Vedic Mathematics Newsletter No. 109

A warm welcome to our new subscribers.

This issue’s article (at the end of the newsletter) is by Sari Gallegos a home schooling mother in the USA who took the most recent Teacher Training Course.

“The pace and clarity of the lessons made them a pleasure to view . . . I had no idea what to expect from a forum on mathematics.  In truth, I found the unexpected.  I found a community of creative, compassionate and encouraging students sharing their discoveries and their challenges.”





The next Teacher Training Course starts on 5th September 2016. Details here:


Note: we know some teachers of younger children may not need or wish to do the full course, and so for the first time we are offering a shorter course (5 weeks instead of 9). Please see the above link for details.

The next Diploma starts on 5th September 2016. Details here:


The next Calculus Course starts on 3rd October 2016. Details here:



3rd FREE WEBINAR – September 18th

The IAVM (Institute for the Advancement of Vedic Mathematics) announces its 3rd webinar: “A New Approach to the Teaching of Proportion” by James Glover

See http://www.instavm.org/  for details and registration (click on the 'Information' tab)



We are grateful to Sivaram Pasapati from Japan for taking the exercises from the Manual and putting them into a separate publication. This way teachers can give out a ‘Homework Manual’ or parts of it to their students.

See: http://www.vedicmaths.org/resources/books/free



We have done a batch of very young students of age group ranging from 9 to 12 years old during last 2 months in summer vacations. It is my first experience with such a young participants in Vedic Maths.

Good thing is that their response was amazing.

Students were in standard 4, 5, 6 and 7. At the beginning of the course, the youngest student was able to do multiplication of maximum 2 digit number with single digit number using conventional method but now he can do n digit multiplication in single line very fast with full confidence.

These students not only do multiplication very fast in single line but subtraction of large numbers very easily. They know how to check their answers using digital sum method.  They also learned addition and straight division.

One more thing we have done in that and that is tables, they learned the tables up to 100 mentally without writing it.

We taught them tables up to 100 with some activities and with some practice and each one of them are confident in table till 100.



By Deepti Rameswary


  1. Multiply the number with its first figure (proportionately sutra).
  2. Multiply the figures together and add this sum to the previous result.

This forms the first part of the answer.

  1. Square the last digit and it forms the last part of the answer. If there is any carry from this squaring, carry it to the first part of the answer.



  1. 5 ⯑ 56 =280 +
  2. 5 ⯑ 6 = 30

------------------ 310

  1. 62 = 36 , where 3 goes as the carry to 310 and 6 remains as the last figure.



  1. 4 ⯑ 48 =192 +
  2. 4 ⯑ 8 = 32

---------------------- 224

  1. 82 = 64 , where 6 goes as the carry to 224 and 4 remains as the last figure.


Note: The method also works fine with squaring of larger numbers but gets a bit more time consuming.


We are starting a series of fun methods from Michael Empeigne.


Find the average of the first 20 multiples of 7.

Solution :   (1 + 20 ) / 2 = 10.5 

and take previous answer and multiply it by 7.  ( 7 * 10.5 = 73.5 )

so the answer is 73.5

The sutras involved are "By one more than the one before" and "Proportionately".





A Journey into Vedic Mathematics

by Sari Gallegos                                                         

I recently had the pleasure of participating in the Vedic Maths Teacher Training Certification Program.  I have been a homeschooling parent for a quarter of a century, and it has been longer than that since I last studied mathematics.  I did my time, knew the basics, tripped my way through college calculus and forgot anything I didn’t have to remember.  Math, in my viewpoint, was a necessary survival skill, an accomplishment to claim and nothing more. 

Luckily, my three oldest children had a natural interest in mathematics, and were open and enthusiastic learners, as mathematics was the most “formal” of our homeschooling subjects.  After introduction to the basics, their natural curiosity led them to higher and higher levels of studies, until at some point, all three moved beyond my capacity to teach and comfortably continued their studies in college level math courses. 

Teaching my three older children (two daughters and a son) was never a struggle, and I was completely unprepared when my two youngest children did not share their enthusiasm. 

I tried everything I knew to re-frame math as interesting and to put an end to the sad expressions on their faces when we settled in to our lessons.  Nothing worked, and I could see the girls were starting to actually despise math.  We focused on other studies and I avoided teaching math directly with them for over a year, but they were getting older and putting it off did not change the fact that they needed to learn mathematics to navigate into adulthood.  The extended break added a new complication.  They had forgotten the basics, and now they needed to gain confidence that they were capable of understanding math. 

