables allows us to solve
equations and problems that cannot be expressed by Number alone. However Number does
play a role with Algebra. For example Equations 3a+5, 4b+2 and 5c6 show a relationship of
Number with a variable. Without a solid grounding in Number and Scale or Common
Multiple used in Cyclic Addition, the variable has little strength as a Mathematical tool.
65
Fractions of Cyclic Addition concentrate on only new ways of presenting special circular and
pure fractions. These all have a circular decimal form. All Numerators of a certain
Denominator are shown within the fraction per se. The method to create these Pure Circular
Fractions is shown in the book or pdf A New Invention: Cyclic Addition. The purpose of
introducing them at Year 7 is to supplement other fractions like terminating decimals. Cyclic
Addition is not here to be a text book copy of Mathematics. Cyclic Addition is as the title
professes to be A Prophetic Design for Number from Cyclic Addition Mathematics.
Lets simply illustrate these Pure Circular Fractions with an example. The Pure Circular
Fraction 7 and 49 are shown. To create these and to apply their Mathematics see the book or
pdf A New Invention: Cyclic Addition. To create these only the number 5 is needed. Have a
go at finding some of this new Mathematics from fractions 7 and 49.
.
.
7 1 4 2 8 5 7 1 4 2 8 5 7
2 1 4 2 3
2 1 4 2 3
.
1
0
1
0
2
8 9 7 9 5
4 3 4 2 4
0
4
1 6 3 2 6 5
3 1 1 3 2 1
0
3
1 2 2 4 4
1 1 2 2 4
.
9 1 8 3 6 7 3 4 6 9 3 8 7 7 5 5
4 1 3 3 1 2 3 4 1 4 3 3 2 2
Geometry for Year 7. The geometry introduces theory of points, lines and planes. Leading to
shapes and basic trigonometry. Once angles are used with a protractor tool for measurement
of angles, Number enters the Strand once again. Note also the Cyclic Addition Wheel uses
the Circle with all of its Step by Step Mathematics. This assists in rotation and position
around a Circle to find Wheel Number. A skill that is translated into geometry and
trigonometry.
So the process of introducing Cyclic Addition Mathematics to a Primary Years Subject is a
simple exercise of being given the right tools and exercises to begin. Whole Number, the
emphasis of this Prophetic Design is given a future perfection for all to master. There is a
pdf Workbook containing many useful and relevant Cyclic Addition Whole Number
exercises. See chapter Whats on the CD-Rom in the book A New Invention: Cyclic
Addition.
Linking new Mathematics to the Australian Curriculum may require trial and error. The
breadth of this book A Prophetic Design for Number from Cyclic Addition Mathematics is
a perfect search for uniting current day Maths with the future of Number.
66
Topic #11 How to match like Number with like to form Patterns ? Can one master times
tables and apply operations+ at the same time ? Can one explore all possible patterns
generated from just one Number ? Can the Numbers used in addition, multiplication,
subtraction and division all work together to form perfect Patterns ? Do the Patterns present a
completeness of all possible Patterns for a Number ? What 3D shape shows the best Patterns?
Cyclic Addition aims to improve basic Arithmetic with current day Number. By applying
the rules and Laws of Cyclic Addition, with Step by Step Mathematics, one discovers a new
perfection of Whole Number.
To date current day uses algebra (y=2x, y=3x, y=4x) to present like pattern of Number.
Cyclic Addition uses just Number to present all Number. Number that is made from the
Hindu-Arabic Numerals is the same form merely perfected by Cyclic Addition Mathematics.
Previous topics, shown with example above, have indicated that all Numbers from a simple
arithmetical equation have little in common. There is no unity between two Numbers with an
operation + in the middle. Little relevance of how the answer, from the equation,
mathematically joins addends with operation +. The operation acting on any Number is given
more school time than the Number. Yet Number is asked to serve all Operations all the time,
without an overall Mathematical Law protecting Whole Number.
All that current day Number has is Base 10 numeral place value positions in word and
numeral. Allowing anything of Number to be smashed against anything else to arrive at an
equality. Cyclic Addition is not here to stop this, rather offering an opportunity to develop
Whole Number with the Tool Kit and Step by Step Mathematics.
Cyclic Addition forms perfect Patterns, part of the Tool Kit, with Whole Number. Lets use
Common Multiple 3 Wheel and a Cylinder like Count for 1 cycle.
15
12
18
9
12
27
6
15
18
33
45
63
24
36
12
30
36
45
48
63
18
33
51
27
45
51
60
63
15
30
48
54
63
18
39
57
63
63
67
The clockwise Counts read diagonally down to the right, the anti-clockwise Counts read
down to the left. There are 6 rows of 6 Counts. Each Count is from the Wheel. Each Row or
termed Ring has a Remainder of the circular Wheel 3 9 6 18 12 15. For example the third
Ring 27 18 33 36 45 30 has a Remainder, from 21=37, of 6 18 12 15 3 9 straight from
the circular Wheel.
If you were to create a Cylinder shape by gluing the left side with the right side of the
362=72 Counts above, the whole Cyclic Addition Number becomes perfectly Circular. The
6 Rings are all Circular, the spiralling Counts, both ways are Circular and the Spacing of the
Wheel between Count Sequences is also Circular. Whole Number with Circle. Whole
Number with Wheel. Whole Number with one Common Multiple. Cyclic Addition Whole
Number.
Closer attention to the Cylinder like Cyclic Addition above reveals how the Common
Multiple 3 works, for just 1 cycle. Each of the 12 Count Sequences is joined by the Wheel
and Remainder Pattern each Cycle. As one becomes familiar with a Common Multiple, the
Remainder Pattern around the Tier 1 Wheel becomes second nature.
Note the linking of the same Number from Ring to Ring. The 18 12 15 is found as a 3
number sequence in both the first and second Rings. The 30 27 18 in the second and third
Rings. The 33 36 45 in the third and fourth Rings. The 45 51 48 in the fourth and fifth
Rings. These join the 12 Counts moving along the Count Sequence within the 1 Cycle.
Also the Ring has 7Multiples, not only after finding a Remainder, but also found three
numbers apart on the same Ring. For example The second Ring 12 15 24 30 27 18 is
protected by the 7Multiple or multiples of 21. Where 12+30=15+27=24+18=42. All
members of the Ring submit to this Order, all 6 Rings obey this Law. This Law protects the
accuracy and presentation of the Cyclic Addition Cylinder. This is like Wheel Mathematics
of adding opposite Numbers on the Wheel to equal a 7Multiple.
So there are Patterns galore and Laws to follow with the Cyclic Addition Cylinder. Patterns
of a 26 way Count. Patterns of a Ring. Patterns of consecutive Rings. Patterns of Count
Sequence. Patterns of Remainder. Patterns of an end of cycle 7Multiple 63. And amongst all
this Cyclic Addition Mathematics is complete and whole Patterns of Common Multiple 3. For
the length of the Count, in this case a simple 1 Cycle Count.
For Patterns of Common Multiple 3 use the old current day way of interpreting a multiple
of 3 by Sum of Digits. Use this method for all 12 Count Sequences in 12 spirals around the
Cylinder. For example the first Clockwise Count 3 12 18 36 48 63 has a sum of digits of
3 3 9 9 3 9. Note again old current day established methods of proving a Common
Multiple are used with Cyclic Addition. Note the advanced Pattern of sum of digits 3 threes
and 3 nines. Others have like Patterns with either this or 3 sixes and 3 nines.
This Pattern of Common Multiple 3s runs right through other Common Multiples like 3, 6,
9, 12, 15, 18, 21, 24 Where 3s form a part of the factors of other Common Multiples. So
an aspect of Cyclic Addition is to perfect Patterns with any Common Multiple. The preferred
Tool that a mathematician uses is a bright and clear Number Cyclic Addition Cylinder.
68
How to apply all Operations + to the above Cylinder. Well Operations + are obvious
as the Wheel is only Common Multiple 3 and Addition forms the Step 1: Counting. The
Operation subtraction is with Step 4: Remainder, obeying the Law of the equation
Count Remainder = 7Multiple. The Operation is from the Step 2: Place Value
matching place value sets to their positions around the Wheel 3 1 3 2 6 4 5 and converting
them to multiples of 1. This will show all multiples of 3 from 3 to 63. The 7Multiples of 21
and 42 are discovered with application of the Step 4: Remainder and Step 5: 7Multiple.
Notice how moving or spiralling down the Cylinder that the Counts give a sense of
incrementing Order. A strong Mathematical binding of like Common Multiple, coupled with
Cyclic Addition Mathematics gives this awe and wonder. Note also a simple observation that
the Wheel is the first Ring. Both being Circular.
How far to Count ? Well from practise and templates in the book or pdf Cylinder, there are
many Cylinders of around 5 Cycles. There is a strong recommendation to Count no further
than a practical limit of 7 Cycles. This allows one to Count all 12 Counts in both directions
around the Wheel with even effort on each. Thus, like the simple 1 cycle example above,
binding, weaving and roping the whole Wheels Counting together.
One should make an informed decision as to Counting further with a higher Order Wheel of
the same Common Multiple or selecting another Tier 1 Wheel. The journey of Cyclic
Addition is as infinite as the Cosmos. Thus so too are the Patterns.
A Higher Order of Tier 2 and Tier 3 and so on awaits the adventurous mathematician. From
the Wheel of 3 9 6 18 12 15 to the Tier 2 Wheel of 21 63 42 126 84 105. This leap to a
higher Order of the same Common Multiple is available to the student when they are ready.
Literally the number of Tiers of any Common Multiple is potentially infinite. The Wheels
book or pdf shows the first 7 Tiers of all Common Multiples 1 to 69. See CD-Rom.
One searching to more infinite Patterns, whilst maintaining Law and Order of Cyclic
Addition, will venture to higher Tiers. All the mathematical effort put into the lower Tiers
can be translated into higher Tiers. Higher Tiers have larger Number, requiring more
mathematical expertise to perform Cyclic Addition. Patterns discovered in a lower Tier
Common Multiple are also used in a higher Tier of the same Common Multiple.
This leads to the next Chapter on a Whole pedagogy of Number. Building a history of Cyclic
Addition. Documenting the works of Cyclic Addition no matter how simple or trivial the
discoveries made. Cyclic Addition is a New Invention and is constantly evolving to serve the
rest of Mathematics and mankind.
69
Topic #12 How does one remember the journey with a consistent pedagogy of Number ?
Cyclic Addition has a consistent toolkit and a Step by Step discipline. This allows infinite
exploration into Whole Number. No matter how the child begins or how far along their own
journey they travel Cyclic Addition can accommodate all. The Wheel and Circle are
universally used. As they both yield the greatest knowledge and insight into Whole Number.
Lets remember the journey by illustrations of each component of Cyclic Addition. A brief
and simple note to jog the memory and a diagram to unite the Tool Kit with Cyclic Addition
Mathematics.
A simple beginning to Cyclic Addition is with Object Count. Training the young child to
recognise Pattern of a group of like Object, Number to Count the Group, Circle to show a
continuity around and around and lastly Sequence to introduce the original Wheel.
Relate the Count from 1 group to the next.
Build 4, 5 and 6 from 1, 2 and 3.
Practise seeing 4, 5 and 6 stars
as one group.
5
Count stars around in a
clockwise rotation group by
group. 1+3=. 4+5=. 5+1+3=
Prepare child to make the leap
from Objects to Number alone.
Grapple and test the whole Circle
4
Of Stars and Number from a
childs point of view.
1
3
From Object Count the journey of Whole Number moves to Circular Addition onto
NumberGrids. See the second Chapter and Topic#8. All Counting Numbers are given on the
NumberGrid. Mini-Wheels grouped into Common Multiples are used to Count in a Circle
onto the NumberGrid. The NumberGrid is in rows of the Common Multiple so each miniWheel finishes a cycle, one revolution, each row. This leads to consistent spacing of miniWheel Numbers row upon row on the NumberGrid. The illustration is with simple Common
Multiple 4. There are 4 mini-wheels and a starter shortened 1 to 60 NumberGrid.
1
1
Patterns formed from the spacing of the mini-Wheel are discussed in Topic#8. This spacing
of a Count presents Remainder like Number in-between multiples of the Common Multiple.
These show how small Number from 1 to 6 can contribute to the 1 to 100 NumberGrid.
70
21 22 23 24
41 42 43 44
25 26 27 28
45 46 47 48
10 11 12
29 30 31 32
49 50 51 52
13 14 15 16
33 34 35 36
53 54 55 56
17 18 19 20
37 38 39 40
57 58 59 60
Cyclic Addition makes it clear right from the start, that transcending the reliance on the
overused Counting of +1+1+1+1 to preserve Whole Number, is necessary and relevant.
The journey moves onwards to picking up concepts of the Tool Kit. These are, in no
particular order, Wheel, Pattern, Operation + , Sequence, Circle, Common Multiple and
Cylinder.
Look closely at the journey so far and most of these qualities are already introduced. The
Wheel of 1 3 2 6 4 5 is used to make all possible 60 mini-wheels.
Pattern is how spacing is introduced and qualities of the Common Multiple. Pattern is best
shown by how a mini-wheel and later a 6 number wheel shows only Number that contributes
to knowledge and universality of the Common Multiple in question.
Operation + both begin together on the NumberGrids. This feature of Cyclic Addition may
be new relative to current day Mathematics.
Sequence Counting around the mini-wheel is constant. An Sequence across mini-wheels
varies with each. As each mini-wheel conducts a purpose toward the whole knowledge of the
Common Multiple.
Circle describes the action moving around the mini-wheel in clockwise rotation. Also note
moving from a Circle and Wheel to a linear Count is part of Cyclic Addition.
Common Multiple begins to be mastered with Circular Addition. Note with the NumberGrid
above how the spacing of the Wheel Common Multiple is repeated every cycle, or every row
on the NumberGrid. This is part of the perfection of Circle with Number.
And lastly, Cylinder is the Tool used with 6 Number Wheels, like 1 3 2 6 4 5, to present all
12 Counts in both directions in one complete Mathematical Tool.
See the Chapter A Tool Kit for Cyclic Addition for a detailed introduction on how the Tool
Kit is used with 6 Number Wheels.
Lets now journey to Cyclic Addition Step by Step Mathematics. One at a time with simple
and small illustration. As the childs skill level and mathematical talent improves, the
NumberGrid can be let go and the formation of Wheel with Counts from the Wheel can
begin.
71
Cyclic Addition Step 1: Counting. This is best shown by the Tool Cylinder. To present all
Counts possible from a Tier 1 Wheel with Common Multiple 1 to 69. Read the previous
Topic#11 for an in depth look at the Cylinder. Lets show a small 1 cycle Cylinder generated
from Common Multiple 5
Wheel.
25
20
30
15
20
45
10
25
30
55
75
105
40
60
20
50
60
75
80
105
10
30
55
85
15
45
75
85
100
105
25
50
80
90
105
30
65
95
105
105
Use the other Tools of Wheel, Circle and Pattern to explore the Common Multiple 5
Cylinder. Note spacing follows the Wheel in both directions as always. The Cylinder more so
than other Tools shows the true Circular nature of the Wheel. i.e. there is no preference as to
where around the Wheel one starts. All 6 Numbers in both directions are given equal
weighting and effort. Thus proving conclusively that the Wheel is truly Circular.
Counting length should be a practical 1 to 7 cycles around the Wheel. This allows for even
distribution of effort with other Counts of the same Wheel.
Note with the Cylinder that any 3 consecutive Counts in a Count Sequence are unique,
justifying the effort to Count all 12 Ways. One can use either 12 individual Count Sequences
or hide and reveal Counts spiralling down and around the Cylinder.
The work of Circular Addition, with and without NumberGrids, prepares one to instantly
acquaint oneself with the Wheel and Number. No effort is wasted.
For an in depth look at Cyclic Addition Counting see book or pdf A New Invention: Cyclic
Addition. The Cylinder is a recent discovery and some of the Mathematics of individual
Counts has been made simpler.
Lets delve into the journey now by way of Cyclic Addition Step 2: Place Value. With each
and every Count there is a corresponding Place Value. The book or pdf A New Invention:
Cyclic Addition shows two ways to perform the Place Value Step. The first is Basic and the
second is Advanced.
72
The Basic Place Value uses simple Number and simple Sequence from the Counting Wheel.
Usually a Place Value Set is from only 1 to 10 Common Multiple. Higher numbers than
6 Common Multiple use more than one number to form a Place Value Set. There is a
Place Value Set used for each place value position.
The Advanced Place Value uses a mini-wheel and forms a Set from 1 to 5 Numbers from
rotating around a mini-wheel. That simple. There are only 30 mini-wheels, ones without
repeats in the wheel. By selecting one and Counting around one forms a Place Value Set.
4
6
Lets show a simple Count with the Basic Place Value Step
then underneath Advanced Place Value Step. Both with the
same Count Sequence. The Count is for 3 cycles. Make the
most of the Common Multiple 1 Wheel in the Place Value
Step.
3
2
6
5
1
10
6
4
15
3
2
1_
16
4
2
1_
19
3
6
1_
21
1
2_
27
3
4
2_
31
1
3_
36
1
5
3_
37
2
5
3_
40
5
5
3_
42
2
4_
48
2
6
4_
52
2
4_
1_
57
1
6
5_
58
4
4
5_
61
1
6_
63
2
1
6_
6
1
3
2
10
4
5
1
15
3
2
6
4
16
5
3
2
6
19
4
5
6
4
21
5
1
3
2
1_
27
2
6
4
3
2
1_
31
3
2
5
1
2_
36
5
1
3
2
5
2_
37
6
5
1
3
2
2_
40
6
4
6
4
2_
42
2
4
5
1
3_
48
2
6
2
6
2
3_
52
3
5
1
3
4_
57
5
2
6
4
4_
58
3
2
6
4
3
4_
61
3
1
3
1
3
5_
63
1
3
5
1
3
5_
Lets connect the Advanced Place Value in the lower Count Sequence with their mini-wheel.
So one can visually map how to create any Place Value from a mini-wheel.
Advanced Place Value Sets for each position units, tens and hundreds have simple Laws.
Find a mini-wheel from within the 6 Number Common Multiple 1 Wheel above. There are
only 30 mini-wheels. In the form of 6 1 number mini-wheel, 6 2 number, 6 3 number, 6
4 number and 6 5 number. Select 1 mini-wheel, the choose 1 number to start a 1 to 5
number short Count around this mini-wheel. The total of the Count is the Advanced Place
Value Set Total.
Note in the Table below, matching the units Place Value Set in the Table above, there are a
small variety of the 30 mini-wheels. Note the flexibility of the mini-wheel is a form of
circular counting in its own right.
73
Total
6
10
15
16
19
11
17
11
16
17
20
12
18
12
17
18
11
13
1
4
3
5
4
5
2
3
5
6
6
2
2
3
5
3
3
1
Place Value Set

