01-NEM-GR4-WBAN/SI-CH01 11/3/03 11:48 AM Page 1

CHAPTER 1

1 Patterns with Multiple Attributes

Describe, extend, and create patterns that
Goal
change in many ways.

1. a) Complete the pattern. At-Home Help

** ** * *
b) Describe it. 2 asterisks, then a square,
Patterns made with shapes
can be
• described by the shapes and
colours and how they change
then a circle, then repeat
• represented with a letter model
For example,
c) Write a letter model for it.
AABCAABCAAB
A black square is followed by a
white triangle and then a white
2. a) Complete the pattern. square. Then the shapes repeat.
A–B–C–A–B–C–A–B–C

b) Describe it. a white triangle, a black triangle,

a white circle, then a white triangle, a black triangle, 2 white circles, then a

white triangle, a black triangle, 3 white circles; with each repeat there is one

more white circle

c) Write a letter model for it. ABCABCCABCCC

3. Write a letter model for the pattern.

CDC CD
AB AB
CDC CD

4. Create a pattern with at least 2 shapes and 2 colours.

For example:

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 1

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CHAPTER 1

2 Number Patterns
Goal Create, describe, and extend number patterns.

1. Describe each pattern. Write the next At-Home Help

3 numbers.
30, 33, 36, 39, ,
a) 50, 54, 58, 62, 66, 70 , 74 , 78 In this pattern, the numbers
increase by 3. The missing
increase by 4 numbers are 42 and 45.

20 15 10 14, 16, 19, 23, ,

b) 45, 40, 35, 30, 25, , , In this pattern, the numbers
decrease by 5 increase by 2, then 3, then 4,
then 5, then 6, and so on. The
missing numbers are 28 and 34.
c) 3, 6, 10, 15, 21, 28 , 36 , 45
increase by 3, then 4, then 5, then 6, A pattern where the first number
is 25 and the numbers decrease
and so on by 5 is 25, 20, 15, 10, 5.

2. Circle the letter of the statement that describes

the pattern 8, 10, 13, 17, 22, 28.
A. The numbers increase by the same amount each time.
B. The numbers decrease by the same amount each time.
C. The numbers increase by 1 more each time.
D. The numbers increase by 2 each time.

3. Write another description for the pattern in Question 2.

The numbers increase by 2, then 3, then 4, then 5, then 6.

4. Mary wants to increase her exercise time every day.

She starts with 5 minutes and adds 5 minutes each day.
How long will she exercise on the 7th day?
a) Write the pattern. 5, 10, 15, 20, 25, 30, 35

b) Describe the pattern. Start with 5 and increase each number by 5.

c) How long will she exercise on the 7th day? 35 minutes

2 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

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CHAPTER 1

3 Patterns in T-Charts
Goal Use t-charts to identify and extend patterns.

You will need coloured pencils or markers. At-Home Help

b g
1. This ring has 4 birthstones — r r A pendant has
these shapes.
ruby (red), sapphire (blue),
emerald (green), and ruby (red). This t-chart shows
how many are
a) Colour the stones in this picture. in increasing
numbers of pendants.
b) Complete the t-chart below to show how
Number of Total number
many stones of all types are in 8 rings. pendants of

c) Look at the numbers in the 2nd column. 1 2

Write a pattern rule. 2 4
3 6
Start with 4 and increase each number by 4.
4 8
5 10

d) Complete the t-chart below to show how many ruby stones

are in 8 rings.
e) Look at the numbers in the 2nd column. Write a pattern rule.
Start with 2 and increase each number by 2.

part b) Number Total number part d) Number Total number

of rings of stones of rings of ruby stones

1 4 1 2
2 8 2 4
3 12 3 6
4 16 4 8
5 20 5 10
6 24 6 12
7 28 7 14
8 32 8 16

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 3

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CHAPTER 1

4 Measurement Patterns
Goal Extend time patterns in t-charts.

1. Josef reads for 25 minutes each school night. At-Home Help

a) Complete the t-chart below to show many George practises the piano for
minutes he read in 10 nights. 15 minutes each day. This
t-chart shows how many
b) Look at the numbers in the 2nd column. minutes he practises in
Write a pattern rule. increasing numbers of days.

Start at 25 and increase each number by 25. Total number

Days of minutes
1 15
2 30
2. Lina takes piano lessons 4 times a month. 3 45
4 60
a) Complete the t-chart below to find the 5 75
number of piano lessons she takes in 1 year.
b) Look at the numbers in the 2nd column. Write a pattern rule.
Start at 4 and increase each number by 4.

Question 1. Total number Question 2. Total number

Days of minutes Months of lessons
1 25 1 4
2 50 2 8
3 75 3 12
4 100 4 16
5 125 5 20
6 150 6 24
7 175 7 28
8 200 8 32
9 225 9 36
10 250 10 40
11 44
12 48

4 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

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CHAPTER 1
Solve Problems Using
5 a Patterning Strategy
Goal Look for a pattern to solve a problem.

Show the events on the 100 chart

At-Home Help
using the mark indicated.
A 100 chart is another way
to find patterns.
1. Every 2nd day the class has gym.
Mark all the day numbers with \ .
100 Days of School
2. Every 3rd day the class has art. 1 2 3 4 5 6 7 8 9 10
Mark all the day numbers with /.
11 12 13 14 15 16 17 18 19 20

3. Every 5th day the class has an hour of 21 22 23 24 25 26 27 28 29 30

math games. Circle all the day numbers. 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
4. a) Describe the pattern of the days when
the class has gym and art. 51 52 53 54 55 56 57 58 59 60

6, 12, 18, …, 90, 96 is every 6th number 61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

b) How many times in 100 days does the class have gym and art?
16

5. a) Describe the pattern of the days when the class has gym, art,

and an hour of math games. 30, 60, 90 is every 30th number

b) How many times in 100 days does the class have gym, art,

and an hour of math games? 3

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 5

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CHAPTER 1

6 Multiple Number Patterns

Goal Extend and describe special number patterns.

1. a) Complete this number chain. At-Home Help

4 4 6
— 8
— 8
— This is a number chain.
1 4 4 7 10
10 12 14 16 18 20
— 22
— 24
— 26
—
3 6 9 12 15 18 21 24
2 4 6
— 6
— 8
— 10
—
1 1 4 7 7
b) Write each number pattern. The numbers at the corners of
each triangle add to give the
inside the triangles: number inside the triangle.
10, 12, 14, 16, 18, 20, 22, 24, 26 1⫹1⫹1⫽3
1⫹1⫹4⫽6
top corner numbers:
Patterns in this number chain are
4, 4, 6, 8, 8 inside triangles:
3, 6, 9, 12, 15, 18, 21, 24
bottom corner numbers: top corner numbers:
1, 4, 4, 7, 10
2, 4, 6, 6, 8, 10
bottom corner numbers:
1, 1, 4, 7, 7
zig-zag numbers:
zig-zag numbers:
2, 4, 4, 4, 6, 6, 6, 8, 8, 8,10 1, 1, 1, 4, 4, 4, 7, 7, 7, 10

2. Complete this number chain.

1 1 7
— 8
— 12
—

5 6 8 11 15 20
— 26
— 33
— 41
—
0 4 3
— 5
— 13
— 16
—

Write each number pattern.

inside the triangles: 5, 6, 8, 11, 15, 20, 26, 33, 41

top corner numbers: 1, 1, 7, 8, 12

bottom corner numbers: 0, 4, 3, 5, 13, 16

zig-zag numbers: 0, 1, 4, 1, 3, 7, 5, 8, 13, 12, 16

6 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

01-NEM-GR4-WBAN/SI-CH01 11/3/03 11:48 AM Page 7

CHAPTER 1

7 Finding Missing Terms

Find the missing number in a pattern
Goal
and in an equation.

1. Use the equation to find the missing number in At-Home Help

each pattern. Then write the pattern rule.
4, 8, 12, 16, , 24, …
23 In this pattern, the numbers
a) ⫹ 5 = 28 3, 8, 13, 18, 23 , 28, … increase by 4.
numbers increase by 5 4 ⫹ 4 ⫽ 8, 8 ⫹ 4 ⫽ 12,
12 ⫹ 4 ⫽ 16, so ask,
“What number ⫹ 4 ⫽ 24?”
b) 35 ⫹ 10 = 45 25, 35 , 45, 55, 65, … 20 ⫹ 4 ⫽ 24
numbers increase by 10 Also, 16 ⫹ 4 ⫽ 20.
So the missing number must
be 20.
c) 19 ⫹ 4 = 23 3, 7, 11, 15, 19 , 23, 27, …
19, 17, 15, 13, , 9, 7, …
numbers increase by 4 In this pattern, the numbers
decrease by 2.
45 ⫹ 6 = 51 45 , 51, 57, 63, 69, 75, … 19 ⫺ 2 ⫽ 17, 17 ⫺ 2 ⫽ 15,
d)
15 ⫺ 2 ⫽ 13, so ask,
numbers increase by 6 “What number ⫺ 2 ⫽ 9?”
11 ⫺ 2 ⫽ 9
Also, 13 ⫺ 2 ⫽ 11.
e) 54 ⫺ 4 = 50 54 , 50, 46, 42, 38, 34, …
So the missing number must
be 11.
numbers decrease by 4

f) 56 ⫺ 3 = 53 62, 59, 56 , 53, 50, 47, …

numbers decrease by 3

2. Fill in the blank in each equation.

a) 5 ⫹ 15 ⫽ 20 c) 27 ⫹ 4 ⫽ 31 e) 82 ⫺ 6 ⫽ 76

b) 23 ⫺ 4 ⫽ 19 d) 26 ⫹ 8 ⫽ 34 f) 35 ⫺ 9 ⫽ 26

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 7

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CHAPTER 1

8 Equivalent Equations
Goal Use patterns to create equations.

You will need counters, such as toothpicks, At-Home Help

bread tags, or dry cereal. A t-chart can be used to list
number pairs that make this
1. You can use counters to find all the equation true.
number pairs for ● and ■ that make
8⫹3⫽●⫹■
8 ⫹ 3 ⫽ ● ⫹ ■ true.
a) Show 8 ⫹ 3 using counters. ● ■
0 11
b) Rearrange the counters to show the 1 10
number pairs given in the At-Home 2 9
3 8
Help box.
4 7

c) Keep rearranging the counters to find all

● ■
the number pairs. ● ⫽ 1 and ■ ⫽ 10 is
a different number pair than ● ⫽ 10 and 5 6
■ ⫽ 1. Continue the pattern and record
6 5
the other number pairs in this t-chart.
7 4
d) Describe any patterns you see in the
8 3
t-chart.
As ● increases by 1, ■ decreases by 1. 9 2

The sum of the pairs is always 11. 10 1

11 0

2. Use a t-chart and patterns ● ■ ● ■

to find all the number pairs
0 10 6 4
for ● and ■ that make
5 ⫹ 5 ⫽ ● ⫹ ■ true. 1 9 7 3
2 8 8 2
3 7 9 1
4 6 10 0
5 5

8 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

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CHAPTER 1

Test Yourself Page 1

Circle the correct answer.

1. Which letter pattern describes this bead pattern?

A. S C. S
R R T T R R R T
S S

B. S D. S
R R U V R R R U
T T

2. What are the next 3 numbers in this pattern?

36, 33, 30, 27, …
E. 24, 21, 18 F. 21, 18, 15 G. 30, 33, 36 H. 26, 25, 24

3. What is the pattern in the 2nd column of this t-chart? Number of Total number
bracelets of charms
A. The numbers increase by 1. 1 3
B. The numbers increase by 2. 2 6
3 9
C. The numbers increase by 3. 4 12
5 15
D. The numbers double.

4. What is the pattern for the black squares?

E. 2, 4, 6, 8, … G. 1, 3, 5, 7, 9, …
F. 3, 6, 9, 12, … H. 3, 9, 15, …

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 9

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CHAPTER 1

Test Yourself Page 2

Circle the correct answer.

5. Sari can make 3 paper flowers in 1 hour.

Which t-chart shows how many flowers she can make
in increasing numbers of hours?

A. Total number C. Total number

Hours of flowers Hours of flowers
0 1 0 3
1 3 1 6
2 6 3 12
3 9 4 15
4 12

B. Total number D. Total number

Hours of flowers Hours of flowers
1 3 1 3
2 6 2 3
3 9 3 3
4 12 4 3
5 15 5 3

6. What is the next number in the zig-zag pattern?

1 4 5 7 ■

4 7 10 13 16 19

1 2 4 7 8

E. 10 F. 25 G. 8 H. 9

7. What is the missing number in this pattern?

32, 35, ■, 41, 44, 47, …
A. 36 B. 37 C. 38 D. 39

8. Which of these could be the right side of the equation

14 ⫹ 9 ⫽ ● ⫹ ■?
E. 14 + 10 F. 13 + 10 G. 13 + 9 H. 13 + 8

10 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

02-NEM-GR4-WBAN/SI-CH02 11/3/03 12:12 PM Page 11

CHAPTER 2

1 Place Value
Goal Model numbers up to 10 000.

1. Suppose you used only 1 type of block to At-Home Help

model each number. How many hundreds
Base ten blocks are often used
blocks would you need? How many to model or represent place
thousands blocks would you need? value concepts.
represents one.
a) 1000 10 hundreds or 1 thousands
represents ten.
b) 3000 30 hundreds or 3 thousands represents one hundred.

c) 8000 80 hundreds or 8 thousands represents one thousand.

2. Write the number for each. For example, 2465 can be

modelled as
a)
3426

b)
2107

c) 1095

3. A school collected 2724 cans for the canned food drive by the end
of November.

a) Which blocks would you use to model 2724 with the least

number of blocks? 2 thousands blocks, 7 hundreds blocks,

2 tens blocks, 4 ones blocks

b) Imagine that blocks are added to include 100 more cans

collected each week for 4 weeks. Which blocks would be added?
4 hundreds blocks

c) Imagine that blocks are traded so the model uses the least number
of blocks. Which blocks would change? Why?
2 thousands 11 hundreds would become 3 thousands 1 hundred because
10 hundreds blocks can be traded for 1 thousands block.

Copyright © 2004 Nelson Answers Chapter 2: Numeration 11

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CHAPTER 2

2 Expanded Form
Goal Write numbers up to 10 000 in expanded form.

1. Thousands Hundreds Tens Ones At-Home Help

2 1 8 4 When a number is written in the
usual way, for example 4675,
it is in standard form.
In expanded form, 4675
is written as
Write the modelled number 4000
600
70
5 or as
4 thousands
6 hundreds

a) in standard form 2184 7 tens
5 ones.
We read 4675 as 4 thousand
b) in expanded form using numbers 6 hundred seventy-five.

2000 + 100 + 80 + 4

c) in expanded form using words 2 thousands + 1 hundred + 8 tens + 4 ones

d) as you would read it 2 thousand 1 hundred eighty-four

2. Write each number in expanded form using words.

a) 6734 6 thousands + 7 hundreds + 3 tens + 4 ones

b) 3208 3 thousands + 2 hundreds + 8 ones

c) 9777 9 thousands + 7 hundreds + 7 tens + 7 ones

3. Write each number in standard form.

a) b) 8000
800
80
8 8888

c) 7 thousands
6 tens
2 ones 7062

3506

12 Answers Chapter 2: Numeration Copyright © 2004 Nelson

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CHAPTER 2

3 Comparing and Ordering Numbers

Goal Compare and order numbers up to 10 000.

1. Here are the masses of some heavy animals. At-Home Help

elephant giraffe When comparing numbers, you
can use the symbols < and >.
6168 kg 1364 kg
The symbol < means that the 1st
number is less than the 2nd
number.
rhinoceros baby whale The symbol > means that the 1st
2273 kg 3636 kg number is greater than the 2nd
number.
The symbols < and > always point
bison hippopotamus to the lesser number
(e.g., 1805 < 5920 and 5920 > 1805).
1182 kg 3207 kg

a) Which animal is the heaviest? Explain how you know. The elephant is the
heaviest. The mass of the elephant has the greatest thousands digit.

b) Which animals have a mass of between 2000 kg and 4000 kg? rhinoceros,
baby whale, hippopotamus

c) Which animal is heavier, the giraffe or the bison? Explain how you know.
The giraffe is heavier. Both have a 1 in the thousands place, but the hundreds

digit is greater in the mass of the giraffe.

d) Order the animals from lightest to heaviest. bison, giraffe, rhinoceros,

hippopotamus, baby whale, elephant

2. Complete by using <, , or >.

a) 8882 > 987 b) 2815 < 2968 c) 6200 < 8602 d) 5432 > 4523

3. Write each set of numbers in order from least to greatest.

a) 7450, 6871, 7531, 784 784, 6871, 7450, 7531

b) 5871, 5873, 5997, 5888 5871, 5873, 5888, 5997

Copyright © 2004 Nelson Answers Chapter 2: Numeration 13

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CHAPTER 2

4 Exploring 10 000
Goal Explore place value patterns to 10 000.

1. Write the first 5 numbers in each pattern. At-Home Help

These numbers show skip
a) The pattern starts with 6 thousands.
counting by 20s: 9900, 9920,
The number of thousands increases by 9940, 9960, 9980.
1 for each number. The pattern can be described
as starting at
6000, 7000, 8000, 9000, 10 000
9 thousands
9 hundreds
with the tens digit increasing by
2 for each number.

b) The pattern starts with 9 thousands
9 hundreds
8 tens.

The number of ones increases by 5 for each number.
9980, 9985, 9990, 9995, 10 000

c) The pattern starts with 9 thousands
9 hundreds
2 tens.

The number of tens increases by 2 for each number.
9920, 9940, 9960, 9980, 10 000

d) The pattern starts with 9 thousands
2 hundreds.

The number of hundreds increases by 2 for each number.
9200, 9400, 9600, 9800, 10 000

2. Complete each pattern by filling in the missing numbers.

a) 5000, 6000, 7000 , 8000, 9000, 10 000

b) 2000, 4000, 6000 , 8000 , 10 000

c) 9960, 9970 , 9980, 9990, 10 000

d) 9750, 9800, 9850, 9900 , 9950, 10 000

e) 9995, 9996, 9997 , 9998, 9999 , 10 000

f ) 9990, 9992, 9994, 9996, 9998 , 10 000

14 Answers Chapter 2: Numeration Copyright © 2004 Nelson

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CHAPTER 2

5 Multiplying by 10, 100, and 1000

Goal Multiply by 10, 100, and 1000.

1. Multiply. At-Home Help

a) 7  10  70 c) 50  10  500 When you multiply 3, for
example, by 10, you have 3
b) 29  10  290 d) 321  10  3210
groups of 10.
There are 3 tens and 0 ones.
2. What pattern do you see in your answers to
So 3  10  30.
Question 1? There is a zero at the end of
each number that is multiplied by 10.

3. Multiply.
a) 5  100  500 c) 70  100  7000

b) 38  100  3800 d) 100  100  10 000

4. What pattern do you see in your answers to Question 3? There are 2 zeros at
the end of each number that is multiplied by 100.

5. Multiply.
a) 2  1000  2000 c) 9  1000  9000
b) 5  1000  5000 d) 10  1000  10 000

6. What pattern do you see in your answers to Question 5? There are 3 zeros at
the end of each number multiplied by 1000.

7. What is the missing number?

a) 3000  3  1000 c) 6000  6  1000

b) 3000  30  100 d) 6000  60  100

8. What is the missing number?

a) 4290  429  10 c) 7500  750  10

b) 3060  306  10 d) 9000  900  10

Copyright © 2004 Nelson Answers Chapter 2: Numeration 15

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CHAPTER 2
Rounding to the Nearest
6 10, 100, or 1000
Goal Round numbers to the nearest 10, 100, or 1000.

1. There are 4906 grade 4 students in the Ottawa- At-Home Help

Carleton school district. Round this number to There are times when it is
a) the nearest thousand 5000 useful to use approximate
numbers. One way to do this is
b) the nearest hundred 4900 to round numbers to the nearest
10, 100, or 1000. To do this, find
c) the nearest ten 4910 the multiple of 10, 100, or 1000
that the number is closest to.
2. a) Draw a number line to show how you would
2462 rounded to the nearest
round the greatest depth of the Atlantic thousand is 2000.
Ocean to the nearest thousand. 2462 rounded to the nearest
Ocean/Sea Greatest depth (m)
hundred is 2500.
Indian Ocean 7455
2465 rounded to the nearest
Atlantic Ocean 9219
Arctic Ocean 5625 ten is 2470.
Caribbean Sea 6946

9219

9000 9100 9200 9300 9400 9500 9600 9700 9800 9900 10 000
b) What is the greatest depth of the Indian Ocean rounded to
the nearest thousand? 7000

c) What is the greatest depth of the Indian Ocean rounded to

the nearest hundred? 7500

d) What is the greatest depth of the Arctic Ocean rounded to

the nearest thousand? 6000

e) What is the greatest depth of the Arctic Ocean rounded to

the nearest hundred? 5600

f ) Explain why the greatest depths of the Caribbean Sea and the
Indian Ocean are both 7000 m when rounded to the nearest thousand.
The greatest depth of the Caribbean Sea is less than 7000 m, but it is closer to 7000 m
than to 6000 m. The greatest depth of the Indian Ocean is more than 7000 m, but it is
closer to 7000 m than to 8000 m.

