MINISTRY OF EDUCATION

GRADE 6 STUDY PACKAGE MATHEMATICS

 MINISTRY OF EDUCATION
MATHEMATICS
GRADE SIX STUDY PACKAGE
NUMBER CONCEPTS
TOPIC: PLACE VALUE
READ AND WRITE NUMBERS UP TO 1 000 000

FACTS/TIPS:

We read and write numbers from left to right.

PRACTICE EXAMPLE 1

When reading and writing large numbers, it is easier to read and write them in groups of
three. Each group is called a Period.

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PRACTICE EXAMPLE 2

When writing numbers, we leave a space/gap after each period. For example, ninety-
five thousand four hundred twelve - 95 412

ON YOUR OWN

Express the following in numerals. Remember to leave a space after each period.

(a)Thirty-two thousand four hundred one __________________

(b)Ninety thousand twelve __________________

(c) Sixty-five thousand eight hundred ten __________________

(d) One hundred thousand __________________
Write the following in words.

(a) 34 567 __________________________________________________

(b) 87 900 ____________________________________________________
(c) 90 101 ____________________________________________________
(d) 76 089_________________________________________________

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 Read the statements below and complete the table by writing the number and its
name in the respective column.

Statements Numeral Words

600 less than 14 000

10 more than 23 897

Half of 100 000

1 000 more than 98 000

Expanded Notation

When writing a number in expanded form, we show the value of each digit.
For example:

It is shown as a sum of each digit multiplied by its matching place value (ones, tens,
hundreds, etc.)

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4
TOPIC: FACTORS

“Factors" are the numbers we can multiply together to get another number. The two
numbers multiplied together give the product.

Some numbers may have more than two factors. The diagram below shows the
factors of 12.

Each pair of numbers can be multiplied to give the product 12.

One and the number itself are always factors of the number.

PRACTICE EXAMPLES

1. Listing factors using a rainbow

Factors of 12 are: 1,2,3,4,6, and 12

2. Listing factors using arrays.

We can display these pairs of factors by writing 12 dots in all possible rectangular
arrays. The arrays show the factors of the number 12.

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Look at the factors of 10

Factors of 10 = 1 ×10 = 10

2 × 5 = 10

Arrays showing factors of 10

Therefore, the factors of 10 are 1,2,5 and 10

ON YOUR OWN

Use the rainbow factors and arrays to show the factors of the numbers below:

(a) 8 (b) 15 (c) 20

Circle the number that is NOT a factor of the given number.

(a) Factors of 14 = 1, 2 , 4, 7, 14

(b) Factors of 16 = 1, 2, 4, 6, 8, 16

(c) Factors of 21= 1, 3, 7, 14, 21

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We can use multiplication facts to list the factors of a number and use division facts to
check whether the number is actually a factor.

PRACTICE EXAMPLE

Factors of 6 = 1, 2, 3, 6

We know that 2 × 3 = 6

And that 6 ÷ 2 = 3; 6÷3=2

Therefore, 2 and 3 are factors of 6.

ON YOUR OWN

Is 12 a factor of 24?

Ask yourself: What number can I multiply 12 by to get 24?

24 divided by what number will give 12.

____________________________________________________________

Try this other one:

Is 10 a factor of 30? How do you know?

___________________________________________________________

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Insert the missing factor in each below.

Mrs. Paul has 40 books to donate to various classrooms at school. How many books will
each classroom get if there are?

(a) 2 classrooms ________________

(b) 4 classrooms ________________
(c) 5 classrooms ________________
(d) 8 classrooms ________________
(e) 10 classrooms _______________
(f) 20 classrooms _______________

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 Write the factors for the number shown on each rainbow below. Draw a line to
connect the pairs of factors.

TOPIC: MULTIPLES

FACTS/TIPS:

A multiple is a number formed by multiplying it by a natural number. Multiples go on to

infinity, that is, they never end and we can list them on, and on and on.

EXAMPLE

To list the multiples of a number we can use multiplication facts. E.g. the first 6 multiples
of 4 are

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ON YOUR OWN

List the first 8 multiples of 5 using your multiplication facts.

5 × 1 ____________ 5 × 2 ____________

5 × 3 ____________ 5 × 4 ____________

5 × 5 ____________ 5 × 6 ____________

5 × 7 ____________ 5 × 8 ____________

____________________________________________ are multiples of 5

PRACTICE EXAMPLE 2

We can also use skip counting to list multiples of a number.

Remember when we skip count, we keep adding the previous number to the next
number.

Multiples of 3

3, 6, 9, 12, 15, 18, 21 …

ON YOUR OWN

List the first 5 multiples of each number below.

10

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HOMEWORK

On the hundred chart below, colour the multiples of the following numbers.

8-- red 9 --blue 10 --orange 12 --green

Is there any number that has the same multiple? If yes, mark X on it.

LOWEST COMMON MULTIPLE

FACT/TIP:

To find the lowest common multiples of two or more numbers we first need to:

Steps

1. List some of the multiples of both numbers.

2. Circle the multiples that are common to both numbers.
3. Choose the lowest common multiple between the two numbers.

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PRACTICE EXAMPLE 1

Find the LCM of 3 and 4.

Multiples of 3 = 3, 6, 9, 12, 16 … (use skip counting or multiplication facts)

Multiples of 4= 4, 8, 12, 16, 20 …

Common multiples:

LCM of 3 and 4 = 12 (this is the smaller of the two numbers)

PRACTICE EXAMPLE 2

List the LCM of 5 and 10.

Multiples of 5 = 5, 10, 15, 20, 25 …

Multiples of 10 = 10, 20, 30 ….

Common multiples:

LCM of 5 and 10 = 10

ON YOUR OWN

(a) State the LCM of 4 and 8.

Multiples of 4 =

Multiples of 8 =
12
Common multiples:

LCM of 4 and 8 =

(b) State the LCM of 6 and 12.

Multiples of 6 =

Multiples of 12 =

Common multiples:

LCM of 6 and 12 =

HOMEWORK

Complete the table below by inserting the first 6 multiples of each number. The first
one is done for you.

Use the table and state the:

(a) LCM of 6 and 15. _____________

(b) LCM of 4 and 20. _____________

Colour the group of numbers below that shows multiples of 5.

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TOPIC: ADDITION OF WHOLE NUMBERS THROUGH EXPANDED NOTATION
WITHOUT REGROUPING
FACTS/TIPS
Note:

Words that also

mean addition:
add
more
groups of
increase
total
sum
altogether
combine

Addition through expanded notation is an easy way to add whole numbers.

The steps are as follows:
- Expand each addend (numbers to be added).
- Add across each row.

- Add down to find the sum/total.

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PRACTICE EXAMPLES

The magic squares problem

A square divided into smaller squares each containing a number, such that
the figures in each vertical, horizontal, and diagonal row add up to the same
value.

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ON YOUR OWN

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2.

HOMEWORK
Using expanded notation to add the following numbers:

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Complete using expanded notation.
a) 2534 + 1145 =

b) 1329 + 1239=

c) 4537 + 2265=

d) 612 7+ 3248=

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TOPIC: SUBTRACTION OF WHOLE NUMBERS THROUGH EXPANDED NOTATION
WITHOUT REGROUPING
FACTS/TIPS
Note:

Words that also

mean subtraction
are:
subtract
minus
take away
Less than
difference
Decrease
left

We can also subtract whole numbers through expanded notation.

The steps are as follows:

- Rewrite both the minuend and subtrahend using expanded form.

- Make sure the numbers are lined up correctly by place value.
- Subtract the value in each column
- Add across the difference and write it in standard form.

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PRACTICE EXAMPLES

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ON YOUR OWN
Fill in the missing figures and subtract correctly.

Subtract using expanded notation

a) 348

-123
Answer:

b) 695

-324
Answer:

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HOMEWORK

A. Use expanded notation to find the difference for each subtraction fact
below.

a) 6054-1989

b) 776 - 543

c) 6645 - 432

d) 654 - 321

e) 7359 - 4026

f) 8407 - 423

g) 8203 – 121

B. Identify the subtrahend in the sums below

a) 454 subtract 123

b) Take away 32 from 785

c) 9607 minus 321

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TOPIC: MULTIPLICATION FACTS

FACTS/TIPS: Did you know that we can multiply in any order. This is called the
commutative property.

Let’s take a look!

Times table facts
Did you know saying your times table is like skip counting?

PRACTICE EXAMPLE

0 3

8 times table facts

Learning the 8 times table is helpful if you already know your 4 times. Did you know
that you can double your 4 times table to get your eight?

PRACTICE EXAMPLE

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7 times tables facts

Did you know that if you get stuck on your 7 times table you can use your 8 times table
facts and build down?

9 times tables facts

If you get stuck on your 9 times table facts, you can use the 10 times table facts and
build them down.

PRACTICE EXAMPLE

ON YOUR OWN

Use your times tables facts to complete the following:

(a) 4 x 8 = ________ (d) 3 x 6 = _______

(b) 5 x 9 = ________ (e) 7 x 7 = _______
(c) 8 x 9 = ________ (f) 6 x 4 = _______

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Using arrays is a great way of showing and learning multiplication facts.
To show 3 × 4
We draw 3 rows of 4 dots
Look at the example below

PRACTICE EXAMPLE 1

The array below shows 4 rows of 6

4 × 6 = 24

ON YOUR OWN
Write the multiplication fact for each array:

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Remember: The commutative law says that we can multiply in any order.

Write two turn around facts for each array. The first one is done for you.

HOMEWORK
Draw arrays to show the following multiplication facts.
(a) 7×8 (c) 8 × 9

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 (b) 5×1 (d) 12 × 5

FACTS/TIPS:
Remember:

- Any number multiplied by 1 always equals the same number.

- Any number multiplied by zero is always equal to zero.

Multiplying by 10 and 100

When multiplying by 10 and 100 we can use place value.

Let’s take a look!

PRACTICE EXAMPLE 1
9 × 20 = 9 × 2 tens = 18 tens
We know that 18 tens = 180
Therefore, 9 × 20 = 180

12 × 40 = 12 × 4 tens = 48 tens,
48 tens = 480
Therefore, 12 × 40 = 480
PRACTICE EXAMPLE 2
5 ×100 = 5 × 1 hundred = 5 hundreds, we know that 5 hundreds = 500
Therefore, 5 ×100 = 500

18 ×100 = 18 × 1 hundred = 18 hundreds

18 hundreds = 1 800
Therefore, 18 ×100 = 1 800

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ON YOUR OWN

1. Find the product.

a) 17 x 10 b) 8 x 100

c) 7 x 40 d) 27 x 100

2. Complete the following:

3. Draw lines from the numbers written as place value amounts to

match the times table facts.

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FACTS/TIPS:

To quickly recall multiplication facts involving our times tables we can use the doubling
and halving strategy.
To do this we will halve the larger factor and double the smaller factor.

PRACTICE EXAMPLE:
16 × 3 =

Let’s show these using rectangular arrays

On the grid below are two rectangular arrays showing

16 × 3 and 8 × 6

Count the squares in each array.

Are they the same?

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PRACTICE EXAMPLE 2

ON YOUR OWN

Complete the problem below using the halving and doubling strategy. Shade an
array for each.

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HOMEWORK
Use the doubling and halving strategy to solve these:

Use the fact family cards to complete the multiplication sentences below.

3 9

9 3

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Answer all questions:

1. Use your 2 times table to complete the skip counting pattern below.

2. Fill in the missing values to complete the multiplication sentences below.

3. Draw to show 13 groups of 9

4. Draw an array to show 9 × 6

5. Write two multiplication facts based on the array shown below.

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 Study the drawings below then answer question 6.

6.

7. 15 × 0 = _____

8. 14 × 3 tens = _____ tens

9. Complete the multiplication sentence below using halving and doubling.

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 10. Complete the multiplication sentences below.

11. David has 120 marbles. He placed them in groups of 10. How many marbles are
in each group?

12. Violet saves $ 100 each week. How much money will she save at the end of
December?

TOPIC: MULTIPLICATION OF WHOLE NUMBERS

FACTS/TIPS: We know that…….

+ means add or join

- means subtract or take away

= means ‘is the same as’

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but what does × mean? Well, it means ‘of’

Let’s take a look!

4 rows of 4 are 16 altogether. We write this as 4 × 4 = 16

Parts of a multiplication sum

Terms used to show multiplication

- Multiply
- Product
- Times
- Groups of
Can you think of two other terms used to show multiplication?

PRACTICE EXAMPLE 1

6×4

We read this as 6 groups of 4.

Look at how it is represented below.

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Can you tell how many balls are in the 6 groups?

6 × 4 = 24

PRACTICE EXAMPLE 2

3 × 13

3 groups of 13

Count how many 3 groups of 13 equals. Did you get 39? You are correct.

ON YOUR OWN

Write a multiplication sentence to show the following. The first one is done for
you.

1. 8 groups of 10 = 8 × 10 =80
2. 19 groups of 2
3. 12 groups of 5
4. 3 groups of 40
5. 7 groups of 7

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 HOMEWORK

Draw to show the following multiplication sums and write their products.

1. 3 groups of 10 apples

2. 7 groups of 4 pencils

3. 15 groups of 14 triangles

4. 20 groups of 2 cherries.

TOPIC: MULTIPLICATION OF WHOLE NUMBERS

FACTS/TIPS: We can use arrays to show the product of two numbers.

When objects are placed into rows and columns like this, we call it an array.
PRACTICE EXAMPLE 1

The array sometimes looks like a rectangle.

PRACTICE EXAMPLE 2

Another way to describe multiplication is ‘repeated addition’

The diagram below shows 3 groups of 2.

We can add 2 three times.

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PRACTICE EXAMPLE 3

PRACTICE EXAMPLE 4

The array below shows 4 rows of 6

We can use repeated addition by adding 6 four times.

ON YOUR OWN

Draw arrays to show the following:

(a) 9×6
(b) 13 × 5
(c) 15 × 7

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 Represent the arrays using repeated addition

(a) (b)

HOMEWORK
Write a multiplication fact to show by the arrays below.

(a) (b)

Solve the multiplication problems using repeated addition.

TOPIC: MULTIPLICATION OF WHOLE NUMBERS

FACTS/TIPS:

The Commutative Property of Multiplication states that the product of a multiplication

problem does not change when you change the order of the numbers.

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PRACTICE EXAMPLE 1

2x3=6 3x2=6

4 × 12 = 48 12 × 4 = 48

PRACTICE EXAMPLE 2

5 x 7 x 9 = 315 9 x 5 x 7 = 315

6 × 4 ×10 = 240 4 × 10 × 6 = 240

The Distributive Property

The Distributive Law says that multiplying a number by a group of numbers added
together is the same as doing each multiplication separately.
PRACTICE EXAMPLE 3

3 × (2 + 4) = 3 × 2 + 3 × 4
So the "3" can be "distributed" across the "2 + 4" into 3 times 2 and 3 times 4.

PRACTICE EXAMPLE 4

4 × 16
We can split 16 as 10 + 6
Now we will have: 4 x (10 + 6)
4 × 10 + 4 × 6
= 40 + 24
= 64

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Box method of multiplication

Let’s use the distributive property to help us.

23 × 15

Steps

1. Let’s break both numbers down.

20 + 3 × 10 + 5

2. Draw a rectangle and divide it into four parts. 2 columns for the multiplicand
and 2 rows for the multiplier.
3. Put the multiplier to the left side
4. Write the multiplicand on top.
5. Let’s ×
10 × 20 = 200

10 ×3 = 30

5 × 20 = 100

5×3= 15

6. Add the totals in the box together.

PRACTICE EXAMPLE 2

234 × 12

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 Steps

1. Break the numbers up – 200 + 30 + 4 × 10 + 2

2. Draw a rectangle and divide it into 3 columns (multiplicand) and 2 rows
(multiplier)
3. Place the multiplier on the left side and the multiplicand at the top.
4. Multiply: 10 × 200 10 × 30 10 × 4
2 × 200 2 × 30 2×4

5. Add the totals in the box.

ON YOUR OWN

Complete the box method multiplication below. Write the product.

HOMEWORK

Use the box method to find the product of the following:

(a) 65 × 45 (c) 334 × 41

(b) 22 × 16 (d) 550 × 2

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TOPIC: MULTIPLICATION OF WHOLE NUMBERS
FACTS/TIPS: The lattice method is a graphic method that allows us to break apart the
multiplicand and multiplier.

PRACTICE EXAMPLE 1
37 × 56=
Steps

1. Draw a rectangle and divide it into four parts. We divide the rectangle into 4
parts (2 rows and 2 columns) because both our multiplier and multiplicand
are double digits.

2. Write the multiplicand at the top and the multiplier on the right.

3. Divide the small squares in the rectangle using diagonals.

4. The diagonals will divide the rectangles into its various place values.

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 5. Multiply the columns by the rows and split the products up.

6. Add along the diagonals.

7 2

PRACTICE EXAMPLE 2

42 × 23

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ON YOUR OWN

Complete the multiplication below and write the product.

HOMEWORK

Solve the multiplication problems below using the lattice method.

1. One box contains 24 pencils. Jermaine buys 13 boxes of pencils, how many
pencils did he buy?

2. In one month, Sandy earns $ 925, how much money will she earn in 1 year?

3. Deborah plants 25 cabbage plants in a row. She planted 16 rows of

cabbage plants. How many cabbage plants did she plant altogether?

4. What is the product of 253 and 40?

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Answer the following questions:
1. Which of the following shows 7 × 15?

(a)

(b)

(c)

(d)

2. 40 × 5 = 20
In the multiplication sum above the multiplier is number _______

3. Write the multiplication sentence represented by the array shown below.

4. Another way of multiplying is by using repeated addition. Show the product of 9

× 16 using repeated addition.
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 5. Find how many eggs are in the baskets by completing the statements below.

6. Two of the statements below are INCORRECT. Circle the incorrect statements.
(a) 40 × 1 = 41 (c) 40 × 1 = 40
(b) 1 × 40 = 40 (d) 1 × 40 = 41

7. Using the commutative property 8 × 9 ×10 can also be written as __________

8. To multiply 65 × 23, we can break it down as:

60 x (20 + 3) + 5 x ( 20 + 3), write another way in which we can multiply

65 × 23 _____________________

9. 45 × 18 is represented by the box model below. Study it carefully then write the
product.

Product =

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10. Mia puts 105 mangoes in large bags to sell at the market. At the end of the day, she
sold 25 bags of mangoes. How many mangoes were in the 25 bags altogether? Show
this using the box model below.

11. The multiplication sum 18 × 24 is shown below using the lattice method. There is
an error in the model, find the error and shade it.

12. Correct the multiplication sum above using the diagram below.

13. A cricket team has 11 players. In a tournament, there are 24 teams. How many
players are in the tournament in total?

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FACTS/TIPS

In long multiplication, we multiply the multiplicand by each of the digits of the

multiplier, not forgetting to focus on the place value.

The sum of the numbers obtained is the product.

PRACTICE EXAMPLES

a) 598

x 34
2392
+17940
25714 - Product

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 Solve this:

A computer prints 23 lines on a page. Calculate the number of lines on 236

printed pages.

1 page - 23 lines

236 printed pages = 236 x 23

1 213 6
x 2 3
708
+4 7 2 0
5 4 2 8 lines are printed on 236 pages.

ON YOUR OWN

Find the product for each:

1. 132 x 12 2. 436 x 23

3. 673 x 42 4. 708 x 59

Solve these:

1. A box holds 235 apples. How many apples would there be in 22 such boxes?

2. Mark gave 13 of his friends 120 marbles each. How many marbles did he give
altogether?

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HOMEWORK

TOPIC: DIVISION OF WHOLE NUMBERS

FACTS/TIPS: Division can mean sharing or grouping. Division is represented by the

symbol ÷

Parts of a division sum

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Did you know that a dividend is divided by a divisor to find a quotient?
Terms used in division

- share
- divide
- group
- share equally
- divisible by
- -into

Can you think of two other terms used in the division?

Making equal groups
PRACTICE EXAMPLE 1
There are 12 candies shared among 4 children. How many are in each share?

PRACTICE EXAMPLE 2
There are 16 apples, and 4 go into each basket. How many baskets do I need?

16 ÷ 4 = 4
Sometimes when we make equal groups, there are some left over. Here are 20
bananas. If we make 3 equal groups of 6, there are 2 bananas leftover.

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ON YOUR OWN
Solve these division problems by using groupings.

(a) Share these 21 cupcakes among the three children. How many cupcakes will
each child get?

(b) A group of kids shares 30 candies so that each gets 2. How many kids got
candies?

Make groups with each of the following items and show the leftovers.
Here are 15 butterflies.

If we make __________ equal groups of 6 there are _________ left over.

Here are 9 leaves.

If we make ___________ equal groups of 4 there is __________ leftover.

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HOMEWORK
Complete each array by using groupings.

(a)

(b)

(c) 48 eggs are laid by 6 hens. If they all laid the same amount, how many did
each hen lay?
Draw a picture to show.

FACTS/TIPS: Division can also be thought of as repeated subtraction.