3
2
5
1
2
6
4
3
2
6
5
6
4
1
3
2
6
4
3
2
2
5
1
1
3
2
5
5
1
3
2
4
6
4
4
5
1
6
2
6
2
5
1
3
2
6
4
2
6
4
3
1
3
1
3
3
5
1
3
1
4
3
3
6
5
3
5
5
5
6
4
2
5
2
3
1
5
Mini-Wheel
3
2
5
1
2
6
4
2
6
4
4
5
1
3
2
2
6
4
1
3
2
1
3
2
1
3
2
4
5
1
3
6
1
3
6
4
5
2
6
4
3
1
3
6
2
The first 3 Place Value Sets identically match the mini-wheel from start to finish. The
5 3 2 6 starts at the 5, the 1 is excluded from the mini-wheel, and continues for only 3 of the
4 numbers. The 4 5 6 4 starts at the 4 and wraps around the mini-wheel to finish on the
fourth member of the Place Value Set. In essence repeating part of the 6 4 5 mini-wheel.
The 2 6 4 3 2 starts in sequence around the mini-wheel for three numbers then around the
mini-wheel to the beginning of 3 2 to finish.
Note the looping effect on smaller mini-wheels. Remember a Place Value Set is only 1 to 5
Numbers. The challenge is to explore all possible Place Value Sets for a given Total. These
Totals vary from 1 to about 20. Lets find all the Place Value Sets for a Total of 11.
Set Total
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
74
1
1
1
2
2
2
3
3
3
3
4
5
5
5
6
6
6
Place Value Set