16 Answers Chapter 2: Numeration Copyright © 2004 Nelson

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CHAPTER 2
Communicate About Ordering
7 Numbers
Explain how to order a set of numbers in a complete,
Goal
clear, and organized way.

1. Match the letters of the explanations in the At-Home Help

boxes below to these number patterns. The following terms help describe
If you correctly match the patterns to their how a set of numbers is ordered.
explanations, the letters going down will digits: The digits in our number
spell the number of patterns you matched. system are 0, 1, 2, 3, 4, 5, 6, 7,
8, and 9.
a) 8808, 8008, 888, 808 F numbers: Combinations of the
digits are numbers (e.g., 43, 895,
b) 180, 295, 592, 801 O and 2067).
place value: A digit takes on a
U value determined by the place it
c) 1000, 5308, 5803, 8500
occupies in a number.
R In the number 45, the digit 5 is
d) 8, 81, 808, 8808 in the ones place. Its value is 5.
In the number 251, the digit 5 is
in the tens place. Its value is 50.
In 530, the 5 is in the hundreds
place. Its value is 500. In 5296,
the 5 is in the thousands place.
Its value is 5000.

R F
I ordered the numbers from I ordered the numbers from
least to greatest with the 1-digit greatest to least. The first
number first, then the 2-digit 2 numbers have 4 digits.
number, then the 3-digit number, I compared their hundreds digits
and finally the 4-digit number. to decide which number is
greater. The last 2 numbers have
3 digits. I compared their tens
digits to decide which number
U is greater.
I looked at the digit in the
thousands place and wrote the
numbers from least to greatest. O
For the 2 numbers that have the All of the numbers have 3 digits.
same thousands digit, I looked I ordered the numbers from
at the digit in the hundreds place least to greatest by looking at
to decide which is the least. the digit in the hundreds place.

Copyright © 2004 Nelson Answers Chapter 2: Numeration 17

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CHAPTER 2

8 Counting Money Collections

Goal Estimate, count, and write money amounts up to $50.00.

1. a) Estimate how much money Hannah has. At-Home Help

When counting money some
regrouping is the same as place
value regrouping.
1 ten-dollar bill  10 loonies
1 loonie  10 dimes
1 dime  10 pennies
Some regrouping is different.
1 ten-dollar bill is also equal to
2 five-dollar bills or 5 toonies.
Answers will vary. For example, $37.00. 1 loonie is also equal to
4 quarters or 20 nickels.
1 quarter is also equal to 2 dimes
b) Find the actual amount.
and 1 nickel, or 5 nickels,
$37.90 or 25 pennies.
1 dime is also equal to 2 nickels
or 1 nickel and 5 pennies.
1 nickel is equal to 5 pennies.

2. Describe bills and coins to make $5.00 in 3 different ways.

Answers will vary. For example:
way 1: 1 $5 bill

way 2: 2 toonies, 1 loonie

way 3: 5 loonies

3. Hong has 1 twenty-dollar bill, 1 five-dollar bill, 8 quarters, 8 dimes,

1 nickel, and 4 pennies. Answers will vary.
a) Estimate the total amount of money he has. For example, $28.00.

b) Find the actual total. $27.89

4. How would you make $22.35 using the fewest bills and coins?
1 $20 bill, 1 toonie, 1 quarter, 1 dime

18 Answers Chapter 2: Numeration Copyright © 2004 Nelson

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CHAPTER 2

Test Yourself
Circle the correct answer.

1. Write the number for these base ten blocks.

A. 317 C. 3107
B. 3170 D. 3017

2. Write 8945 in expanded form.

E. 8000
900
40
5 G. 8
9
4
5
F. 8000
9000
400
5 H. 89
45

3. My thousands digit is 1 more than my hundreds digit.

The sum of my thousands digit and hundreds digit is 3.
My thousands digit is the same as my ones digit.
My hundreds digit is the same as my tens digit.
What number am I?
A. 3003 B. 3030 C. 2121 D. 2112

4. Complete by choosing the correct number: 2365 > ■

E. 2425 F. 6523 G. 1365 H. 2565

5. Multiply: 1000  10  ■
A. 1000 B. 100 C. 10 000 D. 100 000

6. There are 365 days in 1 year. How many days are in 10 years?
E. 365 F. 3650 G. 10 000 H. 36 500

7. What number is 1928 rounded to the nearest hundred?

A. 100 B. 1930 C. 2000 D. 1900

8. Find the total amount for 1 twenty-dollar bill, 1 ten-dollar bill,

1 five-dollar bill, 3 quarters, 1 dime, and 1 nickel.
E. $36.15 F. $30.90 G. $35.95 H. $35.90

9. There are 20 quarters, 5 dimes, 5 nickels, and 5 pennies in a jar.

How much money is in the jar?
A. $5.80 B. $50.80 C. $6.80 D. $5.25

Copyright © 2004 Nelson Answers Chapter 2: Numeration 19

03-NEM-GR4-WBAN/SI-CH03 11/3/03 12:16 PM Page 20

CHAPTER 3

1 Constructing a Pictograph
Goal Construct and interpret pictographs.

1. The chart shows some data for you to display At-Home Help
in a pictograph. A pictograph uses symbols to
Bones Collected represent a number of items.
Month Number of bones For data where the least number
June 25 of items is 2 and the greatest is
July 50 10, the scale could be “Each
August 35 symbol means 1 item.” For data
September 15 where the least number of items
is 20 and the greatest number is
Answers will vary. For example: 240, the scale could be “Each
a) What symbol will you use to represent the symbol means 20 items.”

number of bones? a bone

b) How many bones will each symbol represent? 5

c) Make the pictograph. Include the title and the scale.

Bones Collected
June

July

August

September

Scale: Each means 5 bones.

2. a) The spinner landed on the spotted section 24 times.

Fill in the scale to tell what each circle means.

b) How many times did the spinner land Number of Times Landed On
on each of the other sections? white

white 15 black
grey
black 21
spotted
grey 12
Each means 6 times.

20 Answers Chapter 3: Data Management Copyright © 2004 Nelson

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CHAPTER 3

2 Choosing a Scale for a Bar Graph

Explain how to choose a graph and a scale that are
Goal
appropriate for the data.

1. Some students voted on their favourite day of At-Home Help

the school week. Complete the bar graph. A bar graph uses horizontal or
Choose an appropriate scale and include a title. vertical bars to show data. For
data where the least number of
Answers will vary. For example: items is 5 and the greatest is 70,
Favourite Day of School Week the scale could be each grid line
represents 10. Then you would
Monday need 7 grid lines to get to 70.

Tuesday Day Number of students

Monday 60
Day

Wednesday Tuesday 40
Wednesday 25
Thursday Thursday 85
Friday 110
Friday

0 10 20 30 40 50 60 70 80 90 100 110 120

Number of students

2. The hair colour of some grade 4 students is shown. Complete the

bar graph. Choose an appropriate scale and include a title.
Answers will vary. For example:
Hair colour Number of students
Hair Colour of Students brown 25
30 red 5
25 blond 15
Number of students

black 10
20
15
10
5
0
brown

red

blond

black

Hair colour

Copyright © 2004 Nelson Answers Chapter 3: Data Management 21

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CHAPTER 3

3 Collecting Data
Goal Predict results, collect and organize data, and find the range.

1. Look at the 2 sentences in the At-Home At-Home Help

Help box. The range of data is the
a) Predict the number of times that each letter difference between the greatest
number and the least number in
listed in the chart is used in the
a set of data. If the least number
2 sentences. Record your prediction is 11 and the greatest number is
in the 2nd column of the chart. 38, the range is 38 ⫺ 11, or 27.
b) Count and record the actual number of
times each letter is used.
Record your count in the 3rd column of the chart.
Letter Prediction of times each letter is used Count of times each letter is used
a Predictions will vary 13
e 26
i 7
o 3
u 4
c 1
k 0
s 9
t 17

2. a) Which letter was used the least number of times? k

How many times was it used? 0

b) Which letter was used the greatest number of times? e

How many times was it used? 26

c) What is the range of the counted data? 26

3. Compare your predictions with what you counted. For which letters

were you close? Why might that be? Answers will vary.

22 Answers Chapter 3: Data Management Copyright © 2004 Nelson

03-NEM-GR4-WBAN/SI-CH03 11/3/03 12:16 PM Page 23

CHAPTER 3
Constructing a Bar Graph
4 with Intervals
Construct a bar graph using appropriate intervals for the
Goal
range of data.

1. This chart shows data in intervals. At-Home Help

Use it to answer the questions. The chart in Question 1 has 5
Hours of computer time Number of intervals. Intervals for a set of
used in 1 month students data should always be equal.
1–10 1 In this chart, each interval is 10.
11–20 4
21–30 7
31–40 8
41–50 10

a) What is the least number of hours that could have been used? 1 hour

b) What is the greatest number of hours that could have been used? 50 hours

c) How many students were asked? 30

d) Suppose you wanted to show the number of students in each interval

on a bar graph. How many bars would you need? 5

Number of Blocks in a Stack
2. The list on the right shows how many blocks
6 7 8 9 10
30 students were able to stack before 10 11 11 12 12
their stacks fell over. 13 14 14 16 16
17 18 18 18 19
a) Complete the chart to show the data 19 19 20 20 21
in intervals. 22 23 23 24 24

Number of Blocks in a Stack

blocks stacked Number of 21
before falling students
Number of students

18
1–10 6 15
12
11–20 18 9
21–30 6 6
3
b) Complete the bar graph on the right 0
1–10 11–20 21–30
using the data from the chart. Number of blocks
stacked before falling

Nelson Mathematics 4/Copyright © 2004 Nelson Answers Chapter 3: Data Management 23

03-NEM-GR4-WBAN/SI-CH03 10/21/04 12:49 PM Page 24

CHAPTER 3

5 Reading and Interpreting Graphs

Goal Read and interpret graphs and identify their features.

1. Use the pictograph to answer these questions. At-Home Help

Boxes of Food Collected for Charity The scale in Question 1
week 1 is often called a legend.
The explanation of colours,
week 2 such as in Question 3,
week 3 is also called a legend.

week 4

Each means 10 boxes of food.

a) How many boxes were collected in week 2? 35

b) In which week were the fewest boxes collected? 4

c) How many more boxes were collected in week 2 than in week 4? 30

d) How many boxes were collected altogether? 75

2. Use the bar graph to answer the questions.

a) Which type of ball was the Types of Balls Sold in a Year by a Sports Store
best seller? golf baseballs
basketballs
b) What is the range of footballs
golf balls
these data? 350 soccer balls
tennis balls
c) How many tennis balls were 0 50 100 150 200 250 300 350 400 450
275 Number of balls
sold?

d) How many balls were sold

altogether? 1400

3. Lily says that this circle graph shows that 11 students in

a class wear glasses and 21 do not. Do you agree?

Explain your thinking. No, the 2 sections of the circle

are equal. 11 students and 21 students would not be wears glasses
shown as equal sections. doesn’t wear glasses

24 Answers Chapter 3: Data Management Copyright © 2004 Nelson

03-NEM-GR4-WBAN/SI-CH03 11/3/03 12:16 PM Page 25

CHAPTER 3

6 Graphing with Technology

Goal Use spreadsheet software to organize and display data.

If you have spreadsheet software at home, At-Home Help

answer Question 1 to show what you learned Spreadsheet software allows
about graphing today. you to change data and quickly
see the effect on the graph.
1. Students counted the vehicles passing through
an intersection for 5 minutes. The data that
they collected were entered into a spreadsheet.
cars
a) Enter these data into a spreadsheet. vans
(See spreadsheet in Question 2.) sport utility vehicles
b) Make a circle or pie graph of the data. trucks
c) Why is a legend important? The legend is
needed to tell which section of the circle shows which type of vehicle.

d) Change the number of cars to 40. What happens to the graph?

The cars section becomes much bigger and the other 3 sections become smaller.

If you don’t have spreadsheet software at home, answer

Question 2 to show what you learned about graphing today.

2. Students counted the vehicles passing through A B

an intersection for 5 minutes. The data that they 1 cars 18
collected were entered into a spreadsheet.
2 vans 13
a) If these data were displayed in a circle graph, 3 sport utility vehicles 11
which section would be the largest? cars 4 trucks 9

Which section would be the smallest? trucks

b) Recall the graphs you made in class. Why is a legend important?

The legend is needed to tell which section of the circle shows which type of vehicle.

c) Recall the graphs you made in class. What would happen to

the graph if the number of cars changed to 40?

The cars section becomes much bigger and the other 3 sections become smaller.

Copyright © 2004 Nelson Answers Chapter 3: Data Management 25

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CHAPTER 3

7 Communicate About Collecting Data

Describe the steps for collecting data in a clear and
Goal
organized way.

1. Pedro wanted to know what the students in his At-Home Help

class want to be when they grow up. Label the Communication Checklist
steps from 1 to 5 in the order that he did them.
✓ Did you show all the steps?
✓ Did you put the steps in order?
5 4 ✓ Did you include only
He organized necessary information?
He made a bar
the data he collected
graph of his information.
in a chart.

3 1 2 He gave each
He collected student in his
He made up a
the answered survey class the survey
survey question.
questions. question and asked
them to answer it.

2. Sharleen wanted to know how students travel to school.

Label the steps from 1 to 8 in the order that she did them.

7 2 She made up a 3 She asked the

She entered survey question teacher if she
the data into listing the different could write the question
spreadsheet software. ways she observed. on the board and survey
the class.

4 6 She read the 1 She observed

She read the question again students
question that she and counted how arriving at school to
wrote on the board. many hands were see how they get there.
raised for each way.

8 She graphed 5 She told the class that she

these data would read the question
using the spreadsheet again, and asked them to raise their
software hands when she named the way
that they usually come to school.

26 Answers Chapter 3: Data Management Copyright © 2004 Nelson

03-NEM-GR4-WBAN/SI-CH03 11/3/03 12:16 PM Page 27

CHAPTER 3

8 Conducting a Survey
Goal Conduct a survey and make a graph to display the data.

1. Choose a topic to collect data about. At-Home Help

• favourite TV show • favourite hockey team The data from Question 1 can
• favourite flavour • favourite season be graphed using any of the
of ice cream Answers will vary. types of graphs that you have
learned about. After you make
2. Make up a question. It should have 4 or more your graph, think about why you
choices. Decide if one choice should be chose that type of graph.
“other.” Write the question here and write the
choices in the 1st column of the chart below.
Answers will vary. For example: What is your favourite flavour of ice cream?

3. Ask your question to as many people as you can. Ask everyone at home
and maybe call some people. Use this chart to organize the results.
Answer chosen Number of people
vanilla Answers will vary.
chocolate
butter pecan
strawberry
other

4. Make a graph of your findings. Use the grid below or spreadsheet software.

Answers will vary.

Copyright © 2004 Nelson Answers Chapter 3: Data Management 27

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CHAPTER 3

Test Yourself Page 1

Circle the correct answer.

Use this pictograph to answer Questions 1 to 3.

Number of Books Sarah Read
June

July

August

Each means 2 books read.

1. How many books did Sarah read in July?

A. 13 B. 8 ᎏ12ᎏ C. 26 D. 11ᎏ12ᎏ

2. Sarah wants to add September’s reading to her pictograph.

She will use 9 ᎏ21ᎏ . How many books did she read
in September?
E. 9 ᎏ12ᎏ F. 19 G. 18 H. 20

3. Suppose that the legend or scale was changed to

“Each means 4 books.” How would 1 book read be shown?
A. B. C. D.

Use these data to answer Questions 4 and 5.

17 18 20 20 23
25 26 29 33 34
34 37 39 40 40

4. What is the range of these data?

E. 23 F. 15 G. 40 H. 17

5. How many pieces of data are in the interval 25–34?

A. 3 B. 4 C. 5 D. 6

28 Answers Chapter 3: Data Management Copyright © 2004 Nelson

03-NEM-GR4-WBAN/SI-CH03 11/3/03 12:16 PM Page 29

CHAPTER 3

Test Yourself Page 2

Circle the correct answer.

Use this bar graph to answer Questions 6 to 9.

Type of Pets Owned by Grade 4 Students
birds
cats
dogs
fish
other
0 4 8 12 16 20 24
Number of students

6. Which type of pet is most common?

E. birds F. cats G. dogs H. fish

7. How many students have fish as pets?

A. 4 B. 16 C. 20 D. 15

8. How many more students have dogs than cats?

E. 1 F. 2 G. 3 H. 4

9. If the scale were 2 at the first grid line, instead of 4, which statement
would be true?
A. The last grid line would be 48 instead of 24.
B. The graph would have to be longer to show the same data.
C. The graph could be shorter to show the same data.
D. The last grid line would be 20 instead of 24.

10. The number of people in this interval is 70. What is the scale?
E. 20, 40, 60, 80
20–29
F. 15, 30, 45, 60
0 ■ ■ ■ ■
G. 10, 20, 30, 40
H. 1, 2, 3, 4

Copyright © 2004 Nelson Answers Chapter 3: Data Management 29

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 30

CHAPTER 4

1 Adding Mentally
Goal Use mental math strategies to add 2-digit numbers.

1. Move counters to make the addition easier. At-Home Help

Then write the answer. Moving counters from one group
to another can sometimes make
adding easier.

18
9  20 + 7 = 27 xxxxx xxxxx xxxxx

xxxxx xxxx xxx
Or move 1 counter from 18 to 9 to get 17 + 10 = 27.
19 ⴙ 8
2. Use mental addition.
xxxxx xxxxx xxxxx
a) 20
30  50 xxxxx xxxxx xx
20 ⴙ 7
b) 50
20  70

1

50 19
8  20
7
c) 19
31 
 27
d) 18
32  50

e) 49
21  70

3. Use mental math to solve these problems.

a) There are 38 students in Mrs. Jones’s classroom
and 23 students in Mr. Singh’s classroom.

How many students are there altogether? 61

b) Payden has 48 cents and Jill has 22 cents.

How much money do they have altogether? 70

c) Avis is 19. Her grandmother is 58 years older.

How old is Avis’s grandmother? 77

d) There are 37 cans on one shelf and 43 on another.

How many cans are there altogether? 80

e) There are 28 large paper clips and 38 small paper clips.

How many paper clips are there altogether? 66

30 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 31

CHAPTER 4

2 Estimating Sums
Goal Estimate sums by rounding.

Answers will vary. For example: At-Home Help

1. Estimate. Show your rounded numbers. You can use rounded numbers
to estimate a sum (the answer
a) 1867
913 is about equal to when you add).
2000 + 1000 = 3000 3859
1321

close to 4000 close to 1000

b) 3611
1489 is about equal to
4000 + 1500 = 5500 The sum is about
4000
1000  5000.

c) 1156
2722 is about equal to

1000 + 3000 = 4000

d) 999
1999 is about equal to

1000 + 2000 = 3000

2. Estimate the answers to these problems. Show your rounded numbers.

a) Jack’s mother drove 1245 km on Saturday and 985 km on Sunday.
About how many kilometres did she drive on those 2 days?
1000 + 1000 = 2000

b) 4856 people live in one town. 3345 live in another town.

About how many people live in the 2 towns?
5000 + 3000 = 8000

c) 3756 DVDs were rented one week. 4103 DVDs were rented the
next week. About how many DVDs were rented those 2 weeks?
4000 + 4000 = 8000

3. Use rounded numbers to find whether $5000 is enough to buy

both items in each part. Check your answers using a calculator.
a) $1648
Not enough because b) $121 Enough because
9
$1500 + $4500 = $6000, $2500 + $1200 = $3700,
$4567 $ 2 5 11
which is greater than which is less than
$5000; $6215 is greater $5000; $3730 is less
than $5000. than $5000.

Copyright © 2004 Nelson Answers Chapter 4: Addition and Subtraction 31

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CHAPTER 4
Communicate About Number
3 Concepts and Procedures
Goal Explain your thinking when estimating a sum.

Estimates will vary. For example: At-Home Help

1. Is each answer reasonable? Explain. Estimation can help you to find
out if an answer is reasonable.
a) 1899
976  2875 Reasonable because
2000 + 1000 = 3000 and 2875 is close to 3000.
6332
This answer to 2567
3765
b) 4521
2589  7110 Reasonable because is reasonable because
2000
3000  5000 and
4000 + 2000 = 6000 and 5000 + 3000 = 8000 3000
4000  7000.
The answer should be between
and 7110 is between 6000 and 8000. 5000 and 7000.

c) 3464
1987  7451 Not reasonable

because 3500 + 2000 = 5500, which is not
close enough to 7451.

d) 1569
3750  4319 Not reasonable because 1500 + 4000 = 5500,

which is not close enough to 4319.

e) 3122
3179  6301 Reasonable because 3000 + 3000 = 6000

and 6301 is close to 6000.

