Class School Me Ce mW© Educational Publishing House Pte Ltd ALL RIGHTS RESERVED. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, or by any information storage and retrieval systert, without permission in writing from the Publisher. First Published 2006, Reprinted 2007 New Syllabus Edition 2008, Reprinted 2009 ISBN 978-981-4238-22-9 Published and distributed by: Educational Publishing House Pte Ltd a member of Popular Holdings Limited (CRN 199607189N) 20 Old Toh Tuck Road Singapore 597655 Tel: 6462 9608 Website: www.eph.com.sg Printed in SingaporeUnit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Numbers to 10 000 000 Answers to Unit 1. 19 The Four Operations... 21 Answers to Unit 2 .. 40 Order of Operations ..... ay Answers to Unit 3 .. 62 Area of Triangle .. 65 Answers to Unit 4 76 Fractions .. Answers to Unit 5 Ratio .. ~ 137 Answers to Unit 6 . 148 Angles... ~ 151 Answers to Unit 7 163 Decimals ... Answers to Unit 8 186 195 Average ... Answers to Unit 9 197 - 208 Percentage .. Answers to Unit 10 212 231 Triangles .... Answers to Unit 11 Four-sided Figures and Geometrical Construction... Answers to Unit 12 233 Volume .. 258 Answers to Unit 13APPR ILIV ICP ALIPAY ° Unit 1 Numbers to 10 000 000 By the end of the unit, you should be able to: Read numbers up to 10 000 000 Write numbers up to 10 000 000 in numerals Write numbers up to 10 000 000 in words Recognise the place values of numbers (hundred thousands, ten. thousands, thousands, hundreds, tens and ones) * Compare and put in order numbers within 100 000 Give the number which is 10, 100, 1000 or 10 000 more than or less than a given number within 100 000 Round off numbers to the nearest 1000 Estimate answers in calculations involving addition and subtraction * State the: order of operations and carry out combined operations involving addition and subtraction Solve word problems involving whole numbers with addition and subtraction . OSE ST TET TIES SRT © Educational Publishing House Pte Lid LiseUNIT 1: Numbers to 10.000 000 _ Rewisiog igit number. The table below shows the place value of each digit using squares. Counting the number of squares in each column will give you its value. We can also present 425 693 in a table as shown below according to each digit’s place value. 425 693 = 400 000 + 20 000 + 5000 + 600 + 90 + 3 We read and write 425 693 as four hundred and twenty-five thousand, six hundred and ninety-three. Write one million, six hundred and twenty thousand, four hundred and seventy-seven in numerals. | Solution: fitieneat 1 620 477 a2r © Educational Publishing House Pte LidUNIT 1: Numbers to 10.000 000 Write 787 455 in words. Solution: Seven hundred and eighty-seven thousand, four hundred and fifty-five In 593 326, the digit 5 stands for ___. | i a). 500 (2) 5000 | @) 50000 (4) 500 000 Cc) Solution: L (4) Reuis; ie Ze B. Recognising place values In 4 739 156, the digit 4 stands for 4 000 000 or 4 millions. the digit 7 stands for 700 000 or 7 hundred thousands. the digit 3 stands for 30 000 or 3 ten thousands. the digit 9 stands for 9000 or 9 thousands. the digit 1 stands for 100 or 1 hundreds. the digit 5 stands for 50 or 5 tens. the digit 6 stands for 6 or 6 ones. 7732156 9000 30.000 700 000 4.000 000 © Educational Publishing House Pte Ltd 134UNIT 1: Numbers to 10 000 000 Fill in each blank with the correct answer. (a) 45=40+ = 45 ones = 4____ 5 ones (b) 100 = tens () = 100+50=1____ 5 tens = tens (d) 1000 = hundreds {e) 2500= +500 tens (f) 10 000 = Solution: (a) 40+5=4 tens 5 ones (b) 10 (c) 150 = 1 hundred 5 tens = 15 tens (d) 10 (e) 2000 (f) 1000 How many thousands are there in 345 0007 Solution: Look at the digits on the left of the thousands place and on the thousands place. 345000 thousands There are 345 thousands in 345 000. a4 © Educational Publishing House Pte LtdUNIT 1: Numbers to 10 000 000 Work out the following sums. 1. In the numeral 362 783, the digit ‘6’ is in the __ place. (1) hundreds (2) thousands (3) ten thousands (4) hundred thousands ( ) In the numeral 593 326, the digit ‘5’ stands for (1) 500 (2) 5000 (3) 50000 (4) 500 000 ( ) The numeral for four hundred and nine thousand and fifty-six is ____. (1) 409 506 (2) 409 056 (3) 490 506 (4) 490 056 4 ) One hundred and fifty-three thousand, seven hundred and thirty written as a numeral is 7 (1) 105 373 (2) 153 703 (3) 153 730 (4) 105 730 ( ) Fill in the blanks. (a) 53 768 written in words is (b) In the numeral 987 546, the digit ‘9’ has a value of (Q. The ‘digit ‘6’ in the numeral 165 329 is in the place. Its value is (d) 8 + 40 + 4000 + 80 000 + 600 000 = (e) The value of the digit ‘3’ in the numeral 531 478 is © Educational Publishing House Pte Lid LS ¢UNIT 1: Numbers to 10 000 000 (f) Six hundred thousand, three hundred and five written in numeral is : (g) In the numeral 892 467, the digit ‘8’ is in the place. (h) In 240 036 = 200 000 +[___] + 30 +.6, what is the missing number in the box? (i) Write seven hundred thousand and ten in numeral. () The numeral 140 053 written in words is__._ (k) Which digit in the numeral 532 416 is in the hundreds place? (I) Write in numeral: One hundred and ten thousand, two hundred and eleven. (m) 608 029 may be written as 600 000 + (n) 835 791=____ + 30000+5000+___ dg EE Eee eee (0) 95075 = 90 000+___ + 75 (p) What is the place value of the digit ‘5’ in 84 250? In the numeral 231 411, the value of the digits ‘231° is (1) 231 tens (2) 231 hundreds (3) 231 thousands (4) 231 ten thousands ( ) . The value of the digits ‘432’ is_____ in the numeral 43 205. (1) 432 tens (2) 432 hundreds (3) 432 thousands (4) 432 ten thousands ( ) aor © Educational Publishing House Pte LtdUNIT 1: Numbers to 10.000 000 8. Fill in the blanks. (a) In the numeral 75 300, there are (i) hundreds, or (ii) —___ tens. (b) In the numeral 850 000, there are (i) hundreds, (ii) —_____ thousands, or (iii) ten thousands. Work out the following sums. 1. Write each of the following in numerals. (a) Six million, eight hundred and five thousand, two hundred and twenty-seven (b) Three million, five hundred thousand and one (c) Seven million, eight hundred and three thousand and ninety-four . Write the following in words. (a) 1863 967 (b) 1752 307 (c) 825 140 (d) 10 000 000 (e) 2.080 094 In the numeral 1 850 127, the digit _____ is in the ten thousands place. a) 1 (2) 0 @) 5 (4) 8 Cr How many thousands are there in the numeral 1 906 000? (1) 6 (2) 96 (3) 906 (4) 1906 ( ) © Educational Publishing House Pte Lid : L7¢UNIT 1: Numbers to 10 000 000 5. How many hundreds are there in the numeral 807 500? (1) 5 (2) 75 (3) 875 (4) 8075 ( ) 6. Fill in the blanks, (a) In the numeral 927 360, the value of the digit ‘2’ is (b) How many hundreds are there in the numeral 784 500? (c) How many thousands are there in the numeral 720 000? (d) How many ten thousands are there in the numeral 790 000? (e) What is the place value of the digit ‘5’ in the numeral 4 295 260? (f) The value of the digit ‘8’ in the numeral 7 823 561 is (g) In the numeral 547 036, the digit ‘4’ stands for (h) The value of the digit ‘9’ in the numeral 9 405 610 is 7. Give the place value of the digit ‘7’ in each of the following. (a) 390729 (b) 1217 583 (c) 7 092 318 (d) 799 888 esr © Educational Publishing House Pte LidUNIT 1: Numbers to 10 000 000 8. Fill in the blanks. (a) 4 526 100 =___ s+ 500 000+ gg eee Me Sear (b) 1 808 126 = 1000 000 +e gg + 26 () 179 655 = + 70 000 # lg ——— +5 (d) 9 000 000 + 60 000 + 5000+ 80+7= (e) 7 ten thousands + 3 tens 8 ones = (f) —_____ ten thousands = 2 million (g) 690 084 = 600 000 +___ + 80+4 C. Number patterns A number pattern is a set of numbers that follows a common sequence throughout. Using the sequence, we will be able to derive the next number in that pattern. Solution: Step 1: Check if the sequence is in increasing or decreasing order. In this case, the number pattern is in increasing order. © Educational Publishing House Pte Ltd L984any 2 consecutive numbers and study how they related: ; ould be useful to compare the numerals in terms of their place values where possible. Step 3: From the table, we can see that 263 872 is bigger than 260 872. Hence, find their difference. 263 872 ~ 260 872 = 3000 Since their difference is 3000, the pattern in this sum will be: each consecutive number increases by 3000. Step 4: 263 872 + 3000 = 266 872 266 872 + 3000 = 269 872 Step 5: You can also check to see if the last 2 numerals form part of the sequence. 269 872 + 3000 = 272 872 So, the numerals in the blanks are 266 872 and 269.872, (a) Arrange the following numbers in ascending order, 1122, 3587, 1211, 1021, 3758 (b) Arrange the following numbers in descending order, 988, 899, 1359, 1953, 2299 Solution: (a) Step 1: We can compare the numbers using a place value table. i 10 © Educational Publishing House Pte Ltd erUNIT 1: Numbers to 10000 000 wlalafo wfofrfala} alnfafoln wof=lalvin Step 2: We need to arrange the numbers from the smallest to the biggest. From the table, we can see that 1021 is the smallest number and 3758 is the biggest number. 1021, —_, ____, . 