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!