2. Use a calculator to solve each problem.

Explain why your answer is reasonable.
a) 1517 tickets were sold for blue seats at a hockey game.
3567 tickets were sold for red seats.
How many tickets were sold altogether? 5084 is reasonable because
1500 + 3500 = 5000 and 5084 is close to 5000.

b) 5245 children’s tickets were sold for a circus.

2345 adult tickets were sold.
How many tickets were sold altogether? 7590 is reasonable because
5000 + 2000 = 7000 and 7590 is close to 7000.

32 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 33

CHAPTER 4

4 Adding 4-Digit Numbers

Goal Solve addition problems using regrouping.

1. Complete the addition by writing in the spaces At-Home Help

in the place value chart.
You can add two 4-digit numbers
a) Thousands Hundreds Tens Ones by regrouping.

1 1 1 2539
1866

2 7 3 2 Thousands Hundreds Tens Ones

1 1 1
2 8 6 9 2 5 3 9
5 6 0 1 1 8 6 6
4 4 0 5

1 11
b) Thousands Hundreds Tens Ones 2539
+ 1866
1 1 4405
2 7 3 8
The answer seems reasonable
6 4 3 9 because 3000
2000  5000
9 1 7 7 and the answer is close to 5000.

2. Estimate the sum. Then add.

Estimates will vary. For example:
a) 3988 b) 3254 c) 4310
+ 2246 + 862 + 3859
about 6000 about 4000 about 8000
6234 4116 8169

3. Estimate. Then solve.

Estimates will vary. For example:
a) There are 3456 Girl Guides in one area and 1672 in another area.
What is the total number of Girl Guides in both areas?
about 5000
5128
b) There are 1867 Wolf Cubs in one area and 4306 in another area.
What is the total number of Wolf Cubs in both areas?
about 6300
6173

Copyright © 2004 Nelson Answers Chapter 4: Addition and Subtraction 33

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 34

CHAPTER 4

5 Subtracting Mentally
Develop mental math strategies for subtracting
Goal
2-digit numbers.

1. Add the same number to each number to make At-Home Help

subtracting easier. Record only the answer. Adding the same number to each
38 number in a subtraction question
a) 56  18  does not change the answer.
6
2 8
b) 61  19  42
1
2  3
5 5
c) 45  28  17
Adding the same number can
d) 51  39  12 sometimes make it easier to
subtract.
e) 32  9  23 37
2 39
18
2 20
f ) 75  49  26 19

55 37  18  39  20
g) 83  28   19

h) 65  48  17

2. Use mental math to solve each problem.

a) It is 33°C in one town and 9°C in another town.
What is the difference in temperature between the towns?
24°

b) Licorice costs 62 cents. Gumballs cost 39 cents.

How much more does the licorice cost than the gumballs?
23 cents

c) 19 cm is cut from a 51 cm ribbon.

How many centimetres long is the ribbon now?
32 cm

d) There are 71 students in grade 4.

39 are girls. How many students are boys?
32

34 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 35

CHAPTER 4

6 Estimating Differences
Goal Estimate differences by rounding.

Answers will vary. For example: At-Home Help

1. Estimate. Show your rounded numbers. You can use rounded numbers
a) 2867  913 is about equal to to estimate a difference (the
answer when you subtract).
3000 - 1000 = 2000
4859  2598

b) 4511  1489 is about equal to close to 5000 close to 2500

4500 - 1500 = 3000 The difference is about
5000  2500  2500.
c) 6156  722 is about equal to
6000 - 700 = 5300

d) 4999  1099 is about equal to 5000 - 1000 = 4000

e) 8504  2571 is about equal to 8500 - 2500 = 6000

2. Estimate the answers to these problems.

Show your rounded numbers.
a) A library has 6756 books. 2567 are on loan.
About how many books are left in the library?
6500 - 2500 = 4000

b) A plane flying at a height of 7458 m drops down 3288 m.

At about what height is it flying now?
7500 - 3000 = 4500 m

c) Mount Logan, the highest point in Canada, is 5959 m tall.

Mount Everest, the highest point in the world, is 8850 m tall.
About how much taller is Mount Everest than Mount Logan?
9000 - 6000 = 3000 m
3. Estimate to show if the answer is reasonable.

7653  2987  2666 Not reasonable because 7500 - 3000 = 4500,

so the answer 2666 is too low.

Copyright © 2004 Nelson Answers Chapter 4: Addition and Subtraction 35

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 36

CHAPTER 4

7 Subtracting from 4-Digit Numbers

Use a paper and pencil method to subtract from a
Goal
4-digit number.

Estimates will vary. For example: At-Home Help

1. Estimate the difference. Then subtract. You can subtract larger numbers
Show your work. by regrouping the top number in
several steps.
a) 3234 d) 8129
 533  411 013 516
1366
3200 - 500 = 2700 8000 - 400 = 7600  448
2701 7718 918
The answer seems reasonable
b) 2045 e) 1566
because 1400  400  1000
 1236  807 and 918 is close to 1000.
2000 - 1200 = 800 1600 - 800 = 800
809 759
c) 2000 f) 5003
 621  347
2000 - 600 = 1400 5000 - 300 = 4700
1379 4656
2. Estimate and solve.
a) The average yearly precipitation (rain and snow) in Toronto is 819 mm.
The greatest average yearly precipitation in Canada is 6655 mm in
Henderson Lake, B.C. What is the difference in precipitation between
Henderson Lake and Toronto?
about 6000 mm
5836 mm

b) A town has 1100 adults. 589 are women. How many men are there?
about 500 men
511 men

c) A school is trying to raise $1000 for a charity. $795 has already

been raised. How much more money must the school raise?
about $200
$205

36 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 37

CHAPTER 4

8 Subtracting in a Different Way

Goal Use regrouping to make subtraction easier.

1. Finish each subtraction. At-Home Help

a) 1 9 9 9
1 If the top number in a
2000 subtraction has many zeroes,
you can regroup in 1 step.
 655
1345 1999
1
2000
 755
b) 2 9 9 9
4 1244
1  1245
3003
The answer is reasonable
 635
because 2000  800  1200
2368 and 1245 is close to 1200.

c) 4 9 9 9
2
5001
1872
3129

2. Estimate each difference. Then subtract.

Show your work.
Estimates will vary. For example:
a) 3000 c) 2005 e) 1000
 533  621  807
3000 - 500 = 2500 2000 - 600 = 1400 1000 - 800 = 200
2467 1384 193

b) 2000 d) 8000 f) 5003

 1236  411  1347
2000 - 1200 = 800 8000 - 400 = 7600 5000 - 1000 = 4000
764 7589 3656
3. Correct any unreasonable answers.
a) 8000  178  7822 b) 3000  488  2812
reasonable not reasonable
2512

Copyright © 2004 Nelson Answers Chapter 4: Addition and Subtraction 37

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CHAPTER 4

9 Making Change
Goal Make purchases and change for money amounts.

1. Finish the steps to find the change. At-Home Help

You can count on from a price
a) 5
$1.5 to determine the amount of
change after buying something.

$1.55
5 cents  $1.60 The item costs $12.35 and you

have a $20 bill.
$1.60
40 cents  $2.00 $12.35
5 cents  $12.40
$12.40
60 cents  $13.00
The change is 45 cents . $13.00
$7.00  $20.00
The change is $7.00
60 cents
b)
$3.48
5 cents  $7.65.

$3.48
2 cents  $3.50

$3.50
50 cents  $4.00

$4.00
$6.00  $10.00

The change is $6.52 .

2. Find the change.

a) c)
$12.75 .98
$36

$7.25
$3.02

b) $23.95
d)
0
$42.5

$7.50

$6.05

38 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 39

CHAPTER 4

10 Adding and Subtracting Money

Goal Use different methods to add and subtract money.

1. Add or subtract one way. At-Home Help

Use another way to check your answer. There are many ways to add and
subtract prices ending in 98 or 99.
a) $10.99
$15.67
To add $9.99 and $8.56,
$26.66 take 1¢ from $8.56,
add 1¢ to $9.99,
and add the new amounts.
b) $30.00  $16.95 $9.99
$8.56
$10.00
$8.55  $18.55
$13.05
Or to add $9.99 and $8.56, add
1¢ to $9.99 to get $10, add
$10.00 and $8.56, and subtract
c) $4.99
$4.99 1¢ from the total.

$9.98 $9.99
$8.56

$10.00
$8.56  $18.56
$18.56 1¢  $18.55

d) $15.00  $9.98 To subtract $9.99 from $20,

add 1¢ to each amount,
$5.02 and subtract the new amounts.
$20.00  $9.99
$20.01  $10.00  $10.01
e) $14.25
$5.75
Or to subtract $9.99 from $20,
$20.00 add 1¢ to $9.99 to get $10,
subtract $10.00 from $20.00,
and add 1¢ to the answer.
$20.00  $9.99
f ) $20.00  $14.25 $20.00  $10.00  $10.00
$5.75 $10.00
1¢  $10.01

2. Find the total cost of the items. $2.98

Then find the change from $10.00. $3.98

cost: $6.96
change: $3.04

Copyright © 2004 Nelson Answers Chapter 4: Addition and Subtraction 39

04-NEM-GR4-WBAN/SI-CH04 11/3/03 12:21 PM Page 40

CHAPTER 4

Test Yourself
Circle the correct answer.

1. Use mental math to find which answer is equal to 21.

A. 69  40 B. 45  26 C. 70  49 D. 50  38

2. Use estimation to find which answer is greater than 2000.

E. 2988  1875 F. 7345  5988 G. 998
869 H. 6134  3978

3. Which answer is equal to 4567
2366?

A. 2188
4114 B. 2620
3373 C. 5065
937 D. 4829
2104

4. Which answer is equal to 481?

E. 1050  669 F. 1300  809 G. 1230  649 H. 1000  519

5. There are 3456 people watching a parade on one side

of a street and 2859 watching on the other side.
How many people are watching the parade?
A. 5315 B. 4315 C. 6315 D. 597

6. One plane is flying at a height of 5000 m.

Another plane is flying at a height of 599 m.
What is the difference in height between the planes?
E. 4403 m F. 4401 m G. 3401 m H. 5599 m

7. A DVD costs $19.95 and a book costs $8.95.

How much less than $40 is the total cost of the items?
A. $11.10 B. $10.10 C. $12.10 D. $28.90

8. Which pair of items costs the most?

E. $28 G. 5
.95 $28.2
$19.95 $15.75

F. H. $27.25
$29.95
$18.
95 75
$21.

40 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 41

CHAPTER 5

1 Measuring with Decimetres

Measure with decimetres and relate decimetres
Goal
to centimetres and metres.

You will need a metric ruler. At-Home Help

A decimetre is a unit of length
1. Many measurements begin with estimates.
that is between a centimetre
People often use reference lengths to help and a metre.
them estimate. Find something around your
1 dm
10 cm
home that is about 1 dm long or wide or tall. 10 dm
1 m
Complete this statement. Answers will vary.
A soup can is about 1 dm tall .

2. Use your object from Question 1. Is the length of each item

longer or shorter than 1 dm?

a) a new pencil longer e) a remote control longer

b) an eraser shorter f) a loaf of bread longer

c) a pop can longer (taller) g) a spoon longer

d) your thumb shorter h) a toothpick shorter

3. a) Draw a line that you think is 1 dm long using a straight edge

that is not a ruler.
Answers will vary.

b) Use a ruler to measure your estimated line. Answers will vary.

Correct the line to make it exactly 1 dm.
c) Was your estimate shorter or longer than the measured line?

By how much? Answers will vary.

d) How many centimetres long is your measured line? 10 cm

4. Find and name 2 objects at home that would be better measured in

decimetres than metres. Answers will vary. For example, height and width of a
computer screen, height of a glass of water, height of a book.

Copyright © 2004 Nelson Answers Chapter 5: Measuring Length and Time 41

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 42

CHAPTER 5

2 Measuring with Millimetres

Goal Use millimetres to measure with precision.

You will need a ruler marked in millimetres. At-Home Help

A millimetre is a unit of
1. Give an estimate in millimetres.
measurement that is shorter
Then measure the object to check than a centimetre.
your estimate. 10 mm
1 cm
10 mm
a) the thickness of a penny 1 mm or 1 cm

estimate: Estimates will vary.

0 1 2 3 4

measure: 1 mm The space between the small

markings is 1 mm.
b) the greatest distance across a penny The space from 20 mm to 30 mm
Estimates will vary. is 10 mm, or 1 cm.
estimate:
Smaller units allow you to
measure: 19 mm measure more precisely.

c) the width of your baby finger

estimate: Estimates will vary. measure: Answers will vary.

d) the thickness of a shelf

estimate: Estimates will vary. measure: Answers will vary.

2. Look at this line.

a) Estimate how many millimetres you would have to add to

make the line 1 dm long. Estimates will vary.

b) Measure to check your estimate. How close were you?

Answers will vary.

3. The length of a fork is about 2 dm.

a) What is its length in centimetres? 20 cm

b) What is its length in millimetres? 200 mm

42 Answers Chapter 5: Measuring Length and Time Copyright © 2004 Nelson

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 43

CHAPTER 5
Record Measures
3 Using Multiple Units
Goal Measure and record using a combination of units.

You will need a ruler marked in millimetres. At-Home Help

1. Which measurement is more precise? Measurements sometimes
include 2 units. Large units use
a) 4 m or 3 m 97 cm 3 m 97 cm smaller numbers and are easier
to picture. Using smaller units
b) 104 mm or 10 cm 104 mm makes the measurement
more precise.
2. Complete. It is important to state the units
when measuring. Without units,
a) 246 cm
2 m 46 cm the numbers have no meaning.
This line is 26 mm or 2 cm 6 mm.
b) 44 mm
4 cm 4 mm

c) 165 mm
16 cm 5 mm 0 1 2 3 4

d) 4 m 16 cm
416 cm

e) 7 cm 4 mm
74 mm

f) 17 cm 3 mm
173 mm

3. Use a ruler to draw each line.

a) 13 cm
b) 8 cm 4 mm
c) 73 mm

4. Complete.

a) 31 mm
3 cm 1 mm

b) 47 mm
4 cm 7 mm

c) 2500 m
2 km 500 m

d) 45 cm
4 dm 5 cm

Copyright © 2004 Nelson Answers Chapter 5: Measuring Length and Time 43

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 44

CHAPTER 5
Solve Problems by
4 Drawing Diagrams
Goal Use diagrams to solve problems.

You will need a ruler. At-Home Help

1. Alyssa lives 28 km north of Ben. A diagram helps when solving
some problems.
Kara lives 13 km south of Ben.
How far apart do Alyssa and Kara live? On a hiking trail, a sign says
Lookout A is 2 km west and
Lookout B is 500 m east. What
41 km
is the distance from the sign to
Lookout A, then to Lookout B,
and back to the sign?
2 km
2 km
500 m
2. Ming is flying a kite. At first the kite flies 12 m
above him. Then he lets out more string and 500 m
the kite goes up another 3 m. The wind dies
down and the kite sinks 5 m. As the wind 4 km  1000 m
4 km  1 km

5 km
picks up, the kite goes 7 m higher.
How many metres above Ming is the kite now?

17 m

3. Ethan walked 3 blocks north, 2 blocks west, 5 blocks south,

3 blocks east, and 2 blocks north. How many blocks is Ethan
from his starting point? Is he north, south, east, or west
of his starting point?

1 block east

44 Answers Chapter 5: Measuring Length and Time Copyright © 2004 Nelson

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 45

CHAPTER 5

5 Perimeter of Rectangles
Goal Use the length and width of a rectangle to find its perimeter.

You will need a metric ruler. At-Home Help

1. a) Use the given length and width to find the The perimeter of a shape is the
distance around the shape.
perimeter of the rectangle. 12 cm
The perimeter of this rectangle is
3 m  5 m  3 m  5 m
16 m.
2 cm 5m

3m 3m
4 cm

b) Measure the distance around the 5m

rectangle to check. 12 cm
Because opposite sides are the
same length, you can add 2
2. Calculate the perimeter of each rectangle.
adjacent sides (a length and a
width) and double the sum to find
a) 14 cm long and 12 cm wide the perimeter.
52 cm The perimeter of this rectangle is
double (4 m  6 m)
double (10 m)

20 m
b) 20 m long and 9 m wide

58 cm
4m

c) 56 cm long and 13 cm wide

6m
138 cm

3. a) A rectangle is 7 cm wide and 9 cm long. What is its perimeter?

32 cm

b) What happens to the perimeter of the rectangle if the length

increases by 2 cm? What is the new perimeter?
The perimeter increases by 4 cm to 36 cm.

Copyright © 2004 Nelson Answers Chapter 5: Measuring Length and Time 45

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 46

CHAPTER 5
Decades, Centuries,
6 and Millenniums
Goal Relate decades, centuries, and millenniums.

Answers will vary. All answers are given for 2004.

At-Home Help
1. a) What year is it now? 2004
Large time intervals have
names—decade, century,
b) What year was it 1 decade ago? 1994
and millennium.

c) What year will it be 1 decade from now? 2014 1 decade
10 years

1 century
100 years
d) What year was it 1 century ago? 1904 1 millennium
1000 years

e) What year will it be 1 century from now? 2104

f) What year was it 1 millennium ago? 1004

g) What year will it be 1 millennium from now? 3004

2. A family has lived in the same house for 22 years.

a) How many complete decades is that? 2

b) In how many more years will it be another complete decade? 8

3. Mayfield School was built in 1920. After 1 century, it will celebrate its

centennial year. What year will that be? 2020

4. Express in years.

a) 1
 a century 50 years
2

b) a decade and a 1 15 years

2

c) 3 centuries 300 years

5. Fill in the year.

a) 2 decades before 2010 1990

b) 3 decades after 2010 2040

c) the midpoint of this century 2050

46 Answers Chapter 5: Measuring Length and Time Copyright © 2004 Nelson

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 47

CHAPTER 5

7 Time in Minutes
Goal Find out how long an event takes.

1. Lata went to her friend’s house to play on a At-Home Help

Saturday afternoon. The clocks show the time
This clock shows when Alex
when she left and when she returned home. arrived at his grandmother’s
house.
11 12 1 11 12 1
10 2 10 2
9 3 9 3 11 12 1
10 2
8 4 8 4
7 6 5 7 6 5 9 3
8 4
7 6 5

a) What time did she leave? 1:10 p.m.

This clock shows when Alex left
b) What time did she return? 4:27 p.m. his grandmother’s house.

c) How long was she away? 3 hours 10

11 12 1
2
17 minutes, or 197 minutes 9 3
8 4
7 6 5
2. How long does each event take?
a) walking to school 27 minutes He was at his grandmother’s
for 1 hour 25 minutes,
or 85 minutes.
11 12 1 11 12 1
10 2 10 2 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
7 6 5 7 6 5

From 1:25 to 2:25 is 1 hour, or

b) watching a movie 1 hour 35 minutes, 60 minutes.
or 95 minutes From 2:25 to 2:50 is 25 minutes.
So the total time was 1 hour
11 12 1 11 12 1 25 minutes, or 85 minutes.
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

3. Bill is playing soccer in his backyard with friends.

They start the game at 4:05 and play for 45 minutes.
Bill needs to be in the house by 5:00. Will he make it? Explain.
Yes, he will finish at 4:50, so he will have time to get from his
backyard into the house.

Copyright © 2004 Nelson Answers Chapter 5: Measuring Length and Time 47

05-NEM-GR4-WBAN/SI-CH05 11/3/03 12:38 PM Page 48

CHAPTER 5

Test Yourself
You will need a ruler marked in millimetres.
Circle the correct answer.

1. Which object is shorter than a decimetre?

A. a metre stick B. an eraser C. a newspaper D. a person

2. Use a ruler. How many millimetres are between 30 mm and 70 mm?

E. 40 mm F. 4 mm G. 400 mm H. 37 mm

3. What does 323 cm equal?

A. 3 m 32 cm B. 300 m 23 cm C. 3 m 23 cm D. 32 m 3 cm

4. 2 friends walk 40 m from the parking lot to the beginning of a 3 km

hiking trail. They realize that they left their water bottles in the car.
They go back to get their water bottles, then walk the trail, and
return to the car. How far do they walk in total?
E. 3 km 40 m F. 3 km 80 m G. 3 km 120 m H. 3 km 160 m

5. What is the perimeter of this rectangle?

2 cm
A. 10 cm C. 24 cm
5 cm
B. 14 cm D. 7 cm

6. What year is 1 century after 2006?

E. 2106 F. 3006 G. 2016 H. 2026

7. Jesse and Dan went for a canoe ride. How long were they gone?
start end
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

A. 3 hours 3 minutes C. 3 hours 57 minutes

B. 3 hours 23 minutes D. 2 hours 57 minutes

48 Answers Chapter 5: Measuring Length and Time Copyright © 2004 Nelson

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 49

CHAPTER 6

1 Using Doubling to Multiply

Goal Use repeated addition and doubling to multiply.