PRACTICE EXAMPLE 1
30 ÷ 5 = ?

This question is asking how many groups of 5 there are in 30.

We can do this by repeatedly subtracting 5 from 30

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Let’s try this on a number line.

We made jumps in 5 on the number line. Count the jumps. Did you get 6 jumps?

PRACTICE EXAMPLE 2

27 ÷ 9 =

So, 27 ÷ 9 = 3
PRACTICE EXAMPLE 3
45 ÷ 8

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So 45 ÷8 = 5 and 5 remainder
ON YOUR OWN
Use repeated subtraction to find the quotient of these division sums.

HOMEWORK
Show these division facts as repeated subtraction on the number lines below.

Write a division fact to match the number line. Show the jumps

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FACTS/TIPS: Did you know that we can use multiplication facts to help us with
division?

Knowing multiplication facts will help with division facts. This is because they are
opposites.

Look at how we can describe this array.

We can also link multiplication and division facts using fact family cards.

Let’s take a look

Using the box method to do division

This method makes use of place value.

- The dividend divides the box into columns and

- The divisor is written on the outside of the box.
- The quotient is written on top of the box.

PRACTICE EXAMPLE 1

65 ÷ 5

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Steps:

1. Think: how many times can 5 go into 6? 1 time.

2. Place the 1 on top of the box.
3. Multiply 5 ×1 = 5
4. Subtract the 5 from 6 (6 – 5 = 1)
5. Take the 1 over to the ones column. (10 + 5 = 15)
6. Think: how many times can 5 go into 15.
7. 3 times, write the 3 at the top of the box.
8. Multiply 5 ×3 = 15 and subtract 15 -15 = 0
PRACTICE EXAMPLE 2
453 ÷ 4

Steps:

1. Think: how many times can 4 go into 4? 1 time.

2. Place the 1 on top of the box.
3. Multiply 4 ×1 = 4
4. Subtract the 4 from 4 (4 – 4 = 0)
5. Next, we move to the tens column. Think: how many times can 4 go into 5.
6. 1 time, write the 1 on top of the box.
7. Multiply 4 × 1 = 4,
8. Subtract 5 -4 = 1
9. Take the 1 over to the Ones column. This now reads as13.
10. Think: how many times can 4 go into 13.
11. 3 times, write the 3 at the top of the box.
12. Multiply 4 ×3 = 12 and subtract 13 - 12 = 1
13. Write remainder (R 1) at the top of the box.

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ON YOUR OWN
Complete the following division sums below.

HOMEWORK
Use the box method to complete the division sums below.

(a) 63 ÷ 9 (b) 274 ÷ 6

(b) 784 ÷ 13 (d) 567 ÷ 25

FACTS/TIPS: To do long or short division, we can use these simple steps to help us
remember.

Let’s take a look

The division man below shows us the steps we need to follow.

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PRACTICE EXAMPLE 1

824 ÷ 4 =

Let’s follow the steps:

1. Divide 2. Multiply 3. Subtract 4. Bring down

PRACTICE EXAMPLE 2

704 ÷ 3 =

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ON YOUR OWN

Follow the steps and find the quotients for these division sums.

(a) 672 ÷ 4 (d) 416 ÷ 13

(b) 756 ÷ 3 (e) 315 ÷ 15
(c) 924 ÷ 7 (f) 545 ÷ 5
HOME WORK

1. Share 367 biscuits equally among 7 children. How many biscuits will each child
get?

2. Jason has to pack 904 mangoes in bags. He packs 8 mangoes in each bag.
How many bags did he use?
Review

Answer all questions

65 ÷ 5 = 13

1. In the number sentence above the divisor is represented by the number

________________________

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 2. Look at the picture below, then write a division number sentence.

______ ÷ _______ = ________

Jason’s teacher gave him the problem below to solve. She told him to use repeated
subtraction.

91 ÷ 13 = ____

3. How many times will Jason have to subtract 13 from 91? ______
4. On the line below, draw to show 76 ÷ 7
_____________________________________________________________

5. Sandy was walking on the beach and found 84 seashells. She divided them into
equal groups shown below. Draw the number of shells that would be in each
group.

6. How many shells did Sandy have remaining? _________

7. Write the quotient for the division sum shown below.

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8. Use the fact family card to complete the statements below.

9. Which of the following is CORRECT? Circle it.

(a) 102 ÷ 1 = 101 (c) 0 ÷ 2 = 0
(b) 10 ÷ 10 = 10 (d) 45 ÷ 9 = 6

10. Complete the division sum below.

11. What is the quotient when the dividend is 416, and the divisor is 8?
12. Find the quotient for the following.

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TOPIC: ORDER OF OPERATIONS

FACTS/TIPS: Did you know that BODMAS is a mathematical rule that helps us
understand what order in which we do operations.

Each letter in the word BODMAS represents a different operation.

PRACTICE EXAMPLE 1

7 × (3 + 9) Work brackets first

7 × 12 Next multiply

= 84

PRACTICE EXAMPLE 2

36 × 3 – 10 Multiply first

108 – 10 Next subtract

= 98

PRACTICE EXAMPLE 3

52 × 2 + 4 Work out the order of exponent (52 = 5 × 5 = 25)

25 × 2 + 4 Multiply 25 × 2

50 + 4 Add

= 54

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PRACTICE EXAMPLE 4

63 ÷ 9 + 2 × 5 Divide first (63 ÷ 9)

7+2×5 Multiply (2 × 5)

7 + 10 Add

= 17

ON YOUR OWN

Try these:

(a) 6 × 9 + 14 (c) 48 – 12 ÷ 4

(b) (35 – 15) + (27 – 17) (d) 98 – (9 × 6) + 13

HOMEWORK

Try these:

(a) 10 × (140 – 100) (c) 62 ÷ ( 18 – 12) + 14

(b) 3 × 42 + 8 – 5 (d) 9 × ( 24 – 4) ÷ 3

FACTS/TIPS:

Remember BODMAS shows you the order in which operations should be carried out.
Any calculations inside brackets must be completed before any other part of the
sequence.

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PRACTICE EXAMPLE 1

7 × (3 + 9) Work brackets first

7 × 12 Next multiply

= 84

PRACTICE EXAMPLE 2

36 × 3 – 10 Multiply first

108 – 10 Next subtract

= 98

PRACTICE EXAMPLE 3

52 × 2 + 4 Work out the order of exponent (52 = 5 × 5 = 25)

25 × 2 + 4 Multiply 25 × 2

50 + 4 Add

= 54

PRACTICE EXAMPLE 4

63 ÷ 9 + 2 × 5 Divide first (63 ÷ 9)

7+2×5 Multiply (2 × 5)

7 + 10 Add

= 17

66
ON YOUR OWN

Solve these

67
HOMEWORK

TOPIC: MEAN/AVERAGE

FACTS/TIPS: The mean also called average is a measure of the central tendency of a
group of values. When we are asked to calculate the mean, we are asked to
calculate the central value of a set of numbers.

To calculate the mean, we perform 2 operations: + and ÷

Here are the steps:

- Find the sum up all the numbers

- Divide the sum by the number of values/ addends/items

68
Let’s take a look

PRACTICE EXAMPLE

Find the mean of the following sets of mangoes.

Step 1-Add the number of mangoes in all 3 sets.

6 + 11 + 7 = 24

Step 2 - Divide the sum by the number of sets of mangoes.

24 ÷ 3 = 8

The average number of mangoes in each set is 8.

PRACTICE EXAMPLE 2

Calculate the mean for the set of numbers.

12, 8, 4, 16, 10

12 + 8 + 4 + 16 + 10 = 50

50 ÷ 5

= 10

69
ON YOUR OWN

1. Find the average weight of the children shown below.

2. Find the mean for the following numbers: 4, 4 ,5 and 7

3. Calculate the mean for 66 m, 54 m and 36 m.

HOMEWORK

1. Richard’s total in 5 tests is 460. Find his mean mark.

2. The mean height of 6 girls is 54. What is the total height of the 6 girls?

TOPIC: MEAN/AVERAGE

FACTS/TIPS:

To find the missing number of a set of values when given the mean and total, we
follow the following steps:

Step 1 – Find the sum for the given sets of numbers

Step 2 – Find the total of the sets of numbers by multiplying the mean by the given sets
of numbers.

Step 3 – Subtract the sum from step 1, from step 2.

70
PRACTICE EXAMPLE 1

The mean of 3 numbers is 36. If two of the numbers are 27 and 35, what is the third
number?

Step 1- Sum of the 2 numbers = 27 + 35

Step 2 - Sum of the 3 numbers = mean × 3

36 × 3 =

Step 3 – Subtract the sum of the 2 numbers from the sum of the 3 numbers

108 – 62 =

PRACTICE EXAMPLE 2

Maya’s mean score in 4 tests is 65. Three of her test scores are 65, 82 and 69. What is
Maya’s 4th score?

Step 1- Sum of the 3 numbers = 65 + 82 + 69

= 216

Step 2 - Sum of the 4 numbers = mean × 4

65 × 4 = 260

71
Step 3 – Subtract the sum of the 3 numbers from the sum of the 4 numbers

260 – 216 = 44

(Remember to show your working)

ON YOUR OWN

1. The mean of 3 numbers is 56. If 2 of the numbers are 45 and 60, what is the 3rd
number?

2. The mean of 2 numbers is 15. If one of the numbers is 18, what is the other
number?

(Remember to show your working)

HOMEWORK

1. The mean of 5 numbers is 34. If four of the numbers are 30, 12, 18 and 25, what is the
5th number?

2. After 4 cricket matches, Trevor’s mean score was 56.

(a) What was his total score for the 4 matches?

(b) Three of his scores are 45, 70 and 65. What is Trevor’s 4th score?

72
Review

The A in BODMAS stands for _______________

1. Which of the following is CORRECT?

(a) 25 + 4 × 1 = 29 (b) 60 + 10 × 0 = 0

(b) 100 ÷ 5 + 5 = 10 (d) 70 ÷ ( 5 – 1) = 13

2. Solve: 62 – (9 + 18)

3. Toby has 52 toy cars; his friend, Jaden has half the amount he has. How many
cars do the two boys have altogether?

4. Another word for average is ______________________

5. The average of 3, 6 and 9 is ___________.

(a) 18 (b) 9 (c) 6 (d) 3

6. Find the average for the 3 sets of markers below.

7. Calculate the mean of 43, 37 and 73.

73
 8. Alex did four tests and made a total score of 824. Find his average score.

The table below shows Maria’s score in 4 out of 5 tests.

Subject Score

Mathematics 78

Science 65

Social Studies 84

Language

Spanish 73

9. Maria’s mean score in the 5 tests is 78. Find her missing test score.

TOPIC: LOWEST COMMON MULTIPLE (LCM)

FACTS/TIPS:

Remember: A multiple is a number formed by multiplying it by a natural number.

Multiples go on to infinity, that is, they never end and we can list them on, and on and
on.

Using a Venn diagram to list and find the LCM

74
PRACTICE EXAMPLE 1

Note: the more multiples you list the more common multiples you will have. However,
you can only have one lowest common multiple.

Question: Can you think of another common multiple of 4 and 6?

PRACTICE EXAMPLE 1
To find the LCM, we can use division.

Step 1 – Draw a t-chart as shown below and write both numbers on the right-hand
side.

Step 2- Divide the numbers starting with the smallest factor is your divisor. Write your
divisor on the left-hand side.
Step 3- Continue to divide until you get 1.

Step 4- Multiply all the numbers on the left-hand side of your chart. (All the divisors
used)

75
ON YOUR OWN
Insert the numbers in the correct place on the Venn diagram below.
Write two other common multiples of 5 and 6 in the intersection.
Using repeated division to find the LCM

Find the LCM of 5 and 15 using repeated division.

76
HOMEWORK
Solve this riddle. Explain your answers.

FACTS/TIPS:

We can use L.C.M to solve problems. L.C.M is used to find the least number of items we
want to put into groups or the smallest number that is divisible by another number. Either
way, L.C.M. is used in our everyday life.
PRACTICE EXAMPLE
Find the lowest number, which is exactly divisible by 18 and 24.

To find the lowest number that is exactly divisible by 18 and 24 we find the L.C.M.

L.C.M. = 2 × 2 × 2 × 3 × 3 = 72

Therefore, the lowest number that is divisible by 18 and 24 is 72.

PRACTICE EXAMPLE 2

A shopkeeper sells candles in packets of 15 and candle stands in packets of 9. What is

the least number of candles and candle stands the shopkeeper should buy so that
there will be one candle for each candle stand?

Multiples of 15 = 15, 30, 45, 60…

Multiples of 9 = 9, 18, 27, 36, 45…..

Common multiple = 45

L.C.M = 45 Therefore, the least number of candles and candle stands that the
shopkeeper should buy is 45.

77
ON YOUR OWN

1. Find the lowest number that is divisible by 14 and 28.

2. Kiara baked 30 oatmeal cookies and 48 chocolate chip cookies to package in

plastic containers for her friends at school. She wants to divide the cookies into identical
containers so that each container has the same number of each kind of cookies. If she
wants each container to have the least number of cookies possible, how many plastic
containers does she need?

HOMEWORK

Solve to find the answer.

Colton has 16 blue marbles and 8 white ones. If he wants to place them in identical
groups without any marbles left over, what is the greatest number of groups Colton
can make?

78
REVIEW
Complete all the activities.

1. Circle the numbers that are multiples of 7.

2. List the first 5 multiples of 25.

________, _________, ________, ________, _________

3. The pattern below shows the multiples of 9. Fill in the blank spaces to complete
the pattern. 27, 36, ____, _____, 63, ______...

4. List two multiples of 6 between 40 and 50. _______ and _______

5. Mark X on the group(s) below that show (s) multiples of 3.

6. Write the:
(a) 5th multiple of 8 _______________
(b) 6th multiple of 9 ______________
(c) 12th multiple of 3_____________
(d) 10th multiple of 7 _____________
7. Find the L.C.M of 3 and 4

79
8. State the L.C.M. of 7 and 8 using the repeated division strategy.

9. Put the numbers in the correct place on the Venn diagram below.

Write two other common multiples of 3 and 7.

________ and ________

80
10. Miley and Khole baked biscuits for the community fair. Miley made them in
batches of 8 biscuits and Khole made them in batches of 12 biscuits. What is the
smallest number of biscuits each must have baked?

TOPIC: Roman Numeral

FACTS/TIPS: Did you know that the numerals we use are part of the Hindu-Arabic
numeral system? It is believed to have been invented in India and transmitted by the
Moors (Arabs). Europeans adopted the system in the 12th century.

Take a look at the Hindu-Arabic to Roman Numerals conversion below.

Converting Roman Numerals to Hindu-Arabic

To convert Roman numerals to our numbers, you add.
Practice example 1

XII = 10 + 1 + 1 = 12
XV = 10 + 5 =15
XXXV= 10 + 10 + 10 + 5 = 35

81
Whenever there is a smaller number in front of a larger number in Roman numerals you
subtract.
Practice example 2
IV = 5 - 1= 4
IX = 10 -1 =9
XL = 50 – 10 = 40

On your own

1. Use the chart below to help you convert Roman numerals to our numbers.

2. Joshua has a set of books numbered I through XX. Write the Roman numeral of
the book that is placed between XVII and XIX. ________

HOMEWORK
Match the Roman numerals to the correct number.

82
We can find Roman numerals all over. Can you name something that uses or has
Roman numerals?

FACT/TIP: Did you know that there is no zero in Roman numerals?

Converting Hindu-Arabic numerals into Roman numerals

We can use the chart below to help us.

83
Practice example 1
Convert the following numbers to Roman numerals
11- 10 + 1
the Roman numeral for 10 is X and 1 is I
so, 11 = XI

20 = 10 + 10
= X+X
= XX

34 = 10 + 10 + 10 + 4
X + X + X + IV
= XXXIV

Practice example 2

Suppose we wanted to write 400

We know that C = 100
And D = 500
So we take 100 from 500
This will give us CD

DC will give us 500 + 100 = 600

90 = 100 – 10
= XC
(Remember we take the smaller Roman numeral from the larger one)

84
CX = 100 + 10 = 110

On your own
Convert the following Roman numerals to Hindu-Arabic numbers.

(a) 55 _____________________________

(b) 37 _____________________________

(c) 237 _____________________________

(d) 506 _____________________________

HOMEWORK

1. In each of the machines below the input is given (Hindu-Arabic) write the output
(Roman Numerals)

2. Write the sum in Roman numerals

(a) 15 + 13 = ____________________
(b) 31 + 2 = _____________________
(c) 7 + 20 = _____________________
(d) 120 + 7 = _____________________

85
 3. Write the sum in Hindu- Arabic numbers.
(a) V + XXXII = _________________
(b) X + XIX = __________________
(c) CD + L = __________________

TOPIC: FRACTIONS

FACTS/TIPS: What is meant by the term fraction?

A fraction is part of a whole.

A fraction has parts:

The numerator is the top part; it tells us how many parts are shaded.

The denominator is at the bottom; it tells us how many parts the whole is divided into.

Practice example 1

Practice example 2

Look at the shape below. Remember the numerator tells us how many parts are
shaded or unshaded.

1
What fraction of the shape is shaded? 4

86
 3
What fraction of the shape is unshaded? 4

Practice example 3

6
Shade to show 9.

The numerator tells us that we have to shade 6 out of the 9 parts.

On Your Own

1. Complete the table below.

Shape a b c d e f

The fraction that is shaded

The fraction that is unshaded

2. Draw and shade to show the following fractions:

87
 (a) five-sixths

(b) Eight- tenths

2
(c) 9

3
(d) 7

HOMEWORK

1.What fraction of the set of items shown below is living things?

2.There are 3 red paintbrushes and 5 green. What fraction of the set of paintbrushes
are red?

3.There are 35 students in Grade 5 Ruby, 14 are boys, and the remainder is girls. What
fraction of the class will be girls?

4.The picture below shows one-third of the carrots in aunty Pat’s refrigerator. Add to
the picture to show all the carrots in the refrigerator.

88
TOPIC: FRACTIONAL PARTS

FACTS/TIPS: Finding a fraction of different amounts or sets is like division. We can use
arrays or drawings to find fractional parts.

Practice example 1

Find ¼ of 12

Steps

Draw an array of 12 dots

Divide the 12 dots into groups of 4 as shown below. (Use the denominator to divide the
whole)

Next circle one group of the four groups. (we use the numerator to know how many
groups to circle)

Count the number of arrays in the group.

So, ¼ of 12 = 3

Practice example 2

1
Find 3 of 6

Divide 6 into arrays of 3

89
Circle one group

Count the number of arrays in the encircled group.

1
of 6 = 2
3

Practice example 3

2
Find 3 of 6.

Divide 6 into 2 groups of 3. (the denominator tells us how many groups we must divide
the whole into).

Next circle 2 groups. (the numerator tells us how many groups should be circled).

Count the number of items in the 2 encircled groups.

2
of 6 = 4
3

90
On your Own

Find:

Draw to show

1 3
a. of 9 = (b) 7 of 21 =
3

HOMEWORK

2
1. Subrina bought 24 mangoes. 6 of them were green. How many mangoes were

green? Draw to show your answer.

2
2. What is 4 of 20?

3. Jimmy has 40 pencils. He sold half of them. How many pencils did Jimmy sell?
4. Find 2/5 of 20.

91
 5. There are 21 cakes in the bakery. 2/7 of them are sponge cakes. 5/7 are black
cakes.

a) How many sponge cakes are there?

b) How many black cakes are there?

6. What is 7/12 of 24?

7. Clarissa picked 50 lemons from a tree. 3/10 of them were yellow. 7/10 were
green. How many yellow lemons did she pick?

8. Salim has a picture book with 124 pages in it. He read 1/4 of the book to his little
brother. How many pages did he read?

9. Kevin has a rock collection with 100 rocks in it. 1/5 of his rocks are sedimentary.
2/5 of his rocks are metamorphic. 2/5 of his rocks are igneous.

a) How many sedimentary and metamorphic rocks does he have?

b) How many igneous and metamorphic rocks does he have?

10. Which pairs of rocks he has the most of? Use the sign < or > to complete the
statement below.

sedimentary and metamorphic _______ igneous and metamorphic

92
TOPIC: COMPARING FRACTIONS

FACTS/TIPS: To compare fractions we can use models such as fractional charts,

fraction strips, drawings, and number lines to see whether a fraction is greater than (>),
less than (<), or equal to (=) another fraction.

Practice example 1

Using drawings to compare fractions

1 3
Is 4 more than 8?

1 3
Draw and shade to show 4 and 8

Compare the shaded parts.

The diagram with the most parts shaded is the largest fraction.

Remember, both diagrams must be the same shape and size.

Practice example 2

5
Rita and Paul were reading the Rainbow Reader Book 5. Rita read 8 of the book while
3
Paul read 8 of the same book. Which pupil read more?

Let’s compare these two fractions using a number line.

Both number lines show the whole divided into eighths.

93
When we look at the 2 number lines, we can see that Rita read more of the book than
Paul since Rita’s fraction is closer to the whole.