3758 Smallest Biggest Step 3: Compare 1122, 3587 and 1211. The smallest among the 3 numbers is 1122 and the biggest is 3587. So, that leaves 1211 as the middle number. Thus, the numbers arranged in ascending order is 1021, 1122, 1211, 3587, 3758. (b) Step 1; We can compare the numbers using a place value table. . 9 8 8 8 9 9 1 3 5 9 1 9 5 3 2 2 9 9 Step 2: We need to arrange the numbers from the biggest to the smallest. From the table, we can see that 2299 is the biggest number and 899 is the smallest number. 2209 oo Biggest Smallest © Educational Publishing House Pte Ltd 1 ¢| UNIT 1: Numbers to 10000000 ae Step 3: Compare 988, 1359 and 1953. The biggest among the 3 numbers is 1953 and the smallest is 988. So, that leaves 1359 as the middle number. Thus, the numbers arranged in descending order is 2299, 1953, 1359, 988, 899. i Work out the following sums. 1. Complete the following number patterns. (a) 145 420, ___, 144 820, 144 520 (b) 99 743, 99 943,___, 100 343 (c) 2 053 800, 2 553 800,__, __, (d) 1 240 000, 1 490 000, ___, ___, 2 240 240 000 2. Arrange the following numbers in descending order. 1151 250, 1 151 502, 1 151520, 1 151 205 3. Arrange the following in ascending order. 964 485, 964 356, 964 895, 964 159 4. What is the smallest 7-digit numeral? Write it in numeral i and in words. | 5. What is the smallest possible 5-digit numeral that can be | formed from the digits: 1, 5, 8, 4, 0? 6. Form the largest 7-digit numeral with the digits: 4, 0, 3,2,9,7,8 i 7. The smallest 6-digit numeral that can be formed by the digits 6, 7, 1, 5, 8, 3 is ___. et © Educational Publishing House Pte LtdUNIT 1: Numbers to 19 090 000 D. Approximation Numbers can be rounded off to the nearest 10, 100 or 1000. When rounding off a number to the nearest 1000, look at the digit in the hundreds place. If the digit is less than 5, we do not round up the number. However, if the digit is 5 or more than 5, we round up the number to the next thousand. For example, When 7645 is rounded off to the nearest 1000, it is approximately 8000. Since the digit 6, in the hundreds place, is more than 5, you round up the number. This can also be done using a number line as follows: 7645 7000 7500 8000 From the number line, we can see that 7645 is closer to 8000 than to 7000. Thus, 7645 rounded off to the nearest 1000 is 8000. We can also write it as 7645 ~ 8000 where the symbol ~ means ‘is approximately’. Similarly, when rounding off a number to the nearest 100, we look at the digit in the tens place. If it is 5, or more than 5, we round it up, to the next hundred. If it is less than 5, we round it down. For example, 1482 rounded off to the nearest hundred is 1500. Since the digit in the tens place is more than 5, we round it up to the next hundred (1482 ~ 1500). However, 1432 rounded off to the nearest 100 is 1400. Since the digit in the tens place is 3, it is less than 5. We round it down. Thus, 1432 ~ 1400. © Educational Publishing House Pte Lid 113 _¢zeae UNIT 4: Numbers to 10 000 000 Round off each of the following to the nearest 1000. (a) 2487 (b) 13 650 (c) 27 139 Solution: (a) Using a number line: 2487 2000 2500 3000 From the number line, 2487 is closer to 2000 than to 3000. 7 2487 ~ 2000 Thus, 2487 rounded off to the nearest 1000 is 2000. (b) Using a number line: 13 650 13 000 13 500 14.000 From the number line, 13 650 is closer to 14 000 than to 13 000. 13 650 ~ 14.000 Thus, 13 650 rounded off to the nearest 1000 is 14 000. (c) Using a number line: 27 139 27.000 27500 28 000 From the number line, 27 139 is closer to 27 000 than to 28 000. 27 139 ~ 27 000 Thus, 27 139 rounded off to the nearest 1000 is 27 000. gay © Educational Publishing House Pte LtdUNIT 1: Numbers to 10 000.000 etd Work out the following sums. 1. (a) Round off 69 054 to the nearest (i) ten, (ii) hundred, and (iii), thousand. (b) Round off 196 345 to the nearest (i) ten, (ii) hundred, and (iii) thousand. (c) Round off 7991 to the nearest (i) ten, (ii) hundred, and (iii) thousand. 2. Round off 159 633 to the nearest hundred. 3. Round off 59 650 to the nearest thousand. 4. Round off 996 089 to the nearest thousand. 5. 601 485. rounded off to the nearest thousand is 6. Round off 27 hundreds to the nearest thousand. 7. Round off 145 hundreds to the nearest thousand. 8. Round off 158 627 to the nearest thousand. © Educational Publishing House Pte Lid 15 ¢UNIT 1: Numbers to 10.000 000 E. Estimation Estimation is useful for finding out a rough approximate of a sum or difference of numbers. The numbers involved in the sum and difference are first rounded off to the nearest ten, hundred or thousand and then an estimate of the numbers is made. For example, to estimate the sum of 256 and 8063, follow the steps below: Step 1: Round off 256 and 8063 to the nearest hundred, 256 ~ 300 8063 ~ 8100 Step 2: Find the sum of the estimated numbers. 300 + 8100 = 8400 Thus, an estimate of the sum of 256 and 8063 is 8400. Note: The actual sum of 256 and 8063 is 8319 which is quite close to 8400. | eae ane Estimate the value of 6203 - 1439. Solution: Step 1: 1439 ~ 1400 (Rounded off to the nearest 100) 6203 ~ 6200 (Rounded off to the nearest 100) Step 2: 6200 - 1400 = 4800 Thus, an estimate of 6200 - 1400 is 4800. ee © Educational Publishing House Pte LtdUNIT 1: Numbers to 10000 000 Work out the following sums. 1. Round off each number to the nearest 100 and then estimate the value of each of the following: (a) 107 392 + 26 728 (b) 1908 + 9297 (c) 5985 - 2053 (d) 4839 - 2739 2. Find the difference between 20 148 and 3649. Round off your answer to the nearest 10. 3. 1428 adults and 516 children were at a concert. Round off the total number of people who were at the concert to the nearest 100. 4. Round off the sum of 2068, 542 and 889 to the nearest 1000, © Educational Publishing House Pte Ltd 17 ¢» UNIT. 1: Numbers to 10.000 000 JP QUETION Work out the following sums. 1. Seng Huat has 14 notes which have a total value of $96. They are in $2, $5 and $10 notes. How many of each kind of notes does he have? 2. Penny, Raul and Zainal have a total of 248 stamps, Penny and Raul together have 165 stamps. Raul and Zainal together have 128 stamps. How many stamps does Raul have? | i t aie © Educational Publishing House Pte Lid(©) Two million, eighty thousand ‘ond ninety-four Exercise 1.1 a 1. @) aca . 1 4@ 2. (4) . 7 pL 2B : : 20 001 ©) - 6& @ 10 7845 4. @) + @ 790 (@) 79 5. (a) Fifty-three thousand, seven 1 @ thousands (f) 800 000 - hundred and sixty-eight 5 (@ 40000 ¢h) 9.000 000 tb) 900 000 + 7. (0) hundreds (9 ten thousands; 60 000 See (a) 684 048 > @ millions 7 ee : (@)_ hundred thousands (g)_ hundred thousands + 8 (@) 4000 000; 20 000; 6000, 100 (h) 40 000 = (b) 800 000; 8000; 100 700 o10 5 (© 100.000; 9000; 650 (One hundred ond forty + @) 9.065 087 thousand ond fifty-three 1) 70038 (ky) 4 : . (f) 200 () 110.214 EB (g) 90 000 (m) 8029 : (n) 800 000; 700; 90; 1 eae fal so0 Exercise 1. (p) tens 1. (@) 145 120 (b) 100 143 6 @) + (©) 3.053 800, 3 553 800, 4 053 800 7. (2) . (d) 1740 000, 1 990 000 8. (a) 753 2 2. 1151520, 1151 502, 1 151 250, 7530 1151 205 ee 3. 964 159, 964 356, 964 485, 964 895 85 + 4. 1000 000; one rhillion 1 5. 10458 Exercise 1.2 6. 9874320 1. @ 6805227 (b) 3.500 001 7 eae (9 7803 094 2. (@) One million, eight hundred and Exercise 1.4 sixty-three thousond, nine 1. @ -@) 69050 hundred and sixty-seven i). 69 100 (b) One million, seven hundred and 69 000 fifty-two thousand, three 196 350 hundred and seven 196 300 (Q Eight hundred and twenty-five 196 000 thousond, one hundred and : 7990 forty 7 8000 (d) Ten million : 8000 © Educational Publishing House Pte Lid 19 ¢159 600 : 248 2 le 3. 60.000 + 2 [7 reany | rout | Zainal SS 4, 996 000 7 165 : : a 5. 601 000 : 6. 3000 7 : 1 Number of stamps Zalnal has 7. 15.000 : 3248-165 8. 159.000 eee Number of stomps Raul has Exercise 1.5 = 128 - 83 . = 45 4. (@) 107 392 + 26 728 7 ~ 107 400 + 26 700 107 400 + 26 700 ~ 134 100 : (b) 1908 + 9297 ~ 1900 + 9300 : 1900 + 9300 = 11 200 () 5985 ~ 2053.~ 6000 - 2100 6000 - 2100 ~ 3900 (d) 4839 - 2739 ~ 4800 - 2700 : 4800 ~ 2700 ~ 2100 2. 20148 ~ 3649 = 16.499 ~ 16 500 (Rounded off to the nearest ten) 3. 1428 +516 : 944 7 ~ 1900 (Rounded off to the nearest + hundred) 4, 2068 + 542 + 889 = 3499 ~ 3000 (Rounded off to the nearest thousand) Thinking Questions 1. Use the guess-and-check method, 3645154 $a0=sr01 | + $8+ 520+ $602 $88 $8 7 $304 $00= $78 7 [4 [365 $204 $70 596 He has 3 $2 nétes, 4 $5 notes and 7 $10 notes. 