Place-value proofs with digits
Ask a friend to pick any two-digit number, reverse its digits, and subtract the smaller from the larger — the answer is always a multiple of 9. Ask them to add the number to its reverse instead, and the total is always a multiple of 11. These are not lucky coincidences you have to memorise as separate facts; they fall out of one simple idea, that a two-digit number with tens digit and units digit is really , not the two digits jammed side by side. Writing the reversed number the same way and combining the two expressions with the distributive law turns a magic trick into a two-line algebraic proof. This section builds that place-value expansion, proves both digit tricks properly, and then uses the same equations to solve for unknown digits when only a sum or difference is given.
Writing a two-digit number as (not as digits side by side) turns digit-reversal tricks into algebra: subtracting the reverse gives , always a multiple of 9, and adding the reverse gives , always a multiple of 11.
The core idea
A two-digit number is not "" written together — each digit's contribution depends on where it sits. The tens digit is worth ten times its face value, so with tens digit and units digit :
where: is the tens digit (a whole number from 1 to 9, since a genuine two-digit number cannot start with 0), and is the units digit (0 to 9). Reversing the digits does not change what the digits are, only where they sit — the old units digit now occupies the tens place, and vice versa:
Every digit-reversal trick follows from combining these two expressions.
Subtract the reverse from the original:
The right-hand side is multiplied by the whole number , so the difference is always a multiple of — whatever digits you started with (as long as , so the answer is not zero).
Add the reverse to the original:
Here the and combine to , and and combine to , so the sum is always a multiple of . The same expansion scales up: a three-digit number with hundreds digit , tens digit , units digit is , used for more advanced digit-swap proofs beyond this section's scope. Notice that both results share the same skeleton: expand, combine, then pull out a common factor with the distributive law. Nothing about the specific digits or matters to why the result is a multiple of 9 or 11 — only the place-value gap between the tens and units positions (a factor of 10) does. This is why the trick works for absolutely any two-digit number, not just the ones you happen to try.
The goal is to show, using nothing beyond the place-value expansion and the distributive law, that for any two-digit number, subtracting the number formed by reversing its digits from the original always produces a result divisible by 9, and that the size of that multiple of 9 is fixed by how far apart the two digits are.
Step 1. Write both numbers in place-value form. Let the original number have tens digit and units digit , so the original is and the reversed number is .
Step 2. Subtract the reversed number from the original: . Remove the brackets carefully, remembering the second bracket is subtracted as a whole: .
Step 3. Collect the terms and the terms separately: .
Step 4. Factor out the common using the distributive law in reverse: . Since is always a whole number (the difference of two single digits), is always times a whole number, which is exactly what it means to be a multiple of . Check with a number: take , so the number is and its reverse is . Then , and indeed .
Worked example
Problem. A two-digit number has digits differing by 4. When the number is reversed and the reverse is subtracted from the original, the result is 36. Find all two-digit numbers that satisfy this, then check which one also has a digit sum of 12.
Step 1. Set up the number and its reverse. Let the tens digit be and the units digit be , so the number is and the reverse is .
Step 2. Use the subtraction proof. From the core idea, . We are told this equals :
Step 3. Solve for the digit difference. Dividing both sides by 9:
This matches the given condition, so it is consistent — but a single equation in two unknowns does not pin down and individually; it only fixes their difference.
Step 4. List the possibilities. Since must be 1 to 9 and must be 0 to 9 with , the valid pairs are , giving numbers .
Step 5. Apply the extra clue — digit sum 12 — to pick one. Check each: , , , ✓, . Only works.
Verify: number , reverse ; ✓ and ✓. The number is 84.
Competitive stretch
If instead you were told the sum with the reverse is and asked to find the digit sum directly, use , so — the same digit sum as above, reached from the addition trick instead of the subtraction one, confirming both proofs describe the same number (since ).
Common traps
- Writing a two-digit number as the digits placed side by side (like "" meaning multiplication) instead of the place-value form — this single mistake breaks every proof that follows.
- Forgetting that cannot be 0 for a genuine two-digit number, and that both and must be whole numbers from 0 to 9 — a computed value like or means the given conditions are impossible, not a valid final digit.
- Mixing up which operation goes with which factor: subtracting the reverse gives a multiple of 9, adding the reverse gives a multiple of 11 — both come from the same setup but combine differently.
- Treating a sum or difference equation (like ) as enough to find a unique number — it only fixes a relationship between the digits, so an extra clue is usually needed, as in the worked example.
Ask the tutor: Got a digit-reversal riddle with a sum or difference clue and want help turning it into the right place-value equation? Ask the AI tutor to walk through it with you step by step.
Why is it wrong to write a two-digit number as just its digits next to each other, like "tu"?
Writing "" looks like multiplication and hides the fact that the tens digit's value depends on its position. A digit sitting in the tens place is worth , ten times its face value — that is the entire point of place value. If you wrote the number as instead of , every proof about reversing digits and getting a multiple of 9 or 11 would break, because the algebra only works when position is captured correctly.
Why does subtracting give a multiple of 9 but adding give a multiple of 11 — what causes the difference?
Both come from combining and , but the two operations combine the and terms differently. Subtracting lines up and , so a factor of 9 appears on both terms. Adding lines up and , so a factor of 11 appears instead. The 9 comes from "ten minus one," and the 11 comes from "ten plus one" — the same place-value gap of 10 versus 1, just combined with a different sign.
If I get a decimal or a digit bigger than 9 when solving for t or u, did I make an arithmetic mistake?
Not necessarily — it may mean the conditions given in the problem cannot all be true together for a real two-digit number. Digits must be whole numbers from 0 to 9 (and the tens digit cannot be 0). If your algebra correctly gives, say, or , the right response is to say the given clues are inconsistent, not to round the answer or search for an arithmetic slip. Double-check your equation setup first, but a "bad" digit can be a valid conclusion.