1. a) 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫽ 24 At-Home Help
10 ⫹ 10 ⫹ 10 ⫹ 10 ⫹ 10 is
b) Skip count by 3s to 24.
repeated addition.
3, 6, 9, 12, 15, 18, 21, 24 10 ⫹ 10 ⫹ 10 ⫹ 10 ⫹ 10
⫽ 5 ⫻ 10
c) How many 3s did you count? 8
10, 20, 30, 40, 50 is skip
counting.
d) How much is 8 ⫻ 3? 24
10 ⫹ 10 and 2 ⫻ 10 show
e) How much is 8 ⫻ 6? 48 doubling.

2. Find each product.

a) 2 ⫻ 8 ⫽ 16 c) 5 ⫻ 7 ⫽ 35 e) 3 ⫻ 6 ⫽ 18

b) 4 ⫻ 8 ⫽ 32 d) 10 ⫻ 7 ⫽ 70 f) 6 ⫻ 6 ⫽ 36

3. Write a multiplication equation.

a) 8 ⫹ 8 ⫹ 8 ⫹ 8 ⫹ 8 5 x 8 = 40

b) four 7s 4 x 7 = 28

c) 9 ⫹ 9 ⫹ 9 3 x 9 = 27

d) five 4s 5 x 4 = 20

4. Use any strategy to find each product.

a) 3 ⫻ 4 ⫽ 12 c) 2 ⫻ 9 ⫽ 18

b) 6 ⫻ 4 ⫽ 24 d) 4 ⫻ 9 ⫽ 36

5. a) How many days are in 1 week? 7

b) How many full weeks of summer holidays do you have? For example, 9.

c) How many days is the number of weeks in part b)?

For example, for number of weeks in part b), 63.

Copyright © 2004 Nelson Answers Chapter 6: Multiplication and Division Facts 49

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 50

CHAPTER 6

2 Sharing and Grouping

Goal Use 2 meanings for division to solve problems.

1. Circle the correct answer. At-Home Help

shows Division can have 2 meanings.
A. 12 ⫼ 4 ⫽ 3 C. 16 ⫼ 2 ⫽ 8 Sharing
When you know the number of
B. 16 ⫼ 4 ⫽ 4 D. 16 ⫼ 8 ⫽ 2 groups, you can find how many
are in each group’s share.
2. Write and solve the division equation. 24 books to be shared among
6 groups:
a) There are 36 bottles with 6 bottles in each box.
24 ⫼ 6 ⫽ 4
How many boxes are there? There are 4 books for each
36 ÷ 6 = 6 group.
Grouping
b) There are 27 plants with 3 plants in each pot. When you know each group’s
How many pots are there? share, you can find the
number of groups.
27 ÷ 3 = 9
24 books with 4 books to a
group:
c) 8 students share 32 pieces of paper equally. 24 ⫼ 4 ⫽ 6
How many pieces does each student get? 6 groups get books.
32 ÷ 8 = 4

3. Complete each division equation.

a) 14 ⫼ 7 ⫽ 2 c) 21 ⫼ 3 ⫽ 7 e) 24 ⫼ 3 ⫽ 8

b) 35 ⫼ 5 ⫽ 7 d) 48 ⫼ 6 ⫽ 8 f ) 45 ⫼ 9 ⫽ 5

4. There are 24 cookies in a box.

Each person gets the same number of cookies.
Each person gets at least 3 cookies.
What is the greatest number of people that can share the cookies?
8 people

50 Answers Chapter 6: Multiplication and Division Facts Copyright © 2004 Nelson

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 51

CHAPTER 6

3 Division and Multiplication

Goal Relate multiplication to division.

1. Complete each division equation. At-Home Help

Then write a related multiplication equation.
Multiplication and division are
a) 12 ⫼ 3 ⫽ 4 4 ⫻ 3 ⫽ 12 related. Multiplication can be
used to check division.
b) 21 ⫼ 7 ⫽ 3 3 x 7 = 21
12 ⫼ 4 ⫽ 3

4 4 x 8 = 32 ⫺3 ⫺3 ⫺3 ⫺3
c) 32 ⫼ 8 ⫽

d) 27 ⫼ 3 ⫽ 9 9 x 3 = 27
0 2 4 6 8 10 12
start
2. Complete each multiplication equation.
4 ⫻ 3 ⫽ 12
Then write a related division equation.
⫹3 ⫹3 ⫹3 ⫹3
a) 4 ⫻ 5 ⫽ 20 20 ⫼ 5 ⫽ 4

b) 3 ⫻ 8 ⫽ 24 24 ÷ 8 = 3 0 2 4 6 8 10 12
start
c) 6 ⫻ 6 ⫽ 36 36 ÷ 6 = 6

d) 4 ⫻ 7 ⫽ 28 28 ÷ 7 = 4

3. a) Write a division equation for the number line. 24 ÷ 6 = 4

⫺6 ⫺6 ⫺6 ⫺6
start

0 5 10 15 20 25

b) Write a related multiplication equation. 6 x 4 = 24

4. $12 is shared equally among 4 children. How much money does each
child receive? Check your answer by multiplying.
$3
3 x 4 = 12

5. Sal earned $25 for working 5 hours. Joe earned $16 for working 4 hours.
Who earned the most in an hour? Check your answer by multiplying.
Sal earned the most.
5 x 5 = 25 4 x 4 = 16

Copyright © 2004 Nelson Answers Chapter 6: Multiplication and Division Facts 51

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 52

CHAPTER 6

4 Arrays for Fact Families

Goal Describe arrays using fact families.

1. Write the fact family for each array. At-Home Help

a) X X X X 4 ⫻ 3 ⫽ 12 2 multiplication facts and
3 4 12 2 division facts that describe the
X X X X ⫻ ⫽
same array are a fact family.
X X X X 12 ⫼ 4 ⫽ 3
X X X X
12 ⫼ 3 ⫽ 4 X X X X
2⫻4⫽8 8⫼2⫽4
b) X X X X X X 3 x 6 = 18 4⫻2⫽8 8⫼4⫽2
X X X X X X 6 x 3 = 18
X X X X X X 18 ÷ 3 = 6
18 ÷ 6 = 3

c) X X X X X 4 x 5 = 20
X X X X X 5 x 4 = 20
X X X X X 20 ÷ 5 = 4
X X X X X 20 ÷ 4 = 5

2. Draw an array for each multiplication. XXX

Then write the product. XXX
XXX
a) 3 ⫻ 8 b) 7 ⫻ 3
XXX
XXXXXXXX XXX
XXXXXXXX XXX
XXXXXXXX XXX
24 21
3. Use the given fact to write the whole fact family.
a) 5 ⫻ 6 ⫽ 30 6 x 5 = 30 30 ÷ 6 = 5 30 ÷ 5 = 6

b) 24 ⫼ 6 ⫽ 4 24 ÷ 4 = 6 6 x 4 = 24 4 x 6 = 24

4. Sometimes a fact family does not have 4 related facts.

Show an example. Answers will vary. For example:
4 x 4 = 16
16 ÷ 4 = 4
52 Answers Chapter 6: Multiplication and Division Facts Copyright © 2004 Nelson
06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 53

CHAPTER 6
Using Facts to Multiply
5 Larger Numbers
Goal Use basic facts, patterns, and mental math to multiply.

1. Find the products. At-Home Help

a) 3 ⫻ 3 ⫽ 9 g) 4 ⫻ 5 ⫽ 20 To find the product of large
numbers, use basic facts,
b) 3 ⫻ 30 ⫽ 90 h) 4 ⫻ 50 ⫽ 200 patterns in multiplying by 10
and 100, and mental math.
c) 3 ⫻ 300 ⫽ 900 i ) 4 ⫻ 500 ⫽ 2000
3 ⫻ 40 ⫽ 120

d) 4 ⫻ 8 ⫽ 32 j) 6 ⫻ 3 ⫽ 18 Think:
3 ⫻ 4 tens
e) 4 ⫻ 80 ⫽ 320 k) 6 ⫻ 30 ⫽ 180 ⫽ 12 tens
⫽ 1 hundred 2 tens
3200 1800 ⫽ 120
f ) 4 ⫻ 800 ⫽ l ) 6 ⫻ 300 ⫽
3 ⫻ 400 ⫽ 1200
2. Find the products. Think:
a) 2 ⫻ 40 ⫽ 80 d) 3 ⫻ 600 ⫽ 1800 3 ⫻ 4 hundreds
⫽ 12 hundreds
b) 4 ⫻ 20 ⫽ 80 e) 5 ⫻ 8000 ⫽ 40 000 ⫽ 1 thousand 2 hundreds
⫽ 1200
c) 3 ⫻ 700 ⫽ 2100 f ) 7 ⫻ 3000 ⫽ 21000

3. Circle the correct answer.

a) 6 ⫻ 40 ⫽
A. 2400 B. 24 C. 240 D. 100

b) 7 ⫻ 500 ⫽
E. 3500 F. 35 000 G. 1200 H. 350

c) 5 ⫻ 9000 ⫽
A. 450 B. 14 000 C. 45 000 D. 4500
4. a) How many cans are in 50 boxes? Show your work.
300 cans 6 cans

b) How many paper clips are in 7 boxes? Show your work.

2100 paper clips 300 paper clips

Copyright © 2004 Nelson Answers Chapter 6: Multiplication and Division Facts 53

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 54

CHAPTER 6

6 Solve Problems by Making Models

Goal Make models to solve problems.

You will need 20 toothpicks, 20 buttons, At-Home Help

or any 20 small objects of the same kind.
Making a model can help you to
Make a model to answer each question. solve a problem.
Then draw a picture to record your work. 1 out of every 5 cars is a 2-door
model. Out of 15 cars, how
1. Show all the possible arrays for 10 cars. many are 2-door models?

XXXXXXXXXX You can use 15 toothpicks to

model 15 cars.
Make groups of 5.

2. Show all the possible arrays for 20 cars.

XXXXXXXXXXXXXXXXXXXX Then select 1 toothpick from
each group.

3. 2 out of every 6 cars are new cars. So 3 out of 15 cars are

Out of 18 cars, how many cars are new? 2-door models.

XXXXXX XXXXXX XXXXXX

6 out of 18 cars are new.

4. Amy had toy cars. She gave away her toy cars to Matt, Shani, and Vinh.
They got 5 cars each. How many toy cars did Amy have?
XXXXX XXXXX XXXXX
Matt Shani Vinh
Amy had 15 cars.

54 Answers Chapter 6: Multiplication and Division Facts Copyright © 2004 Nelson

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 55

CHAPTER 6
Halving Strategies:
7 Facts with 5 and 10
Find patterns in multiplication and division
Goal
facts with 5 and 10.

1. Show how 8 groups of 5 is the same as At-Home Help

4 groups of 10.
You can use the halve and
X X X double strategy find another
X X X X X X X X X X
X X
X
X X X
fact using an easier fact.
X
6 ⫻ 5 ⫽ 30 is the same as
X 3 ⫻ 10 ⫽ 30 because 3 is half
XX X X X X X X
X X X X XX X X X X X
of 6 and 10 is double 5.

2. Complete this Halve and Double table.

Multiply an even Halve the even number Product
number by 5 and multiply by 10
2⫻5 1 ⫻ 10 10
4x5 2 x 10 20
6x5 3 x 10 30
8x5 4 x 10 40
10 x 5 5 x 10 50
12 x 5 6 x 10 60
14 x 5 7 x 10 70
16 x 5 8 x 10 80
18 x 5 9 x 10 90

3. How could you use the table in Question 2 to find 7 ⫻ 5?

For example, 7 is halfway between 6 and 8, so 7 x 5 will be halfway

between 30 and 40, or 35.

4. Complete.
a) 6 ⫻ 5 ⫽ 30 d) 5 ⫻ 80 ⫽ 400 g) 20 ⫼ 10 ⫽ 2

b) 6 ⫻ 50 ⫽ 300 e) 5 ⫻ 800 ⫽ 4000 h) 20 ⫼ 5 ⫽ 4

c) 6 ⫻ 500 ⫽ 3000 f ) 5 ⫻ 8000 ⫽ 40 000

Copyright © 2004 Nelson Answers Chapter 6: Multiplication and Division Facts 55

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 56

CHAPTER 6

8 Adding On: Facts with 3 and 6

Goal Use addition strategies to multiply and divide with 3 and 6.

1. Answer only the questions that are 3 or 6 facts. At-Home Help

Facts you know can help you to
8⫻ find facts you don’t know.
3⫻3⫽ 9 9⫽
If you know 3 ⫻ 6 ⫽ 18,
then 3 ⫻ 7 ⫽ 18 ⫹ 3
⫽ 21
7⫻0⫽ Counting on from a fact you
6⫻ know is a useful strategy to
7⫽
42 find a fact you can’t remember.
3⫻7⫽ 21

21 ⫼ 3 ⫽ 7

6⫻5⫽
30
5⫻7⫽
3⫻8
4⫻9⫽ ⫽ 24

42 ⫼ 6 ⫽ 7
18 ⫼ 3 ⫽ 6

8⫽ 4
2⫻ 12 ⫼ 3 ⫽
36
6⫻6⫽ 4⫻5
⫽
3⫻
6⫽
18
4⫻3⫽ 12 5
30 ⫼ 6 ⫽

Count the number of questions you answered.

If you counted 13, you answered all the questions with facts of 3 or 6.

2. a) What is the greatest answer you found? 42

b) Write a fact of 6 with an answer that is greater. 6 x 8 = 48 or 6 x 9 = 54

3. a) What is the least answer you found? 4

b) Write a division by 3 fact with an answer that is less. 9 ÷ 3 = 3, 6 ÷3 = 2,
or 3 ÷ 3 =1
56 Answers Chapter 6: Multiplication and Division Facts Copyright © 2004 Nelson
06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 57

CHAPTER 6

9 Subtracting Strategy: Facts with 9

Goal Use counting patterns to multiply and divide with 9.

1. Complete the table. At-Home Help

Fact of 9 Fact of 10 Subtraction To multiply by 9, multiply the
number by 10 and then subtract
1⫻9 1 ⫻ 10 ⫽ 10 10 ⫺ 1 ⫽ 9 the number.

2⫻9 2 ⫻ 10 ⫽ 20 20 ⫺ 2 ⫽ 18 For example, 5 ⫻ 9 is the same

as 5 ⫻ 10 ⫺ 5.
3x9 3 x 10 = 30 30 - 3 = 27

4x9 4 x 10 = 40 40 - 4 = 36

5x9 5 x 10 = 50 50 - 5 = 45

6x9 6 x 10 = 60 60 - 6 = 54

7x9 7 x 10 = 70 70 - 7 = 63

8x9 8 x 10 = 80 80 - 8 = 72

2. Use the subtraction strategy to find each product.

a) 4 ⫻ 9 ⫽ 36 d) 2 ⫻ 9 ⫽ 18 g) 5 ⫻ 90 ⫽ 450

b) 5 ⫻ 9 ⫽ 45 e) 8 ⫻ 9 ⫽ 72 h) 9 ⫻ 200 ⫽ 1800

c) 9 ⫻ 3 ⫽ 27 f) 7 ⫻ 9 ⫽ 63 i ) 9 ⫻ 6000 ⫽ 54 000

3. Gary has 9 baseball cards. Soo has 6 times as many cards.

How many cards does Soo have?
54 cards

4. Sara saved 3 box tops. James saved 9 times as many box tops.
25 box tops are needed for a prize.
Has James saved enough box tops to get a prize?
yes

Copyright © 2004 Nelson Answers Chapter 6: Multiplication and Division Facts 57

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CHAPTER 6
Number Neighbours:
10 Facts with 7 and 8
Goal Use facts you know to multiply and divide with 7 and 8.

1. Use the given fact to complete the other 2 facts. At-Home Help
a) 8 ⫻ 3 ⫽ 24 8 ⫻ 2 ⫽ 16 8 ⫻ 4 ⫽ 32 Using a fact you know and
then adding or subtracting
b) 7 ⫻ 6 ⫽ 42 7 ⫻ 5 ⫽ 35 7 ⫻ 7 ⫽ 49 can help you to find facts you
don’t know.
c) 8 ⫻ 7 ⫽ 56 8 ⫻ 6 ⫽ 48 8 ⫻ 8 ⫽ 64 Knowing 7 ⫻ 7 helps you to
find the neighbour facts,
d) 7 ⫻ 4 ⫽ 28 7 ⫻ 3 ⫽ 21 7 ⫻ 5 ⫽ 35 7 ⫻ 8 and 7 ⫻ 6.

e) 8 ⫻ 5 ⫽ 40 8 ⫻ 4 ⫽ 32 8 ⫻ 6 ⫽ 48 7 ⫻ 7 ⫽ 49
7⫻8⫽■ 49 ⫹ 7 ⫽ 56
7⫻6⫽■ 49 ⫺ 7 ⫽ 42
f ) 7 ⫻ 8 ⫽ 56 7 ⫻ 7 ⫽ 49 7 ⫻ 6 ⫽ 42

2. Divide.
a) 28 ⫼ 7 ⫽ 4 c) 35 ⫼ 5 ⫽ 7

b) 48 ⫼ 8 ⫽ 6 d) 72 ⫼ 8 ⫽ 9

3. Multiply.
a) 7 ⫻ 60 ⫽ 420 c) 8 ⫻ 90 ⫽ 720

b) 8 ⫻ 500 ⫽ 4000 d) 7 ⫻ 400 ⫽ 2800

4. 36 stickers are shared evenly among 9 friends.

How many stickers does each person receive?
4 stickers

5. Paulette walks 6 km each day.

How many kilometres does she walk in 1 week?
42 km

58 Answers Chapter 6: Multiplication and Division Facts Copyright © 2004 Nelson

06-NEM-GR4-WBAN/SI-CH06 11/3/03 12:44 PM Page 59

CHAPTER 6

Test Yourself
Circle the correct answer.

1. There are 6 paintbrushes in each of 7 pots.

How many paintbrushes are there altogether?
A. 13 B. 1 C. 42 D. 54

2. Ravi hands out 42 pieces of paper to 6 students.

Each student gets the same amount of paper.
How many pieces of paper does each student get?
E. 8 F. 48 G. 36 H. 7

3. The paint tables are arranged like this.

Which equation matches this array?
A. 2 ⫻ 5 ⫽ 10 B. 5 ⫹ 2 ⫽ 10 C. 10 ⫻ 1 ⫽ 10 D. 10 ⫺ 5 ⫽ 2

4. There are 600 crayons in each bin.

How many crayons are in 5 bins?
E. 30 F. 300 G. 3000 H. 1100

5. Lance, Alice, and Rami painted 24 pictures.

Each student painted the same number of pictures.
How many pictures did each student paint?
A. 8 B. 12 C. 27 D. 72

6. The art room has 8 tables. Each table seats 6 students.

How many students can sit at the tables in the art room?
E. 14 F. 48 G. 54 H. 2

7. 6 tables seat 6 students each.

How many students will there be if 7 tables are filled?
A. 36 B. 42 C. 30 D. 19

8. A group of 8 students made 72 decorations.

Each student made the same number of decorations.
How many decorations did each student make?
E. 9 F. 8 G. 10 H. 80

Copyright © 2004 Nelson Answers Chapter 6: Multiplication and Division Facts 59

07-NEM-GR4-WBAN/SI-CH07 11/3/03 2:50 PM Page 60

CHAPTER 7

1 Classifying Quadrilaterals
Goal Identify and sort quadrilaterals.

1. Which of these are parallelograms? At-Home Help

A quadrilateral is a closed shape
A C A, C, D with 4 straight sides.
A trapezoid has exactly 1 pair
B D of parallel sides.

2. Which of these are trapezoids?

or indicates parallel sides.
E G A parallelogram has 2 pairs of
E, G parallel sides.