5 3
Hence, 8 > 8

Practice example 3

Comparing fractions using fraction strips

4 8
Use >, < or = to compare 5 and 10

Cut two strips of paper of the same length and size.

Fold one strip into fifths and the other into tenths.

4 8
Colour 4 pieces on the first strip to show 5 and 8 pieces on the other strip to show .
10

Lay the strips side by side.

94
Now let's compare them.
4 8
Can you see that 5 and 10 are equal?
4 8
We can write 5 = 10

On your Own

1. Use >, < or = to compare the fractions below.

2. Colour the strips, then insert the correct symbol to show the comparison.

HOMEWORK
1. Colour and shade to show. Use >, < or = to compare the fractions below.

2. Use fractions strips to compare the fractions below.

95
3. Draw number lines to compare the fractions below.

TOPIC: EQUIVALENT FRACTIONS

FACTS/TIPS: Different fractions can have the same amount. They are equivalent.
Equivalent fractions may look different but some fractions may have different
numerators and denominators but represent the same value or amount as another
fraction. These fractions are called equivalent fractions.

Let’s take a look!

Practice example 1

1 2
is equivalent to 4 because they have the same value.
2

Practice example 2

The diagrams below show two different fractions that have the same amount/value.
These two fractions are equivalent.

96
Practice example 3

Study the fraction chart below. Can you identify two pairs of equivalent fractions?

1
Which fraction is equivalent to ?
2

2 3
On the chart, we can see that ½ = 4 = 6

2
Which fraction is equivalent to 3 ?

2 4
is equivalent to 6
3

On your Own

1. Shade the models below and write the fraction to show an equivalent fraction.

97
2. Is 2/3 equivalent to 5/6?
Use diagrams to explain your reasoning.

HOMEWORK

1. Complete each number sentence to find equivalent fractions.

2. Design a fraction chart and write 5 pairs of fractions that are equivalent. Send
your finished work to your class teacher or class group.

REVIEW

Answer all questions.

1. The _______________ of the fraction is found at the top. It tells us

________________________________.

98
2. Write the numeral for three-tenths _______________

3. Write the fraction for the shaded part shown below.

4. 27 of Priya’s friends attended her birthday party. 15 of her friends were

from her class and the remainder was from her neighbourhood. What fraction of
her friends were from the neighbourhood? ___________
2
5. Which figure is 3 shaded?

4
6. Find of 36 cupcakes.
9

1
7. Mother baked 35 loaves of bread. She gave Aunt Sue 7 of the loaves. How

many loaves of bread did aunty Sue get?

1
8. Use diagrams to show 10 of 40.

99
9. Write T if the statements below are TRUE or F if they are FALSE.

2 1 3 1 3 3
> 10 = __ < = ___ < 10 = __
8 10 4 4

10. Compare using >, < , =

11. Use the number line below to compare the fractions. Insert >, < or = to make
each statement true.

2
12. Circle the diagram that is equivalent to 3

100
 1
13. Draw and shade to show four fractions that are equivalent to 2

14. Write a fraction that is equivalent to the fractions below. Draw diagrams to
prove their equivalence.

TOPIC: EQUIVALENT FRACTIONS

FACTS/TIPS: When two fractions are equivalent, it means that they have the same
value, or represent the same amount. These fractions may have different numerators
and denominators.
We can represent equivalent fractions using drawings.

Practice example
Take a look at the two diagrams below.

101
 3 6
Can you see that 6 𝑎𝑛𝑑 12 have the same value?

These two fractions are equivalent.

Practice example 2
Let’s take a look at equivalent fractions on a number line.
2
Which fraction is equivalent to 5 ?
6
is equivalent to ________
10

2 4
is equivalent to 10
5

6 3
is equivalent to 5
10

Can you find any other pairs of equivalent fractions on the number line above?
Write them below.
Note: When representing equivalent fractions on a number line ensure that both
number lines have the same length.
Divide each number line to represent each fraction.
On your Own
1. Shade to show equivalent fractions. Write the fraction for the second diagram.

102
2. Complete the number lines below then use them to answer the questions.

2
(a) Write two fractions that are equivalent to 4.

_______________ and ________________

3 1
(b) is equivalent to 4 True/ False
12

5 8
(c) Explain why 8 is not equivalent to 12

___________________________________________________________________________
___________________________________________
12
(d) List all the fractions that are equivalent to 16

103
HOMEWORK

1. Use the fractional chart below to answer the questions.

2
(a) What fractions can you find that are equivalent to 3 ?

____________________________________________________
3
(b) How many eights are equivalent to 4 ?

____________________________________________________
(c) Divide the bottom bar into twelfths. Write all the fractions that are
4
equivalent to 12

______________________________________________________

9 3
2. Is 12 equivalent to 6 ?

Use diagrams to explain your reasoning.

TOPIC: EQUIVALENT FRACTIONS

FACTS/TIPS: We can find equivalent fractions without drawing diagrams or using

number lines. In this lesson, we will use multiplication and division to help us find
equivalent fractions.
Practice example 1
Imagine you are given one-half of a pizza. You cut your half into two. You now have 2
quarters of the pizza.

104
Have you noticed that we have doubled the number of parts (denominator) and the
numerator?
To double a number, we multiply by 2.
Let’s take a look

Practice example 2
𝟏
Observe how 𝟑 is multiplied by a number to make an equivalent fraction.

Can you think of some other numbers that we can multiply to make equivalent
1
fractions of 3 ?

Making equivalent fractions by dividing

To find missing parts in a pair of equivalent fractions, we divide. When we divide, we
decrease the size of the numbers, but the value of the fraction remains the same.
Practice example 3

105
To find the missing denominator we, 18 ÷ 3 = 6
We can now divide 24 by 6 = 24 ÷ 6 = 4

Practice example 4
𝟗 𝟑
=
𝟐𝟏

9÷3=3 21 ÷ 3 = 7

On your Own
Find the missing part to make the fractions equivalent.

HOMEWORK
Make the fractions below equivalent.
1 2
= =
3 9 4 2

12 4 25
= =
21 40 8

106
Circle the three fractions below that are equivalent.

TOPIC: COMPARING FRACTIONS

FACTS/TIPS: When comparing fractions, we use the symbols >, < or =. These symbols
each have a meaning and tells us which fraction is greater than, less than or equal to
the other.

Comparing fractions with like denominators

To compare fractions with the same denominators, we compare the numerators of
both fractions.

Practice example 1
2 6
Is 7 greater than 7 ?

Since both denominators are the same, we can compare the numerators.
2 6
2 is less than 6, so we can say that 7 < 7

This is shown on the models below.

Comparing fractions with unlike denominators

107
We can compare fractions with unlike denominators using models.

Practice example 2
3 5
Which fraction is greater? 𝑜𝑟 8
4

Let’s draw and shade to show diagrams that represent both fractions.
Note: Ensure that both diagrams are the same size and shape.

3 5
Can you see that 4 is greater than 8 ?
3 5
We can now write >8
4

We can also compare fractions with unlike denominators using equivalent fractions
To do this, we rename each fraction and then compare their numerators.
Practice example 3
1 1
Is 3 greater than4?

Let’s rename the two fractions by cross multiplying.

1×4 4 1×3 3
= =
3 × 4 12 4 × 3 12

Now we will compare the two equivalent fractions

4 3
> 12
12
1 1
Finally, we can say that 3 > 4

108
Practice example 4
5 2
Compare 6 𝑎𝑛𝑑 3

Let’s rename the fractions

5 × 3 15 2 × 6 12
= =
6 × 3 18 3 × 6 18
15 12
We can see that >
18 18
5 2
Therefore, 6 > 3

On Your Own

Write the fraction for the shaded parts then insert the correct symbols >, <, = to
compare the two fractions.

Insert >, < or = to compare the fractions below.

HOMEWORK
1. State whether the following statements below are true or false.

109
 2. Octavia and Russell are twins. On their birthday they each got a cake. Octavia
3 5
shared 8 of his cake with her friends and Russell shared 12 of his. Who shared

more of their birthday cake?

1
3. Write a fraction that is greater than 2
5
4. Write a fraction that is less than 10

TOPIC: ORDERING FRACTIONS

FACT/TIP: When we order fractions we write them in ascending or descending order.

Ordering Fractions with like denominators

To order fractions with like denominators we can:
- Draw models
- Compare the numerator of each fraction (the smaller the numerator the smaller
the fraction.
Let’s take a look
Practice example 1
Order the following fractions from smallest to largest (ascending order).
4 2 3
5 5 5

110
 2
From the diagrams above we can see that the smallest fraction is and the largest
5
4
fraction is 5

When we arrange them in ascending order the result will be:

2 3 4
5 5 5
Practice example 2
Arrange in descending order (largest to smallest).
3 9 5 1
8 8 8 8
Look at the numerator of each fraction.
Remember: When the denominators are the same, the numerators will help you to
arrange the fractions. The smaller the numerator the smaller the fraction.
𝟗 𝟓 𝟑 𝟏
Answer: 𝟖 𝟖 𝟖 𝟖

Ordering fractions with unlike denominators

Practice example 3
Order the fractions from descending order.
1 3 7 1
, , ,
2 4 9 12
Draw diagrams to represent each fraction. Ensure each diagram is the same size.

7 1
From the drawings, we can see that the largest fraction is 9 and the smallest is 12.
7 3 1 1
Let’s arrange them: , , ,
9 4 2 12

On your own
Shade to show each fraction below then arrange them from ascending order.

111
HOMEWORK

Draw diagrams to help you arrange the following fractions in ascending order.
3 9 6 5
1. , , ,
10 10 10 10

6 3 1 5
2. , , ,
15 15 15 15

2 7 1 2
3. , , ,
9 8 2 3

REVIEW
Answer all questions

1. Which of the diagram below has the value 3 shaded?

2

2.
3 6
is equivalent to 10 True/ False
5

112
Study the number line below then answer questions 3 and 4.

3. Write a fraction that is equivalent to

2
____________________
3

4. How many eighths are there in 4? ___________________________

2

5. Fill in the missing value.

(a)
2 8 7
= (b) 9 = 45
12

6. Circle the fraction that is equivalent to 𝟓

𝟐

7. Study the statements below then write True or False.

2 1
(a) <2 ____________________
3
3 7
(b) >8 ____________________
4
1 4
(c) >9 _____________________
9

113
8. Write a fraction to make the statement TRUE.

9. Is 15 greater than 10 ?
3 3

Draw diagrams to show.

10. Use the number line below and insert >,< or = to compare the two
fractions

11. Use the chart below and write a statement to compare the fractions of
the shaded parts shown.

114
 12. Study the diagrams below then, write the fraction which each diagram
represents arrange the fractions in ascending order.

__________________________________________________________________

13. A pan of pizza was shared among four friends. Each friend received the
following:
1 2 1 1
Jessica Sonam Naia Paul
8 12 3 5

Arrange the fractions in descending order.

_____________________________________________________________

TOPIC: IMPROPER FRACTIONS & MIXED NUMBERS

FACTS/TIPS: Improper fractions and mixed numbers are just ways of writing fractions
representing more than a whole. An improper fraction can be converted to a mixed
number and a mixed number can be converted to an improper fraction.

Improper Fractions

Improper fractions are fractions that are greater than or equal to the whole. The
3 6 4 8
numerator is usually bigger than or equal to the denominator. E.g. ,4 ,4 ,8
2

Representing Improper Fractions

Practice example 1

7
Let’s represent 3

The denominator tells us that the whole should be divided into 3 parts.

115
The numerator tells us that we must shade 7 parts.

7
The diagram above shows us 3

We can also write this as a mixed number

A mixed number consists of a whole number and a fraction.

Representing Mixed Numbers

Practice example 2

7 1
So, = 23
3

Practice example 3

𝟖
Shade to show 𝟔 as an improper fraction.

116
 𝟖
Let’s write 𝟔 as a mixed number.

On your own

Look at the diagram and write the shaded parts as an improper fraction then as a
mixed number.

117
 HOMEWORK
Draw and shade to show the following improper fractions and mixed numbers.
5 13 1 12 5
1 2 1
12 6 4 5 7

TOPIC: CONVERTING IMPROPER FRACTIONS TO MIXED NUMBERS & VICE VERSA

FACTS/TIPS: To change an improper fraction to a mixed number we divide.

Remember a mixed number consists of a whole number and a proper fraction.

Practice example 1

9
Convert 2 to a mixed number.

Step 1 - Divide the numerator by the denominator.

Step 2 - Write the quotient as a whole number.

Step 3 - Write the remainder as the numerator.

Step 4 - Write back the same denominator.

118
Let’s go!

9
= 9 ÷ 2 = 4 with 1 remainder
2

1
= 42

Practice example 2

12
Change into a mixed number.
3

= 12 ÷ 3

=4

Have you noticed that there is no fraction?

This is because there isn’t any remainder, so the answer is written only as a whole
number.

Converting mixed numbers as improper fractions

To convert an improper fraction into a mixed number we do the following:

Step 1- Multiply the denominator by the whole number.

Step 2- Add the product to the numerator.

Step 3- Write the sum as the numerator.

Step 4 – Write back the same denominator.

Practice example 3

119
ON YOUR OWN

Write each improper fraction as a mixed number.

2 1 3
(a) 58 (𝑏) 8 (𝑐) 7
9 5

Express each mixed number as an improper fraction.

18 27 81
(a) (𝑏) (𝑐)
5 3 6

HOMEWORK

Complete the number line below by filling in the missing improper fractions and mixed
numbers.

Use the number line above to answer the following questions.

(a) Write the improper fraction that is equivalent to 3. ____________

120
 9
(b) Write the mixed number for 3. _______________

1
(c) Write the improper fraction for 3 3. ______________

Match the improper fraction with its mixed number

3 15 21 30 45 56 48 65
2 4 3 4 2 3 7 9

3 1 6 2 2 2 1
7 3 1 6 7 7 18 22
4 2 7 9 4 3 2

TOPIC: SIMPLIFYING FRACTIONS (Reducing)

FACTS/TIPS: A fraction is in its simplest form when one (1) is the only number that the
numerator and denominator can divide.
1
The fractions below are all equivalent to 2

2 3 4 5 6
e.g. , , , ,
4 6 8 10 12

1
The fraction 2 is in its simplest form.

To find the simplest fraction, we divide both the numerator and the denominator by
the same number. To simplify fractions, we use the Highest Common Factor (HCF) to
divide.

Practice example 1

Simplify the fraction below.

6
=
12

What is the highest common factor of 6 and 12?

121
6 is the largest number that can divide both 6 and 12.

6 ÷6 1
=
12 ÷ 6 2
𝟔 𝟏
So 𝟏𝟐 = 𝟐

Practice example 2

Simplify the fraction below

18
27

Think of the highest common factor of both 18 and 27.

The highest common factor that will divide both 18 and 27 is 9.

Let’s reduce the fraction now.

18 ÷ 9 2
=
27 ÷ 9 3
18 2
Therefore, 27 = 3

On your own

Simplify each fraction below to its lowest terms.

Remember to use the highest common factor of both numbers.

4 8
(a) = (c) 10 =
12

14 10
(b) = (d) 50 =
35

HOMEWORK

6
What is 24 written in its simplest form?

122
Find the Highest Common Factor and then simplify.

Johnson says he has reduced these fractions in their lowest terms. Is he correct? If not
write the simplest form of the fraction

16 8 50 25 5
(a) → 10 (c) 100 → 50 → 10
20

24 4 15 3
(b) →6 (d) 20 → 4
36

TOPIC: SIMPLIFYING FRACTIONS

FACTS/TIPS: Simplifying (or reducing) fractions mean making the fractions as simple as
possible.

Remember to simplify a fraction; we divide both the numerator and denominator by

the highest common factor.

For example, we can say sixth-twelfths or three sixths or even one half.

1
is the simplest form of the three fractions.
2

123
Practice example 1

36
Simplify the 54

The highest common factor of 36 and 45 is 9.

36 ÷ 9 4
=
45 ÷ 9 5

Practice example 2

30
Reduce 45 to its lowest terms.

The HCF of 20 and 30 is 10.

20 ÷ 10 2
=
30 ÷ 10 3

124
On your Own

1. Write these fractions in their simplest form.

2. Write these fractions in their lowest terms.

14 15
(a) (c) 35
20
20 21
(b) (d)27
32

HOMEWORK

1. There are 40 students in a class. 18 are boys, and the rest are girls.

(a) What fraction of the class are girls? _______________________

(b) Write the fraction of the class that is girls in lowest terms.
________________________________________________

125
 2. Write True or False
3 2
(a) = 3 _______________________
6

3 1
(b) = 4 ______________________
12

5 1
(c) = 3 _______________________
15

3. Put an X at the fraction in its lowest terms.

REVIEW
TOPIC: SIMPLIFYING FRACTIONS
Answer all questions

1. Circle ALL the improper fractions.

1 6 3 8 10 16 13 3
, , 1 , , , , ,
2 4 9 8 12 7 4 4
2. Write a mixed number for the shaded parts on the diagram below.

_______________

𝟐
3. Shade to show 𝟑 𝟓

126
4. Use the diagram below to change the improper fraction into a mixed number.

5. Shade the drawing below to show an improper fraction. Write the fraction.

6. Mother baked a few loaves of bread. She cut each loaf into 3 slices. She shared
the slices among 7 of her friends. Write the loaves of bread mother shared as
either an improper fraction or a mixed number.

𝟑
7. Change 𝟗 𝟕 to an improper fraction. _________________

43 3
8. = 20 True /False
2 2

9. Circle the simplest fraction in the group below.

6 16 2 16
(𝑎) (𝑏) (𝑐) (𝑑)
9 24 3 32

127
 16
10. Write 48 in its simplest form.

11. Match the fraction on the top row with the fraction on the bottom row that
represents its simplest form.

12. Read each problem and write the answer in its simplest form.
16
(a) Lucas scored 20 on his math test. What fraction of the test did he get

incorrect? _______________________

(b) Martha baked 45 cupcakes. She sold 40. What fraction of the cupcakes
did Martha sell? _______________________

(c) Alex caught 16 hassar and 12 patwa. What fraction of the fishes were
patwa? ___________________________

TOPIC: ADDING & SUBTRACTING FRACTIONS WITH LIKE DENOMINATORS

FACTS/TIPS: When adding and subtracting fractions with like denominators we add or
subtract only the numerators and rewrite the same denominator.

Why do you think the denominator remains the same?

The denominator represents the whole. We either take from the whole or we add
more.
128
Practice example 1

1 2
Add 4 + 4

- First, draw diagrams and shade to show each fraction.

- Next, count the number of shaded parts altogether and represent them on a 3rd
diagram.

Take a look below

1 2 1+2 3
It is the same as doing: 4 + 4 = =
4 4

Practice example 2

2 5
Add 12 + 12

Practice example 3

9 3
−
10 10

- First, draw and shade to show the two fractions

- Next, use the second fraction to strike out the number of parts.

Let’s take a look.

129
Adding fractions on a number line

Practice example 4

4 3
+
10 10

- Locate the first fraction on the number line.

- Use the second fraction’s numerator to make forward hops. (Hop to the right)

𝟒
Start at 𝟏𝟎 and make 3 hops.

4 3 7
+ =
10 10 10

Practice example 5

3 7
+
11 11
𝟑
Start at 𝟏𝟏 and make 7 hops.

130
 3 7 10
+ =
11 11 11

Subtracting fractions on a number line

Practice example 6

12 8
−
13 13

- Locate the first fraction on the number line.

- Use the second fraction’s numerator to make backward jumps. (Hops to the left)

12 8 4
− =
13 13 13

On your Own

Draw diagrams to show:

4 1 7 2
(a) + (b) −
5 5 9 9

Show hops on the number line and complete the addition sentence

131
Show hops on the number line and complete the subtraction sentence.

HOMEWORK

Complete the diagrams below then write the addition or subtraction sentences.

Draw number lines to show:

3 5 6 4
(a) + 15 (c) 10 + 10
15
9 4 12 1
(b) − 18 (d) 13 − 13
18

132
TOPIC: ADDING & SUBTRACTING FRACTIONS WITH UNLIKE DENOMINATORS

FACTS/TIPS: When adding or subtracting fractions with unlike denominators, we first

need to make the denominators the same. To do this we can use fractions that are
equivalent to the given fractions.

Let’s add fractions using diagrams.

Practice example 1

2 1
+
3 4

Step 1

- Draw diagrams to represent each fraction.

- Use vertical lines for the 1st fraction and horizontal lines for the 2nd fraction.

Step 2

Rename each fraction.

To do this:

- Use the 2nd fraction’s denominator to divide the 1st box horizontally

133
 - Use the 1st fraction’s denominator to divide the 2nd box vertica

Step 3

Now that both denominators are the same, count the number of shaded parts in both

boxes.

Practice example 2

1 1
+
2 3

Step 1

Step 2

134
Step 3

Subtracting fractions with unlike denominator

Practice example 3

2 1
−
5 3

Step 1

Draw diagrams to represent each fraction.

Use vertical lines for the 1st fraction and horizontal lines for the 2nd fraction.