3
2
5
4
5
1
6
4
4
5
5
1
3
6
3
1
3
1
2
6
2
5
1
2
1
3
5
2
1
5
1
3
2
6
3
2
4
1
5
5
4
6
4
5
3
1
3
5
1
2
5
5
6
3
1
5
Mini-Wheel
1
3
2
5
1
4
5
1
5
1
3
1
3
2
2
6
3
2
6
1
3
2
3
2
6
4
5
1
1
3
2
4
5
2
6
3
2
6
1
3
2
4
6
The above Table is from the Workbook pdf found on the CD-Rom. Its a Place Value
fill-it-in. Asking the child to manipulate the Common Multiple 1 Wheel at the top of the page
and fill-the-gaps-in. There is only one solution for a Place Value Set in units and one for tens
where applicable. This exercise, of which there are many in the pdf Workbook, tests the
childs ability to form a mini-wheel and potential Place Value Set. In fact there are fill-it-ins
for Common Multiple 1 to 21 and Blanks to create your own from scratch.
75
The Cyclic Addition Step 2: Place Value like all other Steps, in particular, apply the Tools
Circle and Sequence. In fact this step tests the Wheels Circle and Sequence far greater than
other Steps. The Tool Patterns are all of the Place Value Sets that can be formed from one
mini-wheel. Remember all the work put into one Wheel is translated into any other. Such is
the positional universality of any Cyclic Addition Wheel.
Before venturing off to the Workbook pdf for a practical, read the Chapter Pace Value in
the book or pdf A New Invention: Cyclic Addition. This demonstrates perfectly how to
create any Place Value Set from any of the 30 mini-wheels. Its new mathematics, however
the maths preserves the Wheel Mathematics which validates and makes Advanced Place
Value an integral part of Cyclic Addition Mathematics.
The next part of our journey is Cyclic Addition Step 3: Move Tens. This is a small step inbetween and with steps Place Value and Remainder.
Basically all Place Values outside the units position are dealt with by moving them into the
units position with Cyclic Addition Mathematics. This is accomplished by a couple of ways.
By matching all Place Values in the Tens to the Wheel and rotating all of them around the
Wheel one position clockwise. This converts the Tens to Units. In essence acknowledging all
Place Values in the Hundreds and Tens to be in those positions. This Mathematics connects
the effort of the structure and building of all Place Values to finding a Remainder.
A simple way to master the Step 3: Move Tens is to convert each Place Value Set in
Hundreds and Tens to a single number Remainder. Use Step 4: Remainder on these complex
multiple number Place Value Sets. Reducing them down to a single Number in each position.
From there match this single number in the Hundreds and Tens to the Wheel. Move around
the Wheel one position clockwise for each place value position outside the Units.
For the Tens Number move one position clockwise, for the Hundreds move two positions
clockwise, for the Thousands move three positions clockwise and so on.
The Mathematics of this Step shows yet a further application of the Wheel, Circle and
Sequence Tools.
The illustration of Long Division below shows 5/7ths, 15/21st, and 20/28ths. The same
fraction with the same decimal answer.
Note 3 Common Multiple Wheels 1, 3 and 4. By matching the Remainder Sequence in bold
to a Wheel. i.e. Common Multiple 1 Wheel 1 3 2 6 4 5 starts with 5 1 3 2 6 4.
Note how the combination of a Remainder and 7Multiples in both are preserved as one
moves a place value position to the right or clockwise around the Wheel.
Cyclic Addition Step 3: Move Tens uses just the Numbers in bold i.e. The Wheel. The
7Multiples and the decimal 0.714285 are excluded. Note how the long division remainder
finishes where it starts, thus Circular like the Wheel.
These 3 diagrams show a relationship between Step 3: Move Tens and current day Maths.
76
7)
. 7 1 4 2 8 5
5 0
4 9
1 0
7
3 0
2 8
2 0
1 4
6 0
5 6
4 0
3 5
5
21)
. 7 1 4
1 5 0
1 4 7
3 0
2 1
9 0
8 4
6
4
1
1
2 8 5
28)
0
2
8
6
1
1
. 7
2 0 0
1 9 6
4
2
1
1
0
8
2 0
0 5
1 5
1 4 2 8 5
0
8
2 0
1 2
8
5
2
2
0
6
4
2
1
1
0
4
6 0
4 0
2 0
Lets show an example of Cyclic Addition with the first three Steps. A 4 cycle Count with
basic Place Value and Move Tens
Steps.
3
The Common Multiple is 3.
15
12
18
Count
Place Value
15
12
3
18
9
9
27
12
15
Move tens
Count
Place Value
Move tens
33
3
3_
141
9
12
12_
15
144
15
9
12_
15
153
3
15_
159
9
15_
51
15
6
3_
9
63
3
6_
177
18
9
15_
3
189
9
18_
18
12
6
78
12
6
6_
18
81
18
3
6_
18
90
9_
96
6
9_
204
12
12
18_
12
207
15
12
18_
12
216
6
3_
18_
-
222
12
9_
12_
-
114
6
18
9_
6
126
6
12_
240
6_
18_
252
12
9_
15_
6
3
18
12
Note the Place Value Set in the Tens position marked with an underscore in the units. The
whole Set is matched to the Wheel and rotated one number clockwise around the Wheel. The
3 becomes 9, the 6 becomes 18, the 9 becomes 6, the 12 becomes 15, the 15
becomes 3, the 18 becomes 12, the 21 is a 7Multiple thus no Move Tens, 6 18
becomes 18 12 and 9 15 becomes 6 3.
As all Place Values are from the Wheel the Step 3: Move Tens always works. This can make
the Place Values Units complex thus combining this Step with Remainder is preferred.
77
15
Lets continue the journey with Cyclic Addition Step 4: Remainder. A Remainder of the
current day is traditionally whats left over after a rational number division. In our previous
Step 3: Move Tens the 3 long division examples show a continuous circular Remainder
Sequence. The Common Multiple Wheel 3 9 6 18 12 15 can be thought of as a circular
Remainder Sequence for the 7Multiple 21s. So when Counting with the Common Multiple
3 Wheel each Count has a Remainder from the nearest 7Multiple.
Lets continue with Common Multiple 1. The spacing of 7s or 7Multiple has 6 Remainders
in-between the 7s. Each Cyclic Addition Count has one of these Remainder or is an end of
cycle Count without Remainder.
In fact the Remainder shows a Counts place, position and Order amongst fellow Counts of
the same Common Multiple and joining them to a higher Order. A Remainder for a Tier 1
Count connects Tier 1 to Tier 2, a Remainder for a Tier 2 Count connects Tier 2 to Tier 3.
This merging of Tiers and essentially the Hierarchy of Wheels is an integral function of the
Remainder.
The Remainder has many Mathematical roles. Some of these include improving the accuracy
of the Count, both as a multiple of the Common Multiple and a Counts position within a
cycle of Counts. There is a distinct Pattern of Remainders each Cycle and the same Pattern
the next Cycle. This promotes stability and continuity in long Count Sequences. To connect
Tier 1 Counts with Tier 2 use the formula Count Remainder = 7Multiple. This formula is
again universal.
The Remainder has an amazing gift to present to each Count, although the Count itself is
used to create a Remainder, the Remainder can improve the Mathematics of a Counts
Sequence of numerals forming a Number. By matching the Remainder to the Wheel position
to receive one of 1 3 2 6 4 5 and viewing the Count in the light of that multiple. This
mathematical action greatly improves longer higher Tier Number and can make the Count
simpler to read and remember.
So how does one find a Remainder continuing on from Step 1: Counting, Step 2: Place Value
and Step 3: Move Tens ? Lets start with finding Patterns to create a Remainder from
multiple Place Values. Lets look at the simple 2 Place Values from Wheel 1 3 2 6 4 5.
1
3
2
6
1
3
2
6
2
6
4 12
remainder from 7
2
6
4
5
4
4
8
5
5
10
1
3
2
6
3
2
6
4
4
5
8 10
remainder from 7
4
5
1
3
4
5
9
5
1
6
78
1
3
2
6
2
6
4
5
3
9
6 11
remainder from 7
3
2
6
4
1
6
7
3
4
7
2
5
7
6
1
7
4
1
5
5
3
8
4
3
7
5
2
7
The 4 Tables represent Adding 2 numbers from around the Wheel. The same number, 1 apart,
2 apart and 3 apart. Note with the first three tables, the preserving of the Remainder Sequence
from adding a pair of Place Values. The fourth table adds to a 7Multiple thus no Remainder.
From these 3 tables we can find 3 laws to add two numbers
together and find the Remainder from the Addition. These Laws
are fundamental to the nature and Circle of the Wheel.
The first Law is two of the same, move around clockwise 2