F H
A rectangle, a square, and a
3. Draw a quadrilateral that is not a parallelogram rhombus are special
parallelograms.
or a trapezoid.
Answers will vary. For example:

4. Draw a square. What other shape names

can be used to describe a square?

and indicate equal sides.

a parallelogram, a rectangle, a rhombus

60 Answers Chapter 7: 2-D Geometry Copyright © 2004 Nelson

07-NEM-GR4-WBAN/SI-CH07 11/3/03 2:50 PM Page 61

CHAPTER 7

2 Building Quadrilaterals
Goal Relate properties of quadrilaterals to their side lengths.

1. Use straws or toothpicks to make these shapes. At-Home Help

Draw a picture of each shape. What type of Quadrilaterals can have 4, 3, 2,
quadrilateral is each shape? or no equal side lengths.

a) a quadrilateral with 4 equal sides and

square corners

This shape has 3 equal side

lengths.
Parallelograms have 2 pairs of
equal side lengths.
a square

b) a quadrilateral with 2 equal long sides and

2 equal short sides, but no square corners

a parallelogram

c) a quadrilateral with no equal sides, but 1 pair of parallel sides

a trapezoid

d) a quadrilateral with 3 equal sides, but no parallel sides

a quadrilateral

Copyright © 2004 Nelson Answers Chapter 7: 2-D Geometry 61

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CHAPTER 7

3 Congruent Shapes
Goal Identify and construct congruent shapes.

1. Which shapes are congruent? At-Home Help

2 shapes are congruent if they
are identical in size and shape.
C
A B

D E F A and C
B and H
D and F
G
I G and I
H

2. Construct a shape congruent to each shape on the grid,

using the given line as one side.

a)

b)

62 Answers Chapter 7: 2-D Geometry Copyright © 2004 Nelson

07-NEM-GR4-WBAN/SI-CH07 11/3/03 2:50 PM Page 63

CHAPTER 7

4 Similar Shapes
Goal Identify and describe similar shapes.

1. Which shapes look similar to the first shape? At-Home Help

Explain. 2 shapes are similar if they are
identical in shape, but not
necessarily in size.
A B C D

A and D. They are also circles.

2. Which shapes look similar

to the first shape? Explain. G
F
H
E

F and H. They look like they to have 3 equal sides and 3 equal angles like

the first triangle.

3. Which shapes look similar

to the first shape? Explain. A B C D

B and D. A is too tall and C is too long.

4. Janice says that congruent shapes are special similar shapes.

Do you agree? Why or why not?
Yes, congruent shapes are similar shapes that happen to have the same size.

Copyright © 2004 Nelson Answers Chapter 7: 2-D Geometry 63

07-NEM-GR4-WBAN/SI-CH07 11/3/03 2:50 PM Page 64

CHAPTER 7

5 Measuring Angles
Goal Measure angles using a protractor.

1. How many degrees is each angle? At-Home Help

A protractor is a tool for

0 0
18
measuring angles.

10
85°

17
0
20
160
A

30
150
80 100
70 90 110
100 80

140
12

40
60 110 70 0
0 60 13
50 0 12
50 0

130 1
13

50

14 0
14 0
0
4

4
0
20
60

15
30
0

30
0
15
11

160
70

20
0

160

20
10 0
0

170
8

170
10

10
18 0

90
0

10

180
0

180
80
10

0
0

0
20 20 17 10
180
70
170 30 0 0
160 30 16 40 50 60 110
15 4 150 120
0
14 0
140 130
0
50 0 1
13

This angle is 50°, or 50 degrees.

60
20

70
110

132°
100
80
90

B
100
80
70
110
60
12
0
50 0
13

4
14 0
30 0
20 15
10 0
0 160
170
180
0
18 0
10 0
17
0
16
20

99°
150
30
140

E
40
130
50
120
60
70
110

80
0
10

90

0
10 0 18
8 0
11 1 70 0 0
70 120 10 160
130 60 140 150
50 20
40 30

130 140 150

120 40 160
50 30
110 60 20 17
0 70 0 18
10 10
80 0 0
90
80

0
0

10
10

180 20
170
70

160 30
110

15 4
0
14 0
50 60
0

0
130 12
50 0 1
13

60

140
20

40
70
110

D
150
30

78°
100
80

145°
160
20

C
90

7 0
1
10
100
80

0
18 0
70
110
60
12
0
50 0
13

4
14 0
30 0
20 15
10 0
0 160
170
180

64 Answers Chapter 7: 2-D Geometry Copyright © 2004 Nelson

07-NEM-GR4-WBAN/SI-CH07 11/3/03 2:50 PM Page 65

CHAPTER 7
Solve Problems by Acting
6 Them Out
Goal Act out a problem to solve it.

Trace this square and cut out At-Home Help

the square you drew. A useful problem-solving
strategy is to act out a
Cut out as many squares as
problem. Sometimes you may
you need to answer the need to substitute other objects
questions below. for the ones in the problem.
(See Question 1.)
1. 6 square tables are arranged to make 1 long
narrow table. 1 person sits on each outside
edge of a square table. How many people
can sit at the long table?
Sketch your answer after you act it out.

14 people

2. How many squares does it take to make a bigger square?

Find more than one answer. Sketch your answers after you act them out.

For example, 4, 9, 16.

Copyright © 2004 Nelson Answers Chapter 7: 2-D Geometry 65

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CHAPTER 7

7 Lines of Symmetry
Goal Draw lines of symmetry.

1. Trace each shape and cut out the shape you drew. At-Home Help
Fold it to find a line of symmetry. Unfold it. A line of symmetry is a line
Repeat to find other lines of symmetry. that divides a shape in half so if
On this page, draw all the lines of symmetry you fold the shape along the
that you found for each shape. line, the halves match.

a)

b)

A square has 4 lines of

symmetry.

c) e)

d)

2. Which of the shapes in Question 1 has the most lines of symmetry?

How many? The shape in part d), 3

66 Answers Chapter 7: 2-D Geometry Copyright © 2004 Nelson

07-NEM-GR4-WBAN/SI-CH07 11/3/03 2:50 PM Page 67

CHAPTER 7

8 Classifying 2-D Shapes

Goal Identify and sort 2-D shapes.

1.
At-Home Help
A B D
C 2-D shapes can be sorted, or
classified, in many different
ways. Some of the things you
F can consider are
E G
• the number of sides
• whether any sides are equal
in length
I J
• whether the shapes are
H congruent
• whether there are any
parallel sides
• whether there are square
corners
a) Which shapes have parallel sides? • whether the shape has
A, B, C, E, G, and H symmetry

b) Which shapes are similar? B and E

c) Which shapes have symmetry? B, D, E, G, H, and I

2. Describe another way to sort the shapes in Question 1.

Which shapes belong?
For example, shapes that have 6 sides: C and H.

Shapes that have at least 1 right corner: B, E, F, and J.

3. Draw 4 shapes of your own and show 2 ways to sort them.

For example:

A B C D

Shapes that have 4 sides or more are quadrilaterals: B, C, and D.

Shapes that have at least 1 square corner: B and D.

Copyright © 2004 Nelson Answers Chapter 7: 2-D Geometry 67

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CHAPTER 7

Test Yourself
Circle the correct answer.

B C E F
D
A

1. What type of shape is shape D?

A. a quadrilateral B. a trapezoid C. a rhombus D. a parallelogram

2. Which shape has more than 2 lines of symmetry?

E. shape A F. shape F G. shape C H. shape E

3. Which shape has no parallel sides?

A. shape D B. shape E C. shape B D. shape A

4. Which shape is similar to shape E?

E. shape F F. shape B G. shape C H. shape A

5. Which of these shapes is congruent to shape A?

A. B. C. D.

6. Which of these shape names is not another way of describing a square?

E. a rectangle F. a trapezoid G. a parallelogram H. a quadrilateral

7. What is the measure of the angle shown?

80 100
A. 30° C. 145° 60
20
70
110
100
90 80
110
70 12
60
0
13
50 0 1
50 0
13
14 0
14 0

B. 35° D. 150°
0
4

4
0
15
30
0

30
0
15

160
20
160

20

170
170
10

10

180
180

0
0

68 Answers Chapter 7: 2-D Geometry Copyright © 2004 Nelson

08-NEM-GR4-WBAN/SI-CH08 11/3/03 12:50 PM Page 69

CHAPTER 8

1 Standard Area Units

Goal Explain why we use standard units to measure area.

1. You want to estimate the area of your kitchen At-Home Help

table. Choose the item that would be the best Measurement requires an
unit to measure this area. Explain your choice. understanding of what is
A. a CD case B. a piece C. a plastic being measured (length, area,
of string cup capacity, and so on). Once that
is understood an appropriate
A is the best unit since a CD case is a flat unit of measure can be chosen.

surface like the table. Comparing measurements found

using informal units, such as
palms of hands, suggests the
2. Estimate the area of the surface of a table, need for standard units.
desk, cutting board, or some other flat object.
Measure the surface using a playing card, a
paper napkin,
an envelope, or another object that is square or rectangular.
Record what surface you measured, what you used, and the area.
Answers will vary.

3. a) How many pillows is the area of the top surface of your bed?
Answers will vary.

b) If you measured your bed using a different pillow, would your answer

be the same? Why or why not? If the pillows are the same size, the answers
will be the same. If the pillows are a different size, the answers will be different.

4. Shani’s family bought a new carpet for the living room.

Before they bought the carpet, they measured the area of the floor.
Give 2 other examples when an area measurement is needed.
Answers will vary. For example, paint for any surface, tiles for any surface, wallpaper.

Copyright © 2004 Nelson Answers Chapter 8: Area and Grids 69

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CHAPTER 8

2 Square Centimetres
Goal Estimate, measure, and compare area using square centimetres.

1. Measure the area of each shape to the nearest At-Home Help

whole square centimetre.
A square centimetre is one
standard unit for measuring area.

a) d) 1 cm
6 square
1 cm
centimetres
12 square A square with sides of 1 cm has
an area of one square centimetre.
centimetres
b)
5 square
centimetres
e)

c)
11 square centimetres

8 square
centimetres

2. List the shapes from Question 1 in order from greatest to least area,

using their letters. d), c), e), a), b)

3. Nisha thinks that both of these shapes have

an area of 1 square centimetre. Is she correct?
Explain why or why not.
Yes, one shape is 1 cm by 1 cm and the other is
half of 1 cm by 2 cm.

70 Answers Chapter 8: Area and Grids Copyright © 2004 Nelson

08-NEM-GR4-WBAN/SI-CH08 11/3/03 12:50 PM Page 71

CHAPTER 8

3 Square Metres
Goal Estimate area using an appropriate area unit.

1. Would you use a square metre or a square At-Home Help

centimetre to measure each item? A square metre is another
standard unit for measuring area.
a) a school flag square metre
1m

b) a playing card square centimetre

square metre 1m
c) a helicopter landing pad

d) a postcard square centimetre

A square with sides of 1 m
has an area of 1 square metre.
e) a floor mat for gymnastics
square metre

2. If you had 1 square metre of material, which of these

items could you make?
A. a Batman cape
B. a tent large enough for a family of 4
C. a curtain for the school stage

3. Which measurement would be the most reasonable estimate

for the area of your bedroom floor?
D. between 1 square metre and 4 square metres
E. between 20 square metres and 30 square metres
F. between 8 square metres and 15 square metres

4. A square metre is divided into 4 parts and

used to make a new shape. What is the area
of the new shape? Explain.
1 square metre. It changed shape, but it is all there and nothing more was added.

Copyright © 2004 Nelson Answers Chapter 8: Area and Grids 71

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CHAPTER 8
Relating Linear Dimensions
4 and Area
Goal Relate the area of a rectangle to its length and width.

1. What is the area of each rectangle? At-Home Help

4 cm Area is measured by finding out
a) how many square units are
2 cm
8 square centimetres needed to cover the surface.
The area of a rectangle is related
b) to its side lengths.
3 cm
4 cm

3 cm 12 square centimetres 5 cm

c)
area ⫽ 3 cm ⫻ 5 cm
4 cm
⫽ 15 square centimetres

5 cm 20 square centimetres

2. Complete the table.

Rectangle Width Length Area
A 3 cm 2 cm 6 square centimetres
B 7 cm 2 cm 14 square centimetres

C 4 cm 6 cm 24square centimetres
D 7 cm 7 cm 49 square centimetres

3. What is the length of the other side?

a) b)
4 cm

8 cm 10 cm

area ⫽ 32 square centimetres 2 cm

area ⫽ 20 square centimetres

72 Answers Chapter 8: Area and Grids Copyright © 2004 Nelson

08-NEM-GR4-WBAN/SI-CH08 11/3/03 12:50 PM Page 73

CHAPTER 8
Relating Shape, Area,
5 and Perimeter
Goal Investigate how changes in shape affect area and perimeter.

1. At-Home Help
a) area: Shapes can have the same area
but different perimeters.
3 square centimetres

perimeter: 5 cm
8 cm
4 cm
b) area: area ⫽ 4 cm ⫻ 5 cm
4 square centimetres ⫽ 20 square centimetres
perimeter ⫽ 4 cm ⫹ 5 cm ⫹
perimeter: 4 cm ⫹ 5 cm
8 cm ⫽ 18 cm

2 cm
The shapes have the same perimeter .
10 cm

area ⫽ 10 cm ⫻ 2 cm
2. ⫽ 20 square centimetres
a) area: perimeter ⫽ 10 cm ⫹ 2 cm ⫹
6 square 10 cm ⫹ 2 cm
centimetres ⫽ 24 cm
Shapes can also have the same
perimeter: perimeter but different areas.
10 cm

b) area:
6 square centimetres

perimeter:
12 cm

The shapes have the same area .

Copyright © 2004 Nelson Answers Chapter 8: Area and Grids 73

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CHAPTER 8
Solve Problems Using
6 Organized Lists
Goal Use an organized list to solve area problems.

1. How many different rectangles could you At-Home Help

make with an area of 24 square tiles? 4
An organized list allows you to
What are they? record information in a clear and
1 by 24 organized way.

2 by 12 Vanessa has 35 cents. She has

2 of these 3 types of coins—
3 by 8 quarters, dimes, and nickels.
4 by 6 How many combinations of coins
might she have?
2. Sara chooses 3 numbers for the combination 25 10 5
of her new bike lock. She uses 1, 4, and 7. 1 1 0
She can use each number only once. 1 0 2
What are the possible combinations? 0 3 1
0 2 3
1-4-7 0 1 5
1-7-4 There are 5 possible combinations.
4-1-7
4-7-1
7-1-4
7-4-1

3. Ben goes to the grocery store for his mom. He spends less than $5.
He buys at least one of each of the following items.
• apples at 50¢ each
• bread at $1.60 a loaf
• crackers at $1.25 a package
Find all the combinations of what he might have bought.
apples bread crackers total cost
1 1 1 $3.35
2 1 1 $3.85
3 1 1 $4.35
4 1 1 $4.85
1 2 1 $4.95
1 1 2 $4.10
2 1 2 $4.60

74 Answers Chapter 8: Area and Grids Copyright © 2004 Nelson

08-NEM-GR4-WBAN/SI-CH08 10/21/04 12:50 PM Page 75

CHAPTER 8

Test Yourself Page 1

Circle the correct answer.

1. You want to estimate the area of the top surface of a desk.

Which item would you use?
A. a piece of string C. an envelope
B. a measuring cup D. a balance scale

2. What is the area of this shape to

the nearest whole square centimetre?
E. 18 square centimetres
F. 20 square centimetres
G. 14 square centimetres
H. 16 square centimetres

3. Which of the following would not be

measured using square centimetres?
A. a schoolyard C. a photograph
B. a placemat D. a piece of note paper

4. Which measurement would be the most reasonable estimate

for the area of your kitchen floor?
E. between 1 square metre and 3 square metres
F. between 10 square metres and 20 square metres
G. between 30 square metres and 40 square metres
H. between 40 square metres and 50 square metres

5. What is the area of this rectangle?

A. 24 cm
B. 24 square centimetres 4 cm
C. 10 cm
D. 20 square centimetres 6 cm

Copyright © 2004 Nelson Answers Chapter 8: Area and Grids 75

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CHAPTER 8

Test Yourself Page 2

Circle the correct answer.

6. What is the length of the other side?

3 cm
E. 6 cm
F. 15 cm ■
G. 6 square centimetres area ⫽ 18 square centimetres

H. 9 square centimetres

7. Which of these measurements is the same for the 2 rectangles?

A. length
B. width 3 cm
C. perimeter
8 cm 7 cm
D. area

4 cm
8. Which is true for the shape shown?
E. area ⫽ 14 square centimetres
perimeter ⫽ 8 centimetres
F. area ⫽ 8 square centimetres
perimeter ⫽ 14 centimetres
G. area ⫽ 8 centimetres
perimeter ⫽ 14 square centimetres
H. area ⫽ 8 square centimetres
perimeter ⫽ 8 centimetres

9. How many different rectangles can be made using exactly

28 square tiles placed side by side?
A. 4 B. 5 C. 3 D. 8

10. Each of the digits 3, 5, and 6 is used only once to make a

new number. How many different numbers can be made?
E. 5 F. 3 G. 8 H. 6

76 Answers Chapter 8: Area and Grids Copyright © 2004 Nelson

09-NEM-GR4-WBAN/SI-CH09 11/3/03 12:54 PM Page 77

CHAPTER 9

1 Exploring Multiplication
Goal Solve multiplication problems using models.

1. Circle the letter of the problem that can be At-Home Help

solved using multiplication. Multiplication involves groups of
A. Rey read 22 pages on Monday, 29 pages the same size.
on Tuesday, and 27 pages on Thursday. 4
28 is 4 groups of 28 objects.
How many pages did he read altogether? 28 groups of 4 has the same
product.
B. Natalie read on Monday, Tuesday, and
Thursday. She read 31 pages each day.
How many pages did she read altogether?
C. Paulette read 96 pages in total on Monday, Tuesday, and Thursday.
How many pages did she read each day?
D. Chantal read 37 pages on Monday. Vinh read 29 pages on Monday.
How many more pages did Chantal read than Vinh?

Explain how you know this problem can be solved using multiplication.
Answers will vary. For example, Natalie read 31 pages 3 times. This means that there

are 3 equal groups of 31. I can add 31 + 31 + 31, or 31 three times, which is

multiplication: 3 x 31.

2. Solve the problem in Question 1 using multiplication.

31 x 3 = 93

3. Circle the letter that shows base ten blocks being used to model
multiplication.
A. B.

Explain how you know that the base ten blocks are being used to
model multiplication.
41 + 41 + 41 + 41 is the same as 4 groups of 41, or 4 x 41.

Copyright © 2004 Nelson Answers Chapter 9: Multiplying Greater Numbers 77

09-NEM-GR4-WBAN/SI-CH09 11/3/03 12:54 PM Page 78

CHAPTER 9

2 Multiplying with Arrays

Goal Use easier numbers to simplify multiplication.

1. A kitchen floor has 8 rows and 17 columns of At-Home Help

tiles. These arrays show 8
17 by showing Using easier numbers to multiply
8
10  8
7. is useful when one factor is
greater than 10.
Complete. 3
18  3
10  3
8
3
18  30  24
3
18  54
Or using other easier facts:
3
18  3
9  3
9
8
17  8 x 10  8x7 3
18  27  27
3
18  54
8
17  80  56

8
17  136

2. Complete.

a) 2
56  2
50  2
6 c) 4
29  4
25  4
4

2
56  100  12 4
29  100  16

2
56  112 4
29  116 Answers will vary.

b) 5
14  5
7  5
7 d) 6
22  6
20  6
2

5
14  35  35 6
22  120  12

5
14  70 6
22  132

3. Find each product.

a) 9
18 c) 4
19
162 76

b) 7
12 d) 8
33
84 264

78 Answers Chapter 9: Multiplying Greater Numbers Copyright © 2004 Nelson

09-NEM-GR4-WBAN/SI-CH09 11/3/03 12:54 PM Page 79

CHAPTER 9

3 Multiplying in Expanded Form

Multiply 1-digit numbers by 2-digit numbers using
Goal
expanded form.

1. Complete. At-Home Help

The expanded form of 28 is
a) 46
9 c) 78
9
2 tens  8 ones
4 tens  6 ones 70  8 or 20  8.

9
9
36 tens  54 ones 630
41 tens  4 ones  72
414 702

b) 89
5 d) 36
8

8 tens  9 ones 30  6

5
8

40 tens  45 ones 240

44 tens + 5 ones  48
445 288

2. Stanley can display 37 models on 1 shelf. How many models can

he display on 4 shelves?

148

3. Circle the letter that is a reasonable estimate for 96
5.

A. more than 450 B. less than 450 C. less than 45 D. less than 30
Explain how you know.

5 x 90 = 450
96 - 90 = 6
Since 90 is 6 less than 96, the answer will be more than 450.

Copyright © 2004 Nelson Answers Chapter 9: Multiplying Greater Numbers 79

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CHAPTER 9
Communicate About
4 Solving Problems
Goal Explain your thinking when solving a problem.

1. Name the steps that Chantal used to solve At-Home Help

this problem. Problem solving involves
Chantal’s baby brother is 17 weeks old. • understanding the problem
How many days old is he? • making a plan to solve the
understanding the problem problem
Step 1 • carrying out the plan
My brother is 17 weeks old. • looking back to check
I know there are 7 days in 1 week.
Step 2 making a plan to solve the problem

I will multiply 17 and 7.