135
Step 2

Rename each fraction.

To do this:

Use the 2nd fraction’s denominator to divide the 1st box horizontally

Use the 1st fraction’s denominator to divide the 2nd box vertically.

Step 3

Now that both denominators are the same strike out the number of shaded parts.

On your Own

Draw diagrams to show the following:

1 4 3 1
(a) +6 (c) 4 + 6
5

136
 3 1 2 1
(b) −2 (d) 3 − 4
5

TOPIC: ADDING & SUBTRACTING FRACTIONS WITH UNLIKE DENOMINATORS

FACTS/TIPS: When adding and subtracting fractions with unlike denominators, we

make both denominators the same. To do this, we make the fractions equivalent.

Practice example 1

3 1
+
4 6

Step 1- Find the lowest common multiple of both denominators

The LCM of 4 & 6 is 24

Step 2 - Rename each fraction.

Multiply the denominator by a number that will give you 24.

Multiply the numerator by the same number.

3×6 1×4
+
4×6 6×4

18 4
+
24 24

Step 3

Add both numerators and write back the whole (denominator)

18 + 4 22
=
24 24

Practice example 2

1 2
+
9 3

Step 1- Find the LCM

137
The LCM of 9 and 3 = 9

Step 2 - Rename each fraction

1×1 2×3
+
9×1 3×3

1 6
+
9 9

Step 3 - Add the numerators only

1+6 7
=
9 9

Subtracting Fractions with unlike denominators

To subtract fractions with unlike denominators, we follow the same steps as the
addition example.

Practice example 3

9 3
−
10 5

Step 1 - Find the LCM.

The LCM of 10 and 5 = 10

Step 2 - Rename each fraction

9×1 3×2
−
10 × 1 5 × 2

9 6
−
10 10

Step 3 - Subtract the numerators only

9−6 3
=
10 10

138
On your Own

Add and subtract the following fractions.

5 1 2 3
(a) +3 (b) 6 + 4
9

2 1 3 3
(b) −3 (d) 4 − 5
5

HOMEWORK

2 1
1. David spent 3 of his money on snacks and 6 on marbles.

(a) What fraction of his money did he spend?

(b) What fraction of David’s money is left?

TOPIC: ADDING & SUBTRACTING MIXED NUMBERS

FACTS/TIPS: To add and subtract mixed numbers with unlike denominators, we follow
the same steps as adding and subtracting fractions with, unlike denominators.
Let’s take a look

Practice example 1

1 2
2 +3
3 8

Step 1 - Add the whole numbers

1 2
2+3 +8
3

Step 2 - Find the LCM of the 2 denominators

The LCM of 3 and 8 = 24

139
Step 3- Rename each fraction

1×8 2×3
5+ +
3×8 8×3

8 6
5+ +
24 24

Step 4 - Add the numerators

8+6
5+
24

14
= 5
24

Practice example 2

3 1
7 − 4
9 6

Step 1 – Subtract the whole numbers

3 1
7–4 −6
9

Step 2 - Find the LCM of the 2 denominators

The LCM of 9 and 6 = 54

Step 3- Rename each fraction

3×6 1×9
3+ −
9×6 6×9

18 9
3+ −
54 54

140
Step 4 – Subtract the numerators

18 − 9
3+
54

9
= 3
54
On your Own

Add and subtract the following mixed numbers.

5 3 2 5
(a) 3 +1 (c) 3 +2
8 4 3 7

5 1 4 1
(b) 6 −2 (d) 5 − 3
6 4 5 3

HOMEWORK

2 1
1. Sandy bought 5 3 𝑘𝑔 bag of flour and used 2 4 𝑘𝑔 of it to bake some bread. What

fraction of the flour is left in the bag?

1 2
2. Juliet walked 3 2 𝑘𝑚 on Monday and 4 6 𝑘𝑚 on Tuesday. Calculate the total

distance walked by Juliet for two days.

REVIEW

Answer all questions.

7 4
1. Which of the following diagram shows the result of + 20
20

141
 9 7
2. On the diagrams below, draw and shade to show − 14
14

3. Write the missing fraction to complete the number sentence below.

4. Make hops on the number line to subtract the two fractions.

18 6
5. + 30 =
30

12 12 24 24
(𝑎) (𝑏) (𝑐) (𝑑)
30 0 30 60

7 1
6. Cindy-Ann had 4 12 boxes of pencils, but 2 12 boxes of the pencils were broken.

What fraction of the pencils were not broken?

142
7. Look at the problem below

2 3 5
+ =
6 6 6
2 3 5
Why does the 6 remain as 6? Why isn’t it6 + 6 = 12 ?

______________________________________________________________________________
____________________________________________
8. Complete the diagrams below to show

4 2
+3
7

1 2
9. Jessica ran 3 3 𝑘𝑚 and her brother Jeffery ran 3 9 𝑘𝑚.

(a) Who ran the longer distance?

(b) Calculate the total distance run by Jessica and Jeffery.

(c) Calculate the difference between the distances run by the two siblings.

143
 6 2
10. Which of the following is equivalent to? − 10
20
3 4 6 2
(a) − 20 (c) 20 − 20
20

12 4 3 1
(b) − 20 (d) 10 − 20
40

7 2
11. Draw and shade to show 8 + 3

1 4
12. Add 8 12 + 3 5

TOPIC: MULTIPLYING FRACTIONS BY WHOLE NUMBERS

FACTS/TIPS: We can multiply fractions by whole numbers using models, repeated

addition and number lines.

Multiplying fractions using models

Practice example 1

1 1
3 × 2 (means 3 groups of 2)

Draw and shade to show 3 groups of halves.

Next, count the number of shaded parts and write it as a fraction.

3 1
expressed as a mixed number is 1 2
2

Practice example 2

144
 4 4
5 × 5 (5 groups of 5)

Total number of shaded parts = 20

20
Written as a fraction = (the whole is divided into 5 parts, so the denominator is 5)
5

20
can be expressed as a whole number 4
5

Using repeated addition to multiply fractions by whole numbers

Practice example 3

1
×3
4
1
Here we will add 4 three times.

1 1 1
+ +
4 4 4

1+1+1
=
4

3
=
4
1
Try multiplying 3 × 4. Did you get the same answer?

Practice example 4

145
2
×5
6

Here we will add five times.

2 2 2 2 2
+ + + +
6 6 6 6 6

2+2+2+2+2
=
6
10 4
= or change to a mixed number = 1 6
6

On your own

Look at the diagrams and write the multiplication sentence.

Use the diagram below to complete the statements below:

(a) Multiplication sentence ________________________

(b) Product = ______________

1
Use repeated addition to show the product of 6 × 9

146
HOMEWORK

Draw diagrams to show the following:

2 1
(a) 7 ×3 (c) 9 × 4

1 4
(b) 2 ×2 (d) 10 × 7

Use repeated addition to show the following:

5 1
(a) ×4 (c) 6 × 3
9

2 1
(b) 12 × 4 (d) 3 × 8

Use the number line to show the multiplication sentence.

147
TOPIC: MULTIPLYING FRACTIONS USING MODELS

FACTS/TIPS: We use models to represent the multiplication of fractions by similar

fractions. These models help us to understand visually.
Practice example 1

𝟏 𝟏
×
𝟒 𝟑

Step 1- Draw a model of both fractions. Use vertical lines to represent the 1st fraction
and horizontal lines for the 2nd fraction.

Step 2- Combine both drawings.

Now count the number of parts that have both colours and write your answer as the
numerator.

Next count the number of parts the whole shape is divided and write it as your
denominator.

1 1 1
So, 4 × = 12
3

148
Practice example 2

1 3
×
6 5

Step 1- Draw a model of both fractions

Step 2- Combine both drawings.

Now count the number of parts that have both colours and write your answer as the
numerator.

Next, count the number of parts the whole shape is divided and write it as your
denominator.

1 3 3
So 6 × 5 = 30

On your Own

Write the product of the fractions below.

149
HOMEWORK

Draw models to show the following products:

𝟑 𝟐
(a) ×
𝟖 𝟓
4 2
(b) ×
9 3

TOPIC: MULTIPLYING FRACTIONS BY FRACTIONS

FACT/TIP: Did you know that we can use our knowledge of our time's table to help us
easily and quickly multiply fractions by fractions?
Let’s follow these simple steps.

Practice example 1

5 4 20
Step 1: Multiply the numerators × =
8 6

5 4 20
Step 2: Multiply the denominators × = 48
8 6

20 ÷4 5
Step 3: Simplify your answer if possible 48 ÷4 = 12

150
Practice example 2
2 1 2
Step 1: Multiply the numerators × =
9 3

2 1 2
Step 2: Multiply the denominators × = 27
9 3

𝟐
Your answer cannot be simplified, so it remains 𝟐𝟕

Can you tell why your answer cannot be simplified?

On your Own

Find the product for the fractions below. Use the steps given above.

2 1 2 7
(a) ×2 (c) × 12
7 5

3 1 7 2
(b) × (d) 9 × 6
10 5

HOMEWORK

2
1. Jacob is baking chocolate cookies. The recipe uses 8 of a cup of sugar. If

Jacob wants to make one- half of a batch. How many cups of sugar does he
need?

1 4
2. of the pupils in a school are boys. If 5 of those pupils are girls, what fraction of
2

the class are girls?

151
 2 1
3. A box of milk is 3 𝑙 full. Stacey uses 4 𝑙 of the milk. How much milk did she use?

Look at the products below then write True or False.

3 3 9 5 6 3
(a) × = (c) × =
9 4 36 10 10 10

1 4 4 2 1 2
(b) × 7 = 14 (d) 6 × = 12
4 2

TOPIC: MULTIPLYING MIXED NUMBERS & FRACTIONS

FACTS/TIPS: To multiply a mixed fraction by another fraction, you must first convert the
mixed number to an improper fraction.
Then you can multiply the 2 fractions together by simply multiplying the 2 numerators
and then the 2 denominators.

Practice example 1

𝟒 𝟑
𝟐 ×
𝟓 𝟒

Step 1: Convert the mixed number to an improper fraction

4 14
2 =
5 5
14 3 42
Step 2: Multiply the 2 numerators × =
5 4

14 3 42
Step 3: Multiply the 2 denominators × = 20
5 4

152
 42 2
Step 4: Rewrite your answer as a mixed number: = 2 20
20

2÷2 1
Step 5: Simplify your fraction if possible: 2 + 20÷2 = 2 10

Note: You can also simplify the fraction and convert it to a mixed number.

Practice example 2

Multiplying a mixed number by a mixed number

𝟐 𝟑
𝟐 ×𝟏
𝟑 𝟒

Step 1: Convert the mixed numbers to improper fractions

8 7
×
3 4
8 7 56
Step 2: Multiply the 2 numerators ×4=
3

8 7 56
Step 3: Multiply the 2 denominators × = 12
3 4

56 8
Step 4: Rewrite your answer as a mixed number: = 4 12
12

8÷4 2
Step 5: Simplify your fraction if possible: 4 + = 43
12÷4

On your Own

Find the product of the following:

1 1 1 1
(a) 6 × (c) 7 5 ×
3 2 3

1 1 1 2
(b) × 55 (d) 3 2 × 1 7
8

153
HOMEWORK

Solve the problems below.

1. Kenny used a piece of wood to build a bookshelf. If he made 4 bookshelves that

2
are each 3 9 𝑚, how long was the piece of wood?

2. The table below shows the distance Joshua runs for three days. Use it to answer
the questions below.

Days of the week Total distance

Monday 2
3 𝑘𝑚
10

Wednesday 4
2 𝑘𝑚
5

Friday 1
1 𝑘𝑚
2

(a)Joshua’s friend David joined him on Monday for a run. David ran twice the
distance that Joshua run. Find the distance run by David.

(b)Joshua went for a run on Saturday. He ran two-thirds of the distance he ran on
Wednesday. Calculate the distance he ran on Saturday.

154
REVIEW

Answer all questions.

1. Choose the multiplication sentence represented by the drawing below.

8
(a) 2 ×8 (c) 1 × 32

2 2
(b) 2 × (d) 4 ×
8 8
2
2. Draw and shade to show 6 × 3

2
3. 9 × 7 = ________________

4. Write True or False.

2 2 2 2 2 2 2 2
+ 18 + 18 + 18 + 18 + 18 + 18 is the same as 18 × 7 _____________
18

4
5. Use repeated addition to show 5 × 5

6. Write the multiplication sentence shown on the number line below.

________________ × __________________ = _________________

155
Use the drawings below to answer questions 7 - 8.

7. Shade the 3rd diagram to show the product of the two fractions.

8. Write the multiplication sentence for the drawing above.

____________________ × ___________________ = _________________
9. Match the fractions with their correct product.
Fractions Products

2 2 19
3 × 10 4
7 24

11 4 2
1 × 2 42
12 8 9

1 2 23
6 ×6
3 3 35

6 2
10. Calculate: 15 × 3

11. Thomas tacked 12 pieces of wood on top of each other. If each piece of wood
3
is 5 4 𝑚 thick. How high are 12 stacked pieces of wood?

1
12. A minibus travels 70 4 miles per hour. At this rate, how far will the minibus travel
1
in 5 2 hours?

156
TOPIC: DIVIDING WHOLE NUMBERS BY FRACTIONS

FACTS/TIPS: Imagine you were given a whole or a fraction, and you were asked to
share it with someone.

When you do this, you are dividing the whole or the fractions.

Let us take a closer look using some visual models.

Dividing whole numbers by unit fractions.

Remember: A unit fraction is any fraction with 1 as its numerator.

Practice example 1

1
3 ÷
2

Step 1- Draw 3 wholes.

Step 2 - Next use the denominator of the fraction to divide each whole into parts.

Step 3 – Count the number of parts (halves) you now have.

157
 1
So, 3 ÷ 2 = 6

Dividing whole numbers by Proper Fractions

Remember: A proper fraction is a fraction tha is less than the whole. The numerator is
ususally smaller than the denominator.

Practice example 2

2
4 ÷
5
4
Step 1- Change the whole number to a fraction by writing 1 as its denominator 4=1

4
Step 2 – Change the sign to multiplication (×) ×
1

2 5
Step 3: Write the reciprocal of the fraction 5 = 2

4 5
Step 4- Rewrite the problem 1 × 2

4×5 20
Step 5- Multiply the fractions =
1×2 2

Step 6 – Simplify the fraction and/or change into a mixed/ whole number

20 ÷ 2 10
= = 10
2÷2 1

Did you know that the reciprocal of a fraction is simply found by flipping the fraction
𝟑 𝟒
upside down? E.g. 𝟒 = 𝟑

𝟑 𝟒
Note: A number times its reciprocal gives a product of one. 𝒙𝟑 = 𝟏
𝟒

Practice example 3

Read through the steps again then look at example 3.

158
 2
5 ÷
3

5 3
= ×
1 2

5×3 15 1
= = =7
1×2 2 2

On your Own

Use the drawing to write the answer for the fraction sentence below.

1
4 ÷ =
8

Write the division sentence for the drawing shown below.

___________ ÷ ___________ = ______________

HOMEWORK

2 3
(a) 9 ÷6 (b) 12 ÷ 4

Draw to show :

1 1
(a) 7 ÷3 (b) 5 ÷ 6

159
TOPIC: DIVIDING FRACTIONS BY WHOLE NUMBERS

FACTS/TIPS: To divide fractions by whole numbers, we write the reciprocal of the

whole number, change the sign to multiplication and simplify.

Dividing unit fractions by whole numbers

Practice example 1

1
÷4
2

Step 1 - Draw a diagram to show half.

Step 2 – Divide each half by 4.

Step 3 – Count the number of parts and express it as a fraction.

1 1
÷4=
2 8

Practice example 2

160
1
÷6
3

Step 1 - Draw a diagram to show thirds.

Step 2 - Divide each third into 6.

Step 3 – Count the number of parts and express it as a fraction.

1
÷ 6 = 18
3

Dividing Proper fractions by whole numbers

Practice example 2

2
÷4
3

Step 1- Write the first fraction and change the ÷ sign into x

2
×4
3

4
Step 2 – Write the whole number as a fraction by writing 1 as the denominator. 4 = 1.
4 1
Next, write the reciprocal of 1 = 4

Step 3 – Rewrite the multiplication sentence and simplify.

2 1
×
3 4
2×1 2
=3×4 = 12

2÷ 2 1
= =
12 ÷ 2 6

161
Practice example 4

Read through the steps once again, then look at practice example 4.

5
÷3
8

5 3
×
8 1

5 1
×
8 3

5×1 5
=
8 × 3 24
5
Your answer cannot be simplified, so it remains 24

On your own

1
1. The diagram below shows ÷ 3. Write the answer.
8

1
÷3 =
8

2. Simplify:
7 8
(a) ÷5 (b) ÷4
12 20

162
HOMEWORK

1. Charlie bought 3 large cassava bread. He divided it into eights. How many slices
of cassava bread did Charlie get? Draw to show your answer.
10
2. Pete has 16 of his birthday cake remaining. He decided to take the remainder to

share with his 5 teachers at school. What fraction of the cake did each teacher
get?

TOPIC: DIVIDING FRACTIONS BY FRACTIONS

FACTS/TIPS: To divide fractions by fractions, we follow these simple steps:

K- Keep the first fraction

F- Flip the second fraction

C- Change the sign and simplify

Next time you are dividing fractions think about KFC to help you remember the steps.

Let’s try

Practice example 1

7 2
÷
8 10
7
Step 1 – keep the first fraction 8

10
Step 2 – flip the second fraction 2

7 10
Step 3 – change the sign and simplify 8 × 2

7 × 10
8×2

163
 70
=
16

70 ÷ 2 35 3
= = =4
16 ÷ 2 8 8

Practice example 2

4 4
÷
12 16
4
Step 1 – keep the first fraction
12
16
Step 2 – flip the second fraction 4
4 16
Step 3 – change the sign and simplify 12 × 4

4 × 16
12 × 4

64
=
48

64 ÷ 8 8 ÷2 4
= = =
48 ÷ 8 6 ÷2 3

Noticed how we reduced our answer twice.

4 1
= =1
3 3

On your Own

Simplify the fractions below.

5 3 2 1
(a) ÷7 (c) 3 ÷ 5
8

6 3 10 5
(b) ÷ 10 (d) 11 ÷ 8
15

164
HOMEWORK

Here are some problems involving the division of fractions. Please read them carefully,
then solve each.

3 1
1. Mrs. Singh has a piece of ribbon 4 𝑚 long. She cuts it into lengths 𝑚 long. How
8

many pieces of ribbon will she get?

8 2
2. Raul has 9 𝑘𝑔 of sugar in his pantry. He uses 6 𝑘𝑔 to bake a batch of bread. How

many batches of bread will Raul get from the sugar in his pantry?

TOPIC: DIVIDING MIXED NUMBERS

FACT/TIP: To divide mixed numbers, we must first convert them into improper fractions,
write the reciprocal of the second fraction, change the sign and multiply.
Dividing a fraction by mixed number.

Practice example 1

2 4
÷2
3 5
2
Step 1 – Write back the 1st fraction 3
2
Step 2 – Change the sign to (×) ×
3

Step 3 – Change the mixed number into an improper fraction and write its reciprocal
4 14 5
2 5 = 5 = 14
2 5
Step 4- Multiply the two fractions 3 × 14

2×5 10
= =
3 × 14 42

165
Step 5 – Simplify the fraction

10 ÷ 2 5
=
42 ÷ 2 21

Dividing a mixed number by a fraction

Practice example 2

1 2
1 ÷
8 9
1 9
Step 1 – Change the mixed number into an improper fraction 1 8 = 8
9
Step 2 – Change the sign to (×) ×
8
9 9
Step 3 – Write the reciprocal of the 2nd fraction 8 × 2
9×9 81
Step 4 – Multiply the 2 fractions 8×2 = 16
81 1
Step 5 – Simplify your answer 16 = 5 16

Dividing a mixed number by a mixed number

Practice example 3
6 3
1 ÷2
7 4
Step 1- change both mixed numbers into improper fractions.
13 11
÷
7 4
13
Step 2 – keep the first fraction 7
4
Step 3 – flip the 2nd fraction
11

13 4
Step 4 – change the sign × 11
7
13×4 52
Step 5 - multiply the 2 fractions = 77
7×11

On your Own

Divide the following fractions:

166
 4 7 7 6
(a) 55 ÷ 8 (c) 3 8 ÷ 7

1 4 3
(b) 4 ÷ 15 (d) 8 ÷ 4
2

HOMEWORK

1
1. Marcus has 2 4 pan of cake. He decided to cut it into twelfths. How many slices

will he get?

2
2. Father bought a length of rope measuring 12 3 𝑚 long. He cuts it into pieces that
4
are 3 5 𝑚 long. How many pieces will he get?

3. Write a word problem base on the division sentence below.

4 1
3 ÷1
9 3
REVIEW

TOPIC: DIVIDING MIXED NUMBERS

Answer all questions.