numbers to find the Remainder. Follow along with Wheel
The second Laws is two numbers, one apart on the Wheel, rotate
three numbers clockwise to form the Remainder.
The third Law is two numbers, two apart on the Wheel, the
number in the middle of both forms the Remainder. These Laws
commit to memory. And practise on any Cyclic Addition Wheel.
4
6
3
2
There are other Remainder Laws with 3 number Sequences. Three of the same number forms
the next number clockwise forms a Remainder. Three numbers in Sequence move clockwise
1 number forms a Remainder.
Anything more complex than these, like a 5 number Place Value Set, can be broken down
into smaller steps. Often eliminating 7s or opposites on the Wheel brings the number of
remaining Place Values down to a managable level. Thus importantly a Remainder can be
found quickly and efficiently with the same Wheel as is used for Steps 1, 2 and 3.
For an indepth look at Remainder Mathematics refer to the book or pdf A New Invention:
Cyclic Addition. This chapter goes through all of the mathematical laws and truths beheld by
the Cyclic Addition Step 4: Remainder.
Lets look at a simple example of how the Remainder contributes to reading a Number. The
Common Multiple is 7 with a 2 cycle Count, with Remainder and Wheel Multiple.
Count
Remainder
Wheel Multiple
35
35
5
42
42
6
63
14
2
77
28
4
119
21
3
147
7
182
35
5
189
42
6
210
14
2
224
28
4
266
21
3
294
7
Read the Count in the light of the Wheel Multiple. The first 2 Counts are obvious. The 63
see the even of the 6 with odd 3. 77 with joining units and tens like multiples of 4. 119 see
sum of digits like multiples of 3. 147 see with any emphasis of a Wheel multiple. 182
highlight the units to reveal the rest like a multiple of 5. 189 treat as a multiple of 6=32
sum of digits and evens. 210 highlight the 2 and 10 as they are even. 224 stress the
multiple of 4 by pairs of number in sequence like 22 and 24. 266 with sum of digits the
multiple of 3 is 66. 294 as having any 1 of the 6 wheel emphasis.
So the Remainder contributes its position around the Wheel to citing and mathematically
interpreting a Count. As always and with this function of the Remainder this application is
universal. Higher Order Wheels and Counts still use the basics presented here.
Lets go over this Remainder Pattern found with a cycle of Counts. The Pattern of
Remainders unites the Counting Sequence, moving around the Wheel in a certain direction,
79
with Step 4: Remainder. This Pattern is almost universal. Appearing in all Tier 1 Cyclic
Addition Counting, 24 of 28 Counts in Tier 2 and 36 of 42 Counts in Tier 3 and above. So its
widely used and applied, to maintain control and accuracy, in selecting Number from around
the Wheel.
6
1
3
4
11
15
5
6
21
2
12
17
1
4
1
11
15
5
5
12
17
1
1
15
16
10
21
13
21
5
2
2
4
6
19
6
7
21
18
2
7
10
21
20
3
7
21
16
3
4
How to recognise this Remainder Pattern. Lets use a simple

Cylinder of the first cycle with Common Multiple 1. Then
underneath the Cylinder is the Remainder Pattern of the
complete Cylinder again for 1 cycle. Trace the Pattern of
Remainders around this Wheel. What is the contrast between
clockwise and anti-clockwise Counting ?
6
6
5
7
Mapping the Remainder shows the following Pattern. Start with the 1 top-left Number.
Look at the Sequence of the Remainders 1 4 6 5 2 -, the next 3 5 4 1 6 -. Look now at the
Wheel 1 3 2 6 4 5 and note how the Remainder Sequence moves for a Clockwise Count.
Look at the first Count clockwise beginning at 1.
Count +1=1 has a Remainder of 1. Move clockwise 1 number to 3.
Count +3=4 has a Remainder of 4. Move anti-clockwise 2 numbers to 2.
Count +2=6 has a Remainder of 6. This Remainder is the fourth Count.
Count +6=12 has a Remainder of 5. Move anti-clockwise 1 number to 4.
Count +4=16 has a Remainder of 2. Move 3 numbers clockwise to 5.
Count +5=21 has a Remainder of nothing (-) as it is a 7Multiple.
So the sequence of 6 Remainders each cycle is Remainder 1, anti-clockwise 2 numbers to
Remainder 4, anti-clockwise 1 number to Remainder 6, clockwise 2 numbers to Remainder 5,
clockwise 3 numbers to Remainder 2, no Remainder on the 6th Count, begin a new Cycle
having a Remainder of 1. Note just the movement around the Circle to find the Pattern. The
Pattern is completely reversed for anti-clockwise Counting. Pick a third Ring Remainder
from the lower Table, say 4, and note the Remainder Sequence clockwise 3 5 4 1 6 and
80
anti-clockwise 6 1 4 5 3 like a line along the third Remainder reflects the same sequence.
Since Counting down and around in a spiral is Cyclic Addition Step 1, the Cylinder
Remainder Patterns are perfectly mirrored. Practise with any Tier 1 Cylinder for Common
Multiple 1 to 69 to form this Remainder Pattern.
The Remainder Pattern with practise allows one to move freely through the Cycle with all
Steps 1, 2, 3 and 4 confidently. Without losing ones Count of where your up to within the
Sequence around the Wheel for a given unique Count.
25
20
30
Lets return to a demonstration of how to apply the simple

Remainder Laws with Step 2: Place Value and Step 3: Move
Tens. The Table below is a simple 2 Cycle Count with
Common Multiple 5. Note also our new Remainder Pattern.
15
10
Place Value
20
20
45
30
15
50
30
20
65
15
5_
Remainder U
20
10
15
20
-
10
35
15
35
15
5_
15
30
35
Count
Remainder T
Move Tens
Remainder
7xMultiple
75
20
5
5_
25
5_
15
5
70
105
5
10_
5
10_
30
105
125
25
5_
5_
25
10_
30
20
105
150
25
25
10_
15
10_
30
10
140
155
5
15_
170
20
15_
5
15_
10
15
140
20
15_
10
30
140
180
10
20
15_
30
15_
10
5
175
Lets look at just the 4 simple Laws to apply a Remainder from 2 number Place Value Sets.
The Count 45 =30+15 match to the Wheel Law 3 Numbers two apart the Remainder is the
number in the middle R=10. The Count 50 =30+20 match to the Wheel Law 2 Numbers
one apart move round clockwise three numbers R=15. The Count 150 has units=25+25
match to the Wheel Law 1 move clockwise 2 numbers R=15. Count 105 has a Remainder
Units=5 and a Move Tens=30 Law 4 Numbers 3 apart on the Wheel yields a 7Multiple.
Pair up Remainder Units with Move Tens on the Wheel to find the final Remainder for each
and every Count. Follow these 4 Remainder Laws. 65 Law 1, 75 Law 2, 105 Law 4,
125 Law 3, 150 Law 3, 155 Law 3, 170 Law 3, 180 Law 2 and 210 Law 4.
Handling Place Value Sets with 3, 4 and 5 Numbers see the book or pdf A New Invention:
Cyclic Addition. Basically simple positional addition around the Wheel can be used. Most of
the time opposites 3 apart around the Wheel can be eliminated as they = 7Multiple.
Note the Pattern of Remainders in the first Cycle is identical to the second Cycle. As the
Remainder Pattern remains constant this provides a stability and likeness of one Cycle to the
next, and next and so on. This is important as the Remainder Pattern for each Count Sequence
is unique for all Tier 1 Cyclic Addition. Higher Tier Cyclic Addition makes the most of this
fact and inter-twines the 7Multiple position with the Remainder.
81
210
10
10_
10_
10
20_
25
210
The Cyclic Addition Step by Step journey finalises with Step 5: 7Multiple.
This Step introduces a higher Order Number of the same Wheel as Steps 1, 2, 3 and 4. This
higher Order is in fact the next Tier of the same Common Multiple. For example Counting
with Common Multiple 2 Wheel, the 7Multiple is simply a number from the Common
Multiple 14 Wheel.
There is a direct relationship between the Count and this higher Order. Each Count is
obedient to the formula Count Remainder = 7Multiple. The Count is always linked to
the nearest 7Multiple via the Remainder. Often the 7Multiple has a strength
mathematically that keeps the Count in check. As the Count differs from the 7Multiple only
by a Remainder. And at the end of the Cycle the Count = 7Multiple.
5
4
6
27
33
36
38
41
2
26
30
39
21
35
35
28
28
25
28
35
21
36
42
21
28
42
21
21
28
28
35
42
32
29
37
21
35
42
26
33
42
28
23
38
21
21
27
32
42
35
42
30
24
36
21
35
42
27
34
42
35
22
40
21
28
31
37
42
28
25
31
Lets demonstrate visually how the 7Multiple sits