8 6 a 3 4 é 4 e207 © Fducational Publishing House Pte itd?ld The Four Operations “] I By the end of the unit, you should be able to: Multiply a whole number by 10, 100 or 1000 Multiply a whole number by tens, hundreds or thousands Divide a whole number by 10, 100 or 1000 * Use a calculator to solve questions involving the four operations on whole numbers Divide a whole number by tens, hundreds or thousands Multiply numbers up to 4 digits by a 2-digit whole number Divide numbers up to 4 digits by a 2-digit whole number Estimate answers in calculations involving multiplication and division of a' whole number by a 1-digit number Solve word problems of whole numbers involving the four operations PNA A VPI VIVIAN VIR IA INIA oe © Educational Publishing House Pte Lid L21¢UNIT 2: The Four Operations Revision y, 25% A. Multiply by 10, 100 or 1000 When multiplying a whole number by 10, 100 or 1000, we are actually adding in groups of 10, 100 or 1000 respectively. For example, 3 x 10 = 30 (add 3 groups of 10) 3 x 100 = 300 (add 3 groups of 100) 3 x 1000 = 3000 (add 3 groups of 1000) Alternatively, to multiply 83 by 10, take the given number, and add a zero at the end of the number. So, 83 x 10 = 830. To multiply 83 by 100, take the given number and add 2 zeroes at the end. So, 83 x 100 = 8300. To multiply 147 by 1000, take the given number.and add 3 zeroes at the end. So, 147 x 1000 = 147 000. Note: The number of zeroes on the right-hand side of the equal sign is the sum of the number of zeroes on the left hand side, in most instances. The exception is when the ones digit is 5 and it is multiplied by another even digit between 1 and 9. B. Multiply by tens, hundreds or thousands Similarly, when multiplying a whole number by tens, hundreds or thousands, we are actually adding in groups of 10, 100 or 1000 respectively. For example, 3x5=15 30 x 5 = 150 (add 30 groups of 5) 3 x 50 = 150 (add 3 groups of 50) 300 x5 = 1500 (add 300 groups of 5) 3x 500 = 1500 (add 3 groups of 500) 7 p22 © Educational Publishing House Pte LidUNIT 2: The Four Operations 1. 13. 15. 3000 x 5 = 15 000 (add 3000 groups of 5) 3 x 5000 = 15 000 (add 3 groups of 5000) Alternatively, when a whole number is multiplied by 10, 100 or 1000, take the product of the non-zero numbers and add the given number of zeroes. For example, In 15 x 400, take 15 x 4 = 60, then add 2 zeroes at the end. So, 15 x 400 = 6000. Work out the following sums. 36 x 10 2. 45 x 80 20 x 40 4, 153 x 30 1210 x 50 6. 75 x 100 35 x 700 8. 60 x 600 241 x 200 10. 500 x 300 - 2111 x 400 12. 67 x 1000 49 x 6000 14. 317 x 2000 108 x 5000 ~ © Educational Publishing House Pte Ltd 1234UNIT 2: The Four Operations Revision he Za o C. Divide by 10, 100 or 1000 When dividing a whole number by 10, 100 or 1000, we are actually putting the whole number into groups of 10, 100 or 1000 respectively. For example, 5000 + 10 = 500 5000 + 100 = 50 5000 + 1000 = 5 Alternatively, when dividing a whole number by 10, 100 or 1000, we can simply remove the correct number of zeroes from the whole number. D. Divide by tens, hundreds or thousands Similarly, when dividing a whole number by tens, hundreds or thousands, we are actually putting the whole number into groups of tens, hundreds or thousands respectively. For example, 3000 + 50 = 60 3000 + 500 = 6 Alternatively, when dividing a whole number by tens, hundreds or thousands, we can simply remove the correct number of zeroes from the whole number. ees Work out the following sums. 1. 420 + 30 2. 280+ 40 p24 © Educational Publishing House Pte LtdUNIT 2: The Four Operations 2500 + 50 1800 + 60 9600 + 120 1000 + 100 84 000 = 140 22 000 + 2000 114 000 + 3000 42 000 = 7000 Se aNanaw Rousiony, e % E. Four Operations on whole numbers using a calculator There are different types of calculators that we can use. It is important to read and follow the instructions in the manual that comes with your calculator. Below are some keys of the calculator that you need to know. Power key Numeral keys Operation keys Equal key All clear key 4 © Educatisnal Publishing House Pte Lid 1255UNIT 2: The Four Operations We will now learn how to use the calculator. For example, find the value of 89 + 43. Step 1: Press the numerals [8 Step 2: Press the operation Step 3: Press the numerals Step 4: Press the equal key The answer is 132. Use a calculator to find the values of the following: (a) 1197 + 2752 (b) 285 421 - 98 597 (c) 853 x 95 (d) 7332+ 78 Solution: " 3949 (a) Press 1197 [+] 2752 186 824 | (b). Press 285 421 [=] 98 597 (c)_ Press 853 [x] 95 |=] 81 035 78 [=] 94 (d) Press 7332 ee © Educational Publishing House Pte LidUNIT 2: The Four Operations Work out the following sums using a calculator. 1. 855 x 26 2. 793 x 18 3. 906 x 37 4. 438x74 5. 247 x 69 6. 2519x 43. 7. 3468 x 25 8. 5627 x 86 9. 2391 x59 10.. 3777 x 98 11, 987+ 21 © 12. 845 + 13 13. 899 + 31 14, 1748+ 19 15. 954+ 12 16. 6390+ 18 i 17. 5662 + 38 18. 3936+ 12 19. 2142+ 14 20. 8937+ 27 21. 9483 + 2016 22, 201+8+7+4 319 23. 776 + 1093+ 19872 24. 135 + 9898 + 2002 25. 1271 + 386+ 15899 26. 1057-859 27. 21 402 - 12 286 28. 102 674 - 90 984 - 597 29. 156 092 - 72 836 - 80 003 30. 18 961 - 6853 - 12 108 © Educational Publishing House Pte Ltd 27 8UNIT 2: The Four Operations _ Revision y, 25% F. Four operations involving order of operations Most calculators will perform calculations according to the order of operations. However, it is still better to test it before using it to work out the questions in the exercises that follow. Evaluate the following using a calculator. (a) 112 637 - 932 x 47 (b) 12 765 + 15 + 9328 (c) 966 x 58+ 23 (d) 112 x 51-896 = 16 Solution: Press the keys according to the order given for each question. Press the ‘All Clear Key [Aq] after recording the answer for each sum. Then proceed to the next sum. (a) Press 112 637 [=] 932 [=] 47 [=] 68 833 (b) Press 12 765 [=] 15 [+] 9328 [=] 10 179 (co) Press 966 [x] 58 [+] 23[=| 2436 5656 (d) Press 112 [=] 51 [-] 896 [=] 16 9 287 © Educational Publishing Howe Pte Ltd1. 14, 15. UNIT 2: The Four Operations Work out the following sums using a calculator. 32 x 5 x 1003 199x2+48 700+ 25-1 502 + 926 x 17 12 948 - 11 700 + 18 4176 +58+6x9 16+16+8x7-24 3617 + 986 - 2573 18+ 9x17 +127 27 x 13 + 8-343 +7 - 1149-82x7+24+14-7x3 - 640 + 16 + 96 + 12 x 201 - 1598 » 11 435 + 2579 - 7358 + 13 121 572 - 187 314 + 34 222 x 29 729+9x16+ 18 © Educational Publishing House Pte Ltd 1 29-¢UNIT 2: The Four Operotions ce Revision y ‘Zan ro G. Estimation Estimation is useful in finding a rough approximate value of a multiplication or division of numbers. The numbers involved in the multiplication or division are first rounded off to the nearest ten, hundred or thousand and then an estimate of the numbers is made. Estimate the value of 2843 x 5. Solution: Step 1: 2843 ~ 3000 Step 2: 3000 x 5 = 15 000 Thus, an estimate of 2483 x 5 is 15 000. Work out the following sums. 1. Estimate the value of each of the following. (a) 78x 23 (b) 5026 x 18 2. Write down the best estimate for 196 x 804. 9 30 © Educational Publishing House Pte Lidud UNIT 2: The Four Operations H. Word problems We can also solve word problems using multiplication and division. These are solved using unitary method such as direct comparison approach. dE A shopkeeper bought 50 trays of eggs for $165. Each tray contained 30 eggs. He sold all the medium-sized eggs for 16¢ each and collected $128. The rest of the eggs were sold at 14¢ each. How many eggs did he sell at 14¢ each? Solution: Number of eggs bought = 50 x 30 = 1500 Number of eggs sold at 16¢ = 12 800 + 16 = 800 Number of eggs sold at 14¢= 1500 - 800 = 700 He sold 700 eggs at 14¢ each. © Educational Publishing House Pte Lid 1314UNIT 2: The Four Operations Mrs Chee baked 621 tarts and put them equally into 9 boxes. Paul bought 3 boxes of tarts. How many tarts did Paul buy? Solution: 1 box — > 621+9 = 69 3B boxes ——> 69x3 = 207 Paul bought 207 tarts. Xuyin bought 24 English books at 4 for $12 and 6 Chinese books at $8 each. (a) How much did she pay in all? (b) If Xuyin’s sister had paid $36 for the English books and $24 for the Chinese books, how many books did she buy altogether? Solution: (a) Number of sets of English books bought = 24 + 4 =6 English books = $12 x6 = $72 Cost of Chinese books = $8 x 6 = $48 $72 + $48 = $120 She paid $120 in all. e332 © Educational Publishing House Pte LtdUNIT 2: The Four Operations (b) Number of sets of English books bought = 36 + 12 =3 Number of English books bought =3x4 =12 Number of Chinese books bought = 24+ 8 =3 1243515 She bought 15 books altogether. Mrs Lim took 467 eggs to the market to sell. 14 eggs were broken. She sold the rest of the eggs at 15¢ each. How much money did she collect? Solution: Number of eggs sold = 467 - 14 = 453 453 x 15¢ = 6795¢ = $67.95 She collected $67.95. © Educational Publishing House Pte Lid 33 8 134UNIT 2: The Four Operations A class of 40 pupils and their teacher donated $145 to charity. Tf each pupil donated $3, how much did the teacher donate? Solution: Amount of money collected from the pupils = 40x 3 20 145 - 120 = 25 The teacher donated $25. Mrs Low bought a packet of stickers and gave 12 stickers to each of her 45 pupils. Miss Tay bought a similar packet of stickers for her 36 pupils. How many stickers did each of her pupils get? Solution: Number of stickers in each packet = 45 x 12 = 540 540 + 36=15 Each of her pupils got 15 stickers. a te 3 Mr Tan earns $2450 a month. Every month he spends $1990 and saves the rest. How many months did he take to save $9660? Solution: Amount of money saved monthly = 2450 - 1990 = 460 9660 + 460 = 21 He took 21 months to save $9660. ey © Educational Publishing House Pte LtdUNIT 2: The Four Operations Mr Li paid $1450 for a television set. Mr Chan paid $350 for the first month and $180 every month for the next 8 months for a similar set: How much more did Mr Chan pay than Total amount of money paid for 8 months = 180 x 8 = 1440 Total amount of money Mr Chan paid = 1440 + 350 = 1790 Mr Li? Solution: | 1790 — 1450 = 340 Mr Chan paid $340 more than Mr Li. Mr Tan bought a table and 4 similar chairs for $490. If the table cost $170, how much did one such chair cost? Solution: Cost of 4 chairs = 490 - 170 = 320 320+ 4=80 Each chair cost $80. ‘s © Educational Publishing House Pie ttd 1354UNIT 2: The Four Operations Work out the following sums using a calculator. 