1. Which of the following is a proper fraction?

7 1 1 11
(a) (b) 3 2 (c) 30 (d)
15 4
167
 2
2. Write the reciprocal of 20 ______________________

3. Use the diagram below to complete the division number sentence.

1
_______ ÷ 5 = _______________

4. Anya bought 6 large pizzas. She cut each into twelfths. How many slices of
pizzas did she get? Draw to show your answer.
2
5. Simplify 6 ÷ 9

14
6. 7 ÷ 21 =

14 1 2 3
(a) (b) 10 (c) 21 (d) 14
3 2

168
 1
7. The diagram below shows 4 divided by sixteenths. How many sixteenths are
1
there in 4 ?

2
8. Juliet had 3 of a pan of cheese cake in the refrigerator. She cut it into 5 equal

slices and took it for her friends at school. What fraction of cheese cake did
each friend get?

3
9. ÷ 9 = 18 True or False
6

Use drawings to prove your answer.

1
10. 3 ÷4=
2
7 1 1
(a) (b) 1 7 (c) 14 (d) 14
8

2 4
11. Jason goes to school for 6 3 hours a day. He spends 1 6 an hour in each class.

How many classes does Jason attend in one day?

169
 2 1
12. Jenneva has 6 4 cups of chocolate chips to make cookies. The recipe requires 2

cups for a single batch for 12 cookies.

(a) How many batches of cookies can Jenneva make?

(b) How many cookies altogether will she make if she uses all the chocolate
chips

TOPIC: MIXED OPERATIONS

Remember:

Steps to solve:

Step 2: if there is of
Step 3: Divide ÷ Then
Step 1: brackets () or exponents 2,3,4
solve any division
Solve all problems in Next solve any
problems (going from
brackets FIRST. numbers that have
left to right).
exponents.

Step 6: Subtract -, Step 4: Multiply ×,

Step 5: Add +, next
Finally solve any Then solve any
solve any addition
subtraction problems multiplication
problems (going from
(going from left to problems (going from
left to right)
right) left to right).

170
Example:

Problem 1 4 2
+ ×
2 10 6

First, we identify which sign we must solve first by

writing.

BODMAS
1 4 2
+ ×
2 10 6 So, we will start with multiplication.

We cancel 4 and 6 with 2.

Then cancel 2 and 10 with 2.
And cross multiply
Then, add
1 2
+ Find the LCM of the denominators to make them
2 15 like because they are unlike

Divide the LCM by the denominators and multiply

the answer by the numerators.
15 + 4 Add the numerators
30

19 Answer
30

Word Problem

Example:
2 1
1. Farmer Brown planted 5 of his farm with bora, 2 of the remainder with ochro and
the rest with pumpkin. What fraction of the farm did he plant with pumpkin?

Solve:

2
Planted with bora =5

171
 2
∴farmland remained =1-5
5 2 3
=5− =5
5

1 3 1 3 3
∴farmland planted with ochro = 2 𝑜𝑓 =2 × = 10
5 5

2 3 4+3 7
∴farmland planted with pumpkin = 1 − (5 + ) = 1 − ( 10 ) = 1 − 10
10
10 7 3
= 10 − =
10 10

ON YOUR OWN
Solve these:

1 1 2 3 2 1
1. − + 2. × +
2 3 5 7 6 5

5 2 9 4 1 2
3. − × 4. + −
6 3 10 5 3 5

Read and answer each question:

3 5
1. Jack spent 4 of an hour biking and 6 of an hour jogging. Afterwards,
1
he swam for 8 of an hour. How long did Jack exercise before he went
swimming?

4
2. To stay healthy, Emily decided to walk for 5 mile every day. She
2 1
walked 5 mile to work and walked 4 mile at lunchtime. How much
further does she need to walk after dinner if she wants to meet her
target distance?

3. Olivia is an athlete. During training this morning, she ran three laps. It
5 1
took her 6 minute to finish the first lap. The second lap took her 12
1
more minutes than the first lap. The third lap took her fewer minutes
10
than the second lap. How many seconds did it take her to finish the
third lap?

4. Kyle is a football player. His bottle was full of water at the beginning
5
of the game. At the end of the first session, he drank 7 of the water
from the bottle. A coach filled up his bottle for him during the second
session. At the end of the second session, he drank some more water

172
 2
and left only 5 of water in the bottle. How much water did he drink
during the game?

5. Emma is a professional cyclist. For the past year, she has been
practicing riding as far as she can in a minute. At the beginning of
5
the year, her record was 6 of a km in one minute. After six months, she
1
improved her record by 15 of a km. After a year, she further improved
1
her record by 12 of a km. What is her best record?

6. A football team was training for four hours. During the first hour, they
5
practiced for 8 of an hour. During the second hour, they practised for
2 3
of an hour. During the last two hours, they first practised for 5 of an
3
1
hour, took a 2
hour break and then practised the rest of the time.
How much time did they spend practicing in total?

HOMEWORK

Solve:

3 1 2 3 2 1
1. − + 2. × +
4 7 3 5 9 5

1 1 9 3 1 1
3. − × 4. + −
4 12 10 5 3 10

Solve these:

2 1
2. Mary gave 3 of her birthday cake to her friends, 3 of the remainder to
her neighbours and kept the rest for her family. What fraction of cake
did she keep for her family?

3
3. An athlete training for a sports meeting jogged 5 km on Monday and
3
on Tuesday. How many more km did he jog on Tuesday than on
4
Wednesday?

173
TOPIC: READ AND WRITE FRACTIONS AND DECIMALS

FACTS/TIPS:

When reading or writing fractions:

 Use cardinal numbers (like 1,2,3,4…) to read the numerator of the fraction, and
ordinal numbers (like a third, fourth, fifth….) to read the denominator of the
fraction.
 Hyphenate all written-out fractions, except for terms like a half, a third, a fourth,
etc.
When reading or writing decimals:

 Use whole numbers to represent the number(s) to the left of the decimal point.
 Use fractional numbers to represent the number(s) to the right of the decimal
point.
Practice example 1

Reading and writing fractions

Reading and writing decimals

174
On your own

Complete the table below

Decimal Fractional Number Correct Names

Number
4.90
Five and three-tenths.
𝟕
𝟏𝟎
2.38
Twenty and a half.
𝟐𝟓
𝟏𝟎𝟎
18.6
Sixty-six and nine-tenths.

175
HOMEWORK

2. Write the fractional number for each of the above.

176
TOPIC: PATTERNS AND SEQUENCE OF FRACTIONS AND DECIMALS

FACTS/TIPS:

 A number pattern is an ordered sequence in a series of numbers.

 Patterns generally establish a common relationship between all the numbers.
 Like whole numbers, fractional and decimal numbers can form patterns.
 All patterns have rules.

Practice example 1

 The patterns above are formed by adding or subtracting whole numbers.

 Observe carefully the operation that turns the first number into the second, the
second into the third, the third into the fourth, and so on.

177
Practice example 2

On your own

178
HOMEWORK

2. Create four patterns of your own and write the rules used to create each.

(i)

(ii)

(iii)

(iv)

TOPIC: CONVERT FRACTIONS TO DECIMAL (VICE VERSA)

FACTS/TIPS:

 A decimal is just another way of expressing a part of a whole.

 In other words, a decimal is also considered a fraction.

179
Practice example 1

Practice example 2

Convert fraction to decimal Convert decimal to fraction

180
On your own

Complete the table below

Fraction Decimal
1/4
0.1
0.4
3/4
1/5
0.3
9/10
0.25

HOMEWORK

181
PLACE VALUE – DECIMAL NUMBERS

REMEMBER: Place value is the value of each digit in a number. For example, the 5 in
350 represents 5 tens, or 50; however, the 5 in 5,006 represents 5 thousand, or 5,000.

How to Identify the Place Value of Decimals

With decimals, this idea behind the place value of whole numbers is extended. First, a
decimal point is placed to the right of the Ones place, in a whole number. Then more
numbers are appended to the right of the decimal point.
The following table shows how the whole number 4,672 breaks down in terms of place
value.
182
 Breaking Down 4,672 in Terms of Place Value

Thousands Hundreds Tens Ones

4 6 7 2

This number means 4,000 + 600 + 70 + 2.

Similarly, the decimal 4,672.389 breaks down as shown:

Breaking Down the Decimal 4,672.389

Thousands Hundreds Tens Ones Decimal Tenths Hundredths Thousandths

Point

4 6 7 2 . 3 8 9
This decimal means:

The connection between fractions and decimals becomes obvious when you look at
place value. Decimals really are a shortened notation for fractions. You can represent
any fraction as a decimal.

Decimal Place Value

A decimal number consists of a whole number and a fractional part, separated by
a decimal point.

We can use a decimal place value chart to find the place values of the digits in a
decimal number.

A decimal place value chart helps to find the place value of the digits in a decimal
number.

Example:
 Write the place value of the digits 2 and 4 in the number 326.471

183
First, write the number in a decimal place value chart.

Then, look at the place of the digit and find its place value.
The digit 2 is in the tens place. Therefore, its place value is 2 tens or 20.
The digit 4 is in the tenths place. Therefore, its place value is 4 tenths or 0.4

Example:
 Find the place value of the underlined digits in the number 4532.079

In the number 4532.079:

4 is at the thousands place. So, its place value is 4 thousands or 4000
0 is at the tenths place. So, its place value is 0 tenths or 0
9 is at the thousandths place. So, its place value is 9 thousandths or 0.009

Fun Facts
The actual value of a digit is called its face value. Unlike the place value of a
digit, which depends upon its position in a number, the face value remains
the same, irrespective of its position.

ON YOUR OWN
Read and answer the following questions:

1. In the number 78.9, which digit (number) is in the tenths place?

Answer:……………………………
2. In the number 78.9, which digit (number) is in the ones place?

Answer:……………………………
3. In the number 78.9, which digit (number) is in the tens place?

Answer:……………………………
4. In the number 6174.903, which digit is in the thousands place?

184
 Answer:……………………………
5. In the number 6174.903, which digit is in the thousandths place?

Answer:……………………………
6. In the number 6174.903, which digit is in the hundredths place?

Answer:……………………………
7. In the number 6174.903, which digit is in the tenths place?

Answer:……………………………
8. In the number 6174.903, which digit is in the ones place?

Answer:……………………………
9. In the number 6174.903, which digit is in the tens place?

Answer:……………………………
10. In the number 6174.903, which digit is in the hundreds place?

Answer:……………………………

HOMEWORK
Change the following numbers from word form into decimal numbers

1. Twenty-nine ………………

2. Eighty-one hundredths ………………

3. Nine thousand thirty-four and seven-tenths ………………

4. One and four thousandths ………………

5. One hundred and sixty-two thousandths ………………

6. Forty-five hundredths ………………

7. Four thousand three hundred twenty-one ten-thousandths

………………

8. One hundred twenty and five-tenths ………………

185
 9. Seventeen thousandths ………………

10. One and seven-tenths ………………

DECIMALS IN EXPANDED FORM

Expanded form means writing a number out as a sum of all its digits in their place
values.

The expanded notation for decimals is writing out the decimal as a sum of each of the
digits’ place values.

Method 1:

For 1.582, this would mean adding the digit in the Ones place to the digit in the tenths
place, to the digit in the hundredths place, to the digit in the thousandths place.

For example:

1.582 = 1 + 0.5 + 0.08 + 0.002

If that seems tricky, there's a quick trick you can use to make sure your digits have the
right number of 0's in front of them.

 First, write down the number. Let's just use 1.582 again.
1.582
 Next, move each digit straight down to its own line. Bring down the decimal
point in each line, too.1.5.8.2
 Fill in the bottom corner (or the corner directly beneath the decimal point) with
zeros.1, 0.5, 0.08, 0.002
 Finally, put +'s at the beginning of each line except the first.1.+0.5+0.08+0.002
Writing this on a single line is your expanded notation.
1 + 0.5 + 0.08 + 0.002

186
 ONES DECIMAL TENTHS HUNDREDTHS THOUSANDTHS
POINT
1 . 5 8 2

1 .
0 . 5
0 . 0 8
0 . 0 0 2
Method 2:
Example 1
Write 4.89 in expanded notation.

 Since the 4 is in the ones place, 4 would equal 4×1.

 Then, we add (4×1) to the tenth place, which is 8×0.1.

 Next, we add (4×1) + (8×0.1) to the hundredth place, which is 9×0.01.

 Lastly, we add all these together to get the expanded notation: (4×1) + (8×0.1) +

(9×0.01) This is the expanded notation for 4.89.

4.89 = (4×1) + (8×0.1) + (9×0.01)

187
ON YOUR OWN
Write the Numbers in Expanded Form.

1 ) 51.72 =…………………………………………………………………..

2 ) 22.32 =…………………………………………………………………..

3 ) 59.78 =…………………………………………………………………..

4 ) 93.37 =…………………………………………………………………..

5 ) 16.72 =…………………………………………………………………..

6 ) 44.29 =…………………………………………………………………..

7 ) 62.14 =…………………………………………………………………..

8 ) 35.69 =…………………………………………………………………..

9 ) 38.43 =…………………………………………………………………..

10 ) 79.98 =…………………………………………………………………..

188
HOMEWORK

Write each number in standard form.

1. ..............=2 × 1 + 8 × 0.1 + 9 × 0.01 + 1 × 0.001

2. .............=9 × 0.01

3. .............=6 × 1 + 2 × 0.1 + 4 × 0.01

4. .............=7 × 0.1

5. .............=5 × 0.1 + 2 × 0.01

6. .............=2 × 100 + 4 × 10 + 1 × 1 + 3 × 0.1

7. .............=4 × 0.1 + 6 × 0.01

8. .............=3 × 0.1 + 5 × 0.01

9. .............= 6 × 10 + 2 × 1 + 5 × 0.1

10. .............=6 × 0.01 + 5 × 0.001

189
 Comparing Decimals

When comparing decimals, start in the tenths place. The decimal with the biggest
value there is greater. If they are the same, move to the hundredths place and
compare these values. If the values are still the same keep moving to the right until
you find one that is greater or until you find that they are equal. If one number has
more digits than the other, add zeros to the right so both decimals have the same
number of digits.

Example:

We only need to go as far as the tenths place to find that

0.34 > 0.21
0.34 is greater than 0.21

The tenths are the same so we need to compare the

0.67 < 0.68
hundredths.

This can trick people on a first quick look. We just need to

0.7 > 0.59
look at the tenths to see that 0.7 is greater than 0.59

If we add a zero to the right of the 0.3 we can more easily

0.3 < 0.34
compare the hundredths and see that 0.3 is less than 0.34

Here the tenths and the hundredths values are the same.
0.562 > 0.561
We need to compare the thousandths.

Another way:

Ask yourself: out of a 10 or 100 or 1000, which is bigger?

Examples:

0.2 ______ 0.5

Ask yourself: Which is more: 2 out of 10 or 5 out of 10?

Answer: 0.2 < 0.5

0.65 _____ 0.56

190
Ask yourself: Which is more: 65 out of 100 or 56 out of 100?

Answer: 0.65 > 0.56

1.020 _____ 1.120

Ask yourself: Which is more: 20 out of 1000 or 120 out of 1000?

Answer: 1.020 < 1.120

Use > , < , = to compare the decimal numbers.

a. 0.33 ___ 0.43 b. 0.10 ____ 0.83 c. 0.25 ____ 0.21 d. 0.1 ___
0.5 e. 0.2 ____ 0.5 f. 0.9 ____ 0.3 g. 3.3 ___ 2.3
h. 6.4 ____ 8.6 i. 7.8 ____ 9.7 j. 1.21 ___ 5.10 k. 7.88 ____
7.88 l. 5.01 ____ 2.10 m. 5.91 ___ 5.19 n. $4.00 ____ $7.76
o. $10.47 ___ $10.91

HOMEWORK

Compare the numbers. Use: > or < or =

92.8 _____ 79.7 8.52 ______ 1.54
5.55_____ 0.7 0.8 _____ 0.04
25.6 ______ 7.5 43.7_____ 57.6
9.02_____ 0.3 8.58 ______7.00
0.2 ______ 0.6 7.19______1.67

Ordering Decimals

Ordering decimals is very much like comparing decimals except there are more than
two numbers. Generally, students determine the least or greatest decimal to start,
cross it off the list then repeat the process to find the next lowest/greatest until they get
to the last number. Checking the list at the end is always a good idea.

Example 3: Five swimmers are entered into a competition. Four of the swimmers have
had their turns. Their scores are 9.8 s, 9.75 s, 9.79 s, and 9.81 s. What score must the last
swimmer get to win the competition?

Analysis: We must order these decimals from least to greatest. Then we must determine
how the least compares with the winning score.

191
Step 1:

9 .8 0
9 .7 5
9 .7 9
9 .8 1

Step 2: The least decimal is 9.75. Now we must determine how 9.75 compares with the
winning score.

Answer: The last swimmer must get a score of less than 9.75 s to win.

ON YOUR OWN
1. (a) Write the following numbers in order of size. Start with the smallest
number.

0.42 0.4 0.415 0.48 0.469

........................................................................................................

(b) Write the following numbers in order of size. Start with the smallest number.

0.08 0.25 0.8 0.2 0.68

........................................................................................................

2. Write these numbers in order of size. Start with the smallest number.

0.507 0.75 0.5 0.078

........................................................................................................

3. Write these decimals in order, largest first.

0.7 0.609 0.62

........................................................................................................

192
 4. Five boys take part in a long jump competition. The distances jumped
were:
4.31m 4.08m 4.1m 4.093m 4.51m

(a) Write the number for the distance of the longest jump ...................

(b) Put the jumps in order, starting with the shortest. ………..

HOMEWORK
Write the numbers from smallest to largest.

1. 9.34 83.9 21.4 0.96

………………………………………………………………………………..

2. 8.11 34.1 1.29 3.16

………………………………………………………………………………..

3. 5.94 8.65 7.7 6.23

………………………………………………………………………………..

4. 9.58 29.6 6.70 94.1

………………………………………………………………………………..

5. 58.1 2.74 35.4 0.65

………………………………………………………………………………..

6. 7.30 0.28 0.01 3.63

………………………………………………………………………………..

7. 1.43 0.54 4.57 0.05

………………………………………………………………………………..

193
 8. 4.32 1.7 2.16 2.28

………………………………………………………………………………..

9. 7.93 5.94 0.932 8.7

………………………………………………………………………………..

Solve:
1. Five swimmers entered into a competition. Four of the swimmers have had
their turns. Their scores are 7.6 s, 7.75 s, 7.79 s, and 7.1 s. What score must
the last swimmer get in order to win the competition?

TOPIC: ROUNDING DECIMALS TO THE NEAREST WHOLE

FACTS/TISP:

Round decimals to the nearest whole number

Look at the tenths digit (the first digit after the decimal point).

 if it is less than 5, then round the number down by removing the decimal part of
the number;
 if it is 5, or more then round the number up by adding one to the ones digit and
removing the decimal part of the number.

Practice example 1

Round decimals to the nearest whole number

194
6.2 rounds down to 6 because the tenths digit is 2.

6.7 rounds up to 7 because the tenths digit is 7.

Similarly:

3.8 rounds up to 4 because the tenths digit is an 8.

6.29 rounds down to 6 because the tenths digit is a 2.

12.527 rounds up to 13 because the tenths digit is a 5.

On your own

195
HOMEWORK

Round these numbers to the nearest whole numbers.

TOPIC: ROUNDING DECIMALS TO THE NEAREST TENTHS OR ONE DECIMAL PLACE

FACTS/TIPS:

Round decimals to the nearest tenth.

Look at the hundredths digit (the digit after the tenths digit).

 If it is less than 5, then round the number down by removing the decimal part of
the number after tenths digit.
 If it is 5 or more, then round the number up by adding one on to the tenths digit
and removing the rest of the decimal part of the number.

196
Practice example 1

Round decimals to the nearest tenth or one decimal place

4.76 round up to 4.8 because the hundredths digit is 6.

Similarly:

1.76 rounds up to 1.8 because the hundredths digit is a 6.

8.746 rounds down to 8.7 because the hundredths digit is a 4.

14.252 rounds up to 14.3 because the hundredths digit is a 5.

On your own

197
HOMEWORK

TOPIC: ROUNDING DECIMALS TO THE NEAREST HUNDREDTHS OR TWO DECIMAL PLACES

FACTS/TIPS:

Round decimals to the nearest hundredth

Look at the 3rd decimal digit (the digit after the hundredths digit).

 if it is less than 5, then round the number down by removing the decimal part of
the number after the 2nd decimal place;
 if it is 5 or more then round the number up by adding one to the hundredths digit
and removing the rest of the decimal part of the number after this.

Practice Example 1

Round decimals to the nearest hundredth or two decimal places.

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4.859 rounds up to 4.86 because the third decimal digit is 9.

Similarly:

3.729 rounds up to 3.73 because the 3rd decimal digit is a 9.

18.1827 rounds down to 18.18 because the 3rd decimal digit is a 2.

27.625 rounds up to 27.63 because the 3rd decimal digit is a 5.