underneath the Count. Again varying only by the Remainder.
Remember the Table of two Cylinders above, one with the
Count and the other Remainder. Lets continue the Count for
the second Cycle. The Cylinder at the top is the Count, and
underneath shows the corresponding 7Multiple.
Look for Patterns in both Tables, especially the Rings and
general position within a Cycle.
28
35
35
42
42
Lets look at the 7Multiple Cylinder two ways. The first Patterns of 7Multiple in a 6
number Count Sequence. The second Patterns around the Ring.
The Pattern of the Clockwise Counts show either 2, 3 or 4 21s as 7Multiple if you include
the previous Cycle. Also 1, 2 or 3 28s as 7Multiple and 1,2 or 3 35s as 7Multiple. And
finishing the Cycle with 42s as the Count = 7Multiple.
There are six Patterns of Clockwise 7Multiple that are identical to six Patterns of
Anti-clockwise 7Multiple. This follows the Remainder Pattern from the previous Table.
82
Thus when Counting in a particular direction, for a number of Cycles, one can expect the next
7Multiple to have these Patterns each and every Cycle.
Note simply also that when the Remainder increases the Count has the same 7Multiple as
the previous Count. When the Remainder deceases the Counts 7Multiple increments by
7Common Multiple. This is a simple way to track the Pattern of 7Multiple.
The second form of Pattern is with the Cylinder Ring. There are 6 Rings to a Cycle. Follow
along with the lower Cylinder. The first Ring has a Pattern of the previous end of cycle
7Multiple Count. The second Ring has 3 21 and 3 28. The third Ring has 28 35 28 28
21 28. The fourth Ring has 3 35 and 3 28. The fifth Ring has 6 35. The sixth Count or
end of cycle has 6 42.
Note also the Ring follows Laws of the Cylinder discussed earlier. That opposite sides of the
Cylinder on the same Ring all Add to the same 7Multiple. Thus by this Law the pairs of
7Multiple spaced three apart on the same Ring are all equal. For example The third Ring
28 35 28 28 21 28 look at those that are three apart 28+28=35+21=28+28=56.
Three of the Counts, in the Cycle of 6 Counts, share the same 7Multiple for each Ring.
These are the first, fifth and sixth Counts in a Cycle. Thus if one concentrates on the Pattern
of the other three positions within the Cycle, the Pattern of 7Multiple increments becomes
manageable.
This undercurrent of the 7Multiple supporting the Count is fundamental to the Hierarchy
and higher Order of Cyclic Addition. Before one Counts with the next Tier of the same
Common Multiple, one has already presented a 7Multiple to begin the next Tier 2.
So the 7Multiple gives a reference to the Counts place, position and order amongst pier
Counts from the same Wheel. Thus when reviewing a Cylinder, derived from a Wheel, its
highly recommended to connect the Count Sequence to its 7Multiple.
The 7Multiple shows a clearer workings and model of how the Common Multiple works.
For example Common Multiple 1 has a 7Multiple of Common Multiple 7. The Common
Multiple 7 shows patterns that reveal all number clearer than Common Multiple 1. Likewise
Common Multiple 2 has a 7Multiple from Common Multiple 14 which perfects patterns and
the true structure of the 2 clearer than the Common Multiple 2 alone.
Thus the second Tier of Common Multiple 1, 2, 3, 4, 5, and 6 is merely Cyclic Addition with
Common Multiple 7, 14, 21, 28, 35 and 42 respectively. Tier 2 has this direct connection with
Tier 1 from the 7Multiple of the lower Tier.
From the example above all members of the Common Multiple 7 Wheel are given with a 2
cycle Count from Common Multiple 1. Declaring the Step 5: 7Multiple along the way. A
7 cycle Count with Common Multiple 1 is to 147 this presents a 7Multiple or a Wheel of
Common Multiple 7 for a whole cycle. So the effort put into Tier 1 Step by Step assists the
mathematics of the higher Tier 2 Cyclic Addition.
This is mathematically expressed in the Wheels book or pdf on the CD-Rom. Showing the
first 7 Tiers for all Common Multiple 1 to 69. Practise this Step 5: 7Multiple with any
Cylinder found on the CD-Rom pdf Cylinder.
83
So in summary to present A Pedagogy for Number requires Cyclic Addition Step by Step
Mathematics.
To start in lower Primary use the Circular Object Count. Introducing Circle and Sequence
along with traditional Object and Count with small Number.
Progress to Counting with mini-wheels onto NumberGrids. Mastering the spacing of the
Common Multiple for each mini-wheel. Introducing Tools of Wheel, Pattern,
Operation +, Sequence, Common Multiple all with Circle. So the basics prepare the child to
receive Cyclic Addition with 6 Number Wheels.
Continuing on with Cyclic Addition Step by Step Mathematics. The 5 Steps as detailed above
are designed to bring together all the Mathematics with the complete ToolKit.
Step 1: Counting is continuous Addition with the Wheel. Shown best by use of the Cylinder
Tool. This brings all Number of a distinct Common Multiple together. This aids Pattern
making and bringing like Number all together in one place the Cylinder.
Step 2: Place Value applies a mini-wheel with 1 to 5 Counts to form a Set. Place Value Sets
are built for Units, Tens and Hundreds. Place Value proves each Count belongs to the Wheel
from where it was formed. Again applying the ToolKit strengthens the Wheel and all
mathematical Tools. Place Value prepares Cyclic Addition for finding a Remainder.
Step 3: Move Tens applies the Wheel Sequence to all Place Value Sets outside the Units.
Treating the whole Wheel as a Remainder Sequence of 6 numbers. Further preparing all
Place Values for the Remainder Step.
Step 4: Remainder searches for Patterns and Laws to find a single Number that joins the
Count to its 7Multiple. Applying the link of subtraction with Count Remainder =
7Multiple. Remainder assists Cyclic Addition in many mathematical ways, one being to
confirm the accuracy of the Count Sequence.
Step 5: 7Multiple shows a Counts place, position and order amongst all other Counts. The
7Multiple presents the next higher Order to a Count. This Order links Wheels with a
hierarchy of a Tiered Structure.
Mastery of these Steps is supported by a WorkBook pdf found on CD-Rom. For finer detail
on the Cyclic Addition Step by Step Mathematics see book or pdf A New Invention: Cyclic
Addition. Most of the title Prophetic Design for Number from Cyclic Addition
Mathematics is presented right here in this book.
The Teacher and student have the opportunity to explore and discover Perfect Number from
Cyclic Addition. This Perfect Number is used right through all other strands of Mathematics
and all other Subjects in Primary and Secondary School and beyond.
This Prophetic Design for Number may have a long introduction time in years. All worth the
wait to create something Perfect from a perfect original invention: Number.
84
The creation and form of the Cyclic Addition Cylinder