1. A school set aside an estimated budget of $57 000 for buying computers. The actual cost of the computers was $45 000. How much more was the estimated cost than the actual cost of the computers? Mrs Sim bought a refrigerator which cost $3000. She paid for it in monthly instalments of $250 for the first 3 months and $150 per month for the rest of the payment. How long did she take to finish paying for the fridge? (Give your answer in years.) During a sale, 36 sets of heaters were sold in the morning and 60 sets of the same heaters were sold in the afternoon. The salesman received $7680 more in the afternoon. How much did he receive altogether? 2015 toys are to be packed into 29 boxes. 65 toys are packed into each of the first 16 boxes and the rest of the toys are packed equally into the remaining boxes. How many toys are there in each of the remaining boxes? Mrs Raja baked 1500 pineapple tarts. She packed them into 20 boxes. How many tarts did she put into each box? There are 125 boxes of beads. Each box contains 36 beads. In each box, 19 beads are yellow and the rest are green. What is the total number of green beads in all the boxes? 27 rows of chairs are arranged in a hall for a concert. Each row consists of 26 chairs. If 453 people turn up for the concert, how many empty chairs are there? Give your answer rounded off to the nearest 100. 36 [~~ © Educational Publishing House Pte Ltd11. 12. 13. 15. UNIT 2: The Four Operations Mr Yan had $339. He bought 7 stools for $105 and spent the rest of the money on 3 similar shelves. How much did each shelf cost? A shopkeeper had 7 boxes of oranges and 12 boxes of apples. There were 68 oranges in each box. He sold 388 oranges and 354 apples. If he had 382 fruit left, (a) how many oranges had he left? (b) how many apples were there in each box? . 1272 electrical bulbs are to be decorated evenly on 15 Christmas trees. (a) How many bulbs will there be on each tree? (b) How many bulbs will be left over? A class aims to collect $566 for a charity fund. There are 25 boys and 18 girls in the class. The girls give $12 each. How much must each boy give to meet the target? Raju had 3752 red stickers and 3136 green stickers. He sold 1800 stickers to Jack and packed the rest equally into 48 packets. How many stickers were there in each packet? Mr Wong bought a hi-fi set for $2295, a TV for $3967 and a computer for $3270. He paid a downpayment of $412 and paid the balance in 12 equal monthly instalments. How much did he pay each month? . There are 18 boxes with 287 T-shirts each. These T-shirts are packed into packets of 6 each. How many packets are there? Jane reads 18 pages of a book every day. If the book contains 468 pages, how long will she take to read the whole book? © Educational Publishing House Pte Ltd “L374unr 2: The Four Operations 16. 17. 18. Mr Huang earned $9600 a year. Every month, he spent $500 and saved the rest. How many months did he take to save $1800? Lily earned $1050 a month. She spent $300 on rent, $450 on food and $150 on transport and saved the rest. How much would she save in 2 years? Mr Chin bought 5 packets of biscuits. Each packet contained 100 biscuits. He gave 25 biscuits to Susan and 10 biscuits to Aminah. He then packed the rest equally into 15 packets. (a) How many biscuits had Mr Chin after giving to Susan and Aminah? (b) How many biscuits were there in each packet? 9 38 © Educatioal Publishing House Pte LtdUNIT 2: The Four Operations tea) (QUESTIONS Work out the following sums using a calculator. ire 1. Willie bought 12 pens at a total cost of $36 and 8 pencil cases at a total cost of $20. Jeremy bought 5 such pens and 7 such pencil cases. (a) How much less was Jeremy's bill than Willie’s? (b) If Jeremy buys only 2 pens with $50, how many pencil cases can he buy with the remaining money? 2. What must be added to the product of 209 and 36 to make 10 000? © Educational Publishing House Pte Lid 139.§Exercise 2.6 (b) 5026 x 18 = 5000 x 20 5000 x 20 = 100 000 2. 196 x 804 = 200 x 800 200 x 800 = 160 000 Exercise 2.1 + 1, $12000more 2. 1 years 1. 360 2. 3600 i 3. 800 4. 4590 IB. $30 720 4. 75 toys 5. 60500 6. 7500 + 5. 75 torts 7. 24500 8. 36 000 6. 2125 green beads 9. 48200 10. 150 000 a 11. 844 400 12. 67000 Eredar eaaasnace atte 13, 294.000 14. 634 000 1 8 $78 15. 540000 19. (@) sBoranges (b) 54 apples = +10. (0) 84bulbs — (b) 12 bulbs Exercise 2.2 Da $14 12. 106 stickers 114 27 13. $760 14, 861 packets te e408 15. 26 days 16. 6 months 7 600 a 11 17. $3600 9. 38 10. 6 18. (0) 465 biscuits penta (b) 31 biscuits 1. 22230 2.14274 ‘Thinking Questions 3. 33522 4, 32412 1. (a) 12 pens —> 36 5. 17 043 6, 108 317 [ pen — 36+ 12 7. 86 700 8. 483 922 iq =3 9. 141 069 10. 370 146 . 5 pens —» 3x5 11. 47 12. 65 : =15 2 3. see : 8 pencil coses —> 20 Vin la fee : 1 pencil cose —> 20+ 8 gi. - 7 = 250 ae aa ee 7 7 pencil cases —> 20 ~ 2.50 23. 21741 24. 12035 7 Faeen 25. 17556 26. 198 . Willie's bill ——» 36 + 20 27. 9116 28. 11093 . = 56 29. 3253 30. 0 : Jeremy's bill —> 15 + 17,50 ' : = 32.50 Exercise 2.4 : Difference —» 56 ~ 32.50 1. 160 480 2 406 7 = 23.50 . 27 4. 16 . e eee adie : Jeremy's bill wos $23.50 less aoe oad : thon Willie's. 9. 161 10. 310 : 11. 855 12, 50 atte eis uaa ainen 13, 13.448 14. 926 696 7 pie oo eae 15. 72 : = 17R15 bare rs : He can buy 17 pencil cases. 1. (0) 78x23 = 80x20 22, 209 36 = 7526 80 x 20 = 1600 + "40 000 - 7524 = 2476 g4or ‘© Educational Publishing House Ple LidSAVIN LLIN IRIS nA PLLA i, Order of Operations By the end of the unit, you should be able to: Carry out combined operations involving addition and subtraction only without brackets Carry out combined operations involving multiplication and division only without brackets * Carry out combined operations involving addition and multiplication only without brackets Carry out combined operations involving addition and division only without brackets Carry out combined operations involving subtraction and multiplication only without brackets Carry out combined operations involving subtraction and division only without brackets * Carry out combined operations involving the four operations without brackets * Carry out combined operations involving the four operations with brackets * Solve word problems involving whole numbers . ESTES PS ESE © Educational Publishing House Pte Lid 1416ee ee fies Revision : Hop Tes % A. Addition and subtraction When an expression involves mixed order of operations, there are rules to follow. In an expression involving addition and subtraction, we perform the operations from left to right. For example, when evaluating 35 - 15 + 22, Step 1: Perform the operations from left to right. 35-15 = 20 Step 2: Perform the other operation. 20 + 22 = 42 Thus, evaluating 35 - 15 + 22 gives 42., Evaluate 55 +18 - 42. : Solution: 55 + 18-42 = 73 - 42 =31 Thus, evaluating 55 + 18 - 42 gives 31. PALL © Educational Publishing House Pe LedUNIT 3: Order of Operations B. Multiplication and division In an expression involving multiplication and division, we also perform the operations from left to right. For example, when evaluating 48 + 6 x 4, Step 1: Perform the operations from left to right. 48=+6=8 Step 2: Perform the other operation. 8x4 = 32 Thus, evaluating 48 + 6 x 4 gives 32. eee : 4 Find the value of 72 x 3 + 4, | Solution: Thus, the value of 72 x 3 + 4 is 54. C. Addition and multiplication In an expression involving addition and multiplication, we perform the multiplication before the addition. For example, when evaluating 23 + 6 x 9, @ Educational Publishing House Pte Ltd 43 ¢UNIT 3: Order of Operations Step 1: Perform the multiplication. 6x9=54 Step 2: Perform the addition. 23+54=77 Thus, evaluating 23 + 6 x 9 gives 77. Find the value of 4 + 6 x 3. Solution: 4+6x3=44 18 = 22 Thus, the value of 4 + 6 x 3 is 22. Revision y, 2% D. Addition and division In an expression involving addition and division, we perform the division before the addition. For example, when evaluating 73 + 56 + 8, Step 1: Perform the division. 56+8=7 Step 2: Perform the addition. 73+7=80 Thus, evaluating 73 + 56 + 8 gives 80. e447 © Educational Publishing House Pte LtdUNIT 3: Order of Operations Find the value of 32 Solution: 32+8+46=44+ 46 = 50 | Thus, the value of 32 + 8 + 46 is 50. Revision WE % ‘aa E. Subtraction and multiplication In an expression involving subtraction and multiplication, we perform the multiplication before the subtraction. For example, when evaluating 88 - 5 x 8, Step 1: Perform the multiplication. 