On your own

199
HOMEWORK

TOPIC: ADDING AND SUBTRACTING DECIMALS

FACTS/TIPS
Adding decimals is easy when you keep your work neat.
To add decimals, follow these steps:

 Write down the numbers, one under the other, with the decimal points lined up.
 Put in zeros , so the numbers have the same length.
 Then add, using column addition, remembering to put the decimal point in the
answer.
 Example: Add 1.452 to 1.3

Line up the decimal points: 1.452

+ 1.3

"Pad" with zeros: 1.452

+ 1.300

Add: 1.452
+ 1.300
2.752

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Example: Add 3.25, 0.075 and 5

Line up the decimal points: 3.25

0.075
+ 5.

"Pad" with zeros: 3.250

0.075
+ 5.000

Add: 3.250
0.075
+ 5.000
8.325

That's all there is to it: line up the decimal points, pad with zeros, then add normally.

Subtracting Decimals
To subtract, follow the same method: line up the decimal points, then subtract.

Example: What is 7.368 − 1.15?

Line up the decimal points: 7.368

− 1.15

"Pad" with zeros: 7.368

− 1.150

Subtract: 7.368
− 1.150
6.218

To check, we can add the answer to the number subtracted:

Example: Check that 7.368 minus 1.15 equals 6.218

Let us try adding 6.218 to 1.15

Line up the decimal points: 6.218
+ 1.15

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"Pad" with zeros: 6.218
+ 1.150

Add: 6.218
+ 1.150
7.368
It matches the number we started with, so it checks out.

Putting In Zeros

Why can we put in extra zeros?

 A zero is really saying "there is no value at this decimal place".

 In a number like 10, the zero is saying "no ones"
 In a number like 2.50 the zero is saying "no hundredths"
 So it is safe to take a number like 2.5 and make it 2.50 or 2.500 etc.
 But DON'T take 2.5 and make it 20.5, that will be incorrect.

Solve these problems:

ON YOUR OWN

Practice the questions given in the worksheet on word problems on addition

and subtraction of decimals. Read the questions carefully to add or
subtract the decimals as required.
1. Tania bought a book for $152.75, a pen for $45.25 and a chocolate
for $28.75. What amount did she spend?

2. Nancy bought biscuits for $51.25. She gave a $100 note to the
shopkeeper. What would be her change?

3. Mary had $3005.80 in her bank account. She deposited $2500.25

more and then withdrew $317.50 from her account. What is her new
balance in her account?

202
 4. Mike wants to buy a Physics book costing $6000. He has $4750.25 only
in his wallet. How much more does he need to purchase the book?

5. The difference of two decimals is 68.09. The smaller one is 353.48. Find
the other number.

6. The sum of three decimals is 938.629. Two of them are 456.54 and
392.69. Find the third number.

7. Jaclyn weighs 27.14 kg, Mary weighs 31.37 kg and Jenny weighs
28.38 kg. What is their total weight?

8. Kate travelled 320.25 km and Maya travelled 236.38 km. Who

travelled more and by what distance?

9. Sam bought a shirt for $205.75, a pant for $225.25 and a coat for
$1225.20. What was the total cost of all three items?

10. The sum of two decimals is 138.28. One of them is $68.42.

Find the other one.

HOMEWORK
Read and solve the problems.

1. Brenda and Jenna saved up $81.75 and $45.25 respectively to buy a gift
for Mother’s Day. How much money have the sisters set aside for the gift?

2. Miley buys an assorted box of chocolates that contains 18.61 mg of dark

chocolate and 37.23 mg of milk chocolate. What is the weight of the
chocolates in total?

3. Ray and his friends visited a farm on Sunday. They picked 12.34 kg of
golden apples and 9.56 kg of cherries. How many kg of fruits did they
pick?

4. Susan placed an order for a chain set priced at $79.99 and a watch for
$54.49. How much does Susan have to pay in total once she receives the
items?

5. Leon ran a distance of 3.57 km on Saturday as a part of his morning

workout. On Sunday, he ran 4.98 km. How many km in all did Leon run
over the weekend?

203
 6. A suit case weighs 0.74 kg when empty and 1.728 kg when filled with
clothing. How much does the clothing weigh?

7. A cyclist has travelled 145.8 km in the first stage of a race, 136.65 km in the
second stage and 162.62 km in the third. How many kilometers must the
cyclist still complete if the entire race is 1000 km in length?

TOPIC: Money

Solve these Problems

One book cost $24. Find the cost of four books.

If 10 mangoes cost $200, what is the cost of 5 mangoes?

Mary had $1500 and bought 2 books for $525 each. How much change was left?

TOPIC: CURRENCY CONVERSION

FACTS/TIPS:

 Currency (money) is a medium of exchange for goods and services.

 The currency of one country can be converted to its equivalent of currency in
another country by using the exchange rate.
Practice example 1

Exchange rates

$1 US $ 200 Guyana

$1 TT $ 30 Guyana

$1 Canada $ 160 Guyana

204
 $1 Barbados $ 100 Guyana

1 Pound Sterling $ 290 Guyana

1. How much Guyana dollars would you get in exchange for US$ 5?

$1 US = G$ 200

5 X 200 = G$ 1000

US$5 = G$1000

2. How much TT $ would you get in exchange for G$6000?

$1 TT = G$ 30
6000 divided by 30 = 200
G$ 6000 = $ TT 200

3 G$500 US$ 2.50 4 G$1200 Ba$ 12

5 G$ 8000 Ca$ 50 6 G$1450 £5
On your own

205
Homework

Find the equivalent amount using the exchange rates given above.

Local Currency Foreign Currency

$ 7000 US _____

$ 2250 TT _____

$ 7250 £ ______

$ 9200 Bds_____

$ 2400 Ca_____

TOPIC: PERCENTAGE

FACTS/ TIPS

1. “Percent” means “per hundred”. The percentage is a calculation of a quantity

relative to one hundred. As such, we say a percentage is always out of 100.
2. The symbol for percentage is %.
100
3. To change a fraction to a percentage, we multiply that fraction by .
1

206
FACTS/ TIPS

To calculate the percentage of an amount we write the percentage as a fraction

over 1, then put the amount over 1 and solve.

207
PRACTICE EXAMPLES

a. Convert the following fraction to a percentage.

2 2 100
= __ % x = 40 %
5 5 1

100
¾ = __ % ¾x = 75 %
1
b. To change a percentage to a fraction:
We place the percentage over 100, then reduce the fraction to its lowest terms.
20 1
20 % = 100 = 5
15 3
15 % =100 = 20

c. Find 30% 0f 40 metres.

Word problems

d. At a bake sale, 5 out of 25 cakes were rainbow chips. What percentage is this?

5
A fraction of rainbow chip cakes: 25

5 100
Percentage of rainbow chip cakes = x = 20 %
25 1

Answer: 20 % of the cakes were rainbow chips.

e. In a class of 30 pupils, 10% joined the football club. How many pupils joined the

club?

208
 Total number of pupils = 30

No. joined the club = 10 % of 30

10 30
x =3
100 1

Answer: three pupils joined the football club.

ON YOUR OWN

1. Change the following fractions to percentage.

3 11
= =
5 15

9 18
= =
10 20

2. Change the following

percentages to fractions.

Percentage Fraction
a. 18 %

b. 45 %

c. 36%

d. 28%

e. 80%

209
ON YOUR OWN

Word Problems
3. In a choir of 28 students, 25 % wore gowns to church. How many students wore
gowns?

4. In a box of 70 cookies, 10 % were broken.

a. How many cookies were broken?
b. How many cookies remained whole?

5. In a class of 48 pupils, 25 % of the pupils got full marks on a spelling test. How many
pupils received full marks?

6. In our school, 19 out of 25 teachers drove to school.

a. What percentage of teachers drove to school?
b. What percentage of teachers took other forms of transportation?

7. Mr. Lee has 60 bikes at his cycle shop. There are 35 blue bikes and the rest are red.
a. What percentage are blue bikes?
b. What percentage are red bikes?

8. Mother had a box of 90 eggs. 10 % of them were bad.

a. How many eggs were bad?
b. How many eggs were good?

9. My teacher gave us 80 math problems to solve. I got 90 % of them correct. How

many problems did I get wrong?

10. In Grade 6 Pakaraima, there are 40 pupils. 60 % of them are girls. How many pupils
are boys?

210
11. The maximum marks in a Spelling test were 50. Joshua scored 35 marks. What
percentage did he score?

12. In a flock of 20 sheep, 17 had black wool and the remainder had white wool.
a. What percentage of the sheep had black wool?

b. What percentage of the sheep had white wool?

c. How many more sheep had black wool than white wool?

13. Mother baked a cake and cut it into 8 pieces. She shared 5 pieces to her
neighbours.
a. What percentage of the cake was shared?
b. What percentage of the cake remained?

14. Hayden bought 80 marbles. 25 % of them were red, 50 % were blue and the
remainder green.
a. How many marbles were red?
b. How many marbles were blue?
c. What percentage of the marbles were green?

15. In a class of 40 pupils, 30 % liked football, 40% liked cricket, and the remainder liked
volleyball. How many pupils liked volleyball?

HOMEWORK

1. Complete the following table.

Fraction Percentage

2/5

68%

35%

15/18

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 98%

21/30

56%

2. At a school there are 800 pupils. 35% are members of the schools’ thrift co-op
society.
a. How many pupils are members of the co-op society?
b. How many pupils are not members of the co-op society?

3. Sherry collected $200 for her allowance. She spent 45 % of it on stationery, 25 % on

snacks and saved the rest.
a. How much money did she spend on stationery?
b. How much money did she save?

4. The school bus can carry 120 pupils. On one trip 15% of the pupils were absent. How
many pupils were present?

5. 50 persons were on a bus. 24 persons had window seats. What percentage of

persons had window seats?

6. In a bag of 250 sweets, 25 % were chocolate, 35 % were vanilla and the rest were
strawberry.
a. How many were chocolate?
b. What percentage was strawberry?
c. How many sweets were strawberry flavoured?

TOPIC: PERCENTAGE: CALCULATING PERCENTAGE

FACTS/ TIPS

1. Percent increase is the amount of increase from the initial number to the final
number in terms of 100 parts of the original number.
2. Percentage decrease is the decrease from an initial amount to a final amount
expressed as a percentage.
3. To calculate percentage increase or decrease, follow the formula below.

212
PRACTICE EXAMPLES

1. Increase 120 by 20%

20 120
Step 1: x = 24
100 1

Step 2: 120 + 24 = 144

2. Decrease 240 by 25 %.
25 240
Step 1 : x = 60
100 1

Step 2 : 240 - 60 = 180

3. A bicycle was sold for $5000, then the price was then increased by 10 %. What is
the final price of the bicycle?
10 $5000
Step 1 : find the % increase 100 x = $500
1

Step 2: add the amount found: $5000 + $500 = $5500

Answer: the final price of the bicycle is $5500

213
 4. A hat was sold for $1000 during the weekend but increased in price to $1500
during the week. What is the percentage increase in the price of the hat?
% increase = new price – initial price X 100 =
Initial value 1
% increase = ($1500 - $1000) x 100 =
$ 1000 1
500 100
% increase = 1000 x = 50 %
1

Answer = 50 %
HINT: For percentage decrease, follow the formula and work in the same way.
ON YOUR OWN
1. Complete the following:
a. Decrease 120 by 50 %
b. Increase 1500 by 20 %
c. Decrease $450 by 25%
d. Increase 250 by 45%
e. Increase $1400 by 35%
f. Decrease $3500 by 60 %

214
Worded Problems

1. During the Christmas vacation, a toy racer sold for $2000 was increased to
$2500. What was the percentage increase?

2. At a sale, the price of a cellular phone was $27 500. It was decreased to
$25 000 due to slow sales. What was the percentage decrease?

3. A microwave was sold for $19 000 during a Black Friday sale. The original
price was $24 000. What was the percentage decrease for this item?

4. A pair of Clarks’ Shoes was sold for $22 000 during a Christmas Eve Sale.
The original price was $ 35 000.
a. Was there an increase or decrease in the price of the shoes?
b. What was the percentage increase or decrease?

5. A hardware store is having a 20% discount on all items. Calculate the

price of the following items at the sale. Their original price is given below:
a. Electric Drill: $15 000
b. Electric Saw: $45 000
HOMEWORK

a. Decrease 240 by 40 %
b. Increase 3500 by 15%
c. Decrease $4250 by 45%
d. Increase 325 by 45%
e. Increase $1900 by 38%
f. Decrease $5300 by 65

215
TOPIC: PROFIT AND LOSS

FACTS/ TIPS

1. A discount is an amount that is deducted from the price of an item.

Discounts may be offered in percentage amounts eg. 10%, 15%, 20%.

2. We can calculate the amount which is equivalent to the discount, the

cost price and the selling price of the item by using our knowledge of
finding percentages.
PRACTICE EXAMPLES

1. Complete the following

Cost price Discount Amount of discount Selling Price
$1000 10%
Step 1: find the amount of the discount offered

10 1000
x = $100
100 1

Step 2: subtract the discount from the cost price to find the selling price.
$1000 – $100 = $900
The selling price is $ 900.
ON YOUR OWN
1. Complete the following:
Cost Price % discount Amount of discount Selling price
$550 5%
$4250 30%
$3500 20%
$24 000 25%

Solve these problems

1.A skate board costing $12000 was sold with a discount of 15 % .

a. How much was the discount?

b. What is the selling price of the skate board?

216
2.At a sale, the price of a cellular phone was $22 500. It was eligible for a 25%
discount.
a. How much is the discount?
b. What is the selling price of the phone?

REVIEW

1. Change the following fractions to percentage.

4 12
a. c.
5 15
7 15
b. d.
10 20

2. Change the following percentages to fraction.

a. 15% b. 74% c. 85%

3. In a box of 150 cookies, 10 % were chocolate chip.

c. How many cookies were chocolate chip?
d. How many cookies were not chocolate chips?

4. In a Social Studies test, Jenna scored 55 marks out of 60.

a. What percentage of the questions did she get correct?
b. What percentage did she get incorrect?

5. Bill bought 5 jerseys for $6000. What is the cost of one jersey if he had a
20% discount?

6. A farmer planted 2/5 of his farm in peanuts, 40% in pineapples and the
remaining 60km in oranges.
a. What percentage of the farm is planted with peanuts?
b. How much of the farm in km, is planted with pineapples?
c. What is the total size of the farm in km?

217
7. A chain was bought for $30 and then sold for $33. What is the percentage
increase for the item?

8. A bicycle tyre sells for $5620. A discount of 10% is offered. What is the
selling price of the tyre?

9. Tomatoes were bought for $150 per kg and sold for $120 per kg. What is
the percentage decrease?

10. I bought my computer for $134 000. If I am to sell it to make a profit of

15%, what must the selling price be?

11. A storybook has 200 pages. I have finished reading 150 pages.
a. What percentage is completed?
b. What percentage of the book is yet to be read?

12. Aden and Brian were given $500 to divide between them. If Brain is to
receive 40% of the money, how much money did he get?

13. If 20% of a sum of money is $400, then what is the sum of money?

14. If 40 % of a bag of flour is 800 g, what is the total weight of the bag of flour
when filled?
15. T-shirts are being sold for $400 each. If ten or more are ordered, the cost is
reduced to $350. What percentage is saved by ordering 10 shirts at a
reduced rate?

218
TOPIC: MEASUREMENT --- LENGTH
FACTS/TIPS: Think of length as the distance between one end and the other end
of something. It tells us how long or short an object/thing is.

Units of measurement

When measuring length, it is important to choose a suitable unit of

measurement.

Here are a few units of measurement that we will be using in this lesson.

The units of measurement above appear from smallest to largest.

Can you think of some objects that we can measure using the different units of
measurement?

Practice example

219
Note: We can use more than one unit of measurement to measure the length of
an object. To measure your pencil, we can use cm or mm. It depends on the
size of your pencil.

On your Own

Circle the correct unit of measurement that can be used to measure the length
of each object below.

Insert the correct unit of measurement (mm, cm, m, km) that can be used to
measure the following:

(a) The length of your finger. _______________

(b) The length of a pencil. _______________
(c) The length of a watermelon seed. _________
(d) The length of a minibus. ______________
(e) The distance between Guyana and Brazil. _________

220
 (f) The length of the Takutu bridge. _________
(g) The height of your mother. ____________

Home Work
Name or draw five (5) things you would measure in mm, cm, m and km.

TOPIC: MEASUREMENT

FACTS/TIPS: To measure the length of an objects, we normally use rulers or tape

measures.

Did you know that when we need a unit of length that is smaller than a
centimetre, we use millimetres?

There are 10 millimetres in 1 centimetres

10 mm= 1cm

Practice example 1

Look at the ruler below. Can you see it?

221
Using rulers for measuring length.

When we measure with rulers, we are measuring the (mm or cm) spaces
between the numbers. The numbers count the spaces.

Practice example 2

How many cm long is each row?

Remember: When using a ruler to measure the length of an object, we measure

from zero (0) and not from the start of the ruler.

The length of the pen is 6cm

On your Own

Write the length of each piece of string in millimetres.

222
Use a ruler to draw the following lines.

(a) 6 cm
(b) 12 cm
(c) 9cm
(d) 10cm
Measure the length of the lines below using a ruler, write each length in
centimetres.

Answer these questions based on the lines above.

(a) How much longer is line b than line a? _________________

(b) What would be the length of line c if it was 7cm longer?____
(c) Which is the shortest line? ____________
(d) Write the lengths of the lines in descending order.
____________________________________________________
Home Work

1. Record the lengths shown on this ruler in each box.

223
TOPIC: CONVERTING LENGTHS

FACTS/TIPS: We use different units of measurement in our everyday lives. These

units can be converted from one unit to another.

Converting a larger unit of measurement to a smaller unit

Changing centimetres to millimetres

There are 10 millimetres in 1 centimetre

1 cm = 10 mm

Practice example 1

The line below measures 5 cm.

When we count the spaces between 0-1 we get 10mm.

Now count the spaces between 0-5.

Did you get 50 mm?

So, we can say 5cm = 50 mm

Instead of us counting spaces on a ruler, we can multiply.

Practice example 2

How many mm is there in 8 cm?

We know that 1 cm = 10 mm

224
Therefore, 8 cm = 8 ×10 = 80 mm

To change cm to mm, we multiply by 10.

Converting metres to centimetres

There are 100 centimetres in a metre.

100 cm = 1m

Practice example 3

How many centimetres are there in 6 metres?

1m = 100 cm

Therefore, 6 m = 6 × 100

= 600 cm

To change m to cm, we multiply by 100.

Changing kilometres to metres

1 000 metres = 1 kilometres

Practice example 4

How many metres are there in 25 km?

1 km = 1000 m

Therefore, 25 km = 25 × 1 000

= 25 000 m

To change km to m, we multiply by 1 000

225
On your Own

Convert these metres to centimetres.

(a) 3 m = ______ cm (c) 14 m = _______ cm

(b) 9 m = _______ cm (d) 21 m = _______ cm

Work out the missing lengths that make up each metre.

HOMEWORK

How many millimetres are there in:

(a) 7 cm = ___________ mm (c) 15 cm = _____ mm

(b) 10 cm = __________mm (d) 100 cm = ____ mm

Converting a smaller unit of measurement to a larger unit

Converting millimetres to centimetres

To change millimetres to centimetres, we divide by 10

226
Practice example 1

100 mm = _____ cm
We know that 10 mm = 1 cm
Therefore, 100 ÷ 10 = 10 cm
Changing centimetres to metres

To change centimetres to metres, we divide by 100.

Practice example 2

How many metres are there in 400 cm?

Since 100 cm = 1 m

Then, 400 cm ÷ 100 = 4 m

Changing metres to kilometres

To change metres to kilometres, we divide by 1 000.

Practice example 3

8 000 m = ____ km
Since 1 000 m = 1 km
Then, 8 000 m ÷ 1 000 = 8 km
On your Own

Convert the following measurements below.

(a) 40 mm = ______cm (e) 110 mm = ________ cm

(b) 500 cm = ________ m (f) 1200 cm = ________ m

(c) 4 000 m = _________ km (g) 16 000 m = _________ km

227
Write the lengths shown on the ruler below in two different ways.

(a) ___________ mm ______________ cm

(b) ___________ mm _______________ cm
(c) ___________ mm _______________ cm
(d) ___________ mm _______________ cm

HOMEWORK

1. Convert the following units

(a) 6 km = ____________ m (e) 45 km = _________ m
(b) 2 7 m = ___________cm (f) 8 m = ________ cm
(c) 9 cm = ____________ mm (g) 16 cm = _________ mm

2. The length of a wooden bridge is 35 000 m, write this in km.

3. The distance between two villages is 15 km. How many metres away is the
two villages away from each other?

4. Convert 14 cm 5 mm to centimetres
REVIEW

Answer all questions.

1. mm is to millmetres as cm is to _______________

228
 2. Miley found an earthworm in her garden. Which unit of measurement
should she use if she wants to measure its length?
(a) Km (b) m (c) cm (d) dm

3. Which unit of measurement will be used to measure the depth of the

swimming pool?

On Monday Randy walked 300 cm, on Tuesday he walked 2m, on Wednesday

3m and on Thursday 500 cm.