Step 3 carrying out the plan Step 4 looking back to check

10  7 If my brother were 20 weeks old,

7 he would be 140 days old.
70 So 119 days is reasonable
 49 for 17 weeks old.
119
My brother is 119 days old.

2. Show the steps as you solve each problem. Answers will vary. For example:
a) At a party there are 36 tables. Each table will have 5 balloons.
How many balloons will there be in all?
Understanding the problem: 1 table has 5 balloons, 2 tables have 10 balloons, 3 tables have
15 balloons. I find the number of balloons by skip counting by 5s, which is like multiplying.
Making a plan to solve the problem: I will multiply the number of balloons by the number of tables.
I estimate that there will be about 5 x 30 = 150 balloons. Since 36 is 6 more than 30, I estimate that
there will be more than 150, but less than 5 x 40 = 200.
Carrying out the plan: 5 x 36 = 180
Looking back to check: 180 is reasonable because it is more than 150, but less than 200.
b) It rained for 3 days. How many hours did it rain?
Understanding the problem: It rained for 3 days, and I know that each day has 24 hours.
I find the number of hours that it rained by multiplying 3 and 24.
Making a plan to solve the problem: I will multiply the number of days by the number of hours in a
day. I estimate that there will be about 3 x 25 = 75 hours. Since 24 is 1 less than 25, I estimate that
the answer will be slightly less than 75.
Carrying out the plan: 3 x 24 = 72
Looking back to check: 72 is reasonable because it is just less than 75.

80 Answers Chapter 9: Multiplying Greater Numbers Copyright © 2004 Nelson

09-NEM-GR4-WBAN/SI-CH09 11/3/03 12:54 PM Page 81

CHAPTER 9

5 Multiplying 3 Digits by 1 Digit

Multiply 3-digit numbers by 1-digit numbers using
Goal
expanded form.

1. Complete. At-Home Help

372
3 is about Estimating helps you to check
that your answers are reasonable.
400 x 3 = 1200
298
5 is about 300
5,
or 1500.
300  70  2 372

3 x 3 200  90  8
1116
5
1000
450
 40
2. A bottle of vitamins contains 120 tablets. 1490
How many tablets are in 8 bottles?
Circle the most reasonable estimate.
A. more than 800 B. less than 800 C. more than 1600 D. more than 80
Explain how you know.
8 × 120 is about 8 × 100 = 800.
Since 100 is less than 120, the answer will be more than 800.

3. Connor’s family’s cable bill is $126 every 2 months.

a) Estimate how much they pay b) Calculate how much they pay
in 1 year. in 1 year.
For example, $720. $756

4. Jasmine often visits her grandmother on weekends.

It is 247 km there and back.
a) Create a 1-digit by 3-digit multiplication problem about Jasmine’s visits.
For example: How many kilometres will Jasmine travel if she visits her
grandmother 3 times in 1 month?

b) Estimate the answer. c) Calculate the answer.

750 km 741 km

Copyright © 2004 Nelson Answers Chapter 9: Multiplying Greater Numbers 81

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CHAPTER 9

6 Multiplying with an Algorithm

Goal Multiply using a procedure.

Estimates will vary. For example: At-Home Help

1. Estimate each product. One multiplication algorithm, or
a) 139
9 procedure to multiply, is this:

1400 32
174

5
870
b) 358
8 Because
4 ones
5  20,
2400 or 2 tens 0 ones.
7 tens
5  2 tens more 
350  20  370, or
3 hundreds 7 tens.
c) 729
2 1 hundred
5  3 hundreds
1400 more  500  300  800,
or 8 hundreds.

d) 298
5 e) 498
6
1500 3000

2. You should have 3 estimates that are 1500 or less.

Calculate their products.
a) 1251
c) 1458
d) 1490

3. Estimate and then calculate.

a) 396 b) 629

7
5
estimate: 2800 estimate: 3000
calculate: 2772 calculate: 3145

82 Answers Chapter 9: Multiplying Greater Numbers Copyright © 2004 Nelson

09-NEM-GR4-WBAN/SI-CH09 11/3/03 12:54 PM Page 83

CHAPTER 9

7 Choosing a Method to Multiply

Goal Choose and justify a multiplication method.

Use these facts in the questions below. At-Home Help

• The average Canadian consumes 25 kg of Look at the question to decide
fresh fruit in juices in 1 year. if an estimate will do.
• The average Canadian child watches 884 hours Look at the numbers in a
of TV in 1 year. problem to decide if you can
solve it mentally or if you need
• A small roast beef submarine sandwich has
to use pencil and paper.
954 kilojoules of energy.
Answers will vary. For example:
1. You want to find out how many kilograms of fresh fruit in juices
a family of 6 consumes in 1 year. Would you use pencil and
paper or mental math? Explain your choice. Solve the problem.
Mental math because it is easy to multiply 25s mentally.
I can skip count 25, 50, 75, 100, 125, 150, so the answer is 150 kg.

2. You want to find out about how many hours of TV a child

would watch in 9 years. Would you estimate or do an exact
calculation? Explain your choice. Solve the problem.

Estimation because I want to find out about how many hours of

television the average child watches.
9 × 900 = 8100, so the answer is 8100 hours.

3. You want to find out how many kilojoules of energy a person

would get from eating 1 small roast beef submarine sandwich
each day for a week. Would you use pencil and paper or mental
math? Why? Solve the problem.
Paper and pencil because 7 × 954 does not have numbers that are
easy to multiply mentally.
7 × 954 = 6678

Copyright © 2004 Nelson Answers Chapter 9: Multiplying Greater Numbers 83

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CHAPTER 9

Test Yourself
Circle the correct answer.

1. What are these base ten blocks modelling?

A. 140  5 B. 5
29 C. 29
4 D. 30  30  30  30  30

2. Which multiplication equation is modelled by this array?

E. 4
22  4
20  4
2 G. 4
20  4
10  4
10
F. 23
4  20
4  3
4 H. 4
20  2
20  2
20

3. The array in Question 2 could be broken into other arrays.

Which of these is possible?
A. 4
9  4
14 C. 2
23  2
23
B. 4
11  4
11 D. 25
4  3
4

4. Miki used expanded form. What problem was she solving? 100  20  9
E. How many eggs are in 129 dozen?
7
700
F. How many weeks are in 129 days?
140
G. How many hours are in 7 days?  63
H. How many days are in 129 weeks? 903

5. Which estimate is the most reasonable for the product

of 389
4?
A. 1200 B. 1600 C. 2000 D. 700

6. What is the product of 638
6?

E. 3828 F. 3688 G. 3728 H. 3888

7. The average Canadian eats 183 kg of vegetables in 1 year.

How much does a family of 4 eat in 2 years?
A. 366 kg B. 732 kg C. 1464 kg D. 1098 kg

84 Answers Chapter 9: Multiplying Greater Numbers Copyright © 2004 Nelson

10-NEM-GR4-WBAN/SI-CH10 11/3/03 12:55 PM Page 85

CHAPTER 10

1 Exploring Division
Goal Solve division problems using models.

You will need 40 bread tags, toothpicks, coins, At-Home Help

buttons, or something else to use as counters. The number you divide by in a
division equation is the divisor.
1. Use counters. Show how 40 band members
8
42
would group themselves as they march each divisor
way. Then sketch a diagram.

a) 2 equal columns b) 4 equal columns c) 5 equal columns

2. Use counters. Can 40 band members group themselves in equal

columns if they march each way? Why or why not?

a) 6 columns No, because 6 does not divide equally into 40.

b) 7 columns No, because 7 does not divide equally into 40.

c) 8 columns Yes, because 8 divides 5 times into 40.

3. Use counters. There are between 25 and 35 students working in

groups planting trees. Which numbers of students could there
be in each case?
a) All students are working in groups of 5. 25, 30, 35 (if between is considered
to include 25 and 35, otherwise 30)

b) All students are working in groups of 4. 28, 32

c) All students are working in groups of 3. 27, 30, 33

4. What number in each part of Question 3 is the divisor?

a) 5 b) 4 c) 3

Copyright © 2004 Nelson Answers Chapter 10: Dividing Greater Numbers 85

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CHAPTER 10
Using Repeated
2 Subtraction to Divide
Goal Use repeated subtraction to divide.

1. 72 muffins are to be put in packages of 5 At-Home Help

muffins each. To find how many packages When dividing larger numbers,
are needed, divide. you can use repeated
苶2
5冄7 苶 Start with 72 muffins subtraction.
50 10 At least 10 packages are needed. If you need to find 102
8, you
22 Now 22 muffins are left. know that the answer is at least
10 because 80
8  10. Then
20 4 4 more packages are needed
you can subtract to see how
2 Now 2 muffins are left. many more are needed. (See
10  4  14 packages are needed. Question 1 for an example.)
But 2 muffins are left over.

a) How many muffins were there at the beginning? 72

b) After they were packaged, how many muffins were left over? 2

c) What is the number in part b) called? remainder

d) Which number is the divisor? 5

e) Why was it known that at least 10 bags were needed? 5 x 10 = 50,

which is less than 72.

f) Why was it known that 4 more bags would be needed? 4 x 5 = 20,

which is less than the 22 left after subtracting 50.

2. 72 muffins were put in packages of 6. How many packages

are needed? How many muffins are left over?
12 needed
0 left over
3. Use repeated subtraction to divide. Show your steps.
1 2 R1 1 2 R1 13 1 6 R2
a) 4 冄苶4
苶苶 9 b) 7 冄苶8
苶苶5 c) 3 冄苶3
苶苶9 d) 6 冄苶9
苶苶8
-4 0 -7 0 -3 0 -6 0
9 15 9 38
-8 -1 4 -9 -3 6
1 1 0 2

86 Answers Chapter 10: Dividing Greater Numbers Copyright © 2004 Nelson

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CHAPTER 10

3 Interpreting Remainders
Goal Decide how to treat the remainder in a division problem.

1. 75 students travel by minivan to an amusement At-Home Help

park. Each minivan can take 6 students. The meaning of the remainder
How many minivans are needed? depends on what the problem
13 asks.
4 different problems could be
2. 75 slices of pizza were eaten. Each pizza was solved by 75
6  12 R3.
The answers could be 12, 13,
cut into 6 slices. How many pizzas were eaten?
1212, and 3. (See an example of
1212 each in Questions 1 to 3.)
3. 75¢ is to be shared equally among 6 students.
a) How much will each student get?
12¢
b) How much money will be left over?
3¢
4. Tickets costing $3 each were bought with $125.
a) How many tickets were bought?
41
b) How much was the change?
$2
5. One car of an amusement park ride holds 4 people.
62 people take the ride. How many cars are needed?
16

6. 50 pictures are put in an album. Each page holds 4 pictures.

a) Exactly how many pages are used?
1212
b) How many pages are full?
12
c) How many pages are needed?
13

Copyright © 2004 Nelson Answers Chapter 10: Dividing Greater Numbers 87

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CHAPTER 10

4 Dividing 2 Digits by 1 Digit

Use base ten blocks and pencil and paper to divide a
Goal
2-digit number by a 1-digit number.

1. 5 people share 68 strawberries. At-Home Help

a) Without dividing, tell if there will be any The number you divide into
berries left over. How do you know? parts is the dividend.
53
4  13 R1
Yes, there will be berries left over because 5 only
dividend
divides equally into numbers ending in 5 or 0.
b) Estimate the number that each person 10冧
3
10  3  13

will get. 苶3
4冄苶5苶
40
For example, 13. 13
12
c) Sketch a picture to show the sharing. 1
The remainder is 1.

d) Record the division. Show all the steps.

1 3 R3
5 冄苶6苶8苶
- 50
18
- 15
3

e) How many berries did each person get? How many were left over?
13 berries
3 left over
2. Divide. Show your work.
1 1 R1 1 1 R1 1 6 R2 1 1 R5
a) 6 冄苶6
苶苶7 b) 5 冄苶5
苶苶6 c) 3 冄苶5
苶苶0 d) 8 冄苶9
苶苶3
-60 -5 0 -3 0 -8 0
7 6 20 13
-6 -5 -1 8 -8
1 1 2 5

88 Answers Chapter 10: Dividing Greater Numbers Copyright © 2004 Nelson

10-NEM-GR4-WBAN/SI-CH10 11/3/03 12:55 PM Page 89

CHAPTER 10
Solve Problems By Guessing
5 and Testing
Goal Use a guess-and-test strategy to solve problems.

1. Jalissa has 66 chairs to arrange for the show. At-Home Help

She makes 5 equal rows and has 1 chair left Guessing and testing is a useful
over. How many chairs are in each row? strategy for solving problems.
For example, a number between
13
25 and 35 is divided by 7 and
the remainder is 3. To find the
number, think:
35
7  5, but there is no
2. Derek has between 40 and 50 clothespins to remainder.
7  4  28
put equally in 2 bags.
To have a remainder of 3,
a) How many clothespins could there be if use 28  3  31.
there are none left over? So 31
7  4 R3.
The number is 31.
40, 42, 44, 46, 48, 50 (if between is considered
to include 40 and 50, otherwise 42, 44, 46, 48)

b) How many clothes pins could there be if there is 1 left over?

41, 43, 45, 47, 49

3. Chloe has 87 books to place on 7 shelves. How many more books

does she need to have an equal number on each shelf?
4

4. Ryan used between 50 and 60 cards to make an array with 4 rows.

He has 1 card left over. How many cards did he start with?
Find more than one answer.
If he started with 53 cards, there would be 13 in each row with 1 left over.
If he started with 57 cards, there would be 14 in each row with 1 left over.

Copyright © 2004 Nelson Answers Chapter 10: Dividing Greater Numbers 89

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CHAPTER 10

6 Estimating with 3-Digit Dividends

Goal Use multiplication and division facts to estimate quotients.

1. Choose the correct answer. At-Home Help

To estimate 290 ÷ 7, this fact is useful. Using basic facts and extending
A. 30
5  6 C. 28
7  4 them helps you to estimate
quotients.
B. 27
9  3 D. 25
5  5
For example, you know
18
3  6, so
2. Choose the correct answer.
180
3  18 tens
3
If I know 36
4  9, then I know .  6 tens
E. 36 tens
4  90 G. 360
40  90  60
This helps you to estimate that
F. 36 tens
4  9 H. 360
4  900 185
3 is about 60.

3. Doug wants to read a 168-page book in 6 days.

a) What fact will help him to estimate how many pages he needs
to read each day?
180 ÷ 6 = 30

b) About how many pages should he read each day?

30
4. Emma has
• 125 blue beads • 200 red beads • 160 yellow beads
To make 1 bracelet, she needs
• 4 blue beads • 6 red beads • 5 yellow beads
Estimate how many bracelets she can make with each
colour of bead.
a) blue b) red c) yellow
Answers will vary. For example:
30 30 30
5. Estimate each quotient. Explain your thinking.
Answers will vary. For example:

苶1
a) 6冄苶6苶7
苶 苶0
b) 8冄苶5苶9
苶

100 because 600 ÷ 6 = 100. 60 because 480 ÷ 8 = 60.

90 Answers Chapter 10: Dividing Greater Numbers Copyright © 2004 Nelson

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CHAPTER 10

7 Dividing in Parts
Goal Divide in steps using simpler numbers.

1. Barb, Cameron, and Rory have coin collections. At-Home Help

Barb has the greatest number, 390 coins.
285
3 can be found by
She has 5 times as many coins as Cameron. renaming 285 as 270  15
She has 3 times as many as Rory. because 270
3 is 90
and 15
3 is 5.
a) Why is renaming 390 as 350 + 40 useful in So 285
3 is 90  5, or 95.
finding out how many coins Cameron has?
Both 350 and 40 can be related to multiplication facts:
350 ÷ 5 = 70 and 40 ÷ 5 = 8.
苶5
b) Calculate 5冄苶3苶0
苶  5冄苶4
苶0
苶.
78

c) How many coins does Cameron have? 78

d) Why is renaming 390 as 350  40 not useful in finding out

how many coins Rory has?
3 does not divide equally into 350 or 40.

e) Why is renaming 390 as 300  90 useful?

3 divides equally into both 300 and 90.

f) Why is renaming 390 as 360  30 useful?

3 divides equally into both 360 and 30.

g) Find the number of coins Rory has, using the renaming

in part e) or f).
130

2. Divide into parts and find the quotient.

103 62 R4 142
苶1
a) 6冄苶6苶8
苶 苶0
b) 8冄苶5苶0苶 苶1
c) 5冄苶7苶0
苶

Copyright © 2004 Nelson Answers Chapter 10: Dividing Greater Numbers 91

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CHAPTER 10

8 Dividing 3 Digits by 1 Digit

Use base ten blocks and pencil and paper to divide a
Goal
3-digit number by a 1-digit number.

1. A class drinks 165 cartons of milk starting on At-Home Help

Monday and ending on Friday. They drink the
267
7  38 R1
same number of cartons each day. How many
38
cartons do the students drink each day? 苶6
7冄苶2苶7
苶
210
33 57
 56
1

2. 780 tickets were sold for 4 performances of a play.

The same number of tickets were sold for each performance.
How many tickets were sold for each performance?
195

3. Carolyn’s class baked 276 cupcakes for a bake sale. They want
to package all the cupcakes. Should they put them in packages
of 6 or 8? Show your work.
packages of 6
276 ÷ 6 = 46, but 276 ÷ 8 = 34 R4.

4. Divide.

a) 184
4 c) 511
7
46 73

b) 336
6 d) 616
8
56 77

92 Answers Chapter 10: Dividing Greater Numbers Copyright © 2004 Nelson

10-NEM-GR4-WBAN/SI-CH10 11/3/03 12:55 PM Page 93

CHAPTER 10

Test Yourself
Circle the correct answer.

1. Which division equation matches the diagram?

A. 8
6  48 B. 48
8  8 C. 48
8  6 D. 48
12  4

2. 4 students are sharing 56 minutes of computer

time equally. How many minutes does each student get?
E. 14 F. 16 G. 18 H. 20

3. 57 students will receive certificates of achievement in

mathematics. The certificates come in packages of 5.
How many packages need to be bought?
A. 8 B. 9 C. 10 D. 12

4. What is the remainder when 89 is divided by 8?

E. 9 F. 1 G. 5 H. 11

5. 7 classes are sharing the planting of 500 spring bulbs equally.

What is a reasonable estimate of the number of bulbs
each class will plant?
A. 30 B. 70 C. 90 D. 100

6. 132 students will be divided into teams of 4 for the science fair.
How many teams will there be?
E. 15 F. 27 G. 33 H. 44

7. 264 students are sitting in 8 equal rows for the assembly.

How many students are in each row?
A. 22 B. 33 C. 44 D. 55

8. Chloe is reading a 326-page book. She has read the same number
of pages each day for 7 days. How many pages does she have left?
E. 4 F. 6 G. 8 H. 10

Copyright © 2004 Nelson Answers Chapter 10: Dividing Greater Numbers 93

11-NEM-GR4-WBAN/SI-CH11 11/3/03 12:57 PM Page 94

CHAPTER 11

1 Sketching Faces
Goal Describe relationships between 3-D shapes and their 2-D faces.

1. Try to find an item with each shape around At-Home Help

your home. Name each item. Answers will vary. A prism has 2 bases.
a) rectangle-based prism many types of boxes,
refrigerator, some furniture

b) triangle-based prism specialty boxes,

specialty equipment
A pyramid has 1 base.
c) square-based pyramid specialty boxes,
candles, and other decorative items

2. a) Record the shapes that you found in

Question 1 in the chart below. Prisms and pyramids are named
b) Choose 1 item. Count the edges of your by the shape of their bases. This
box is a rectangle-based prism.
shape. Record the number in the chart.
c) Trace each face of your shape. Find the total
number of sides of all its faces.
d) If you found any other shapes, repeat parts
b) and c) for each one.
side
Answers will vary. For example:
Total number Total number
of edges of of sides of edge
3-D shape 3-D shape 2-D faces
rectangle-based prism 12 24
triangle-based prism 9 18
square-based pyramid 8 16
triangle-based pyramid 6 12

3. How is the total number of sides of the faces related to the

number of edges? The total number of sides of the faces is twice as many
as the number of edges.

94 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2004 Nelson
11-NEM-GR4-WBAN/SI-CH11 11/3/03 12:57 PM Page 95

CHAPTER 11
Building 3-D Shapes
2 with Congruent Faces
Build 3-D shapes and describe relationships between
Goal
faces and vertices.

You will need scissors and tape. At-Home Help

face
1. Circle the letter of the shape that could be a
vertex
net for a 3-D shape. (plural is vertices)
A.

net
B.

2. Trace the shape that could be a net onto a sheet of paper.

Cut out and fold the net. Tape it together.
Circle the letter of the 3-D shape you made.
C. sphere E. triangle-based pyramid
D. triangle-based prism F. cube

3. a) How many faces does the shape have? 4

b) How many vertices does the shape have? 4

c) How many faces meet at each vertex? 3

Copyright © 2004 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 95
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CHAPTER 11

3 Making Skeleton Models

Build 3-D skeletons and describe relationships between
Goal
edges and vertices.

