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Chapter 5 · Number Play
Why the same digit sum also settles divisibility by 3
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The digit test for three is not a second rule. It is the test for nine, reused without a single new idea.
The idea
The digit test for 3 is not a second rule to learn — it is the test for 9 reused, and it works for exactly one reason: 3 is a factor of 9. The run-of-nines part of every place value is a multiple of 9, so it is a multiple of 3 as well, and it drops out of the reckoning either way. One digit total therefore answers two questions at two levels of detail, because a total that is a multiple of 3 may or may not also be a multiple of 9. That asymmetry is not a defect of the test; it is a faithful report of the fact that 3 divides 9 while 9 does not divide 3.
What you should be able to do
- Identify the exact step of the nines argument where the number 9 was used, and check whether 3 can replace it there
- Find the remainder left by each power of ten on division by 3, and state the pattern
- Derive the digit test for 3 from the same place-value split that gave the test for 9
- Explain why a multiple of 9 must be a multiple of 3, and give a number showing that the reverse fails
- Read both verdicts — divisibility by 3 and by 9 — from a single digit total
- Use the digit total to give the remainder on division by 3
- Combine the digit test with a second test to settle divisibility by a composite such as 18 or 36
Words to know
| Term | Definition in one line | First introduced |
|---|---|---|
| shortcut | the chapter's word for a divisibility test carried out without dividing | printed in this chapter (Part I, §5.2, p.123) |
| place value | what a digit is worth because of where it stands | printed in this chapter (Part I, §5.2, p.123) |
| power | a place value written as ten multiplied by itself repeatedly | printed in this chapter (Part I, §5.2, p.126) |
| multiple | a number obtained by multiplying a given number by a whole number | printed in this chapter (Part I, §5.1, p.116) |
| factor | a number that divides another exactly | printed in this chapter (Part I, §5.1, p.113) |
| divisible | leaving nothing over on division | printed throughout this chapter |
| remainder | what is left when a division does not come out exactly | printed in this chapter (Part I, §5.1, p.116) |
| prime factorisation | a number written as a product of primes | printed in this chapter (Part I, §5.1, p.121) |
| LCM | the least common multiple of two numbers | printed in this chapter (Part I, §5.1, p.121) |
| digit sum | the explanation's shorthand for the total of a number's digits | an added shorthand; the chapter spells the phrase out each time and never compresses it |
| resolution | the explanation's word for how finely a single test distinguishes cases | an added word, not printed |
Where people slip up
- "Two separate rules to memorise." It is one argument with a different divisor substituted at one step. A student who has to remember both has not understood either.
- "If the digit total divides by three then the number divides by nine." The test reports what it reports. A total of 12 is a multiple of three and not of nine, and the number behaves the same way. The chapter's three printed counter-instances exist for this.
- "Divisible by three twice over means divisible by nine." Two factors of three do give nine, but "the digit total is a multiple of three" is one piece of information, not two. Sum the digits again if you want the finer verdict.
- "The test for six is the test for three." Six needs two as well. The chapter makes this its next question on Part I p.129, and the reason belongs to Divisibility by 6 and other numbers, checked through their factors.
- "The rule for three works only one way, because that is how the book says it." The printed sentence is one-directional and the fact is not. Say so plainly; a student who thinks the reverse might fail will not trust the test when it says no.
- "Powers of ten leave different remainders under three, so this cannot be as neat as the nines case." They all leave one, for the same reason they all leave one under nine. Work two or three of them rather than asserting it.
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Worked answers to this chapter’s exercises · this video explains End-of-Chapter Figure it Out Q5, End-of-Chapter Figure it Out Q8
Transcript1,449 words
You already have a way to test a number for nine. Add up its digits. Take four thousand four hundred and forty-four. Its digits add to sixteen, which is no multiple of nine. So the number is not one either. Now a different question about that same number. Is it a multiple of three? You could divide. Or you could look again at the sixteen you have already got. Sixteen is no multiple of three either. And that is the answer.
One addition, asked twice. Not two rules - one rule, asked a second question. But that is worth nothing until you know why. Go back to the nines argument, and watch for where nine did some work. Take eighty-seven. Eight tens and seven ones. Rewrite each ten as nine plus one. Eight tens become eight nines plus eight ones. So eighty-seven splits in two. Eight nines, seventy-two. And eight plus seven, fifteen.
Call the first part the heap, the second the loose digits. The loose part is exactly the digit total. Every number splits this way. A thousand splits into nine hundred and ninety-nine, and one. And here is the line to watch. The heap is always a multiple of nine. That is the only line where nine appears at all. So ask the obvious question. Is that heap a multiple of three too?
The heap is built out of nines, ninety-nines, nine hundred and ninety-nines. Nine is three threes. Ninety-nine is three thirty-threes. Nine hundred and ninety-nine is three three-hundred-and-thirty-threes. Every run of nines is three times a run of threes, however long. So the heap is a multiple of nine, and therefore a multiple of three. That is no new fact about heaps. It is one fact about nine - whatever nine goes into, three goes into too.
A second way to see this tells you which divisors can ever get such a test. Divide ten by three. Three threes, and one over. Divide a hundred by three. Thirty-three threes, and one over. A thousand? Three hundred and thirty-three threes, and one over. Every power of ten leaves one. Not usually - every one of the first thirty places, and every one of the next thirty too. That is what makes digits addable. If a place is worth one more than a multiple of three, seven of that place is worth seven more.