4. On which day did Randy walk the longest distance?

(a) Monday (c) Tuesday
(b) Wednesday (d) Thursday

5. Arrange the distances Randy walked in ascending order.

_________________________________________________________

6. 13 m = ________ cm

(a) 13 cm (b) 130cm

(b) 1 300 cm (d)13 000 cm

7. How much more should be added to 745 m to make 1km?

229
 8. To convert kilometres to metres we
(a) × 100 (c) × 1 000
(b) ÷ 100 (d) ÷ 1 000
9. Use >, < or = to compare each amount.

10. Write True or False

(a) 75 mm = 7.5 cm _________________

(b) 1600 cm = 16 m __________________

(c) 14 km = 14 000 guy ________________

(d) 800m=8 km ______________________

TOPIC: Length- Addition and Subtraction

REMEMBER: Length is how long the distance is.

Add the following (Find the sum or total)
1 cm = 100 m
1 km = 1000 m
Km m
5 455
+ 6 610
______________________
12 065
_____________________
Answer: 12 km 65 m

230
Subtract the following (Find the difference)
m cm
2 3 2 4 + 100 = 124
- 1 56
____________________
1 68
____________________
Answer : 12 km 65 m

Practice Example:

TOPIC: MASS
FACTS/TIPS: Mass is the amount of matter in an object. Mass is commonly
measured by how much something weighs.

231
Mass is measured in kilograms (kg) and grams (g).

1 000 grams makes 1 kilogram.

1000 g = 1 kg

Practice example 1

We can use kg when measuring the mass of objects as heavy as:

A gram is so light that you can barely feel it in your hands. A small paper clip
weighs about 1 gram.

Practice example 2

We can use grams when measuring the mass of objects that are light as:

On your Own

Which units of mass would you use for each item below, Kilogram (kg) or gram
(g)?

232
HOMEWORK

1. Collect labels of packets showing grams and kilograms. Paste them in

your scrapbook.
2. Look at the words below, colour the words that you might use when
measuring and talking about mass.

233
TOPIC: MEASURING & RECORDING MASS
FACTS/TIPS: To measure mass, we use a scale. The scale below can be found in
your homes or shops.

The scale below is mostly used by grocers and market vendors. Next time you
visit the grocer take a look.

Measuring mass using scales and balances.

To measure the mass of an object using a scale. We place the object into the
pan.

Next, we look to see where the hand/arrow is; this will indicate the mass of the
object.

Practice example 1

What is the mass of the watermelon below?

Look at the number where the arrow hand is pointing.

234
The watermelon has a mass of 5 kg.

When using a balance, we must ensure that the mass of both objects is the
same.

Practice example 2

The mass of the object below is 350 g.

On your Own

Write the mass of the object shown on each scale.

235
Write the missing value to make the scales balance.

236
HOMEWORK

1. Make the scale balance by writing in the missing weight.

2. Draw in the hand/arrow on the scales below to show the mass of the
objects.

237
Use the drawings below to answer question 3.

3. Decide whether the combined mass of the items above weighs more or
less than 1 kg and circle your answer.
(a) Corn and banana more or less
(b) Ice cream and an egg more or less
(c) Bananas and ice cream more or less
(d) Eggs and corn more or less
(e) Eggs and banana more or less

TOPIC: CONVERTING UNITS OF MASS

FACT/TIP: To convert kilograms to grams, you multiply by 1 000.

To convert grams to kilograms, you divide by 1 000

Remember: 1kg = 1 000 grams

238
Practice example 1

Changing grams to kilograms

How many kilograms are there in 7 000 g?

1 kg = 1000 g
Therefore, 7 000 g ÷ 1 000 = 7 kg
Practice example 2

18 500 g = ___ kg
We know that 1 kg = 1 000 g
Therefore, 18 500 g ÷ 1 000
= 18.5 kg

Changing kilograms to grams

Practice example 3

How many grams are there in 6 kg?

1 kg = 1 000 g
6 kg = 6 × 1000
= 6 000 g

Practice example 2

1
How many grams are there in 2 𝑘𝑔?

We know that 1 kg = 1 000 g

1
Therefore, 2 × 1 000
1 1000
=2 × 1

1000
=
2
500
= = 500 g
1

239
On your Own

Convert the following to grams

(a) 9 kg = ______________ g (c) 13 kg = __________

1
(b) kg = ______________ g (d) 27 kg = _________
4

Convert to kilograms

(a) 10 000 g = _________ kg (c) 16 500 g = ______ kg

(b) 3 000 g = ___________ kg (d) 1 2 50 g = _____ kg

HOMEWORK

Write the weight of each object below.

240
 1
James bought a 7 2 𝑘𝑔 bag of flour. He used 2500 g to bake some pastries. How

many kilograms of flour does James have remaining?

Complete the following:

1
𝑘𝑔 = ______________ g
2

3
𝑘𝑔 = _______________ g
4

1
𝑘𝑔 = ________________ g
4

TOPIC: COMPARING UNITS OF MASS

FACT/TIP: When comparing units of mass, ensure that the unit being compared is
of the same size.
Practice example 1

On the balance below, which object is heavier?

We can say that the pencil case weighs more than the apple.

The heavier objects always weigh down, while the lighter object goes up.

241
Practice example 2

Which is more, 5 000 g or 3 kg?

We can convert g to kg or kg to g.
Let’s convert grams to kg.
1000 g = 1 kg
5 000 g = 5 000 ÷ 1 000
= 5 kg
Hence, 5 000 g > 3 kg

On your own

Insert >, < or = to compare the mass of the objects shown on the balance below.

Use >, < or = to compare the units of mass below.

(a) 500 g __________ 5 000 g

(b) 9 kg ____________ 9 000g

(c) 6 kg __________ 6 500 g

242
 1
(d) kg ____________ 500 g
2

3 1
(e) kg ____________ 4 g
4

Homework

1. Erika bought two snacks, a cheese stick and a corn curl. The cheese stick
weighs 156 g and the corn curl weighs 135 g. which one weighs
more?

2. Name three things that weighs less than a gram.

(a) ________________________________
(b) ________________________________
(c) ________________________________

3. Name three things found in your home that weighs more than 5 kg
(a) ______________________________
(b) ______________________________
(c) _____________________________

243
REVIEW
Answer all questions.
1. Mass measures _______________________________
2. Which of the following words is NOT related to mass?
(a) Heavier (b) scale (c) long (d) lighter
3. Which of the following can be measured in kg?

4. State the mass of the object in grams shown on the scale below.

___________ grams

5. Insert the hand on the scale below to show the mass of the object.

244
6. Circle 3 weights that can be combined to give a mass of 1 kg.

300 g 150 g 400 g 550 g = 1 kg

7. Insert the missing weight to balance the scale below.

8. If 16 kg = 16 000 g, how much does 11 000 g equals in kg?

_____________________

9. Insert >, < or = in the box below to show which object is heavier.

245
10. The diagram below shows the mass of a pumpkin. Find the mass of one
apple.

11. Abdul is baking a cake and needs to add 60 g of sugar. He has lots of little
10 g packets of sugar. How many little packets does he need to add?

12. Vickram picked 6 watermelons from his farm. Each melon has a mass of
1
2 2 𝑘𝑔. What is the total mass of all 6 watermelons?

246
Subtraction of Mass

Worded Problems
1.The total mass of 3 boxes is 350kg. If the weight of 2 is 78kg and 89kg, what is
the weight of the third box?

2.If 15 bars of chocolate weighs 6½ kg, what is the weight of 1 bar of chocolate
in grams?

247
TOPIC: CAPACITY
FACTS/TIPS: Capacity refers to how much liquid a container can hold.
Capacity can be measured in litres (L) and millilitres (mL).

We use litre (L) to measure large amounts of liquid and millilitre (mL) to measure
small amounts.

Practice example 1

We will use litres when liquids appear in:

(a) tank
(b) A bucket
(c) Large bottle
(d) A bathtub
(e) A large pot

Practice example 2

Millilitres is used when measuring liquids in:

(a) Teaspoon
(b) A teacup
(c) A small bottle

248
On your Own

What is the most appropriate unit of capacity for each of these objects –
millilitres (mL) or litres (L)?

HOMEWORK

Read each statement, then write (L) or (mL) at the end.

1. Mr Rose filled a barrel with water to wash his yard. Does his barrel hold
litres or millilitres? ___________

2. Diane added a teaspoon of vanilla to her cake recipe. Did she use litre or
millilitre? ______________

3. Collect at least three different labels of 1 litre and millilitres and paste
them into your books.

249
TOPIC: CAPACITY (LITRES AND MILLILITRES)
FACT/TIP: Did you know that litres can be expressed as millilitres.

1 litre = 1 000 mL

Changing litres and millilitres

To convert litres to millilitres, we multiply by 1 000

Practice example 1

How many millilitres are there in 5 litres?

1 L = 1 000 mL
Therefore, = 5 × 1 000
= 5 000 ml are in 5 litres
Practice example 2

How many millilitres are there in 17 litres?

1 L = 1 000 mL
Therefore, = 17 × 1 000
= 17 000 mL
Changing millilitres to litres

To convert millilitres to litres, we divide by 1 000.

Practice example 3

How many litres are there in 8 000 mL

1000 mL = 1 L
Therefore, 8 000 L ÷ 1 000 = 8 L
Practice example 4

How many litres are there in 10 000 mL

1000 mL = 1 L
Therefore, 10 000 L ÷ 1 000 = 10 L
250
On your Own

Convert the following litres to millilitres.

(a) 7 L = _____________ mL (c) 18 L = ____________ mL

1
(b) 45 L = _____________ mL (d) 2 𝐿 = ____________ mL

Convert the following millilitres to litres

(a) 3 000 mL = _____________ L (c) 8 000 mL = ___________L

(b) 19 000 mL = ____________ L (d) 250 mL = ____________ L

HOMEWORK

How many of each container is needed to fill a 1 litre bottle?

The jugs below show the amount of water in mL.

(a) Write the amount of water in each jug in mL.

(b) Write the amount of water in each jug in litres.

251
TOPIC: ESTIMATING, MEASURING & RECORDING CAPACITY
FACT/TIP: We can look at the sizes of containers and estimate their capacity.

Practice example 1

Jason was given a box of juice to take to school. What do you think is the
capacity of the juice box?

(a) 2 L (b) 200 mL (c) 20 mL

To estimate the capacity of an object always ensure you look at the size of the
container.

The capacity of the juice box is 200 mL.

Can you say why the capacity is not 2L or 20 mL?

On your own

Estimate the capacity of each container shown below.

252
HOMEWORK

1. Read each question below, then write the estimated amount.

(a) How many teaspoons of water do you think will fill your teacup?
(b) How many cups of water do you think will fill a 1-litre soda bottle?
(c) How many buckets of water do you think will fill a bath-tub?

2. Use a 1 litre soda bottle to estimate and measure the capacity of these
containers in litres.

3. How much water should you pour into the jug below to make 1000 mL?

253
 4. How much water do you think we can pour into the jug to increase its
capacity to 2 L?

TOPIC: COMPARING CAPACITY

FACTS/TIPS: When comparing capacity, we look at the level of the liquid in the
container. We can also compare the measurement of the liquid.

Practice example 1

Which container has more? Use >, < to record your answer.

254
When we look at the 2 jugs above, we can see that jug A has more water.

Therefore, we can write, Jug A > Jug B

ON YOUR OWN

Use >, < or = to compare the containers below.

255
HOMEWORK

Use the containers below to answer the questions.

(a) Which container has the most liquid in it? _____________

(b) Which container has the least liquid in it? _____________

(c) How much more liquid is there in container C than D _______

(d) Which three containers, when added together would not overflow?
_________

Look at the containers below carefully, then order them from ascending to
descending order based on their capacity.

256
TOPIC: ESTIMATING, MEASURING, RECORDING & COMPARING CAPACITY
Answer all questions

1. Capacity measures the __________________________________.

2. The unit used to measure capacity is_____________.
3. A milk box contains 560 mL of milk. How much more milk should be added
to the box to make 1 litre?
4. Which of the following units is best used to measure a bucket of water?
____________
(a) cm (b) m (c) mL (d) L
5. 9 000 mL = ____________ L
6. Insert >, < or =

7. Write the amount of water shown on the jug below.

257
 8. David bought 8 bottles of soda. Each bottle has a capacity of 1500 mL.
Calculate in litres the total amount of soda David bought altogether.
9. Jeraine bought a box of juice for his friend. Did he buy 5 L of juice or 250
mL? ______________
10. Julia is mixing fruit juice for her birthday party. She pours 300 mL of juice
and then adds twice as much water. How much drink mix is now in the
jug? ______________

Shade the amount of fruit juice Julia mixed on the jug below.

11. Calculate the capacity of each soda can.

TIME

60 seconds= 1minutes
60 minutes= 1hour
24 hours = 1day
7 days= 1 week
4 weeks= 1month
12 months= 1 year
52 weeks= 1 year

258
365 ¼ days= I year
366days= 1leap year
10 years= 1 decade

Complete
2 ½ weeks= ___days
9days=____week___days
¼ of a month = ________wks
¼ of hour= _______ mins
½ century =________yrs
2hrs 15mins= ________mins
10hrs=________mins
4 ¾ hrs = _______mins
Express in hours
276mins = ______hrs
4hrs 45mins =_____hrs
2dys 4hrs =________hrs

259
TOPIC: PERIMETER
FACTS/TIPS: Perimeter refers to the total distance around a plane shape.
Finding the perimeter

To find the perimeter of shapes drawn on dotted or grid paper, we count the
number of unit lengths along the sides of the shape.

Practice example 1

To find the perimeter of the shape below we count each unit length.

The perimeter of the shape is 18 units.

Practice example 2

Find the perimeter of the figure below.

On your own

Find the perimeter for the shapes below.

260
What is the perimeter of this irregular shape?

HOMEWORK

1. Find the perimeter of these irregular shapes. Use the 1cm dot paper as
your guide.

TOPIC: PERIMETER OF RECTANGLES

FACTS/TIPS: To calculate the perimeter of a rectangle, we add the 2 lengths

and 2 widths of the shape.
Remember: A rectangle has 4 sides. Two of its opposite sides are equal.

Practice example 1

Take a look at the rectangle below.

What is its perimeter?

261
Perimeter of the rectangle = L + L + W+ W

= 7 cm + 7 cm + 4 cm + 4 cm

= 22cm

Do you think there is another formula that we can use to find the perimeter of a
rectangle?

Practice example 2

Find the perimeter of the rectangle below

Perimeter = (2 × L) + (2 ×W)
= (2 × 12 cm) + (2 × 4 cm)
= 24 cm + 8cm
= 32 cm
Practice example 3

Here is another formula that you can use to find the perimeter of the rectangle.

262
Perimeter = (L + B) × 2
= (10cm + 5cm) × 2
= 15cm × 2
= 30 cm
On your Own

HOMEWORK

1. Find the perimeter of a rectangle with length 16cm and width 8 cm.
2. Lizzy drew a rectangle in her math book. The perimeter of the rectangle
was 36 cm. Two sides are 12 cm long. How long are the other two sides?

3. Mr.Ausie is building a rectangular fence. One length is 25 metres. The

perimeter is 82 metres. What is the width of the fence? Use the drawing
below to help you.

263
TOPIC: PERIMETER OF SQUARES
FACTS/TIPS: A square has four equal lengths. To find the perimeter of a square,
we add all of its lengths.
Another way of finding the perimeter of a square is to multiply the length by 4.

Practice example 1

Find the perimeter of the square below.

Perimeter = L + L + L + L

= 7cm + 7cm+ 7 cm + 7 cm
= 28 cm
Practice example 2

The square below has a length of 5cm. Calculate its perimeter.

Perimeter = length × 4

= 5 cm × 4
= 20 cm
Practice example 3

A square has a perimeter of 36 cm. What is the length of one side of the square?

Perimeter = 36 cm

Length of one side = Perimeter ÷ 4

264
 = 36 cm ÷ 4
= 9 cm

We divide the perimeter by 4 because a square has 4 equal sides.

On your Own

1. Find the perimeter of the squares below.

2. The perimeter of a square is 44 cm. Draw to show the lengths of the

square.

Home Work

1. Find the perimeter of a square with length 12 cm.

2. The perimeter of a squared piece of mat is 144cm. What are the

measurements of the mat? Draw to show your answer.

265
 (a) Write a few lines explaining how you found the measurements for
the mat.

3. The perimeter of the square below is 64 cm.

When it is cut in half, we get 2 identical rectangles.

What is the perimeter of one rectangle?

4. A floor 15m long and 9m wide. What is the perimeter?

5. The perimeter of a garden is 60 m if the length is 19 m. Calculate the
width?

TOPIC: PERIMETER OF COMPOSITE SHAPES

FACT/TIP: A composite shape is a shape that is made up of two or more plane
shapes.
Practice example 1

Find the perimeter of the shape below.

266
Add all the sides.

You can count the number of sides so that you will know how many lengths you
need to add

This shape has 6 sides.

Perimeter = 7 m + 4 m + 3 m + 4 m+ 4 m + 8 m

= 30 m

Practice example 2

Find the missing length. The perimeter of the shape is 25 cm. For us to find the
missing length we need first to add all the given lengths

Next, we subtract the total from the perimeter.

Let’s go

Missing side = Perimeter – sum of given sides

= 25 cm – ( 2 cm + 2 cm + 3 cm + 5 cm)
= 25 cm – 12 cm
= 13 cm

267
On your Own

Calculate the perimeter for the composite shapes below.

Home Work

1. Find the missing sides, then calculate the perimeter of the shape below.

2. Find the perimeter of this shape if the length is 15 cm.

268
 REVIEW

Answer all questions

1. To find the distance around a plane shape, we calculate its

(a) Area (b) perimeter

(b) volume (d) circumference

2. The figure below has a perimeter of _________

3. All of the following shapes below has a perimeter of 20 cm EXCEPT

4. On the grid below draw a rectangle and a square that has a perimeter

of 16 cm.
5. The perimeter of the rectangle shown below is

(a) 17 cm (b) 24 cm (c) 34 cm (d) 60 cm

6. The perimeter of a square is to 𝐿 × 4 as perimeter of rectangle is to

_______________________

7. Calculate the perimeter of the rectangle below. Show all working.

269
8. A rectangular garden has a perimeter of 180 m. The width of the garden is
40 m, what is the length of the garden?
9. Which of the following squares has a perimeter of 25 cm?

10. A square mat has a perimeter of 52 cm. What is the length of one side of
the square? Show your working below.

11. The perimeter of the figure above is ________________

(a) 14 cm (b) 15 cm (c) 23 cm (d) 24 cm

12. Find the perimeter of the shape below.

270
TOPIC: AREA

FACTS/TIPS: Area is the amount of space a 2D shape covers. Area is measured in

squared units. Example cm2, m2, km2 etc.

Practice example 1

Look at the shape below.

Count the number of square units inside the shape.

This shape has an area of 4 squared units.

Practice example 2

For small areas, we use square centimetres.

Squared centimetres is also written as cm2

Find the area of the shape below.

Count the number of square centimetres in the shape.

271
The shape above has an area of 9 square centimetres.

On Your Own

State the area of each shape by counting the square units. Each square has an
area of 1 cm2

272
HOMEWORK

1. Make 3 other shapes on the grid that has an area of 9 cm2. Colour your
shapes.

2. What is the area of each rectangle? Each square in the grid has an area
of 1 cm2.

273
TOPIC: AREA OF RECTANGLES
FACTS/TIPS: A rectangle has length and breadth (width). To calculate the area
of a rectangle, we multiply the length by the breath.

Area of rectangle = length × breath

Practice example 1

Calculate the area of a rectangle with a length 6 cm and breadth 3cm

Area of rectangle = 𝑙 × 𝑏

= 6 cm × 3 cm

= 18 cm2

The amount of space occupied by the rectangle above is 18 square units.

When we insert squares into the rectangle, we will also get 18 square
centimetres.

274
Practice example 2

Find the area of a rectangle measuring 8 cm by 4 cm

Area of rectangle = 𝑙 × 𝑏

= 8 cm × 4 cm

= 32 cm2

Finding a missing side

Practice example 3

The area of a rectangle is 60 cm2. If its length is 10 cm, what is the width?

Let’s draw a model to show the information above.

We know that Area = 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ

What do you think we multiply the length by to get 60 cm2?

275
What operation can we perform to find the width?

Width = 𝑎𝑟𝑒𝑎 ÷ 𝑙𝑒𝑛𝑔𝑡ℎ

60 ÷ 10

= 6 cm

Now try multiplying the length and the width together. Did you get an area of 60
cm2?

Finding the length

When you are asked to find the length, we use:

Length = 𝑎𝑟𝑒𝑎 ÷ 𝑤𝑖𝑑𝑡ℎ

On your Own

1. Find the area of the rectangles below.

2. Find the missing side.

276
Homework

1. Calculate the area of a floor measuring 16 m in length and 12 m in

width.

(a) A carpet is selling at $ 55.00 a square metre. How much would it cost to
cover the floor with carpet?