5x 8=40 Step 2: Perform the subtraction. 88 - 40 = 48 Thus, evaluating 88 - 5 x 8 gives 48, | Find the value of 9 x 52 - 88. Solution: 9 x 52 - 88 = 468 - 88 = 380 Thus, the value of 9 x 52 ~ 88 is 380. © Educational Publishing House Pte Ltd 145 ¢UNIT 3: Order of Operations Revision y, we F. Subtraction and division In an expression involving subtraction and division, we perform the division before the subtraction. For example, when evaluating 99 - 56 + 7, Step 1: Perform the division. 56+7=8 Step 2: Perform the subtraction. 99-8=91 Thus, evaluating 99 - 56 + 7 gives 91. Find the value of 112 + 4 - 15. 112+4-15 =28-15 = 13 Thus, the value of 112 + 4-15 is 13. G. The four operations In an expression involving the 4 operations without brackets, we perform multiplication and division before addition and subtraction. 246 © Educational Publishing House Pte LidUNIT 3: Order of Operations For example, when evaluating 16 - 10+ 2+ 5x4, Step 1: Perform the multiplication and division. 16-10+2+5x4 =16-5+20 Step 2: Perform the addition and subtraction operation from left to right. 16-5+20 = 11420 =31 Thus, evaluating 16 - 10 + 2 +5 x 4 gives 31. Find the value of 42-6 x3+8. Solution: 42-6x3+8 = 42-1848 =24+8 = 32 Thus, the value of 42-6 x 3 + 8 is 32. | Evaluate 50- 36+4+2x5. Solution: 50-36+4+2x5 =50-9+10 41+ 10 =51 Thus, evaluating 50 - 36 + 4425 gives 51. © Educatioiial Publishing House Pte Lid 474UNIT 3: Order of Operations H. The four operations involving brackets In an expression involving the 4 operations with brackets, we follow the order of operations as follows: Step 1: Perform the operations in the brackets. Step 2: Perform the multiplication and division before the addition and subtraction. Step 3: Perform the operations from left to right. For example, when evaluating 52 - 4 x (3 + 7), Step 1: Perform the operation in the brackets. 3+7=10 Step 2: Perform the multiplication. 4x10=40 Step 3: Perform the subtraction. 52-40 = 12 Thus, evaluating 52 - 4 x (3 + 7) gives 12. o Evaluate 3 + (17 - 3) x 3 Solution: Step 1: Perform the operations in the brackets first. 34(17-3)x3+2 =34(14)x3+2 248 © Educational Publishing House Pte Ltd| | PON AnaWN a 3 11, 12. 13. 14. 8+ (12 + 3) x81 15. 10 + (58-53) x2 UNIT 3: Order of Operations Step 2: Since the question has multiplication and division, work from left to right. So, do the multiplication first and then the division. 3+14x3+2 =3+42+2 =3+21 =24 Thus, evaluating 3 + (17 — 3) x 3 + 2 gives 24. Work out the following sums. 12+ 18+ 3x (7-5) 26-14+2x9+3 64~8x2+9 45+(5-2)+5x7 33. x27+8+4 (4352 - 38) + 6 + 20 x 3 (80 + 20x 4) +2 36+ (7+2)+3x5 24+6+3x (6-4) . 32+44+18x3-6 240+60x5 50-8x2+2 88+4x2-51+3 © Educational Publishing House Pte Lid 49 §UNIT 3: Order of Operations Reulsign, <2e5% I. Word Problems Word problems on order of operations can be solved using the unitary method. Some of the more common methods required for solving questions on order of operations are: 1. Part-Whole concept 2. Comparison concept 3. Before-After concept Andy has 56 stamps. Johnny has thrice as many stamps as Andy. Weilian has 25 more stamps than Andy. How many stamps do they have altogether? Solution: Step 1: Draw models and fill in the information given. 56 <> Andy Johnny L L Weilian i > 25 Step 2: Find the number of stamps Andy and Johnny have. 56x4= 224 Step 3: Find the number of stamps Weilian has. 56+ 25 = 81 Step 4: Find the total number of stamps they have altogether. 224 + 81 = 305 | They have 305 stamps altogether. 250 © Educational Publishing House Pte LdUNIT 3: Order of Operations For every 25 tickets sold, a pupil gets 2 free gifts. If a pupil gets 14 free gifts, how many tickets did he sell? Solution: Step 1: Find how many groups of twos there are in 14, 14+2=7 Step 2: Find the number of tickets in 7 groups. 25x7=175 He sold 175 tickets. Sam bought 4 shirts of the same type. He gave the salesgir! 3 $50 notes and received $38 change. What was the cost of each shirt? Step 1: Find the amount of money he gave to the salesgirl. 50 x 3 = 150 Step 2: Find the cost of the 4 shirts. 150 - 38 = 112 Step 3: Find the cost of 1 shirt. 112+ 4=28 The cost of each shirt was $28. [Soe cers tre csacsaeaetecsersacaecersecsacsnessececsarcancetserar secsetensevecaeaaes © Educational Publishing House Pte Ltd “L519UNIT 3: Order of Operations Jenny and George shared $390 between them. Jenny received $70 more than George. How much money did Jenny receive? Solution: Step 1: Draw models to show the information. George Jenny i => 70 Step 2: Find the amount of money George received. 390 — 70 = 320 320+ 2 = 160 390 Step 3: Find the amount of money Jenny received. 160 + 70 = 230 Jenny received $230. event. If there were 48 more adults than children, how many people were there altogether? Step 1: Draw models to show the information. Adults 48 Children There were five times as many adults as children at a charity = i ooze © Educational Publishing House Pie Lid| | | | / 1 | iz UNIT 3: Order of Operations Step 2: Find how many people 1 unit represents. 4 units —» 48 1 unit —> 48+ 4 =12 Step 3: Find the total number of people. 6 units —> 12x6 =72 There were 72 people altogether. Aileen paid $520 for some dresses and blouses. A dress costs $46 and a blouse is $28 cheaper than the dress. (a) Find the cost of 4 blouses. (b) If Aileen bought 4 more blouses than dresses, how many blouses did she buy? Solution: (a) Step 1: Draw models to show the information. Dress Step 2: Find the cost of 1 blouse. 46 - 28 = 18 Step 3: Find the cost of 4 blouses. 18x 4=72 4 blouses cost $72. © Educational Publishing House Pte Lid 53 8UNIT 3: Order of Operations (b) Step 1: Draw models to show the information in terms of cost. Dress Blouse Step 2: Find the cost of the dresses and blouses if she bought the same number of each. 520-72 = 448 Step 3: Find the total cost of 1 blouse and 1 dress. 18+ 46 = 64 Step 4: Find the number of groups if each group consists of 1 blouse and 1.dress. 448+ 64=7 Step 5: Find the number of blouses she bought if she bought 4 more blouses than dresses. 7+4=11 She bought 11 blouses. Ahmad bought 3 comic books and 2 storybooks for $21. Each storybook cost twice as much as a comic book. Find the cost of each storybook? Solution: Step 1: Draw models to show the information. storybook [| _! Comic 2 Step 2: Find the value of 1 unit 7 units —> 21 1 unit —> 21+7=3 254 © Educational Publishing House Pte LtdUNIT 3: Order of Operations Step 3: Find the cost of 1 storybook. 2 units —» 3x2=6 Each storybook cost $6. A shopkeeper had 500 kg of rice. He sold 125 kg of rice on Monday and 150 kg on Tuesday. If he packed the remaining rice in packets of 5 kg each, how many packets of rice did he pack? Solution: Step 1: Find the amount of rice he had left after selling. 500 - 125 —- 150 = 225 Step 2: Find the number of packets he had, if each contained 5 kg. 225+5=45 He packed 45 packets of rice. At first, Bakar had $115 and Sharifah had $65. Each of them bought a pair of shoes for the same price. Bakar now has 3 times as much money left as Sharifah. How much did the pair of shoes cost? Step 1: Draw models to show the information given by the first sentence. Before Bakar Sharifah —=—> 65 © Fducational Publishing House Pte Lid 155 ¢UNIT 3: Order of Operations _ Step 2: Step 3: Note: Step 4: Step 5: Step 6: The pair of shoes cost $40. Find how much Bakar has more than Sharifah. 115-65 = 50 Write the information on the model. 115 > Bakar i — 50 Sharifah —S 65 The difference between the amount of money they have left is $50 since they both spent the same amount of money. Draw models to show the information after they bought the shoes. After Bakar Shorifah —> 65 Find the value of 1 unit which is also the amount of money Sharifah had left. 2 units —~> $50 1 unit —> $50+2 = $25 Find the amount of money Sharifah spent, which is also the cost of the pair of shoes. 65-25 = 40 ee © Educational Publishing House Pte LtdUNIT 3: Order of Operations For every book that Edwin sells he is paid $2. He gets an extra $5 for every 20 books he sells. If he received $893 altogether, how many books did he sell? Solution: Step 1: Find the amount of money he received for every 20 books sold. 20x24+5=45 | Step 2: Find how many groups of $45 there are in $893. 893 + 45 = 19 R38 Step 3: Find the number of books he sold in 19 groups. 19 x 20 = 380 Step 4: Find how many books he sold to receive $38. 38+2=19 Step 5: Find the total number of books sold. 380 + 19 = 399 | | | | | | | He sold 399 books. Ali and Ben had an equal amount of money at first. After Ali spent $24 and Ben spent $36, Ali had twice as much money as Ben. How much money did each boy have at first? Solution: Step 1: Draw models to show the information. Before | / | © Educational Publishing House Pte Lid 1574UNIT 3: Order of Operations Step 2: Draw models to show information after they spent their money. Step 3: Find the amount of money shown by ?. 36-24 = 12 Step 4; Find the amount of money each boy had at first. 12 +12 +245 48 Each boy had $48 at first. 