When I first learned about Vedic mathematics I recognized Bharati Krishna’s insights as a work of art.  Inspired, I began incorporating Vedic methodologies into my daughters’ learning plans. My girls are extremely creative and they reveled in the historical aspects of Vedic Principles.  For the first time, I saw smiles as we started to study the sutras together.  I knew I had found the path to reclaiming math for my daughters, but there were still challenges.  The techniques and thought patterns were new to me, and in essence, I was learning them alongside my daughters.  I kept forgetting the principles and they were having to remind me.  What the girls needed was a teacher, not a study partner.  It was time for me to step up to the challenge, and seek out tools to support their learning. 

When I saw the Teacher Training Course as an option of study, I was nervous and excited.  Here was an opportunity to not only learn the basics of Vedic Mathematics myself, but to gain the skills to articulate the Vedic methodologies and aid the girls in their progress. I was fulfilling an obligation, as a homeschooling parent, to seek out the tools to support their learning.  What I didn’t realize, was how enjoyable the study of mathematics can be when approached through this natural philosophy, or how addictive it can be to finally understand how and why mathematical relationships define the patterns of our lives.

The program of study for the Vedic Mathematics Teacher Training Course was amazing.  It was well thought out and woke up my mathematical mind, like the unfurling of the petals of a flower. Gently, so the connections stay strong and do not break.

I was immediately impressed by the quality of the webinars.  The pace and clarity of the lessons made them a pleasure to view, and the ability to pause, rewind and work on examples allowed me to really understand the principles and coherency behind the techniques.  I found myself looking forward to having the time to review them.

The class required participation in an online forum.  I had no idea what to expect from a forum on mathematics.  In truth, I found the unexpected.  I found a community of creative, compassionate and encouraging students sharing their discoveries and their challenges.  I found a professor, Ken Williams, who was insightful, patient and optimistic of our abilities to master the lesson plans.  Not only did he promptly respond to all of our questions, he also provided challenge questions designed, I believe, to prod us into discovering our own natural pathways to understanding mathematical relationships.  It worked!  As the material slowly grew in complexity, my confidence grew alongside, and I found myself fascinated by Pythagorean Triples, discovering patterns and relationships before they were presented, and even considering Calculus as a subject I could potentially navigate.  I looked forward to my lessons, and even to the tests, and I enjoyed watching my fellow students grow in confidence. 

At the end of nine weeks, with full time work on top of my studies, I was exhausted, but proud.  With detailed individualized support from Mr. Williams, I managed to create my first lesson plan and also to introduce Vedic Principles in lecture format to a group of adults.  Most importantly, I felt confident in the material I was presenting. 

The course has changed, not only my daughter’s attitudes towards mathematics, but my own.  I have amassed a huge file of Vedic resources and articles and find myself reading about Mathematics, for pleasure, and comparing our standard curriculum to the more natural Vedic methods and feeling forever grateful to have been accepted as a student.  My journey is only just beginning.  Mathematical patterns are everywhere in nature, and I have finally re-integrated the study of math with the study of life. 


End of article.


Your comments about this Newsletter are invited.

If you would like to send us details about your work or submit an article or details about a course/talk etc. for inclusion, please let us know on

Previous issues of this Newsletter can be viewed and copied from the Web Site: http://www.vedicmaths.org/community/newsletter

To unsubscribe from this newsletter simply reply to it putting the word unsubscribe in the subject box.

Editor: Kenneth Williams

Visit the Vedic Mathematics web site at: http://www.vedicmaths.org


10th August 2016


English Chinese (Traditional) Dutch Finnish French German Hindi Korean Russian Ukrainian