Compare seven. There the powers of ten leave six different things, with no pattern to add up. Under eleven they leave two, flipping back and forth. Now run the split once more, with three in place of nine. Any number is a heap plus its digit total, and the heap is a multiple of three. So when you ask whether three divides the number, the heap is settled already. It contributes nothing.
Everything rests on the loose part, which is the digit total. Eighty-seven again. Seventy-two and fifteen. Seventy-two is a multiple of three, so it drops out. Fifteen is a multiple of three. Therefore eighty-seven is. And notice what we did not do. We never divided eighty-seven. We divided fifteen. That is what a test is - a hard question swapped for an easy one with the same answer. So which divisors get a test like this? Not many, and there is a reason.
Take the first twenty divisors and ask of each whether the digit total always leaves the same as the number does. Three of them pass. One, three and nine. Take the next twenty and none of them pass at all. And the three that work are exactly the three that go into nine. That is no coincidence, and no list to memorise. It falls straight out of the heap. The heap is a multiple of nine. If your divisor goes into nine, the heap is a multiple of your divisor too, and it drops out.
This rule usually gets said one way round. If the digits add to a multiple of three, the number is a multiple of three. True. But that is half of what is true, and the missing half is the one you use most. The other direction says: if the number is a multiple of three, then its digits add to a multiple of three. Sweep both halves over three thousand numbers. Both hold. Sweep again four hundred thousand further up. Both still hold.
Ask the same two halves about seven and both fail, so the sweep can say no. Why does the missing half matter? Because it is what lets the test refuse. With one direction only, a total of sixteen would tell you nothing. With both, sixteen is a real no. Here is where three and nine stop behaving alike. Every multiple of nine is a multiple of three - nine is three threes.
The reverse is not true, and you can see the difference by asking about nine on one side and three on the other. This way round: a multiple of nine - does its digit total divide by three? Always. The other way round: a digit total divides by three - is the number a multiple of nine? No. Swap the two divisors over and the answers swap too. One half survives, and which one depends on how you asked.
That lopsidedness is not a flaw. It is the test reporting that three goes into nine and nine does not go into three. Three numbers to hold on to. Fifteen, thirty-three, eighty-seven. Fifteen adds to six, thirty-three adds to six, eighty-seven adds to fifteen. All three are multiples of three. None is a multiple of nine. Watch out for a tempting wrong reason. It is not that the totals stop short of nine.
Eighty-seven's total is fifteen, which is past nine. Add it again and you get six. Six is what all three really share. Six is a multiple of three and not of nine. How common is this? In nine hundred numbers, three hundred are multiples of three, one hundred of nine. Which leaves two hundred that are one and not the other - twice the multiples of nine. This is the ordinary case.
So one digit total answers two questions, at two levels of detail. Add the digits, ask about three, then ask the same total about nine. Four ways two yes-or-no answers could come out. Only three ever happen. Yes to both. No to both. Yes to three, no to nine. The fourth never appears - nothing is a multiple of nine without being one of three. And here is a belief worth killing. Divisible by three twice over is not divisible by nine.
A multiple of six times a multiple of three is always a multiple of nine. Sixteen hundred pairs, no exception. Push one step on and it stops. Ask whether that product is a multiple of twenty-seven, and only eight hundred and seventy-one of the sixteen hundred are. This test earns its keep on divisors that are not three or nine. Six is two threes. Test for two by the last digit, for three by the digit total. If both say yes, six divides it.
Eighteen is two nines. Twenty-four is three eights. Thirty-six is four nines. Each is a digit test plus one easy other, and no division at all. But the parts must share no factor, and this is where people come unstuck. Twenty-four is also four sixes. So test for four, test for six, conclude twenty-four? It does not work. It gets the answer wrong on a hundred and twenty-five of the first three thousand numbers. The smallest is twelve.
Four and six share a factor of two. You counted that two twice, and the number only had it once. Two last jobs, to see the test do what you would not want to do by hand. Take the six-digit number four eight, blank, two three, blank. Which digits make it a multiple of eighteen? Eighteen is two nines, so the last digit must be even and the total must reach a multiple of nine. Five pairs work.
Drop the even condition, ask only for a multiple of nine, and there are eleven. Second. Between forty-five thousand and forty-seven thousand, how many multiples of thirty-six are there? Fifty-six. The first is forty-five thousand itself, the last is forty-six thousand nine hundred and eighty. Being asked for five of them is a choice, not a search. That is what one addition bought. Not a trick for nine and another for three, but one argument that mentioned neither.
It only ever needed ten to be one past a multiple of your divisor. Nine is that multiple, and three is hiding inside it.
Where this fits
Taken from the notes each video was made from, not from the reading order — these are the ideas this one rests on and the ones that later rest on it.
Builds on
- The digit-sum test for 9, and the algebra underneath itClass 8 · Ch 5, Number Play
- The four divisibility facts you can prove, and how to use themClass 8 · Ch 5, Number Play
Comes up again in
- Divisibility by 6 and other numbers, checked through their factorsClass 8 · Ch 5, Number Play
- Digital roots, and what survives repeated digit-summingClass 8 · Ch 5, Number Play
Either side of this one
- The alternating-sum test for 11Class 8 · Ch 5, Number Play