1. EOSIN, Work out the following sums using a calculator. The total cost of a cup and a saucer is $18. The cup costs twice as much as the saucer. A teapot costs 8 times as much as the saucer. (a) What is the cost of a teapot? (b) If Mrs Tan buys 1 teapot, 6 cups and 6 saucers, how much does she spend altogether? Ali had 285 marbles. Ben had 98 fewer marbles than Ali. Candy had twice as many marbles as Ben. How. many marbles had the 3 children altogether? Mr Li bought a television set for $2012. He made a down- payment of $200 and paid the rest of the money by monthly instalments in 1 year. How much had he to pay each month? ae © Educational Publishing House Pte Ltd10. 11. UNIT 3: Order of Operations A teacher had 7 boxes of pencils. There were 20 pencils in each box. If he gave 4 pencils to each pupil in his class, he would need an extra box of pencils. How many pupils were there in his class? A box and its contents have a mass of 20 kg. If the contents is 4 times as heavy as the box, what is the mass of its contents? John and Steven share 72' marbles between themselves. John gets 14 more marbles than Steven. How many marbles does Steven get? Cheryl has 235 stamps. Susan has twice as many stamps as Cheryl. Jolyn has 124 stamps more than Susan. How many more stamps has Jolyn than Cheryl? Ms Tham bought 4 sets of costume jewellery at $52 per set and 3.pairs of shoes at $85 per pair. If she gave the cashier 5 $100 notes, how much change did she get? Meimei sold 5 table fans and 3 oven toasters for $500. If an oven toaster cost $20 less than a table fan, (a) find the cost of a table fan, (b) find the cost of 4 table fans and 2 oven toasters. Mr Lee bought 40 boxes of mangoes. There were 24 mangoes in each box. He threw away 15 rotten mangoes and sold the rest in packs of 3. (a) How many mangoes were not rotten? (b) How many packs did he sell? Aaron has $12 more than Ben and $15 more than Sam. Together they have $87. How much does Aaron have? © Educational Publishing House Pte Lid 159¢UNIT 3: Order of Operations 12. 13. 14, 15. Alan and Bala have 101 marbles altogether. Bala has 11 marbles fewer than Alan. (a) How many marbles does Bala have? (b) How many marbles does Alan have? A boy gets 40 cents for each packet of biscuits he sells. He gets an extra $3 for every 30 packets of biscuits sold. How much will he get if he sells 255 packets of biscuits? Sook Ling and Jenny had an equal amount of money, Sook Ling spent $20 and Jenny spent $36. Sook Ling had twice as much money left as Jenny. (a) How much did Jenny have at first? (b) How much did Sook Ling have after spending $20. Janet had $24 and Joyce had $50. Both of them spent an equal amount of money buying dresses. After that Joyce had three times as much as what Janet had left. How much did each of them spend? 250 [ © Educational Publishing House Ple LidUNIT 3: Order of Operations ay [QUESTIONS Work out the following sums using a calculator. 1. Mrs Wong bought 3 kg of beef and 1 kg of mutton. Mrs Tan bought 3 kg of mutton and 1 kg of beef. Mrs Wong paid $8 more than Mrs Tan. If 1 kg of mutton cost $8, what is the cost of 1 kg of beef? 2. Joyce and Grace spent $55 altogether. Joyce and Hannah spent $85 altogether. If Hannah spent 3 times as much as Grace, how much money did Joyce spend? © Educational Publishing House Pei “| 61g1 Exercise 3.2 893 779 80 19 10 56 20 36 27 332 (@) <> cup sue] |” reaps [ From the model, 3 units —> 18 unit —> 18 +3 =6 B units —> 6x8 = 48 A teapot costs $48. (b) 6x18 +48 eH 108 + 48 156 She spent $156 altogether. Ben candy From the model, Ben's marbles ——» 285 - 98 = 187 Condy's marbles —> 187 x2 = 374 Total -—> 285 + 187 + 374 = 846 The 3 children hod 846 marbles altogether, Total monthly instalments © 2012-200 = 1812 Monthly instalment —> 1812 + 12 = 151 He had to pay $151 each month. 8 boxes of pencils —+ 20 x8 = 160 Number of pupils —> 160+ 4 = 40 There were 40 pupil class. oo0 = From the model, 5S units —> 20 Tunit —> 20+5 =A 4units —> 4x4 =16 The mass of its contents is 16 kg. John i n steven a (72-14) +2 a = 5842 = 29 Steven gets 29 marbles. © Educational Publishing House Pte Ltd235 chery! ‘2a 235 + 124 = 359 Jolyn has 359 more stamps than Cheryl. 8 Amount of money paid —> 100 x 5 = 500 500 ~ (52 x 4) ~ (3 x 85) Sa = 500-208 - 255 ecto = 292-255 =37 She got $37 change. 9. (a) Oven toaster x3 ‘ $500 fiiecietacls > 20 Table fan 8 units + (20 x 5) = 500 8 units —> 400 1 unit > 400+ 8 = 50 50 +20 =70 A table fan cost $70. (b) 4x 704250 Che teed = 280 + 100 80 The cost of 4 table fons and 2 ‘oven toasters was $380. 10. (0c) 40x 24-15 pats 960 - 15 945 945 mangoes were not rotten. © Educational Publishing House Pte Ltd 12. 13, 63 ¢ (b) 945 +3 = 315 He sold 315 packets of mangoes, From the model, 3 units —> 87 + 12 +15 eel 99+ 15 = 114 Tunit —> 1143 = 38 Aaron has $38, (0) 2 Bola = 1 (101-11) +2 paeaae = 9+2 245 Bala has 45 marbles. (b) 45+11=56 Alan has 56 marbles. Number of sets of 30 packets = 255 + 30 BR15 Additional cmount received 3x8 = 24 Amount received for all biscuits sold 255 x 40 0 200¢ = $102 Total omount received = 102 + 24 = $126‘unit —> 36-20 = 16 16 + 36252 Jenny had $52 at first. 16x 2=32 Sook Ling had'$32 otter spending $20, Before 24 <*>" Saeeare Jonet 26 soyce Amount of money Janet had left 26 + 2 = 13 24-13=11 Each of them spent $11. 9 64 Thinking Questions 1 Mrs Wong mston |] From the model, 2 kg beef —> 24 1 kg beef —> 24 +2 = 12 Thus, 1 kg of beef cost $12, 55 voyee | Groce 8s <——_ =>, voyee aoa 7 Hannah From the model, 2.units —> 85-55 = 30 1 unit —s 30+2 =15 55-15 =40 Joyce spent $40. © Educational Publishing House Pte LtdArea of Triangle By the end of the unit, you should be able to: * Identify the base and the height of a triangle ¢ Use a formula to find the area of a triangle © Educational Publishing House Pte td = 65gUNIT 4: Area of Triongle _ Revision, Ze" A. Identify the base and the height of a triangle Look at the triangles below: ® height height —— base The height of a triangle is always perpendicular to its base. 266 © Educational Publishing House Pte LtdA a base 2 Solution: height base 2 © Fdcatona Publishing House Pe td 67g Identify the height of triangle ABC. UNIT 4: Area of TriangleP Q d R Solution: P Q u R base B. Use a formula to find the area of a triangle Area of rectangle ABCD i. = breadth x length = ADxDC 9 68 © Educational Publishing House Ple Ltd| | i | 1 | | 1 | | | | | | i { i i base Cc So, area of triangle = ; x area of rectangle Area of triangle = I x base x height Find the area of triangle XYZ. x Area of triangle XYZ = ; x base x height Ph Bx 9 = 27 cm’? UNIT 4: Area of Triangle © Educational’ Publishing House Pte Lid 189 _¢UNIT4: Area of Triangle Pp Q u R Solution: uaa ‘ Find the area of triangle ABC. A 10cm ———_, eam Solution: Area of triangle PQR = ; x base x height Area of triangle ABC x base x height © Educational Publishing House Pte LidUNIT 4: Area of Triangle Solution: Area of shaded parts = 96 - 36 = 60 cm? Work out the following sums. 1. Identify the length of OB, given that AB is 10 cm. The length of OB is ___ cm. , D © Educational Publishing House fie Ld 71gUNIT 4: Area of Triangle 2. Identify the base of the triangle given. Scm a The base is ____cm. 3. The height of the triangle is given. Identify the base. z —____— is the base. 10cm The height of triangle ABC is cm. 272 © Educational Publishing House Pe LdUNIT 4: Area of Triongle 12cm 6cm 6cm The height of the triangle is__ cm. 6. What is the area of triangle ABC? The area of the shaded triangle in the rectangle is cm’. © Educational Publishing House Pte Ltd 123 ¢UNIT 4: Area of Triangle 8. What isthe total area of the shaded parts of the rectangle below? 14cm cm? 9. The area of the unshaded parts is _________ cm’. 10. Find the area of the figure below. 5m so os 5m cm? eae © Educational Publishing House Pte LtdUNIT 4: Area of Triangle PS QUESTIONS Work out the following sums using a calculator for only questions 3 and 4. 1. What fraction of the figure is shaded? 2. What fraction of rectangle ABCD below is shaded? A B D . For questions 3 and 4, refer to the figure below. 8 The area of the shaded portion AOE aso is z the area of rectangle ABCD. 18cm AO=8cm OB =8cm E AE = 18cm 3. Find the area of rectangle ABCD. 4. Calculate the perimeter of rectangle ABCD. © Educational Publishing House Pte Ld “L758 ¢Thinking Questions : 1 90 cm? 54 63 27 24 9 out of 24 of the figure is shaded. 