C Bbdim Dm/A Now that's really four tens so you make it three tens, Abdim G7 C Regroup, and you change a ten to ten ones, Bbdim Dm/A G7/B C And you add'em to the two and get twelve, And you take away three, that's nine. B Is that clear? Em Em/Eb Em/D Em/Db Now instead of four in the tens place you've got three, 'Cause you added one, Em/C That is to say, ten, to the two, Em/B Em Em/Eb Em But you can't take seven from three, So you look in the hundreds place. Em Em/Eb Em/D From the three you then use one - to make ten ones... Em/Db Em/C Em/B B Em G (And you know why 4 + (-1) + 10 is 14 - 1? 'Cause addition is commutative, Right!) C/G Dm/A G7/B C And so you've got thirteen tens and you take away seven, and that leaves five... Well, six actually... But the idea is the important thing! C Bbdim Now go back to the hundreds place, Dm/A Abdim C/G Ddim/F# You're left with two, And you take away one from two, And that leaves...? Dm/F Everybody get one? Not bad for the first day! [Chorus] (G A B) F C7 B7 Bb7 A7 Hooray for New Math, New-hoo-hoo Math, Dm Dm7 G7 C A7 It won't do you a bit of good to review math. Dm Eb It's so simple, So very simple, G7 B C That only a child can do it! [Spoken] Now, that actually is not the answer that I had in mind, because the book that I got this problem out of wants you to do it in base eight. But don't panic! Base eight is just like base ten really - if you're missing two fingers! Shall we have a go at it? Hang on... C Bbdim Dm/A You can't take three from two, Two is less than three, Abdim C/G So you look at the four in the eights place. C/G Bbdim Dm/A Now that's really four eights, So you make it three eights, Abdim G7 C/G Bbdim Regroup, and you change an eight to eight ones, And you add'em to the two, Dm/A G7/B And you get one-two base eight, Which is ten base ten, G7/B G7 C B And you take away three, that's seven. Ok? Em Em/Eb Em/D Em/Db Now instead of four in the eights place, You've got three, 'Cause you added one, Em/C Em B/Eb That is to say, eight, to the two, But you can't take seven from three, Em So you look at the sixty-fours... [Spoken] "Sixty-four? How did sixty-four get into it?" I hear you cry! Well, sixty-four is eight squared, don't you see? "Well, ya ask a silly question, ya get a silly answer!" Em Em/Eb Em/D From the three, you then use one To make eight ones, Em/Db Em/C Em You add those ones to the three, And you get one-three base eight, B/Eb G7 Dm/A Or, in other words, In base ten you have eleven, And you take away seven, G7/B C And seven from eleven is four! C Bbdim Dm/A Now go back to the sixty-fours, You're left with two, Abdim G7 D7 And you take away one from two, And that leaves? G7 C Now, let's not always see the same hands! One, that's right. Whoever got one can stay after the show and clean the erasers. [Chorus] (G A B) F C7 B7 Bb7 A7 Hooray for New Math, New-hoo-hoo Math, Dm Dm7 G7 C A7 It won't do you a bit of good to review math. Dm Eb It's so simple, So very simple, G7 B C That only a child can do it!
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