Lets introduce the creation and form of the Cyclic Addition Cylinder from scratch. As it is a
major Mathematical discovery. Treat the workings of the Cylinder as a formal Opening
Ceremony of both Mathematics and Art of Number. Its up to all who come into contact with
Cyclic Addition to explore the Cylinder. To fathom its mysteries of Number and latent
potential contribution to Mathematics as a whole. Without further ado heres the Cylinder.
The Cyclic Addition Mathematics is only complete with a comprehensive study of the
Cylinder. Thus this chapter also completes the Pedagogy of Number. As the Cylinder can be
seen visually and mathematically as the pinnacle of Whole Number. The Cylinder works with
all the ToolKit, all the hierarchy of Wheels and all Cyclic Addition.
To start lets use Tier 1 Cylinders. Each Cylinder uses just one Cyclic Addition Wheel. Each
Cylinder has just one Common Multiple. These range from 1 to 69. It is strongly
recommended to follow along this journey with a physical Cyclic Addition Cylinder. Choose
a Common Multiple that youre confident with, the Common Multiple 1 being the simplest.
As the shape is a cylinder, please do justice to the Mathematics and present the 3D-shape.
Common Multiple 1 to 7 are quickly built from the pdf Cylinder on the CD-Rom. Thus this
chapter assumes the teacher and student follow along with at least one Cylinder.
The Cylinder shape of all the Whole Number is in a 12 pointed circle moving down the
Cylinder. The Cyclic Addition Wheel of 6 numbers is the first Ring around the top of the
Cylinder. This Wheel is the Common Multiple used throughout the Cylinder.
The Cylinder has 4 visual aspects to present Mathematics. The first is the Ring. A Ring is a
circle of 6 numbers laterally around the Cylinder. The second is Counting with the Wheel
Clockwise spiralling diagonally down and around the Cylinder. The Third is Counting with
the Wheel Counter-Clockwise spiralling diagonally down and around the Cylinder in the
opposite direction. The forth is the vertical Whole Number moving straight down the
Cylinder on one of the 12 points of the Circle.
The Cylinder has a practical A4 Page design rolled and sticky taped to form a Cylinder. The
Cylinders can be found on the pdf Cylinder file on the CD-Rom. Otherwise create within
excel again found on the Make your own Cylinder xls file on the CD-Rom. For practical
reasons only an A4 page Cylinder has only 32 Counts or just over 5 cycles in length.
Each Cylinder represents the complete Whole Number Mathematics of Cyclic Addition
Counting. A Common Multiple Wheels Mathematics can be completely explored to the
length of the Cylinder. All inter-relationships of Whole Number with this one Common
Multiple are shown.
Each Cylinder has 12 Counts on it. 6 of these, starting at the top of the Cylinder, spiral
diagonally down and around in a clockwise direction. The other 6, again starting at the top,
spiral diagonally down and around in a counter-clockwise direction.
One can follow the Cyclic Addition Step by Step Mathematics with the Cylinder. Start at any
position at the top of the Cylinder and Count. Rotate the Cylinder clockwise and move down
a ring each Count. In exactly the same form as a single Count sequence, the Cylinder presents
all 12 Counts. Together.
85
One can perform all 5 Cyclic Addition Steps. The Count, Place Value, Move Tens,
Remainder and 7Multiple. Then move to the next Count down and around the Cylinder.
Typically the minimum Mathematics presented with a Cylinder might be just the Count or
just the Remainder. However with completeness and Laws of Cyclic Addition all 5 Steps are
used. The 32 Counts or 5 and a bit Cycles for each Count Sequence is long enough to show
significant Mathematics of the Common Multiple.
Mathematical Patterns of a Cyclic Addition Cylinder
Each Cylinder is derived from only 1 Wheel. The same Wheel is found in the top Ring. The
first 6 Rings form the first Cycle for all 12 Count Sequences. The second 6 Rings form the
second cycle and so on. Each Ring, except for cycle end Rings or every sixth Ring, has a
Remainder Pattern of exactly the Counting Wheel. This Pattern is present on every Tier 1
Cylinder.
There are 12 Counts on a Tier 1 Cylinder. Any one of six clockwise Counts contains both
whole Number for that Count Sequence and whole Number from all other anti-clockwise
Counts. In fact any single Count clockwise also has a likewise Count anti-clockwise. The
next Count clockwise in sequence is found on another Count in the anti-clockwise direction.
See any Tier 1 Cylinder for an example of meshing of Count sequences in both directions.
There is perfect spacing by the Wheel when following two Count Sequences in the same
direction on the Cylinder. This spacing can be 1 Number apart to show a constant difference
of a Wheel Number. Spacing can be wider than 1 apart however following the two Counts
spiralling around the Cylinder becomes progressively more difficult. For example see any
Tier 1 Cylinder.
The most important and consistent Pattern is the 12 Counts on the Cylinder. These provide a
whole view of the Common Multiple. Unlike the single Counts produced one at a time. In
fact the Cylinder provides scale and partner Counts on the same Ring along any one Count.
As with a single Count Sequence the Cylinder joins all Counts by the Wheel. Meshing
opposite directions as one Counts and spirals around the Cylinder. This is an incredible feat
of Circular Mathematics unseen before. As a flat page presenting all 12 Counts together like
the Cylinder cant express the Mathematics as clearly as the Cylinder.
The Counting Sequences provide a Remainder Pattern each Cycle. Submitting as always the
Count to a higher Tier of the same Common Multiple. There are 6 Remainder Patterns for
clockwise Counts and the other 6 are the reverse of the clockwise Counts. So the Remainder
Pattern provides natural resistance to the direction, clockwise or anti-clockwise, of any one
Count.
The vertical Whole Numbers on the Cylinder also show strange Patterns. By calculating the
difference between two vertical Counts Patterns are shown. Two types the vertical difference
are shown. As one moves down the Cylinder there is a Pattern of 6 Numbers forming
14Common Multiple by adding any three apart. As one moves between pairs of verticals in
a diagonal direction there are odd numbers Common Multiple by again three apart. These
odds from 9 to 19 pattern vertical differences all the way around the cylinder. Strange that
another part of Cyclic Addition, Pure Circular Fractions use just these odd Numbers as well.
86
The vertical Patterns also join with Ring and position within a Cycle. The first and fifth
Rings, of any Cycle, are vertically 14Common Multiple apart. The second and fourth Rings,
of any Cycle, are 7Common Multiple apart. The fifth Ring and next Cycle first Ring are
apart by 2Wheel. Note also the Counts that join these two vertical Numbers. In essence
uniting one Cycle with the next. Enabling simple positioning within a Cycle of 6 Counts.
The joining of one Ring to the next Ring also has Patterns. Moving from one Ring to the next
is via all 6 Number from the Wheel in rotation sequence. Within any one cycle there are 6
Rings. The first ring provides 3 numbers exactly the same with the same Remainders to the
second Ring. Likewise the second provides 3 Numbers to the third. Likewise the third
provides 3 Numbers to the fourth. Likewise the fourth provides 3 Numbers to the fifth Ring.
The sixth Ring is all the same 7Multiple Number. See Cylinder for illustration.
As two Numbers on opposite sides of the Cylinder = 7Ring NumberCommon Multiple.
The consecutive Rings sharing 3 Numbers in Sequence also share 7 apart for the other 3
Numbers in Sequence. The first Ring, within a Cycle, has 3 Numbers in Sequence. These 3
Numbers + 7Common Multiple on each equals 3 Numbers in Sequence on the second Ring.
This Pattern follows the previous paragraph for Rings first to fifth in any Cycle.
The 7Multiple sits underneath the Counts differing by the Remainder. The first Ring of 6
Numbers all share the same 7Multiple. The fifth Ring of 6 Numbers all share the same
7Multiple. As they are only a Wheel Count away from the end of Cycle 7Multiple Count.
The 12 Counts are with Cyclic Addition. However Multiplication of the Common Multiple
is shown throughout. And with Cyclic Addition Mathematics of Place Value Division is also
shown. Lets consider Multiples of all 6 Wheel Numbers within the Cylinder. For Common
Multiple 1 one can follow the multiples of one of 1 3 2 6 4 5. Usually tracing a Count
Sequence spiralling around the Cylinder. Each Multiple of the Common Multiple has a
distinct Pattern of Remainders to present perfect Mathematics within the Cylinder.
The Patterns of any single Tier 1 Cylinder are complete to the length of the Counts. This
completeness is perfect in every way. All multiples of the Common Multiple are
mathematically perfected by their presentation amongst others on the same Cylinder.
Perfect also with its inter-relationship with other Cylinders. A magnitude and increment of a
Cylinder is unique for every Common Multiple. Showing scale of Whole Number across
Cylinders is as important as the Cylinder Mathematics alone. Number is also Perfect with this
scale. Number within any one Cylinder contains other multiples from 1 to about 105.
Number across Cylinders shows Common Multiple1 to Common Multiple105. The
Common Multiple being from 1 to 69 Tier 1 Cyclic Addition.
The effort put into mastery of a Cylinder with a particular Common Multiple shows in other
Common Multiples and higher Tier of the same Common Multiple.
Mathematical Laws of the Cyclic Addition Cylinder.
Detailed Cyclic Addition Laws can be found both in the book A New Invention: Cyclic
Addition and an old book Cyclic Addition Create Number from Numerals Mathematical
Laws and Practicals. These indeed do justice to Cyclic Addition Laws with English.
87
The Laws of just the Cyclic Addition Cylinder follow. The mathematical shape of the
Cylinder shows all 12 Tier 1 Counts for the Common Multiple. The numerals should be
practically large enough to view at arms length. Spaced around the Cylinder evenly to show
12 columns of Number. Ideally the columns should not overlap. Thus creating a diagonal
Count formation for all 12 Counts. 6 spiralling clockwise and 6 spiralling anti-clockwise.
A Tier 1 Cylinder starts all 12 Counts at the top Ring. The second Count is the second Ring,
the third Count is the third Ring and so on. In fact the next Ring down is always the next
Count no matter the Tier. This Law aids navigation of Number with all Tiers.
Proof of the Accuracy of the Cylinder is with Ring and Count. Every Ring for a Tier 1
Common Multiple has a Remainder Pattern of exactly the Wheel. Again this Wheel is the
very first Ring. So the Wheel Sequence aids any Ring of 6 Numbers. All 12 Cyclic Addition
Counts on the Cylinder are subject to established Cyclic Addition Step by Step Laws.
To recite a Cylinder Count one can cover the next Count. Use Cyclic Addition Mathematics
and work their way spiralling around the Cylinder. Again following the Step by Step method
of Count, Place Value, Move Tens, Remainder and 7Multiple; Count by Count. This proves
each of the 12 Counts in both directions around the Cylinder. Proving and perfecting the
Common Multiple.
There might be a reason to create a longer Cylinder. The current A4 Page rolled into a
Cylinder shape is only 32 Counts 12 Count Sequences long. This should not limit a longer
Cylinder presenting 7 cycles (42 Counts).
Above all the Cylinder is highly practical Cyclic Addition Mathematics. Holding the
Cylinder and rotating it for the next Count or review should be simple and easily controlled.
Rotation is a way of viewing something. Like that of a tree, a flower, the sky at night, a car in
a round-a-bout, a candle, dancing, a volume button, a lazy susan, a bowl, a wine glass, and a
compass. Many examples prove the circle and its rotation are a perfect presentation of the
subject.
In this 3D shape and form mastery of Whole Number with Tier 1 Cylinders is within the
reach of many children, young adults and teachers.
How to create a Cylinder for Tier 1, Tier 2 and Tier 3 Common Multiples.
Cyclic Addition Mathematics has a Hierarchy of Tiers. Tier 1 being the lowest and simplest.
Tier 1 Cylinders have been discussed at length. Tier 1 Common Multiples are created with
just 1 Cylinder each with 12 Counts. Once the Tier 1 Cylinder is mastered one moves to a
Tier 2 Cylinder.
Tier 2 Wheels are exactly 7 a Tier 1 Wheel. A Tier 2 Wheel has 4 Cylinders to express all
possible Counts. There are 28 Counts to a Tier 2 Wheel. One Tier 2 Cylinder is simply 7 the
Tier 1 Cylinder presenting 12 of 28 Counts. Two other Cylinders each have 6 Counts
presenting a further 12 of 28 Counts. And finally a single Cylinder smaller in diameter and
Ring comprising 4 of 28 Counts. In total 12+12+4=28 Counts. All Counts should be applied
with equal eye without prejudice or preference.
88
The Tier 2 Cylinders are all formed from either just one Tier 2 Wheel or a beginning of the
Tier 1 Wheel and the Cylinder starts where the Count connects to the Tier 2 Wheel. So
essentially all 4 of the Cylinders present Whole Number from a Tier 2 Wheel only. See the 4
Cylinders of Tier 2 Common Multiple 1. Note how each of them start and how many Counts
are present on each Cylinder.
Once Tier 2 of a Wheel is mastered move on to Tier 3. Tier 3 of the same Common Multiple
has also 4 Cylinders complete. There are 42 Counts in all. 21 Counts spiralling clockwise and
21 Count spiralling anti-clockwise. One Cylinder uses just the Tier 3 Wheel to create 12 of
21 Counts. Two other Cylinders use both the Tier 1 and Tier 2 Wheels to connect to the
Cylinder start. These two Cylinders each have 12 Counts in a shape and form just like the
Tier 3 Cylinder alone. The fourth Cylinder is smaller in diameter and Ring comprising of 6 of
42 Counts. In total 12+12+12+6=42 Counts. Again all Tier 3 Counts should be applied with
an equal eye without prejudice or preference.
The Tier 3 Cylinders thus show only Number with Cyclic Addition Counting from just Tier 3
Wheel only. Three of the 4 Cylinders start where Tier 1 and Tier 2 connect to Tier 3
Counting.
The best illustration is shown by the 4 Tier 3 Cylinders themselves. Showing how 36 of the
42 Counts use all 3 Tier 4 Cycle end Counts. i.e. All Tier 4 Counts on these Tier 3 Cylinders
are shown as cycle end. This forms three of the four Cylinders. The fourth Cylinder has no
Tier 4 Counts at all. This Cylinder has a vertical aligned Ring of a Remainder Pattern that
follows the Tier 3 Wheel. The whole way down the Cylinder.
The Tier 3 explores further the same Common Multiple as Tier 1 and Tier 2. These 4
Cylinders have Patterns that cannot be expressed by Tier 1 alone. The Patterns of the
Common Multiple are with 4-5-6 numeral Whole Numbers. Requiring a greater degree of
Cyclic Addition skill and talent to master.
Tier 4 and higher Tiers also have 4 Cylinders for each Common Multiple. Essentially these
Cylinders are exactly 7 the size or magnitude of Tier 3 Cylinders. These Cylinders and their
corresponding Counts are with Wheel 343Common Multiple. Tier 5 with its 4 Cylinders is
with Wheel 2401Common Multiple. And the Pattern of how Cyclic Addition presents a
Common Multiple is shown by the Wheels pdf presenting 7 tiers for each Common
Multiple.
To master higher Tiers 2 and Tier 3 and above one can read the Chapter Hierarchy in the
book A New Invention: Cyclic Addition. This explores the discipline and Laws to follow
and reach the Mathematics of these higher Tier Cylinders. Once understood the Mathematics
of creating any Cylinder from the Cylinder pdf on the CD-Rom becomes perfect. The
Chapters Hierarchy and Mapping actually set up the groundwork for the formation of
Tier 2, 3, 4 and 5 Cylinders. See the last 3 pages for examples of complete Tier 2 and Tier 3.
Thus the exploration into Whole Number with the Cylinder is infinite. The Cyclic Addition
Cylinder provides a mathematical pathway of just Whole Number. This exploration allows a
concentrated effort into one Common Multiple at one time. All the Patterns one has ever
thought of with Number are present with Cyclic Addition. The Cylinder, being the most
practical 3D-Tool, integrates the rest of the ToolKit whilst performing Cyclic Addition
Mathematics.
89
A Prophetic Number System supporting and perfecting the Hindu-Arabic System