You will need toothpicks and modelling clay, At-Home Help

miniature marshmallows, or something else to A skeleton of a 3-D shape has
stick the toothpicks into. only edges and vertices.

1. To build 3-D skeletons, you can use

modelling clay or miniature marshmallows to

represent vertices and toothpicks to

represent edges .

2. Make as many skeletons of 3-D shapes as you

can. Use 4 vertices, 5 vertices, and 6 vertices.
Count the edges in each shape.
Record each shape in the chart.
Answers will vary. For example:
Shape number Number of vertices Number of edges

1 4 6

2 5 9

3 6 9

4 6 10

5 6 12

3. For which number of vertices could you make more than 1 shape?
Answers will vary. Should be able to make more with 6 vertices.

4. Did any of your shapes have more vertices than edges? no

5. Did any of your shapes have the same number of vertices as edges?
no

96 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2004 Nelson
11-NEM-GR4-WBAN/SI-CH11 11/3/03 12:57 PM Page 97

CHAPTER 11

4 Drawing 3-D Shapes

Goal Draw prisms and pyramids.

1. Find a rectangle-based prism such as a box. At-Home Help

a) Draw the box so that you can see more A drawing of a 3-D shape shows
than 1 face. Mark something on the visible more than 1 face but it can’t
faces to identify them. show all the faces.

Answers will vary.

For example:

b) Turn the box a different way. Draw it this way.

Answers will vary.
For example:

2. Draw a triangle-based prism on this triangular dot paper.

Answers will vary. For example:

Copyright © 2004 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 97
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CHAPTER 11
Communicate an Understanding
5 of Geometric Concepts
Use math language to show what you know about
Goal
a 3-D shape.

1. Consider the shape of the building you live in. At-Home Help
No matter where you live, the building has at Communication Checklist
least one 3-D shape. Describe the building. ✓ Did you explain your thinking?
✓ Did you use a model?
Answers will vary. For example:
✓ Did you use math language?
I live in an apartment building. It looks like
3 rectangle-based prisms that are joined to make a -shape.

The 2 outside prisms are taller than the middle one.

2. Use the Communication Checklist.

a) What do you like about your description?
Answers will vary. For example: I used math language.

b) How could you improve your description?

Answers will vary. For example: I could discuss why I think it is like
3 rectangle-based prisms. I could make a model, a skeleton.

98 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2004 Nelson
11-NEM-GR4-WBAN/SI-CH11 11/3/03 12:57 PM Page 99

CHAPTER 11

6 Measuring Mass
Goal Estimate, measure, and record the mass of objects.

1. Shani bought these items at the grocery store. At-Home Help

500 g of potato salad 1 kg of apples Mass is the measure of matter
400 g of sliced turkey 750 g of yogurt in an object. The amount of
matter determines how heavy
a) Order the masses from least to greatest. the object is.
400 g, 500 g, 750 g, 1 kg Mass is measured in grams (g)
and kilograms (kg).
b) What combinations of items have a mass 1000 g ⫽ 1 kg

greater than 2 kg?

apples, potato salad, and yogurt

apples, sliced turkey, and yogurt

c) Find the total mass of the items. Record the total mass in grams
and kilograms.

grams 2650 g kilograms 2.650 kg

2. One litre (1 L) of water has a mass of 1 kg.

a) Locate a light container that holds 1 L. You can use, for example,
a 1 L juice or milk carton. If the container is full, it’s close enough to
1 kg for estimating. You can also use a 2 L container that is half full.
Answers will vary. For example:
b) List 6 items that are lighter than 1 kg. spoon, pencil, box of tissues,
tube of toothpaste, plastic bowl, sheet of paper

c) List 6 items that are heavier than 1 kg. a person, a TV, a refrigerator,
a computer, a chair, a large bag of potatoes

d) Estimate the mass of 1 or 2 of the items in part b). Take the items
to school tomorrow to measure their masses.
Answers will vary.

Copyright © 2004 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 99
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CHAPTER 11

7 Measuring Capacity
Goal Estimate, measure, and record the capacity of containers.

You will need several empty containers that do At-Home Help

not have capacity marked in litres or millilitres. Capacity is the amount a
Use items like glasses, cups, mugs, bowls, container will hold when it is full.
bottles, cartons, cans, and vases. Capacity is measured in
You will also need a measuring cup millilitres (mL) and litres (L).
1000 mL ⫽ 1 L
marked in millilitres (250 mL or 500 mL).

1. a) Examine your containers. Do not measure. Sort them into 2 groups.

Group 1: containers that will hold Group 2: containers that will hold
less than my measuring cup more than my measuring cup
Answers will vary. Answers will vary.

b) Which container will hold the least? Answers will vary.

c) Which container will hold the most? Answers will vary.

d) Which container will hold 1 L? Answers will vary.

2. Fill one of your containers with water. Pour the water into your
measuring cup, 1 cupful at a time. Record the number of millilitres
to the nearest 50 mL. When you have done this for all your
containers, check your answers to Question 1.
Container Capacity to nearest 50 mL
Answers will vary. Answers will vary.

100 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2004 Nelson
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CHAPTER 11

8 Using Mass and Capacity

Goal Choose appropriate capacity and mass units.

1. Which unit, grams or kilograms, would be At-Home Help

most appropriate for measuring the mass of
mass: 1000 g ⫽ 1 kg
each item? capacity: 1000 mL ⫽ 1 L

a) an ant grams

b) an elephant kilograms e) a pencil grams

c) a picnic table kilograms f ) a feather grams

d) a person kilograms g) a bag of apples kilograms

2. Which unit, millilitres or litres, would be most appropriate for

measuring the capacity of each item?

a) a car’s fuel tank litres e) a mug millilitres

b) a soup spoon millilitres f ) a swimming pool litres

c) a picnic cooler litres g) a drinking straw millilitres

d) a bathtub litres

3. Find an item at home with its mass labelled in grams or kilograms.

Is it labelled in the units you would expect? Explain. Answers will vary.

4. Find an item at home with its capacity labelled in millilitres or litres.

Is it labelled in the units you would expect? Explain. Answers will vary.

Copyright © 2004 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 101
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CHAPTER 11

9 Modelling Volume
Goal Model 3-D shapes to measure volume.

1. What is the volume of each 3-D shape? At-Home Help

a) 12 cubes Volume is the measure of the

amount of space taken up by a
3-D shape.

b) 16 cubes

This shape has a volume of

7 cubes.

c) 8 cubes

2. The volume of this 3-D shape is 5 toothpaste boxes.

Locate 2, 3, or 4 boxes that are the same size.

Create a 3-D shape using the boxes.

What is the volume of your 3-D shape? Answers will vary.

102 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2004 Nelson
11-NEM-GR4-WBAN/SI-CH11 11/3/03 12:57 PM Page 103

CHAPTER 11

Test Yourself
Circle the correct answer.

1. Which package shape can you find most often in your kitchen cupboard?
A. a rectangle-based prism C. a square-based pyramid
B. a triangle-based prism D. a triangle-based pyramid

2. What shape are the non-base faces of a prism?

E. triangle F. square G. rectangle H. cube

3. What shape are the non-base faces of a pyramid?

A. triangle B. square C. rectangle D. cube

4. What is the name of this shape?

E. square-based prism G. pentagon-based prism
F. triangle-based pyramid H. pentagon-based pyramid

5. Which of these descriptions is true for the shape in Question 4?

A. 5 faces, 10 edges, 10 vertices C. 7 faces, 10 edges, 15 vertices
B. 7 faces, 10 edges, 10 vertices D. 7 faces, 15 edges, 10 vertices

6. What type of shape is this?

E. triangle-based prism skeleton with more edges
than vertices
F. rectangle-based prism skeleton with 6 vertices
G. rectangle-based prism skeleton with 9 edges
H. triangle-based prism skeleton with 6 edges and 9 vertices

7. Estimate the amount of water in the bottle.

A. 1 L B. 500 mL C. 750 mL D. 250 mL

8. Which unit would you use to measure the capacity of a soup can?
E. millilitres F. grams G. kilograms H. litres

9. Which unit would you use to measure the mass of a soup can?
A. millilitres B. grams C. kilograms D. litres

Copyright © 2004 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 103
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CHAPTER 12

1 Fractions of an Area
Describe and compare fractions as part of an area using
Goal
words, objects, pictures, and symbols.

1. Circle the letter of each cake top that At-Home Help

shows fourths. Each part of this rectangle is
14
.
A. D. All the parts cover the same
area even though they don’t all
have the same shape.

B. E.

C.
Answers will vary. For example:

Red
Blue
2. a) Make this rectangular cake top
1
red and
1
blue.
2 4

1

4
b) Write the fraction for the part that is not coloured.

3. Which fraction is greater? Tell how you know.

5
since 5 is greater than 1
a)
5
or
1
6
6 6

7
since 7 is greater than 3
b)
3
or
7
8
8 8

4. Join the dots in order from the 5. Is
21
of cake top A the same as 1



2
least to the greatest. of cake top B? Explain.
8
9

6
9
1 A B
9
5 7 No, they are not equal areas. Even though they are
9 9
both
12
a cake, the area of
12
of cake A is larger than
3
9 the area of
12
of cake B.

104 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
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CHAPTER 12
Mixed Numbers and
2 Improper Fractions
Goal Model, write, and compare improper fractions and mixed numbers.

1. The trapezoid is the whole. At-Home Help

6 triangles make a whole
a) Colour 3
23
trapezoids.
hexagon.

So 8 triangles show
1
62
(a mixed number)
11 or
68
(an improper fraction).
b) How many triangles did you colour?

1

1
c) Write the improper fraction that describes how much is coloured. 3

2. The rhombus is the whole.

a) Colour
4
rhombuses. b) Colour
7
rhombuses.

2 2

7
because 3 more triangles

c) Which is greater,
4
or
7
? How do you know? 2
2 2
are shaded than for
42
(or because 1
12
more rhombuses are shaded).

3. The trapezoid is the whole.

13

a) Colour 4
31
trapezoids. Then write the improper fraction. 3

5 1
23

b) Colour

trapezoids. Then write the mixed number.
3

4
31
because 8 more triangles are

c) Which is greater, or 4
31

5
?
How do you know?
3
5
shaded than for
3
(or because 4 whole trapezoids are more than 1 whole trapezoid).

Copyright © 2004 Nelson Answers Chapter 12: Fractions and Decimals 105
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CHAPTER 12

3 Fractions of a Set
Describe parts of sets using proper and improper fractions
Goal
and mixed numbers.

Use toothpicks, bread tags, or other counters At-Home Help

to help you if necessary. Mixed numbers and improper
fractions can be used to
1. Liza is writing thank-you cards. They come in describe parts of sets.
packages of 8. She has used 1
83
of a package. For example, eggs come in
cartons of 12.
a) How many cards has she used? 11 14 eggs could be described as a
mixed number, 1
12

2 , or as an
b) What improper fraction describes 1
83
improper fraction, 14


.
12
11



of a package? 8

2. Mollie is putting pop cans in cartons. She puts 12 cans in each carton.

a) Write the mixed number that describes how many cartons she can
3
112

fill with 37 cans.

3

7
b) Write this amount as an improper fraction. 12

3. Write the mixed number for each improper fraction.

Then draw pictures of toothpicks to show the mixed number
as sets and parts of sets.
1

5 1
150
2

1 2
58
1

4 2
a)
b)
c)

10 8 7

4. Arrange these numbers in order from least to greatest.

1 4 6 8 10
6 1 4 8 10

,

,

,

,


a)

,

,

,

,

3 3 3 3 3
3 3 3 3 3
4


, 1
15
,
75
, 2
45
,
155

b) 1
51
,
54
, 2
54
,
57
, 15



5
5

106 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
12-NEM-GR4-WBAN/SI-CH12 11/3/03 12:59 PM Page 107

CHAPTER 12

4 Decimal Tenths
Goal Write decimal tenths using words and symbols.

1. Complete the chart. At-Home Help

Decimals are a way to describe
fractions. The fraction
120
is
written 0.2 and read two tenths.
A decimal point separates the
ones place from the fractional
part. The 0 means there is no
Fraction whole amount and the 2 is the
Item of items Decimal Words numerator in the fraction
12
0.
pencils
2
0.2 two tenths
10
erasers
3
0.3 three tenths
10
4
crayons


10
0.4 four tenths
rulers
1
0.1 one tenth
10
glue sticks
0
0.0 zero tenths
10

2. Write each decimal as a fraction.

2

10

9

a) 0.2 10 b) 1.0 10 c) 0.9 10

3. Write each fraction as a decimal. Then write it in words.

a)
1
0.1 b)
0
0.0 c)
5
0.5

10 10 10
one tenth zero tenths five tenths

4. Draw and colour a design on the strip following the directions given.
Answers will vary. For example:

a) Put stars in less than
14

0 of c) Colour almost all of the boxes.
the boxes. Write the decimal Write the decimal amount of
amount of stars. 0.3 coloured boxes. 0.9

b) Put triangles in more than
12
d) Write the decimals closest to

of the boxes. Write the decimal 0.3
1
0.6 0.9
0 2 1
amount of triangles. 0.6

Copyright © 2004 Nelson Answers Chapter 12: Fractions and Decimals 107
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CHAPTER 12

5 Decimal Tenths Greater Than 1

Goal Model, write, and compare decimal tenths greater than 1.

Use the metre sticks on the side of the page At-Home Help
to help you. The drawing below shows 3
metre sticks end-to-end. The
1. Find 1.5 m on the metre sticks. decimal marked A is 2.1 m. This
a) What does the 1 in 1.5 m tell you? represents 2 whole metres and
1 tenth of a metre, or 2 whole
one whole metre metres and 1 decimetre (1 dm).

0.0 m 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 m 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 m 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 m
b) What does the 5 in 1.5 m tell you?
five tenths of a metre or five decimetres

c
c) Write 1.5 in words. one metre and five tenths

d
d) How many decimetres is 1.5 m? 15 dm
1
150

e) Write 1.5 m as a mixed number.

A
2. Write a decimal for each mixed number. Then find

f
each length in metres on the metre stick. The first one
is done for you.
a) 2
11

0
2.1 d) 2
14

0
2.4 b
b) 1
16
1.6 e) 1
12
1.2
0 0

c) 2
18
2.8 f) 1
19
1.9

e

0 0

3. Write each measurement in metres using decimals.

a) one metre four decimetres 1.4 m

b) twenty-five decimetres 2.5 m

1m

c) two metres eight decimetres 2.8 m

4. Arrange these measurements from longest to shortest.

1.0 m, 2.2 m, 3.0 m, 1.8 m, 2.3 m, 1.2 m
1 dm

3.0 m, 2.3 m, 2.2 m, 1.8 m, 1.2 m, 1.0 m

108 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
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CHAPTER 12

6 Adding Decimal Tenths

Goal Add decimals in tenths.

Use the number line on the side of the page to At-Home Help
help you with the questions. To add decimals, use the
number line. For example, to
1. a) Find 2.5 on the number line. Add 1.0 to it. add 2.9 and 2.1:
3.5 • Start at 2.9. (It’s marked A.)
What is the answer? • Jump 2.0 from 2.9 to 4.9.
(It’s marked B.)
b) Find 3.6 on the number line. Add 2.2 to it. That’s 2 wholes added.
5.8 • Jump 0.1 more from 4.9 to
What is the answer?
5.0. (It’s marked C.)
That’s 1 tenth added.
c) Find 3.9 on the number line. Add 1.8 to it.
2.9  2.1  5.0
What is the answer? 5.7

2. Add the lengths.

6.0
a) 2.3 m and 1.8 m e) 5.3 cm and 0.8 cm
4.1 m 6.1 m

b) 3.0 km and 1.4 km f) 4.0 m and 1.9 m

5.0
4.4 m 5.9 m

BC
c) 4.3 m and 1.2 m g) 2.7 dm and 2.7 dm
5.5 m 5.4 m
4.0
d) 2.8 m and 0.6 m 3.4 m

3. Larry walked 3.5 km and then ran 2.2 km.

How far did he go?
5.7 km
3.0
A

4. Find 4 different pairs of decimal tenths that add to 4.0.

Answers will vary. For example, 3.0 + 1.0, 2.0 + 2.0, 2.5 + 1.5, 3.5 + 0.5.
2.0

5. Find 4 different pairs of decimal tenths that add to 6.1.

Answers will vary. For example, 6.0 + 0.1, 5.0 + 1.1, 4.0 + 2.1, 3.0 + 3.1.

Copyright © 2004 Nelson Answers Chapter 12: Fractions and Decimals 109
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CHAPTER 12

7 Subtracting Decimal Tenths

Goal Subtract decimals in tenths.

Use the number line on the side of the page At-Home Help
to help you. Count on to subtract decimal
tenths. To subtract 1.3  0.6:
To answer the riddle “What happens to a duck
• Find 0.6 on the number line.
when it flies upside down?”: (It’s marked A.)
• find each difference • Count to 1.0. (It’s marked B.).
• use the code below to match each That’s 4 tenths.
difference with a letter • Count from 1.0 to 1.3.
(It’s marked C.)
1. 4.0  0.9  3.1 6. 3.8  1.2  2.6 That’s another 3 tenths.
4 tenths and 3 tenths is
2. 3.0  1.9  1.1 7. 4.3  3.6  0.7 7 tenths, or 0.7.
So 1.3  0.6  0.7.
3. 5.0  2.0  3.0 8. 5.2  4.8  0.4

5.0
4. 4.0  1.3  2.7 9. 4.9  2.2  2.7

5. 2.0  0.5  1.5 10. 4.6  2.3  2.3

Code

4.0
1.5 2.6 3.1 2.7 3.0 1.1 0.7 0.4 2.3
A C I U Q T K S P

I T Q U A C K S U P
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
3.0
11. The difference between the lengths of the front foot and
the back foot of a skunk is 1.5 cm. Circle the letter
of the lengths the feet could be.
2.0

A. 4.0 cm and 1.5 cm C. 3.0 cm and 1.5 cm

B. 3.5 cm and 0.5 cm D. 1.0 cm and 0.5 cm
C

12. A black bear’s front foot is 14.0 cm long.

1.0
B

A grizzly bear’s front foot is 11.5 cm long.

What is the difference between the lengths of their front feet?
A

Use a ruler to help you.

2.5 cm
0

110 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
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CHAPTER 12
Communicate About
8 Decimal Operations
Goal Use a model to explain how to add and subtract decimals.

1. These base ten blocks show the difference At-Home Help

between 3.2 and 1.8. Base ten blocks are useful for
0.2 1 0.2
modelling addition and
subtraction of decimal tens.
1 tens rod is 1 dm (decimetre).
1 unit cube is 1 cm, or 0.1 dm.
0.2 ⴙ 1 ⴙ 0.2 ⴝ 1.4
1 0.1
Check the answer by adding 1.8 and 1.4. Communication Checklist
✓ Did you show all your steps?
1.8 + 1.4 = 3.2 ✓ Did you put the steps in order?
✓ Did you explain your thinking?
2. These base ten blocks show the difference ✓ Did you use math language?
between 4.1 and 2.6.

0.4 1 0.1
0.4 + 1 + 0.1 = 5

a) Write an explanation using a diagram to show how the difference is

found. Use the Communication Checklist to check your explanation.

b) What is the difference? 1.5

c) What could you add to check? 2.6 and 1.5

d) Check.
2.6 + 1.5 = 4.1

3. These base ten blocks show the

sum of 1.6 and 2.7.
a) How many rods are there altogether? 3

b) How many cubes are there altogether? 13

c) Express the number of cubes in part b) as rods and cubes. 1 rod, 3 cubes

d) What is the sum of 1.6 and 2.7? 4.3

Copyright © 2004 Nelson Answers Chapter 12: Fractions and Decimals 111
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CHAPTER 12
Decimal Hundredths
9 Less Than or Equal to 1
Goal Write hundredths as decimals using words and symbols.

1. Write each fraction as a decimal and in words. At-Home Help

a) 2


3 0.23, 23 hundredths 32 hundredths of this grid is
100 32
shaded. This is 0.32 or


100 .
b)
4
0.04, 4 hundredths 68 hundredths of this grid is not
100 6

8
shaded. This is 0.68 or

100 .
c) 9


9 0.99, 99 hundredths
100

2. Order the decimals in Question 1 from least

to greatest. 0.04, 0.23, 0.99

3. Write each decimal as a fraction.

52

7

89

a) 0.52 100 b) 0.07 100 c) 0.89 100

4. Write the decimal from Question 3 that is closest to each number.

a) 1 0.89 b) 0 0.07 c)
1
0.52

2

5. Describe using fractions, decimals, and words.

8

a) E 100 , 0.08, 8 hundredths

7

b) t 100 , 0.07, 7 hundredths

5

c) c 100 , 0.05, 5 hundredths

20

d) Etc 100 , 0.20, 20 hundredths

80

e) part not shaded 100 , 0.80, 80 hundredths

112 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
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CHAPTER 12

10 Add and Subtract Hundredths

Goal Add and subtract decimal hundredths using grids and calculators.