  • “Pupils who would normally not want to volunteer are putting their hands up to answer questions so quickly that it's hard not to look surprised!”
    Paul Phillipson-Masters, maths teacher, Scotland
  • ”… have been trying some of the methods with my students and they have started to create a real buzz around school. ”
    Garry Marshall, Maths Consultant, Manchester Enterprise Academy.
  • ” Even during the break they stayed at their desks, taking numbers randomly and doing subtractions. ”
    Daniela Panait, Romanian teacher
  • ”now we can see clearly the beauty of VM and how blessed my youngest child and my students will be to experience VM very young. ”
    Sonya Post, Teacher, USA
  • ”Near 80 multiplications. They were eager to learn and to perfect their skills. They don’t want to write multiplications any more. It was wonderful. At the end, they were not tired and asked for more. ”
    Didier Auroy, Maths teacher, France
  • ”They were amazed and would never forget the lesson for rest of their life…”
    Rajni Obhrai, maths teacher, London
  • ”She is now pushing me to learn more and more Vedic maths to keep up with her insatiable appetite for mathematics. ”
    Vera Stevens, maths teacher, Australia
  • ”But the interesting part of it is once you start doing it you start understanding the power of VM and you just get drawn towards it. ”
    Lalit Shah, Maths teacher, USA
  • ”… and am amazed at such simplicity! ”
    Claudia Brow
  • ”My entire attitude about math changed today. ”
    Barbara Kithcart, USA
  • ”All I can hear from them is "wow" and they get frenzy when they started to be able to solve math problems up to 4-digits times 4-digits multiplication in their heads. ”
    Rosendo Jr. Agulto, Philippines
  • ”For the first time students were eager to do maths and wanted more of it. ”
    Newsletter 18
  • ”I taught calculating squares and square roots to 9th grade kids on this street and they had their mouth wide open in amazement. ”
    Sunitha Ramaiah, maths teacher, India
  • ”If I'd have had VM 15 years ago it would have saved our family years of grief and stress. ”
    Sonya Post, Teacher, USA
  • ”My grandchildren will not have a fear of math because of what you taught me today. ”
    Barbara Kithcart, USA
  • ”Once you get into it you just don’t want to stop because it’s so powerful. ”
    Lalit Shah, Maths teacher, USA
  • ”The more I am learning the more awed I feel about the simplicity of the Vedic System. ”
    Mudaliar Shraddha Teacher, USA
  • ”I shared one of the addition technique with some my students and reactions on their faces were amazing. ”
    Mudaliar Shraddha Teacher, USA
  • ”Mom said it's clearly due to the VM lessons and she is now using them all the time! ”
    Hagit Genosar, Maths teacher, USA
  • ”They have started loving maths. ”
    Shylashree Ravishankar, Teacher, India
  • ”It’s much easier, simpler, faster, more interesting, more exciting, and full of fun. ”
    Tarlika Desai, Maths Teacher, USA
  • ”I feel overwhelmed by the power of this Vedic Math- not known or heard before. ”
    Tarlika Desai, Maths Teacher, USA
  • ”I feel the more I delve into it, more treasure I am getting from it. ”
    Tarlika Desai, Maths Teacher, USA
  • ”These days he is following only VM to do multiplications and he feels as if he is a magician. ”
    Madhavi Bandi, Maths teacher, UK
  • ”I'm demonstrating . . . to PhD-students . . . They all wonder why they have not been taught this method... ”
    Eric Groenendijk, Mathematician, The Netherlands
  • ”And I see my kids walk into the class with that extra bounce and energy. ”
    Mudaliar Shraddha Teacher, USA
  • ”Vedic Math has shown me new path to light of mathematics. . . . I have never enjoyed Math like this before. ”
    Tarlika Desai, Maths Teacher, USA
  • ”I am here now learning Vedic Mathematics and enjoying every moment of it. I cannot believe myself that I am taking so much interest in learning and practising mathematics. ”
    Ashok Nair, Teacher, Canada
  • ”Words really don’t begin to describe this innovative way to solve math problems”
  • ”. . . it will really set your mind to thinking about math differently. ”
  • ”The thing that surprised me most is the fact that VM is a whole system. VM by nature is fun to work out. ”
    Sonya Post, Teacher, USA
  • ”And when I introduced them to the method left to right, the reaction is something memorable. The most dumb students (branded by other teachers) now compete with toppers to answer the sums. ”
    Shylashree Ravishankar, Teacher, India
  • ”I had never seen math like this before. My whole attitude towards learning math and teaching math to my kids has changed. Vedic math is a complete math system that teaches us to find patterns, simplify complex equations and make it fun. ”
    Sangeeta Ahuja, Occupational Therapist, USA
  • ”To them, the techniques you shared with me will make math seem like a game. If I had learned 40 years ago what you taught me, I would have chosen a different field of study. ”
    Barbara H. Kithcart, Librarian Hancock Elementary School
  • ”Vedic Maths is simply incredible but incredibly simple - and I'm loving it!”
    Paul Phillipson-Masters, maths teacher, Scotland
  • ”The best part was we all had fun and after the presentation I was bombarded with please teach my son/daughter Vedic Math. ”
    Mudaliar Shraddha Teacher, USA
  • ”I was amazed how fast I could do maths…”
    Shubham Goyal, High School Senior student in USA
  • ”This time I was using the Vedic Mathematics and not only ended up finishing but I got 1st place in my entire school. ”
    Shubham Goyal, High School Senior student in USA
  • ”I have found that VM has opened my mind and expanded the possibilities when dealing with different maths problems. ”
    Damen Pitiroi, maths teacher, New Zealand
  • ”"I have also received responses like "why are they not teaching this in all schools?" or "I wish I was taught this system when I was in school"”
    Damen Pitiroi, maths teacher, New Zealand
  • ”Vedic is about working smart, not hard.”
    Mia Liley. Maths teacher, USA