3 3 2a 1 fee 6 ° 7 ; ‘Area of AAOES 7 x Bx 38 q = 72cm? Area of ABCD Length = 360+ 16 = 22.5cm Perimeter = 2 x (22.5 + 16) =77am 976 ‘© Educational Publishing House Pte LidBy the end of the unit, you should be able to: . ¢ Unit 5 Identify like and unlike fractions Add unlike fractions Subtract unlike fractions Add mixed numbers Subtract mixed numbers Calculate the product of fractions and whole numbers Calculate the product of fractions Divide fractions by whole numbers Convert measurements involving fractions Use a calculator to solve questions on the four operations involving fractions Solve word problems involving fractions © Educational Publishing House Pte Lid 7714UNIT 5: Fractions Revision Me a "0, tes" A. Like and unlike fractions In order to identify like and unlike fractions, look at the denominator of each fraction. l<—— Numerator [<—— Denominator For example, 3 and 2 are like fractions because they have the same denominator 8. (Ee However, : and 7 are unlike fractions because they have different denominators of 3 and 8 respectively. ee © Educational Publishing House Pte LtdUNIT 5: Fractions B. Adding unlike fractions When adding unlike fractions, we must remember to ensure that the denominators are changed such that they are common to each other. For example, when adding znd : we will need to convert both fractions to a common denominator. Step 1: Find the common multiple of 2 and 4. Multiple of 2: 2, 4, 6, Multiple of eee Thus, the first common multiple of 2 and 4 is 4. Convert ; to an equivalent fraction with a denominator of 4. Now, we can add the numerators together since both fractions are alike. ide: 4 a4 7 i: Thus, 1 added to + gives 2 4 © Educational Publishing House Pte Lid 1794UNIT 5: Fractions A glass was full. Water from a similar glass that was i filled with water was poured into the first glass. What fraction of water was there in the first glass in the end? Step 1: Change the unlike fractions to like fractions. wl un ye an } Ni= C: ole x3 Step 2: Add the fractions. + BIG aIN Wie aiw Nia Thus, the glass was 3 full of water in the end. Note: If after addition of the unlike fractions, we arrive at a fraction that can be further reduced to its simplest form, we will need to give our answer in its simplest form. 80 [© © Educational Publishing House Ple LidUNIT 5: Fractions C. Subtracting unlike fractions Similar to adding of fractions, when subtracting unlike fractions, we must remember to ensure that the denominators are changed such that they are common to each other. 3 of a cake was left in a box. Benny ate 2 of the cake. What fraction of the cake was left? Solution: Step 1: Step 2: Step 3: Write the subtraction expression. 33 45 Change the unlike fractions to like fractions. To do this, you need to find the first common multiple of 4 and 5. Multiple of 4: 4, 8, 12, 16, 20, 24, ... Multiple of 5: 5, 10, 15, 20, 25, ... Thus, the first common multiple of 4 and 5 is 20. Change the unlike fractions to like fractions of denominator 20. x5 xa rae Caen 2.18 3.2 4 ~ 20 5” 20 Ns NZ xs xa © Educational Publishing House Ped “|B gUNIT 5: Fractions 252 20 20 3 20 Thus, = of the cake was left. Note: If after subtraction of the unlike fractions, we arrive at a fraction that can be further reduced to its simplest form, we will need to give our answer in its simplest form. Work out the following sums. 1. Fill in the blanks with equivalent fractions. (@) f= 2-Q.5-0 ORS @ §-Q-% () Z= p82 © Educational Publishing House Ple LtdUNIT 5: Fractions 2. Add and leave your answer as a fraction in its simplest form. 1 3. Subtract the following. @ 3-35 (b) $-$5 @ fds @ 3-3 ©@ fo} © Educational Publishing House Ple Lid 1334UNIT 5: Fractions 4. A bottle contained z 1 of liquid. If z 1 of the liquid was used up, how much liquid was left in the bottle? 5. Mrs Chan bought a tub of ice cream. Her family ate 3 of it. She kept the rest of the ice cream in the freezer. What fraction of the ice cream in the tub was kept in the freezer? _ Reulsion y, wes D. Fraction and division A fraction is also a division. For example, when 2 apple pies are shared among 5 children equally, each child will get : of the pizza. This can be OD xX DL 98 Pay The illustration shows that 2 + 5 gives 2. 2 Thus, 2 + 5 is the same as 5 284 © Educational Publishing House Pte LidUNIT 5: Fractions 3 pizzas are shared among 8 children. What fraction of the pizzas does each child receive? Solution: METHOD I: Cut each pizza into 8 equal pieces. | Each child receives : of each pizza. Since there are 3 pizzas, each child receives 3 x z = 2 of each pizza. © Educational Publishing House Pte Ltd 85 _¢UNIT 5: Froctions METHOD II: 3 pizzas are to be divided by 8 children. So, 3+ 8= 2. Thus, each child receives 2 of the pizza. Note: 3 + 8 is the some as + x 3 or 3x 2. It can be also be written as 3 of 3. A wooden plank is 8 m long. It is sawn into 5 equal pieces. How long is one piece? Solution: Step 1: To find the length of 1 piece, take 8 + 5. 8+5=8x1 5 u wl Step 2: : is an improper fraction. Change it to a mixed number. 8 _ 43 Sees: Thus, the length of each plank is 12 m. eee 9 86 © Educational Publishing House Pie LtdUNIT 5: Fractions A sack of rice has a mass of 3 kg. It is packed into 5 bags. What is the mass of each bag? Solution: ee 5 5 | 3+553x / The mass of each bag is 2 kg. fe sete tice tea cea aeae ceases Work out the following sums. Express the following as a fraction. 1. 5+6 2.344 3 125 4. 7 of 4 5. 7 0f8 6. qf 2 Express each answer as a mixed number in its simplest form. 7. 18+4 8. 21+9 9.1225 10.724 © Educational Publishing House Pte Ltd 1874UNIT 5: Fractions = Ze May % E. Adding mixed numbers There are 2 ways in which we can add mixed numbers. One method of adding mixed numbers is to add the whole numbers first and then add the fractions. For example, when adding G and 34 Step 1: Add the whole numbers. 14354 Step 2: Add the fractions. + 5 (¢ can be expressed in its simplest form 1 as 5) Add the fraction to the whole number. 4434! 2° 2 Thus, the sum of 12 and 34 is 41. 8 Srutte2| The other method of adding mixed numbers is to first change the fraction to improper fractions and add. The answer will then have to be reduced to mixed numbers in its simplest form. 9 88 © Educational Publishing House Pte LidUNIT 5: Fractions For example, when adding 3 and 3t Step 1: Change the mixed numbers into improper fractions. 3M 8 al 37 Add the improper fractions. -% 8 Step 3: Express & as a mixed number in its simplest form. =4! 2 Thus, the sum of 12 and 31 is 41. 8 8 2 Step 1: Add the whole numbers first. 34457 Step 2: Change the 2 fractions into equivalent fractions. aL 8 4 12 510 6 12 Step 3: Add the fractions together. 9,10 _ 19 2° 2° 2 "© Educational Publishing House Pte Lid 189 ¢UNIT 5: Fractions Step 4: Change improper fraction to mixed numbers. 924k iaete2: Step 5: Add the whole number and the mixed numbers together. rail 12 Thus, the sum of 33. and 43 is 82. 4 6 12 Siti took 12 h to do her homework. She spent at hata Maths tuition class. How much time did she spend altogether? Solution: METHOD I: 12413 =24(24 2 =2+ (Z + 3) = 24(2) aioe 15 She spent az h altogether. 990 © Educational Publishing House Pte LidUNIT 5: Fractions METHOD II: weet ey 15 3 15, = 17420 15 15, meu 15 7 15 She spent 2d h altogether. F. Subtracting mixed numbers Similarly, when subtracting mixed numbers, there are also 2 ways in which we can subtract mixed numbers. One method of subtracting mixed numbers is to subtract the whole numbers first and then the fractions. For example, subtract 3t from ai. Step 1: Subtract the whole numbers. 4-3=1 Step 2: Find the first common multiple of 3 and 4. Multiple of 3: 3, 6, 9, 12, 15, ... Multiple of 4: 4, 8, 12, 16, ... Thus, the first common multiple of 3 and 4 is 12. © Educational Publishing House Pte Ltd 91 8Step 3: Change the fractions to equivalent fractions of denominator 12. 2_8 3 2 3 2 Step 4: Subtract the fractions. 8 35 HaaHit| Step 5: Add the whole number and the fraction. Thus, the difference between az and 34 is 15. The other method of subtracting mixed numbers is to first change the fractions to improper fractions and then subtract. The answer will then have to be written as a mixed number in its simplest form. For example, subtract 34 from a, Step 1: Change the mixed numbers into improper fractions. 42214 3 3 Change the fractions to equivalent fractions of denominator 12. ee © Educational Publishing House Pte LidUNIT 5: Fractions Step 3: Subtract the fractions. Bee aes etd 120 120«12 Express z as a mixed number in its simplest form. 12 12 Woi45 Thus, the difference between az and at is 12, What is the value of 62 - 32? Solution: og METHOD I: 2_35 ie 2.5 oriteieeeats! +S e = SEH: i H34(~ 9) | 105 6,4 _ 10 =24+(=-2 ft b tS | fe a) (Note: + = aa | : =242 j 6 | #25 | 6 } | Thus, the value of 62 - 35 js 25. 3°66 © Educational Publishing House Pte-Lid 193.¢UNIT 5: Fractions METHOD II: 62-332 %-2 3 6 3 6 eee 6 6 eee 6 =22 fete 14 2-25 =2-2+(5- =) ee ereeals "45 15 one ~ 15 eo © Educational Publishing House Pte LtdUNIT 5: Fractions Work out the following sums. 1, 23451 6 2 & 5 1 | 2. 35 +25 i 3. 421 i 4, 33-13 10 5 5. 45-25 12 8 1_ 33 6. 41-33 | 7. Acarpenter has a piece of wood. He needs another 22 m of wood to make it into a 5 m long path. What is the length of the piece of wood he has? 8. Mr Fong spent é of his salary on food and ; of it on transport. What fraction of his money was left? 9. Siti bought 3 durians each of mass 24 kg, 13 kg and 13 369 respectively. What is the total mass the : durians? 10. Karen bought 9 kg of sugar. She used 22 kg of it to bake some cakes and a2 kg of it to make some biscuits. How much sugar was left? © Educational Publishing House Pte Lid 188 ¢UNIT 5: Fractions 11. 12. 13. 