Lets take stock of where we are with our current day Number and the introduction of
Cyclic Addition Number.
Weve noticed the current day Number relies upon Base 10 Number and the Zero to
preserve our Hindu-Arabic numerals forming Whole Number. This preservation is by way of
Words representing Number and expanded notation of Number.
Remember our Base 10 Table in Topic#1 Zero used to create any 1 to 4 digit Number.
Noting the inconsistencies of Names for Numbers and the Zeros within a Number.
Cyclic Addition addressed this problem with Step 2: Place Value and a chosen Common
Multiple. All the while a Number still retained its original mathematical qualities.
The Current Day Number Patterns show limited sequences of Number again supporting
only Base 10 place value manipulation.
Cyclic Addition addressed this by Step 1: Count with a chosen Common Multiple. The last
Count was 1008. This Number, 1008, had many factors and Cyclic Addition presented a way
to reach 1008 with Mathematics and Common Multiple.
The Current Day showed use of many Zeros in expanded notation. Our examples again
from Topic #1.
Cyclic Addition addressed the issue of excessive reliance again on the Zero with correct use
of the Zero forming a numeral in any place value position except for the leftmost. By
applying Step 1: Counting with several Common Multiples the numeral Zero was given a
perfect union with all other numerals. Perhaps, arguably, for the first time since its original
invention.
The Current Day suffers from a holistic way of presenting Whole Number to the school
Mathematics curriculum. Note the effort put into teaching Number from Chapter 5 The
Current Day ToolKit.
Cyclic Addition concentrates effort on just Whole Number. By applying the ToolKit of
Wheel, Pattern, Operation + , Sequence, Common Multiple, Circle and Cylinder
constantly. The mathematician can master aspects of Whole Number that were previously
impossible.
Cyclic Addition 5 Steps progress, in unity, through aspects of Whole Number to present like
Number with like, Pattern Number with Pattern, and ToolKit Number with ToolKit. The
5 Steps of Counting, Place Value, Move Tens, Remainder and 7Multiple show a
mathematical discipline to mastery of Whole Number.
Cyclic Addition contributes greatly to the Current Day challenges of place value
numeration and trading (or carrying) from one place value position to the next. Just these two
aspects of Whole Number justify the worthiness of Cyclic Addition to support Current Day.
90
Cyclic Addition aids memory by consistent use of the 5 Steps alongside the ToolKit with just
one Common Multiple at a time. The child receives the qualities of Number and Common
Multiple clearer than anything from Current Day.
The growth and progression of Cyclic Addition is also universal. From Object Counting, to
Mini-Wheels onto NumberGrids, to Cyclic Addition 5 Steps all apply the ToolKit in some
way shape or form. The ToolKit becomes finer and finer Mathematics supporting Cyclic
Addition. Investing effort and skill in one Wheel with Cyclic Addition instantly translates
into effort and skill in another. Likewise mathematical navigation with one Cylinder can be
applied to any other. Work on a lower Tier 1 of the Hierarchy perfectly prepares one to
mathematically act with Tier 2 and above. All in union and all Whole Number.
Cyclic Addition Cylinder from the previous Chapter The creation and form of the Cyclic
Addition Cylinder shows just how perfectly ordered and structured Whole Number is. Its
amazing just how much knowledge and Pattern can be gleaned from a Cylinder. Presenting a
purposeful and practical form to Whole Number. One can make as many Cylinders as one
chooses.
Exploring Whole Number becomes a lifelong journey of infinite awe and wonder.
Cyclic Addition parallels Base 10 Number with Mathematics and the 10 Hindu-Arabic
Numerals. The ToolKit is scarcely used with Base 10 current day Number. And the Zero,
overemphasised with Base 10 Number, is used by Cyclic Addition in a perfect way.
Lets continue this parallel journey with an overview example.
First take the Table in Topic #1 again which is used to create a 1-4 digit Number. Any
Number can be made. The Zero in the Table of Tens, Hundreds and Thousands supports
current day Place Value and essentially the form of Number.
Second take the Table below of just Base 7 using all of the 10 Numerals. Looks something
like this.
Tier 1
1
2
3
4
5
6
Tier 2
Tier 3
Tier 4
Tier 5
7
49
343
2401
14
98
686
4802
21
147
1029
7203
28
196
1372
9604
35
245
1715
12005
42
294
2058
14406
Now any Number from 1 to slightly over 10,000 can be created the same way. Picking at
most one Number from each of the Tiers 1 to 5. Whats missing is a Place Value mechanism
to join the Tiers together. There is at this stage none of the Cyclic Addition 5 Steps nor a
ToolKit. Lets now change the Sequence of each Tier into
Common Multiple1 3 2 6 4 5. Now the Table looks like the first 5 Tiers of Common
Multiple 1
Wheels.
Tier 1
1
3
2
6
4
5
Tier 2
Tier 3
Tier 4
Tier 5
7
49
343
2401
21
147
1029
7203
14
98
686
4802
42
294
2058
14406
28
196
1372
9604
35
245
1715
12005
Now these Wheels, as the story progresses, so to does the ToolKit and Cyclic Addition.
Now each Tier or Wheel of 6 Numbers is Circular. Still no Place Value mechanism.
91
However within each Wheels Circular Sequence is the Remainder Sequence for the next
higher Tier. i.e. Tier 1 Wheel is the Remainder Sequence for Common Multiple 7.
How do we use the Remainder Sequence ? Well the Cyclic Addition 5 Steps were invented
just with Counting and any Number to form a Remainder. Like raw fruit it was just messy
Number with other Number like current day Arithmetic.
Many Rules and Laws were made which included the Prophetic Design of the Cyclic
Addition 5 Steps. These Laws were to describe the Mathematical processes of Cyclic
Addition. Their Sequence, their use of the Wheel, the way Circle was applied and the ToolKit
was born. A standard set of Tools that are used with all Cyclic Addition.
After the raw fruit of Number with Counting came Place Value and Move Tens. A
mechanism to drive the joining of place value positions within any Count. The Wheel became
a permanent Tool ever present with all Cyclic Addition.
So any Number from a Wheel Count could have a Place Value Set for each place value
position. This was a major leap forward in creating the 5 Steps Cyclic Addition mathematical
discipline.
So Cyclic Addition became infinite as the Hierarchy of Wheels developed. Other
Mathematics was used to support the creating of Common Multiples 1 to 69. And their higher
Tiers 1 to 7. Found on the Wheels pdf on the CD-Rom.
The potential arose to see that mastery of a Common Multiple was not endless Counting,
rather applying the ToolKit and working with higher Tiers. Counting was practically given a
boundary of 7 cycles. This aided consistency and the formation of Patterns.
The amount of work to navigate through 69 Common Multiples and their higher Tiers was
and still is an infinite task and journey.
With some skilful spreadsheeting by combining Count Sequences of both directions around a
Wheel the Cylinder was born. This became an invaluable tool for the numerical
mathematician. Making some of them up with just a simple A4 page.
How to teach Cyclic Addition with a local emphasis manifested this book and others.
Delivering by hand to schools, emailing to learned Mathematicians and scholars and text
book writers across Australia became a priority. So there is a balance between this form of
communication and just simply enjoying the perfection and purity and blissful state of
working with this New Invention: Cyclic Addition Number.
The works of Cyclic Addition has matured to a presentable form. Thus the full title of the
previous book A New Invention: Cyclic Addition Mathematics that repairs and perfects An
old Invention: Number. Does justice to the Mathematics required to reach a higher level of
practise and wisdom with Cyclic Addition.
This book A Prophetic Design for Number is a complement to A New Invention: Cyclic
Addition. Showing the way to unite the current day Number Mathematics with Cyclic
Addition. Forming Tools to support both. Using the K.I.S.S. formula along the way.
92
Uniting of Cyclic Addition Number with Rational, Fibonacci and Exponential Number
This book A Prophetic Design for Number has intentionally concentrated effort on juts
Whole Number. Introducing Cyclic Addition Mathematics to sit side by side of current day
Whole Number. This last chapter shows how to unite other forms of Mathematics that use the
Hindu-Arabic numerals with Cyclic Addition.
To appreciate the literal perfection of Cyclic Addition Whole Number lets show how it
unifies with Rational Number, Fibonacci Number and Exponential Number.
A great deal of work and effort has gone into the book A New Invention: Cyclic Addition, a
book or pdf on the CD-Rom. Read chapters Rational Number, Fibonacci Number and Pure
Circular Fractions. This book delves deeply into these three areas of Mathematics and how
they present the 10 Hindu-Arabic numerals. So this chapter shows no new material. Its all
illustrated and presented in these 3 chapters.
Thus the Mathematics on how to arrive at these types of Number is left to A New Invention:
Cyclic Addition. This book is to merely brief with illustration on whats possible with Cyclic
Addition Mathematics.
Firstly Rational and Exponential Number together with Pure Circular Fractions.
Cyclic Addition can show all numerators for a denominator in one complete set of Fraction
Sequences. Sounds amazing. These are called Pure Circular Fractions. They have a
denominator of units 9. i.e. Denominator of 9, 19, 29, 39, 49, 59, 69 And these fractions
can be created with just one Number, like a Common Multiple. Lets show two of these
denominators. One is found in Topic#10 page 66 forming fractions of 7 and 49. The other,
shown below, is fraction 19.
.
5 2 6 3 1 5 7 8 9
1
1 1 1 1
.
4 7 3 6 8 4 2 1 0
1
1 1
1
Treat the units of the above 18 number Circular Sequence as a fraction sequence. To find
any decimal fraction of denominator 19, merely place a decimal point to the right of the
numerator. For example 12/19, find 12 the second number from the left, place a decimal point
right and fraction away. 12/19= 0.631578947368421052 circulating these 18 numerals.
This Pure Circular Fraction shows many aspects of our familiar ToolKit used in Cyclic
Addition. Its Circular, it has a consistent Sequence when acting with it mathematically,
Operations + are used to make it, the Patterns from it produce perfect infinite decimal
fractions of 19, and its made with just a Common Multiple like number 2.
The Pure Circular Fraction also has a method of completion. By Adding the two rows or
numbers 9 apart, the fraction is completed. i.e. 19/19=1.
93
This type of Fraction supports Exponentials of only 2. Starting only at one of the 19 Numbers
above. Move left and down a line for the next higher Exponential of 2. See diagram below.
Though the example starts at 1, any one of the 18 numbers suffice.
.
.
0 5 2 6 3 1 5 7 8 9 4 7 3 6 8 4 2 1
1
2
4
8
1 6
3 2
6 4
1 2 8
2 5 6
5 1 2
1 0 2 4
2 0 4 8
4 0 9 6
8 1 9 2
The exponentials join the fraction line of the Pure Circular Fraction via Addition. Surprise
yes Addition. Complementing the whole emphasis of Cyclic Addition. Like all exponentials
of 2 can be completely expressed in both Whole Number and Fraction.
Provided one follows the Cyclic Addition Laws for forming a Pure Circular Fraction, one can
master these perfect and unified Sequences and their application to Cyclic Addition.
These Fraction Sequences for Denominators 9, 19, 29, 39, 49, 59, 69 are also presented by
Cyclic Addition Whole Number Mathematics. Certain Tiers of higher order Cyclic Addition
actually match partial bits of the Fraction with Whole Number Count Sequences. This is
explored in book A New Invention: Cyclic Addition Chapter Unify Whole Number with
Fraction.
The next page is straight from the Wheels pdf on the CD-Rom. The top line is from Pure
Circular Fraction 69. Its exponentials are Number 7. The consecutive exponentials represent
a Common Multiple Wheel Number. Underneath the Fraction and Exponentials are the
Wheels for the first 7 Tiers. These Wheels are treated as a Reference Page. And an aid to
inter-Tier Cyclic Addition Mathematics.
The three components of Cyclic Addition Mathematics are unified as One. The Pure Circular
Fraction, the Exponentials of 7 and the Wheels for a Certain Common Multiple. This unity
has guided the structure and foundation of Cyclic Addition Wheels. Thus when mentioned in
the ToolKit, follows this medium. For detailed Maths see A New Invention: Cyclic
Addition.
94
.
.
7536231884057971014492
1
7
49
343
2401
16807
117649
1 3 2 6 4 5
7 21 14 42 28 35
49 147 98 294 196 245
343 1029 686 2058 1372 1715
2401 7203 4802 14406 9604 12005
16807 50421 33614 100842 67228
84035
117649 352947 235298 705894 470596
588245
This Reference Page, 1 of 69, is in large print to aid Cyclic Addition all 5 Steps with higher
Tiers and the Mathematics involved between Tiers. Although presented in straight line
Wheels they provide a handy visual tool to guide the Mathematician.
See the whole pdf book Wheels on the CD-Rom for completeness.
95
Secondly Fibonacci Number together with Pure Circular Fractions.