1. This 100 grid shows At-Home Help

0.42  0.29. A 100 grid can be used to add
a) What is the sum? decimal hundredths. Shade the
number of squares equal to each
0.71 decimal number. Then count all
the shaded squares.
b) Explain how you know. 71 squares are (See Question 1.)

shaded altogether. A 100 grid can be used to

subtract decimal hundredths.
One way is to shade the number
2. This 100 grid shows of squares equal to the greater
0.42  0.29. decimal number. Stroke out the
number of shaded squares that
a) What is the difference?
is equal to the lesser number.
0.13 Then count the shaded squares
that didn’t get stroked out.
b) Explain how you know. 13 shaded squares (See Question 2.)

are not stroked out.

3. Add or subtract using the 100 grids provided.

If you have a calculator, check your answers.

a) 0.18  0.44 = 0.62 c) 0.53  0.21 = 0.74 e) 0.75  0.10 = 0.65

b) 0.52  0.20 = 0.32 d) 0.66  0.22 = 0.44 f) 0.38  0.38 = 0.76

Copyright © 2004 Nelson Answers Chapter 12: Fractions and Decimals 113
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CHAPTER 12

11 Relating Fractions and Decimals

Explore, model, and calculate how fractions and decimals
Goal
are related.

1. a) Shade
21
. At-Home Help

1
as a decimal hundredth
2

 0.50

b) Shade
43
.
1




3
as a decimal hundredth The grid is 4 shaded. This is 25
4
hundredths of the grid, or 0.25.
 0.75
1
 0.25
4
You can check by dividing the
c) Shade
1
. numerator 1 by the denominator
5
4 using a calculator.

1
as a decimal hundredth
5

 0.20

d) Shade
52
.

2
as a decimal hundredth

5

 0.40 If you have a calculator,

check that each decimal
e) Shade
53
. hundredth is correct.
Divide the numerator of

3
as a decimal hundredth each fraction by its
5
denominator.
 0.60

f) Shade
54
.
4


as a decimal hundredth
5

 0.80

114 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
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CHAPTER 12

Test Yourself Page 1

Circle the correct answer.

1. Which statement does not describe this rectangle?

A.
3
of the rectangle is shaded.
4

B.
1
of the rectangle is not shaded.

3

C. Each section is
41
of the whole area

even though the sections are not
the same shape.

D.
1
of the rectangle is not shaded.

4

2. Which is a mixed number that describes the amount of hexagons

that are shaded?
E.
7
G. 3
21

2

F. 3
81
H.
3

2

3. Juice boxes come in packages of 3. John has 14 juice boxes.

Which fraction shows how many packages he has?
1

3
A.

3 packages B. 4
32
packages C.
3

3 packages D.
4

3 packages

4. Which of the following correctly describes this set of pattern blocks?

E. 0.01 of the set are trapezoids.

F. The triangles and hexagons are more than 0.5 of the set.

G. 4.0 of the set are rhombuses.

H. The rhombuses and trapezoids are more than 0.4 of the set.

5. Which of the following shows the

decimal amount shaded?

A. 12.0 C. 1.2

B. 1.12 D. 0.12

Copyright © 2004 Nelson Answers Chapter 12: Fractions and Decimals 115
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CHAPTER 12

Test Yourself Page 2

Circle the correct answer.

6. What is the sum of 3.8 and 4.2?

E. 8.0 F. 7.10 G. 7.0 H. 0.4

7. What is the difference between 5.2 and 3.7?

A. 8.9 B. 1.5 C. 1.3 D. 1.2

8. What operation is shown by these base ten blocks?

E. 2.2  0.3  2.5 G. 2.2  0.3  1.9

0.7 + 1 + 0.2
F. 2.2  0.3  2.5 H. 2.2  0.3  1.9

9. What is
3
as a decimal?

100

A. 0.3 B. 3.0 C. 0.03 D. 0.30

10. What operation is shown on this grid?

E. 0.43  0.19  0.62
F. 0.43  0.19  0.24
G. 0.43  0.19  0.24
H. 0.43  0.19  0.62

11. What operation is shown on this grid?

A. 0.27  0.15  0.42
B. 0.27  0.15  0.42
C. 0.27  0.15  0.12
D. 0.27  0.15  0.12

1
12. Which decimal represents

on a calculator or on a 100 grid?
4

E. 0.4 F. 0.25 G. 1.4 H. 0.40

116 Answers Chapter 12: Fractions and Decimals Copyright © 2004 Nelson
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CHAPTER 13

1 Probability Lines
Goal Use a probability line to compare the probability of events.

1. Use words to describe the probability of At-Home Help

each event.
We use probability words in
A I will eat soup for lunch tomorrow. our everyday language.
When we are sure something
Answers will vary.
will happen, we say certain
or always.
B I will stay up until midnight tonight.
When we are sure something
Answers will vary. will not happen, we say never
or impossible.

C I will see a dinosaur walk past the Many events fall in between
school tomorrow. never and always. For these
events, we use words such
impossible as very unlikely, unlikely,
possible, likely, and very likely.
D I will watch TV tonight.
Answers will vary.

E I will brush my teeth before going to bed tonight.

Answers will vary.

F I will see a dog in the next week.

Answers will vary.

2. Place the letter for each event on the probability line.

C Answers will vary.

impossible certain

3. Create 3 of your own events and place their letters on the probability line.
G Answers will vary.

H Answers will vary.

I Answers will vary.

Copyright © 2004 Nelson Answers Chapter 13: Probability 117

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CHAPTER 13

2 Experimenting with Spinners

Make predictions and experiment with spinners with
Goal
equal sections.

1. Gen is at a fun fair. She will win a prize if At-Home Help

she spins a 1 on Spinners A and B.
When a spinner has sections
Gen spun one of the spinners 20 times. that are equal in size, the
Her results were: 1, 2, 1, 2, 3, 4, 3, 4, 2, probability of landing on each
2, 1, 4, 3, 1, 4, 4, 3, 2, 3, 4. section is equal. Each section has
an equal chance of being spun.

1 3
1 2
2 4

Spinner A Spinner B

a) Which spinner did Gen spin? Spinner B

b) Did Gen pick the right spinner to win as many prizes as she

could in 20 spins? Explain. No, the 1 section takes up more space on

Spinner A than on Spinner B.

2. Predict the number of times Spinner X will spin an

8 1

even number in 20 spins. 10 7 2

3. Use probability words to describe the probability of 6 3

each spin on Spinner Y.
5 4
a) spinning an even number impossible
Spinner X
b) spinning an odd number certain

4. Is spinning odd numbers more probable on Spinner X

3 5
or Spinner Y? Explain. Spinner Y because it is certain

that an odd number will be spun on this spinner. 7 9

Spinner Y

118 Answers Chapter 13: Probability Copyright © 2004 Nelson

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CHAPTER 13

3 Making Predictions
Goal Make predictions and design and carry out experiments.

1. a) Cut out 10 strips of paper. Write a boy’s At-Home Help

name on each of 5 strips. Write a girl’s
The probability of a boy’s name
name on each of the other 5 strips. or a girl’s name being drawn from
Put the 10 strips in a paper bag. a bag is related to how many of
each are in the bag. The more
b) Predict the number of girls’ names and girls’ names there are, the higher
boys’ names you will draw in 20 draws. the probability that a girl’s name
will be drawn.
girls’ names 10 boys’ names 10

c) Draw a strip from the bag. Use the tally chart Question 1 Question 2
to record whether the strip has a boy’s name Draw boy or girl boy or girl
or a girl’s name. Put the strip back in the bag. 1 Answers will vary.
2
d) Repeat part c) 19 times.
3
e) Compare your results to your prediction.
4
Answers will vary. 5
6
7
2. In another experiment with 10 strips of names 8
in a bag, you want drawing 9
• a boy’s name to be very probable
10
• a girl’s name to be very improbable
11
a) Decide how many boys’ names and how
12
many girls’ names you will use. Then
13
make the strips to match what you decided.
Put the 10 strips in a paper bag. 14

Answers will vary. For example, 7, 8, or 9 boys. 15

b) Repeat parts b) to e) from Question 1. 16

17
girls’ names boys’ names
18
c) Did your bag meet the conditions? 19
Answers will vary. 20

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CHAPTER 13

4 Comparing Probabilities
Make predictions and experiment with spinners with
Goal
unequal sections.

At-Home Help
Red White
The probability of landing on a
Red Yellow Red
spinner section is related to the
Green Blue size of the section. The larger the
White White section, the more probable it will
Blue Green
be to land on it.
Spinner A Spinner B Spinner C

1. On which spinner(s) is

a) spinning yellow impossible? Spinners A and C

b) spinning green impossible? Spinner B

c) spinning green equally probable as spinning blue? Spinner A

d) spinning blue impossible? Spinner B

2. Which spinner would you choose if spinning red wins a prize? Spinner B

3. Which colour is equally probable on all 3 spinners? white

4. Which colour(s)

a) on Spinner A are impossible on Spinner B? green and blue

b) on Spinner B is impossible on the other spinners? yellow

c) on Spinner A are equally probable? green and blue

d) on Spinner C are equally probable? green and white

5. Complete the probability line for Spinner A.

green
blue white red

impossible certain

120 Answers Chapter 13: Probability Copyright © 2004 Nelson

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CHAPTER 13

5 Creating Spinners
Design spinners to meet given conditions and test
Goal
the spinners.

1. Make the spinner match the conditions. At-Home Help

a) 4 colours The probability of landing on a
spinner section is related to the
all colours size of the section. The larger the
Colour Colour equally probable section, the more probable it will
1 3
be to land on it.
Colour Colour
2 4

Spinner A

b) 3 colours
red impossible

Yellow Answers will vary, but no red.

Blue For example:

Green

Spinner B

c) 3 colours
2 colours equally probable
Colour
1 colour more probable
Colour 2
Answers will vary.
1
Colour For example:
3

Spinner C

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CHAPTER 13
Solve Problems Using
6 Tree Diagrams
Goal Use tree diagrams to find all possible combinations.

1. The price of an ice-cream cone depends on At-Home Help

the type of cone and the number of scoops.
A tree diagram can be used to
Cone: regular, waffle list all possible combinations.
Scoops: 1, 2, 3
vegetables: peas, carrots
a) Draw a tree diagram to list all possible fruit: apples, bananas, pears
combinations. There are 6 possible
combinations of 1 type of
1 vegetable and 1 type of fruit.
regular 2
apples
3
peas bananas
1 pears
waffle 2
apples
3
carrots bananas
pears

b) How many different prices of ice-cream cones are there? 6

c) A person orders an ice-cream cone. Which is more probable?

• A: The person orders a waffle cone with 2 scoops.
• B: The person orders a regular cone with any number of scoops.

Explain your choice. B because 3 out of 6 are regular cones with any number
of scoops, while only 1 out of 6 is a waffle cone with 2 scoops.

122 Answers Chapter 13: Probability Copyright © 2004 Nelson

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CHAPTER 13

Test Yourself
Circle the correct answer.

1. Which event is certain?

A. It will rain tomorrow. C. I will go to school this week.
B. We will have hot dogs for D. The class will go to the beach
lunch this Wednesday. for a field trip.

2. Which event is possible, but unlikely?

E. There will be snow in May. G. July will be hot.
F. A new student will come into our H. The sun will rise tomorrow.
class before the end of the year.

3. For Spinner X, which result is very unlikely for 20 spins?

A. You land on odd numbers 11 times. C. You land 19 times on 8.
B. You land 3 times on 6. D. You never land on 0.

8 1
7 2
7 2
4 5
6 3
5 4 6 4

Spinner X Spinner Y Spinner Z

4. For Spinner Z, which result is very likely for 20 spins?

E. You land on odd and even numbers an equal number of times.
F. You land on numbers that can be divided by 2.
G. You land on numbers that are smaller than 5.
H. You land 15 times on 7.

5. Which spinner would you choose if spinning an even number wins a prize?
A. Spinner X B. Spinner Y C. Spinner Z D. Spinner X or Y

6. Which spinner would you choose if spinning an odd number wins a prize?
E. Spinner X F. Spinner Y G. Spinner Z H. Spinner X or Y

Copyright © 2004 Nelson Answers Chapter 13: Probability 123

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CHAPTER 14

1 Coordinate Grids
Goal Identify and describe locations on a grid.

1. Which community has each set of coordinates? At-Home Help

a) B2 Kingaok Coordinate B2 describes the
location of the star. It is the
b) E4 Clyde River space at which column B
NUNAVUT TERRITORIES and row 2 meet.
4
6 3
2
5 1
A B C D
4 Arctic Bay Clyde River

3 6 R
Cambridge Bay
Iqaluit
Kingaok 5 R R
2
Baker Lake 4 R

1 3

A B C D E F 2 R

2. This walking trail has rest spots marked ®. 1

Identify their coordinates. A B C D E F

A5, C6, D5, E4, D2

3. Each player takes turns placing a counter

6
on the grid. The first player to place 5 counters
in a straight line wins. 5
4
a) Name the coordinates for each .
3
C4, D3, E3
2
b) Name the coordinates for each .
1
A3, B5, E5 A B C D E

c) Mark at D4 and at A4. Mark at A5 and at B2.

d) What is the player using trying to do? The player is trying to prevent
the other player from getting 5 in a row in column A or in row 5.

124 Answers Chapter 14: Patterns and Motion in Geometry Copyright © 2004 Nelson
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CHAPTER 14

2 Translating Shapes
Goal Use and describe translations.

1. Which sets of shapes are not translations? At-Home Help

A translation of this shape is 3
units up and 2 units right. The
shape slides along a straight
line without turning, flipping,
changing size, or changing shape.

A B C

A. A and B C. C and A
B. B and C D. A, B, and C

2. Draw the triangle for each translation.

Label each triangle using the letter of its step. 6 c
5
Step a Start at A4.
4 a
Step b Translate 3 right and 2 down. 3
2 b
Step c Translate 2 left and 4 up.
1 d
Step d Translate 5 down and 3 right. A B C D E F

3. a) Which rectangle will be closest to B2 when 6

translated 2 down and 1 left? 5 a b
rectangle d 4 d
3
b) Where will rectangle b end up if it is translated c
2
4 down and 3 left? Name the coordinates.
1
A1 and B1 A B C D E F

4. Describe translations of rectangle a to C1 and D1.

Do not move it to grid squares with other rectangles.
1 left, 4 down, 2 right

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CHAPTER 14

3 Rotating Shapes
Goal Use and describe rotations.

1. Which sets of shapes are not rotations? At-Home Help

A rotation of this triangle is
180° CCW (counterclockwise).
The triangle turns around the
centre of rotation without
changing its size or shape.
180
0

A B C

40 0
14
A. A and B C. C and A R

90
B. B and C D. A, B, and C
1400 180
4 0

2. a) Describe the rotations of triangle A

Point R is the centre of rotation.
to triangle B. Rotate 90° CCW about the
A
point where the triangles meet.
X
b) Can the same rotation apply from triangle A
D
to triangle D? Explain. No, it has the same amount B
of turn, but in the opposite direction, so it is rotated Y
90° CW about the point where the triangles meet. C

c) Describe 2 rotations of triangle X to triangle Y.

Rotate 180° CCW about the point where the triangles meet or rotate 180° CW
about the point where the triangles meet.

3. a) Rotate parallelogram M 90° CCW.

N
b) Rotate parallelogram N 180° CW.
M
c) Which rotation, a) or b), looks like
a translation? rotation b)

d) Describe the translation. 2 right, 2 down

4. a) Rotate the triangle 90° CCW 3 times.

b) What shape is created? a square

126 Answers Chapter 14: Patterns and Motion in Geometry Copyright © 2004 Nelson
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CHAPTER 14

4 Reflecting Shapes
Goal Use and describe reflections.

1. Which sets of shapes are not reflections? At-Home Help

A reflection of a shape is
flipped to the opposite side of
the line of reflection, staying the
same distance from the line, not
changing size or shape.

A B C

A. A and B C. C and A line of

reflection
B. B and C D. A, B, and C

2. Draw 3 reflections to show the whole

tile design.

3. How are translations, rotations, and

reflections the same? For all of these,

the shapes and sizes don’t change

when transformed.

4. You can reflect a triangle several times to make a

hexagon. The reflections are started here.
Triangle A is reflected in a line through its right side B
to triangle B. Continue the reflections on the grid. A C
Label each triangle with a different letter. F D
E
Describe each reflection. Triangle B is reflected in its
right side to triangle C. Triangle C is reflected in its bottom side to triangle D.
Triangle D is reflected in its left side to triangle E. Triangle E is reflected in its left
side to triangle F.

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CHAPTER 14
Communicate About
5 Transformations
Goal Describe translations, rotations, and reflections.

1. Which description is most accurate? At-Home Help

Communication Checklist
✓ Are your steps in order?
M M ✓ Did you show enough detail?
P
✓ Did you include a diagram?
Start Step 1 Step 2 Step 3 ✓ Did you use math language?

A. translate, reflect, rotate

B. translate right, reflect, rotate CCW

C. translate 1 space right, reflect in line M, rotate about point P 180° CCW

D. translate 1 space right, reflect in line M, rotate about point P 90° CW

2. Karina described this transformation as “reflect in line M, rotate 180°,

translate right.”

M M M

P P

Start Step 1 Step 2 Step 3

a) Describe the strengths of Karina’s description.

The steps are in order, and she used math language.

b) Describe the parts of her description that need improvement.

There is not enough detail about the rotation or the translation.

c) Rewrite her description using your suggestions for improvement.

Reflect in line M, rotate 180° CW or CCW about point P, translate 2 spaces right.

128 Answers Chapter 14: Patterns and Motion in Geometry Copyright © 2004 Nelson
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CHAPTER 14

6 Transformation Patterns
Goal Make patterns using transformations.

1. At-Home Help

This pattern can be described in

a) What shapes are in this pattern? many ways. Here are 2 ways.
hexagons and triangles • Start with a square, rotate it
45° about its centre, and
translate it 1 space to the
b) Describe the pattern in 2 different ways. right. Repeat 4 more times.
Answers will vary. For example, start with a • Start with a square on the left
and a square that’s sitting like
hexagon and a triangle to the right and at a diamond on the right.
Translate the 2 shapes you
top beside it; translate the hexagon to the started with 2 spaces to the
right. Repeat.
right 1 space (the size of a hexagon); reflect

the triangle in a horizontal line through its bottom vertex, and reflect both

triangles in a vertical line through the centre of the hexagon to the right,

repeat. Or start with a hexagon and 2 triangles to its right at top and bottom,

rotate the hexagon 180° CW or CCW about its right vertex, translate both

triangles to the right 2 spaces (the size of a triangle), repeat.

2. Create your own pattern on the grid below using these shapes.

For example:

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CHAPTER 14
Extending Transformation
7 Patterns
Goal Extend geometric patterns.

1. a) Extend this pattern to complete the grid. At-Home Help

Extend a pattern by continuing
the pattern according to all its
attributes, such as size, shape,
colour, and transformations.
b) Describe the pattern using

transformations. Answers will vary. For example, reflect the triangle in a vertical
line through it right most point (or side), repeat.

2. a) Extend this pattern to complete the grid.

b) Describe the pattern using transformations. Answers will vary. For example,
rotate the triangle 90° CW about its right point (and lower point if there are

2 right points), reflect that triangle in a vertical line through it right most point

(or side), repeat.

3. a) Extend this pattern to complete the grid.

b) Describe the pattern using transformations. Answers will vary. For example,

translate the triangle 1 space right, translate that triangle 1 space right, reflect

that triangle in a vertical line through it right most point (or side), repeat.

130 Answers Chapter 14: Patterns and Motion in Geometry Copyright © 2004 Nelson
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CHAPTER 14

Test Yourself
Circle the correct answer.

1. Which coordinates are marked B I N G O

on the BINGO card? 8 13 23 48 58
A. B8, I16, G40, O53 2 18 29 42 54

B. B8, I10, G43, O58 5 16 FREE 43 51

1 10 22 40 50
C. B8, I18, G48, O51
4 14 21 47 53
D. B8, I18, G40, O53

2. Where is the shape when it is translated 3 left and 2 down?

E. A1 6
5
F. A2 4
G. B2 3
2
H. B1 1
A B C D E F
3. What are the angle and direction of the rotation shown?
A. 90° CCW
B. 90° CW
C. 180° CW
D. 180° CCW
B C D E
4. Which shape is a reflection of shape A?
E. shape B G. shape D
F. shape C H. shape E
A A A A
5. Which is the next shape in this pattern?

A. B. C. D.

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