14, 15. Sumin used 13 lof paint for her room. Yusof used 2 lof paint for his room. How much more paint did Sumin use than Yusof? Mrs Li painted z of the kitchen and her son painted 3 of it. Their neighbour helped to paint i of the kitchen. What fraction of the kitchen did Mrs Li and her son paint more than their neighbour? A man has to finish a job in 4 days. On the first day, he completed : of it. On the second day, he completed ; of it. What fraction of the work remained to be done ‘on the last 2 days? Zainal spends ; of his income on food and 3 of it on transport. If he: saves the remaining income, ‘tad fraction of his income does he save? Kit Wan bought a pizza. She gave : of it to Joyce and z of it to Steven. What fraction of the pizza was left? 296 TF © Educational Publishing House Pte LtdUNIT 5: Fractions G. Product of fractions When we multiply a fraction by a whole number, it is similar to adding the fraction by the number of times of the whole number. For example, when : is multiplied by 5, it is similar to adding i five times. txs 8 There is an easier method to solve product of fractions and whole numbers. The first method to solve the product of fraction and whole number is to first multiply the numerators and then multiply the denominators. Finally, divide the numerator by the denominator to give the answer. For example, to simplify 1 of 6, a Step 1: Replace ‘of’ with ‘x’. tof Sa 1x6 4°14 Step 2: Multiply the numerators together. © Educational Publishing House Pte Ltd 1974UNIT 5: Fractions Step 3: Express your answer in its simplest form. Thus, the product of : and 6 is 12. The other method of solving the product of fractions and whole number is to use what is known as the cancellation method. In this method the numerators and the denominators are divided by the common factor and then multiplied. For example, to simplify t of 6, Thus, the product of ; and 6 is 1. 2 98 © Educational Publishing House Ple LidUNIT 5: Fractions eee eee eee cee i | | Minghui had $182. She donated 2 of the money to a charity, How much money did she donate to the charity? | Sol ution: | | METHOD I: 52 | 2 x 192 = 2218 7) 364 14 | == = 14 | = 52 7 | Thus, she donated $52 to the charity. | | METHOD II: | 2 * | gx 2=2x26 , | =52 ' | Thus, she donated $52 to the charity, — a ee eee eee ce, a H. Product of fractions The product of two fractions can be illustrated as follows. For example, : of 2 is actually : of 3 of the shaded figure. © Educational Publishing House Pte Lid 199 ¢UNITS: Fractions Hence ; of the shaded figure is referring to 1 part of the whole figure or + of the whole figure. This can be shown using cancellation method of multiplying the fractions as follows: a 4 A bottle contains ; Lof liquid. If : of the liquid is used, how many litres of liquid is used? Solution: METHOD I: 2 of 3s 5 4 2 1 of the liquid is used. ptoo © Educational Publishing House Pte LtdUNIT 5: Fractions METHOD II: of win Riw Rlw 2 1 =X 5 ns 0 2 1 of the liquid is used. 10 There were 280 pears in a crate. i of them were rotten and were thrown away. Mr Li sold é of the remainder. How many pears did he sell? ion: METHOD 1: Fraction remained —> 1- + / a | 4 / 4 | Fraction of pears sold —> / =3 i 5 p35 | = x 280= 3 x 56 1% | = 168 He sold 168 pears. © Educational Publishing House Pte Lid “101 ¢UNIT 5: Froctions _ METHOD II: Number of rotten pears —-> : x 280 =70 Number of pears remained —~> 280 - 70 = 210 4.2 4 x PO = 4x 42 B = 168 Mr Li sold 168 pears. Agirl spent ; of her money on a book and ; of the remainder ‘on lunch. What fraction of money did she spend on lunch? Solution: Fraction of her money that remained after buying the book 3 St 5 7 5 of IN t win wa 1x 3 ce 5 4 of her money was spent on lunch. 102 [ © Educational Publishing House Pte LtdUNIT 5: Fractions Work out the following sums. 1. 2x 30 5 2. 15x 4 9 3. Loft maa 4. 2 of 3 ear 5. 4x5 5° 8 6 2x2 “6° 10 yearns 7 15 12 Wt 9g 3x 4 8 9 10. 2 of 20 8 © Educational Publishing House Pte td] 103 gUNIT 5: Fractions 11. 12. 13. 14, 15. There are 57 pupils in a Mathematics Club. If : of them are boys, how many of them are girls? Mrs Gopal made 28 pies. She gave 3 of them away. How many pies did she give away? Cik Aminah bought a piece of cloth. She used E of it to make a skirt. She used 3 of the remainder to make a dress for her doll. What fraction of the cloth had she left? Mr Tan earned $2600 during June. He gave 2 of his salary to his wife, Jane. Jane spent 4 of the money and shared the remainder equally with her two daughters. How much money did each child receive? There are 96 chairs in a room. : of them are green. The rest are yellow. How many yellow chairs are there? 104 © Educational Publishing House Ple LidUNIT 5: Froctions Conversion of measurements Unit of measures can be converted from,one unit to another as shown below. Length 1m = 100 cm 1 km = 1000 m Time 1 year = 12 months 1 week = 7 days 1 day = 24 hours 1 hour = 60 minutes 1 minute = 60 seconds Mass 1kg = 1000 g Volume/capacity of liquid 1 1= 1000 mi Express at h in hours and minutes. Solution: th = 1x 60min 3 3 = 20 min So, at his 2 hours 20 minutes. © Educational Publishing House Pte id 105UNIT 5: Fractions Express 2 km in metres. Solution: 1 km = 1000 m 3 km = 3 x 1000 = 600 5 5 1000 + 600 = 1600 Thus, 2 km is 1600 m. $3 = 300¢ 3 300 10 Thus, 90¢ as a fraction of $3 is =. Express 9 months in years. Solution: 12 months = 1 year 9 months = 2 = 2 year 2 4 Thus, 9 months is 3 ofa year.UNIT 5: Fractions Solution: 1000 m= 1km 2800 m = 2800 1000 ae 10 =24km 5 Thus, 2800 m is the same as 24 km. a a 4ihe min 5 5ikg=__kg___g 12 yr = yr —_ mth 22 min= s 12 mi © Educational Publishing House Pte Lid. “107gUNIT 5: Fractions 7. 32 m=—_____m 7 = 8. 45, kg =____-9 9. 5600 m =___ km ___m 10. 74 m=—____cm 4 11, What fraction of $2 is 80¢? 12. Express 10 months as a fraction of 3 years. 13. What fraction of 6 metres is 500 cm? 14. Express 4 h as a fraction of 1 day. 15. Express 300 m/ as a fraction of 2 1. Revision v Ze, J. Dividing a fraction by a whole number When dividing a fraction by a whole number, we are actually increasing the denominator by the number of times the fraction is divided. For example, when 3 is divided by 4, you are actually dividing 3 of a figure further into 4 parts as shown below. 2.108 © Educational Publishing House Ple LidUNIT 5: Fractions From the model, we can see that ; + 4 gives : Similarly we can also say that 3+ 4 is the same as t of 7 This can be illustrated as follows: tag Finally, when dividing a fraction by a whole number, we can perform the following: © Educational Publishing House Pte Lid 109 ¢UNIT 5: Fractions 5 children shared 3 a cake equally, What fraction of the cake did each child receive? METHOD I: ; a cake is divided into 5 parts for each of the 5 children. +5 Nia x wie 7 2 a 10 Each child received + of the cake. METHOD II: Each child received z of 3 a cake. win Nia wi Nia |- Each child received + of the cake. Note: 1 +5 is the same as + of 1. 2 Bate: gio © Educational Publishing House Pte ltdUNIT 5: Fractions What is E +3? Solution: METHOD I: 1, 444 | 7 2 222 7 : 3. 336 8 4. 3410 6 5. $+3 © Educational Publishing House Pte Ltd LiN1¢Revision y Ze K Revision Notes To do operations involving fractions, we need to use the Fraction Key [a®/|. Some calculators may have different keys for displaying fractions. Check the manual of your calculator for the key. Find the value of the following: @ 22415 (b) 74-42 (c) x x 3 (d) 2 x14 (e) : +4 (f) : + z Solution: Press the keys according to the order given for each question. Press the ‘All Clear’ Key [AC] after recording the answer for each sum. Then proceed to the next sum. (a) Press 2 [abi 3 fa] 5 [+ = al (b) Press 7 fabid 1 obi 4 [=] 4 folie] 1 aha] 3 [= 24 qi © Educational Publishing House Pre Lid _S Es(c)_ Press 6 fab of] 4 Gh Press 3 Pi] 7 [x] 14 (d) Press 4 [abi] 5 [2] 4 ule Press 1 [a/c] a a u © " UNIT 5: Fractions als blo 3. 22412 a 5 2 1 7 | 7. 41-32 l 9.2 x24 | 2x4 8 5 fatto i 4 © Educational Publishing House Pte Ltd 10. 12. 14, 31473 eee 3122 4 32-22 wy 12 ly 2 3° 10 Siar 4° 6 113 ¢UNIT 5: Fractions L. Word Problems Word problems on fractions can be solved using the unitary method. Some of the more common methods required for solving questions on fractions are: 1. Part-Whole concept 2. Comparison concept Jiale had $40. He spent z of it on food and $25 on a shirt. What is the amount of money he had left? Solution: Step 1: Draw a model to show the information. 40 (aT TTT 1 25 Step 2: Calculate the amount of money spent on food. 1 of 40 = 1x 40 8 8 =5 Step 3: Add the amount of money he spent on food to the amount of money he spent on the shirt. 5 +25 = 30 air © Educational Publishing House Pte Lid/ / | | | | UNIT 5: Fractions Step 4: Subtract the amount of money spent from the original amount of money he had to find the amount of money left. 40 - 30 = 10 He had $10 left. A lady spent z of her money in one shop and z of it in another shop. She had $28 left. How much money had she at first? Solution: METHOD I: Step 1: Draw model to show the information | os EC Step 2: Find the sum of money she had at first, based on the model. From the model, 1 unit —> $28 6 units —» $28 x 6 = $168 She had $168 at first.