Fibonacci Number can best be expressed as a Sequence of Whole Number. A special
Sequence showing an irrational number called the golden mean. To generate a Fibonacci
Sequence start with 1 and 1, Add the two numbers to create a third number in the sequence.
Then Add the second and third number to create the fourth in the Sequence. Repeat this until
the Golden Mean, which is the last number divided by the second to last number, is to a
satisfactory accuracy. Lets look at the Sequence and Golden Mean.
1
13
21
34
55
89 144 233 377 610 987 1597 2584
The golden mean is a ratio after 18 numbers = 1.618033813 This proportion is shown in
plant life, flowers like the Sunflower, branches of trees, pinecones, pineapples and many
certain proportions of the human body. In fact mapping of the area within a Circle is best
shown by Fibonacci Spirals, like 34 spirals clockwise and 55 anti-clockwise. See the internet
for golden mean or Fibonacci. This Ratio can be expressed as an irrational number.
Golden Mean = (sqr root(5) +1) 2 = 1.61803398874989
The Fibonacci Sequence shows a likeness to a Cyclic Addition Count Sequence. The
Fibonacci Sequence has a common ratio and the Cyclic Addition Sequence has a Common
Multiple. Both use Whole Number and a Sequence of Number.
The previous section shows the link between Cyclic Addition Wheels, Exponentials of 7 and
Pure Circular Fraction 69. Below is a Pure Circular Fraction 109 with the Fibonacci
Sequence. Thus a further parallel between Fibonacci and Cyclic Addition. And conclusively
1
1
2
3
5
8
96
6
4
4
7
7
2
1
6
7
9
9
4
6
8
7
1
5
8
5
0
5
8
1
6
3
1
7
8
4
5
9
3
5
2
4
1
1
1
3
7
4
3
2
7
0
deserves a mention in Cyclic Addition Mathematics. The Pure Circular Fraction 109 is only
partly shown. From the right 1 to the left 84. Note the Mathematics of Addition to unite
Fibonacci to the Pure Circular Fraction.
The Pure Circular Fraction 109 and Exponentials of 11 can also be shown. In fact the
exponentials of 11 put into a triangle looks like a Pascals Triangle. See illustration below.
1
1
1
1
1
1
15
21
20
56
1
1
10
35
28
1
3
10
5
15
35
70
21
56
1
7
28
1
8
Merely concatenate or join each numbers units as a numeral and carry the tens across. So
from the top 110 =1, 111 =11, 112 =121, 113 =1331, 114 =14641, 115 =161051, 116 =1771561,
117 = 19487171, 118 = 214358881. This is good practise to join numerals units and tens.
For those keen to explore other similar Triangles. Use the Pascals as a framework and
instead of adding two diagonals above add 2left diagonal + 1right diagonal. See below.
1
1
1
1
1
1
1
1
6
8
10
12
14
4
12
24
40
60
84
2
4
80
160
280
8
32
16
80
240
560
32
192
672
64
448
128
These form exponentials of 12 each row, just like the exponentials of 11 above. As the
exponentials of 11 can be mapped onto Pure Circular Fraction 109, so to exponentials of 12
can be mapped onto Pure Circular Fraction 119. Like Common Multiples from 1 to 69. These
exponentials can all be multiplied by 1 to 109 and still perfectly map onto the Pure Circular
Fraction.
This in essence joins a little of irrational number to Whole Number. The exponentials of 11
perfectly and the Fibonacci Sequence both map perfectly onto Pure Circular Fraction 109.
Uniting the Golden Mean found in nature with Cyclic Addition Mathematics.
For those wanting to delve further into the Mathematics of Pure Circular Fractions and
Fibonacci Number see book or pdf A New Invention: Cyclic Addition.
97
Whats on the attached CD-Rom

Read the same Chapter in book or pdf A New Invention: Cyclic Addition. There is an
amazing array of practical Mathematics in the pdfs Workbook and Guidebook of Cyclic
Addition.
What else has been added to the CD-Rom since last year ? Two major practical elements of
Cyclic Addition. The first is Circular Addition with Mini-Wheels onto NumberGrids. Found
in the pdf NumberGrids. The second is Cyclic Addition Cylinders. Many Common
Multiples and higher Tiers have been made and you can make your own from the spreadsheet
attached. See pdf Cylinders and excel file Make your own Cylinder.
Teacher Conclusion
Read both books A Prophetic Design for Number and A New Invention: Cyclic Addition if
you can make the opportunity. This books design asks one to question the existing rules and
Laws and education curriculum of Whole Number. And all Mathematics that is served by
Whole Number. And all Subjects at school that are also served by Whole Number.
The book strives to simplify the whole lot of Number. Reinforcing the ToolKit for memory
and Mathematics. From research these two books and CD-Rom will be the only opportunity
to be exposed to future Mathematics of Number. This ToolKit acting on Whole Number
appears nowhere else on the planet. Likewise the Step by Step Cyclic Addition.
Go over each Topic expressed in this book, for its relevance to Whole Number exploration
and navigation. Search for ways to teach Cyclic Addition as simple as shown.
The book A New Invention: Cyclic Addition is more of a knowledge and reference tool.
Being indeed a new invention. The books chapters are structured to become that constant
reference and guide to interpreting this new invention.
Above all the Mathematics should be educational and fun to learn. The form that Cyclic
Addition takes may vary slightly to master each Step. New knowledge with Laws to maintain
order and form are necessary. Start Cyclic Addition with absolutely nothing and introduce
components bit by bit and the inevitable creation of Whole Number will be from Cyclic
Addition.
Who receives this knowledge ? Primary Schools, High Schools, Secondary Schools,
Colleges, Text book writers, learned Mathematicians and Mathematics Associations around
Australia. This A New Invention: Cyclic Addition will remain Australian for as long as
possible or practical.
A Parallel of Word and Number. A single letter a single numeral, a word a number, a
sentence a Cycle, a paragraph a Count, a story a Cylinder Common Multiple. A journey with
discovery, born out of practical necessity for the future.
98

A Prophetic Design For Number From Cyclic Addition Mathematics

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A Prophetic Design for Number

A Prophetic Design from Cyclic Addition Mathematics

A Prophetic Design for Number from Cyclic Addition Mathematics

A Beginning for a childs Number

Circular Addition onto Number Grids

A Tool Kit for Cyclic Addition

Features of the current Hindu-Arabic Number System

The Current Tool Kit for Teaching Whole Number

Order of Operations + ( ) allows many mixed calculations to be put to some sequential

Lets introduce these other Cyclic Addition Steps with

Lets observe some Mathematics from the above arithmetic examples.

90 120 126 144 156 192 216 246 252

Common Multiple 8. Wheel 2 2 2 2 shows how evens contribute to multiples of 8. An that it

Place Value Set

Place Value Set

The first Law is two of the same, move around clockwise 2

How to recognise this Remainder Pattern. Lets use a simple

Lets return to a demonstration of how to apply the simple

Lets demonstrate visually how the 7Multiple sits

The creation and form of the Cyclic Addition Cylinder

A Prophetic Number System supporting and perfecting the Hindu-Arabic System

Secondly Fibonacci Number together with Pure Circular Fractions.

89 144 233 377 610 987 1597 2584

Whats on the attached CD-Rom

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