2. Complete the table below, show all working.

Area Length width

15 cm2 3cm
70 cm2 7 cm
15 cm 6 cm
162 cm2 9 cm

TOPIC: AREA OF A SQUARE

FACT/TIP: A square is a plane shape with all four of its sides equal.

Each side of the square below has 5 cm. To find the area of the square we can
count all the square units.

277
 The area is 25 cm2

To find the area of a square we can use the following formula:

Area of square = Side × Side Or Length × Length

Or

L2 which means L × L

Practice example 1

Find the area of the square below.

Area of Square = side × side

= 9 cm × 9 cm

= 81 cm2

278
Practice example 2

Calculate the area of a square with length of 10 cm.

Area of square = L2

Length × length

= 10 cm × 10 cm

= 100 cm2

Finding the missing length, given the area

Practice example 3

The area of the square below is 49 m2. Find the length of one side of the square.

We use the square root to find the length of one side of a square.

The square root of a number is the value that can be multiplied by itself to give
the original number.

What number do you think was multiplied by itself to give 49?

The number is 7m.

So, the length of one side of the square is 7 m.

279
On your Own

Find the area of the squares below. Use a formula of your choice.

Home Work

1. Calculate the area of a square field measuring 26 m long.

2. The area of a square tabletop is 64 m2. What is the length of one side
of the table?

3. Use the grid below to draw a square with area 16 cm2.

(a) State the length of one side of the square.
(b) What is the perimeter of the square?

280
TOPIC: AREA OF COMPOSITE SHAPES

FACT/TIP: To find the area of a composite shape we must first divide the shape
into shapes that are familiar to us.

Let’s take a look.

Practice example 1

Calculate the area of the shape below.

How many shapes do you think makes up the shape above?

Can you name them?

281
The shape above has been divided into 2 rectangles as shown below.

Step 1 – Find the area of shape A

Step 2 – Find the area of shape B

Step 3 – Add the two areas together.

Area of rectangle A = 𝑙 × 𝑏

= 5 cm × 2 cm

= 10 cm2

Area of rectangle B = 𝑙 × 𝑏

= 4 cm × 3 cm

= 12 cm2

Area of the entire shape = area of A + area of B

= 10 cm2 + 12 cm2
= 22 cm2
Practice example 2

282
Area of rectangle A = 𝑙 × 𝑏
= 6cm × 5 cm
= 30 cm2

Area of rectangle B = 𝑙 × 𝑏
= 4cm × 2 cm
= 8 cm2
Area of the entire shape = area of A + area of B
= 30 cm2 + 2 cm2
= 32 cm2
On your Own

Find the area of the shape below.

HOMEWORK

The composite shapes below can be divided into 3 small shapes. Calculate the
area of each shape.

283
TOPIC: AREA OF 2D SHAPES
Answer all questions.

1. The shape below has an area of _______________

2. Area is measured in ____________________

3. Draw a shape to show an area of 15 square units.

284
4. Find the area of the two shapes below, then insert >, < or = to compare
them.

5. The area of a square with length 13 cm is _______________

6. Match the area with its correct length

Area of square Length of side

(a) 81 cm2 12 cm
(b) 144 cm2 13 cm
(c) 225 cm2 9 cm
(d) 169 cm2 15 cm

7. The area of a square pool is 400 m2. What is the length of the pool?
(a) 400 cm (b) 100 cm (c) 20 cm (d) 4 cm

285
 8. What is the area of a rectangle with a length of 14 cm and width of 7 cm?
(a) 98 cm2 (b) 42 cm2 (c) 21 cm2 (d) 7 cm2

9. What is the length of a rectangle whose area is 51cm 2 and width 3 cm?

10. Calculate the area of the shape below.

3.The area of a carpet is 125m2, if the length is 30m. What is the width?

TOPIC: PIE CHART

FACTS/TIPS:

 A Pie Chart is a special chart that uses "pie slices" to show relative sizes of
data.
 It is also called a Circle Graph or a Circle Chart.
Practice example 1

Rock View Restaurant surveyed a sample of its customers on their favourite

foods. Study the chart, then answer the questions.

286
Questions

Worded problems
1.A square field has a side of 9m. What is the area?
2.Calculate the area of a playfield that has a length of 10m and a width of 7m.

287
1. How many persons participated in the survey?

2. Which is the most favourite food?

3. How many customers like fried chicken?

4. Which is the least favourite food?

5. Which two foods are liked by the same number of persons as fried chicken?

Practice example 2

A Circle has 360 degrees, so we do this calculation:

Comedy Action Romance Drama Sci-Fi TOTAL

4 5 6 1 4 20

4/20 × 360° 5/20 × 360° 6/20 × 360° 1/20 × 360° 4/20 × 360°
360°
= 72° = 90° = 108° = 18° = 72°

288
Now you are ready to start drawing! Draw a circle.

Then use your protractor to measure the degrees of each sector.

Here I show the first sector ...

Finish up by colouring each sector and giving it a label like "Comedy: 4 (72
degrees)", etc.

On your own

Gaitri’s Camping Store is the best for camping gear supplies. They made a pie
graph of the sales of certain items during the month of August. Use the graph to
answer the questions.

289
1) Which item sold the most in the camping store?

2) What fraction of the pie does the torch represent?

3) Did the store sell fewer bags or tents?

4) What conclusion can be drawn about the sale of the tent and binocular?

HOMEWORK

290
291
TOPIC: TALLY CHART

FACTS/TIPS:

A tally chart is a quick and easy way of recording data.

 It involves filling in a chart with vertical dashes representing each time a

piece of information is observed.
 Tally charts are useful as it is quicker to record data with a dash than it is to
repeatedly write out words or figures.

Practice example

292
On your own

293
Homework

Lisa is a small-time entrepreneur; she sells burger, pizza, hot dog and fried
chicken.

The tally chart shows the food item sold during the weekends. Use the
information from the tally chart to answer the questions.

1) How many burgers were sold? _______________

2) How many more fried chickens were sold than hot dogs? __________________

3) How many items were sold in all? __________________

4) Which item was sold the most? __________________

5) Which item was sold the least? ____________________

294
TOPIC: BAR GRAPH

FACTS/TIPS:

 A bar graph is a chart that presents categorical data with

rectangular bars of heights or lengths proportional to the values that they
represent.
 The bars can be plotted vertically or horizontally.
 A vertical bar graph is sometimes called a column chart.
 It is important to note that all the bars on any particular graph are of the
same width.

295
Practice example

Horizontal bars are best for showing quantities such as speed and distance.

Vertical bars are best for showing quantities such as height, size, and amount.

1. What was the most popular shape? Hexagon

2. What was the least popular shape? Octagon

296
3. How many voted for the pentagon? 8

4. How many voted for the triangle? 6

5. How many more voted for rectangle than square? 2

On your own

The Salamanders had a bug-eating contest. Each Salamander was given one
minute to see how many bugs they could eat.

Here are the results.

297
HOMEWORK

298
TOPIC: Plane Shapes

FACTS/TIPS: Two- dimensional (2D) shapes are plane or flat shapes, having only
the two dimensions of length and breadth (width).

Did you know that we cannot hold or lift 2D shapes?

All plane shapes have sides while some have corners/vertices as well.

Here are some examples of some different kinds of plane shapes

Practice example 1:

299
Practice example 2:

Plane shapes with three sides are called Triangles.

Practice example 3:

Look at the shapes below.

Each shape has four sides.

Plane shapes with four sides are called quadrilaterals.

Each shape has its own special name.

300
ON YOUR OWN

1. Study the box below then complete the table.

Write the number of shapes you can see in the box above.

Name Number of Shapes

Rhombuses
Squares
Rectangles
Parallelograms
Quadrilaterals

301
Study the shapes then fill in the boxes below.

2. On the dotted lines provided below, draw the following shapes using the
given dimensions.

- A square with all four sides measuring 6 cm each

- A triangle with two of its sides measuring 5cm and one side 7 cm

302
TOPIC: PROPERTIES OF PLANE SHAPES

FACTS/TIPS: Plane shapes are grouped according to their properties.

Each triangle has its own unique name and properties. Triangles are grouped
based on their:

- sides
- angles

A corner is formed when 2 lines meet. This also forms an angle.

An angle is formed when two lines meet at a vertex.

303
Practice example 2:

Types of Triangles

Did you know that all 3 angles in a triangle will always add up to 1800?

304
ON YOUR OWN

1. Write the name of the triangles shown below.

2. How many triangles can you find on the image below? ______________

305
TOPIC: POLYGONS

FACTS/TIPS: A polygon is a 2D (two-dimensional) flat shape with three (3) or more

sides. All polygons are closed shapes. They have no curved sides.

Did you know that the word polygon comes from the Greek words: poly and
gonia, meaning many angles?

Practice example 1

Here are some examples of polygons.

Practice example 2

The shapes below are not polygons.

Types of Polygons

Each polygon below has a special name. The polygons are named based on
their number of sides.

Count the number of sides of each polygon and say their names out loud.

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ON YOUR OWN

Use the shapes above to complete the table below.

Polygons Non- polygons

Decide whether each shape in the table below is a quadrilateral or a polygon or

both. Write yes or no. The first one was done for you.

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 Name Quadrilateral Polygon
Square Yes Yes

HOMEWORK

1. Name one shape that is both a quadrilateral and a polygon.

_____________________________________________________

2. Why is a circle, not a polygon?

________________________________________________________________________
________________________________________________________________________

3. Complete the table below.

Number of Name of Number of Name of Shape
Sides Shape Sides
A 3 F Octagon
B 4 G Nonagon
C 5 H Decagon
D 6 I 11
E 7 J 12

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TOPIC: REGULAR AND IRREGULAR POLYGONS

FACTS/TIPS: Polygons can be regular or irregular.

What are regular polygons?

Regular polygons have all sides of equal length and all angles of equal size.

Practice example 1

Here are some examples of regular polygons

What are irregular polygons?

Irregular polygons have the same number of sides and angles as regular
polygons, but their sides and angles are of unequal length and size.

Can you think of some irregular polygons?

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Practice example 2

Here are some examples of irregular polygons.

ON YOUR OWN

Look at the shapes below. Label them as either regular or irregular.

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HOMEWORK

Use the clues below to draw a regular and an irregular polygon.

Clues Regular Polygon Irregular Polygon

3 angles and 3 sides

5 angles and 5 sides

7 angles and 7 sides

9 angles and 9 sides

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 TOPIC: PROPERTIES OF POLYGONS

FACTS/TIPS: Polygons are grouped and named based on their properties. These
properties include the number of sides and angles of each polygon.

Did you know that the number of sides a polygon has will tell you the number of
angles it has?

Practice example 1:

A polygon with 3 sides has 3 angles.

A polygon with 12 sides has 12 angles.

Properties of Regular Polygons

Remember regular polygons have all the sides equal in length and all their
angles equal in size.

The table below shows the properties of some polygons.

Polygon Type # of # of # of Regular Irregular Polygon

sides vertices angles Polygons
Triangles 3 3 3

Quadrilaterals 4 4 4

Pentagon 5 5 5

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Hexagon 6 6 6

Heptagon 7 7 7

Octagon 8 8 8

Nonagon 9 9 9

Decagon 10 10 10

ON YOUR OWN

Study the polygons below then answer the questions.

(a) Which shape above is a hexagon? _____________

(b) Which shape above has 8 angles? ______________
(c) Circle the irregular polygons.

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 (d) Write a capital T inside any shape that is a trapezium.
(e) Write capital R inside any shape that is a rhombus.

HOMEWORK

1. Write the names of polygons with:

(a) 11 sides ______________________
(b) 12 sides ______________________
(c) 13 sides _____________________
(d) 14 sides _____________________
(e) 15 sides _____________________

2. Why is an isosceles triangle an irregular polygon?

________________________________________________________________________
________________________________________________________

3. 1800 is to triangle as 3600 is to __________________________

TOPIC: SUM OF THE INTERIOR ANGLES OF POLYGONS

FACTS/TIPS: Polygons have many sides and angles. When we add up all the
angles inside any given polygon, we will find the sum of its interior angles. Angles
inside a polygon are called interior angles while angles found outside of a
polygon are referred to as exterior angles.

In this lesson, we will focus on the sum of the interior angles of polygons.

To do this, we will draw lines connecting one vertex to another.

The lines drawn will divide the shape into triangles.

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Let’s take a look

Practice example 1:

The shape below belongs to the group of quadrilaterals.

The line drawn below connects one vertex to another. It also divides the shape
into 2 triangles.

The line can be drawn either way.

Note the lines must not intersect.

To find the sum of the interior angle, we count the number of triangles formed.
We have 2 triangles.

We know that a triangle = 1800

Therefore 1800 + 1800 = 3600

Or 1800 × 2 = 3600

Practice example 2:

Let’s try a different quadrilateral

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Can you see that the trapezium has 2 triangles?

This means that the trapezium is also equal to 3600.

We can conclude that all quadrilateral interior angles have a total of 3600.

Practice example 3:

Take a look at the pentagon below.

How many triangles will we get when we draw in the diagonals?

What do you think is the sum of its interior angles?

Let’s find out

We have 3 triangles.

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The sum of the interior angles of the pentagon= 1800 + 1800 + 1800

= 5400

Or 1800 × 3 = 5400

ON YOUR OWN

1. Draw in the diagonals on the hexagon below.

Calculate the sum of its interior angles.

2. The diagonals have been drawn in on the heptagon below.

Find the sum of its interior angles.

Is there another way in which the diagonals can be inserted?

Let’s see.

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HOMEWORK

Complete the table below.

Draw the polygons. Your task is to divide each shape into triangles. Your
lines must go from one vertex to another.
Remember not to cross over the lines.
The first 2 have been done for you.
Polygon # of sides # of triangles Sum of the
interior angles
Square 4 2 3600
Pentagon 5 3 5400
Hexagon
Heptagon
Octagon
Nonagon
Decagon

Have you noticed a pattern?

Describe the pattern.
______________________________________________________________________________

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REVIEW

Answer all questions.

1. The word polygon is a/an ____________ word.

(a) Greek (b) Latin (c) American (d) Dutch

2. Which of the shape below is NOT a polygon?

3. The shape below is considered a non- polygon because

_________________________________________________________

4. Octagon is to 8 sides as _______________ is to 10 sides.

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5. A rectangle is a regular polygon. True/False

6. Which of the following shapes below is a regular polygon?

7. I have 12 sides and 12 angles. I am a _________________

(a) nonagon (b) decagon
(b) dodecagon (d) hendecagon

8. Draw a polygon with 7 sides.

9. Find the sum of the interior angles of the polygon shown below.

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10. The diagonals have been inserted on the polygon below.

Draw in the diagonals differently on the shape below.

11. The sum of the interior angles of a polygon is 9000. Draw this polygon below.

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 TOPIC: ANGLES

FACTS/TIPS: Angles are formed when two (2) or more lines meet.

Parts of an angle

The corner point of an angle is called the vertex.

The two straight sides are called arms.

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Types of angles

When the lines meet, they form different types of angles. Angles differ in sizes
and shapes. Each angle has a different name based on its size and shape.

Take a look below.

Practice example 1

Angles can be found all around us.

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Can you identify the angles formed in the images below?

Angles are formed by the hands of clocks, on homes and buildings and objects
around you.

ON YOUR OWN

1. Look at the image below, use your pencil or marker to highlight any type
of angle you find. Write the name of the angle.

2. Write the names of the angles shown in the pictures below.

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HOMEWORK

Use popsicle sticks, match sticks or pointer brooms to make models of the 5
types of angles mentioned in the lesson.

TOPIC: TYPES OF ANGLES AND THEIR PROPERTIES

FACTS/TIPS: Angles have different names and properties based on their size. We
measure angles using degrees. The symbol for this is 0
. We use a protractor as a
tool to measure the size of each angle.

Here is an example of what a protractor looks like. Can you identify any type of
angle?

Types of angles and their properties

Right angle

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A right angle looks like the letter L. It is equal to exactly 900 .

Acute angle

An acute angle is smaller than a right angle. It is less than 900 .

Obtuse angle

An obtuse angle is larger than a right angle. It is greater than 900 but less than
1800 .

Straight angle

A straight angle is equal to exactly 1800 .

Reflex angle

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A reflex angle is larger than a straight angle. It is greater than 1800 but less than
3600 .

Reading angles

The angle below is referred to as angle X, written mathematically as X.

The best way to describe an angle is with three points. One point on each ray
and the vertex in the middle. Capital letters are always used to denote the
names of the angles.

X could also be named as BXC or CXB

ON YOUR OWN

1. Write the names of the angles shown below:

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 2. Use all three points and name each angle. The first one has been done for
you.

HOMEWORK

A circle is a full turn and is 3600 . Draw a circle, cut it out and try the following:

1. Fold the circle in half. How many degrees are in the circle?
_________________
2. Fold it in half again. You now have a quarter circle. How many degrees
are in a quarter of the circle? ______________________
3. Fold it in half once more. You now have an eighth of a circle. How many
degrees are in one eighth of a circle?

TOPIC: MEASURING ANGLES

FACTS/TIPS: A protractor is a tool used to measure the size of an angle. When we

know the size of an angle, we can determine its name.

Using a Protractor to measure the size of an angle

To measure the size of an angle, follow the steps below:

Steps:

1. Align the baseline on the protractor with one of the lines.

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 2. Line up the vertex of the angle with the centre point of the protractor.
3. Measure the distance between the two lines, starting at the 0 counting
round.

Practice example 1

Practice example 2

Can you tell the size of the angle shown below?

The angle measures 900 . This is a right angle.

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ON YOUR OWN

Look at the angles on the protractors below and write the size of each angle
along with its name.

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On each protractor below insert the given angles.

(a) 1400

(b) 750

HOMEWORK

Use a protractor to measure and draw the following angles:

(a) A straight angle

(b) A right angle
(c) 1100
(d) 800

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TOPIC: FINDING THE MISSING ANGLE

FACT/TIP: Complementary angles add up to 900 .

Practice example 1

The two angles when added will equal to 900 .

Try adding them. Did you get a total of 900 ?

Practice example 2

Let’s find the value for < r.

Remember the angle below is a right angle and should add up to 900 .

< r = 900 − 350

= 550

Practice example 3

Find the value of angle a.

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We can see that both angles are equal, they both are labeled a, so we add the
2 a’s.

a + a = 900

2a = 900

a = 900 ÷ 2

a = 450

Do you know why we ÷ the 900 by 2?

Supplementary Angles

These are angles that add up to 1800

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Practice example 4

The angle above is a straight angle. This angle is equal to 1800 .

To find < t, we do the following:

< t = 1800 − 650

= 1150

ON YOUR OWN

Find the missing angles. Show all workings on a separate page.

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HOMEWORK

Match the following

(a) Complement of 500 1300

(b) Supplement of 1450 630
(c) Complement of 270 350
(d) Supplement of 500 40°

Find the missing angles:

(a) (b)

TOPIC: ANGLES

Answer all questions.

1. Angles can be found all around us. Draw the angle found on the object
below.

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2. Angles have parts. Study the angle below then answer the questions.

Vertex: ______________________ Arms: __________, ___________

3. The name for the angle below is < T. State Two (2) other ways in which we
can name this angle.

(a) _______________ (b) ______________

4. Which of the following angles is less than 900 ?

5. Study the shapes below then, write TRUE or FALSE next to each statement.

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 (a) Shape A has 2 acute angles and 1 right angle. __________
(b) Shape B has 5 right angles and 1 obtuse angle. _____________
(c) Shape C has 2 obtuse angles and 2 acute angles. _________

6. Write the names of the angles formed by the hands of the clock faces below.

7. Use a protractor to measure the angle below.

8. Look at the protractor below. Write the size of the angle shown.

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 angle size
_______________________

9. What types of angles are there in the letter H?

(a) Right angles only (c) acute angles only
(b) Right and acute angles (d) obtuse and right angles

10. Which of the following is a pair of complementary angles?

11. Complete the function machine below by writing an angle to supplement

the other.

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12. Add the two angles below and state whether they are complementary or
supplementary angles.

(a) 650 and 250 _______________________

(b) 1130 and 670 ____________________

TOPIC: POINTS, LINES & LINE SEGMENTS

FACTS/TIPS:
A Point
A point has no size or shape, just position. A point is pictured by a dot and is
named by a capital letter.

Practice example 1
.M
A Line
A line is a straight path of points that has no beginning or end. That is, it can go
on forever in both directions.

Practice example 2
This is line AB.

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It is written as:

AB or BA
Line Segment
A line segment is part of a line that has two endpoints.

Practice example 3
This is line segment XY

It is written as:

Ray
A ray is a straight path that goes on forever in one direction.
Practice example 4
This is a ray BC.

It is written as:

BC or CB
ON YOUR OWN

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 1. Label each as: point, line, line segment or ray.

HOMEWORK
Study the drawing below then answer the questions.

a. Name all the points. ___________________________________

b. Name any three rays. __________________________________
c. Name any two line-segments. __________________________
d. Name the line in two ways. _____________________________

TOPIC: TYPES OF LINES

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FACTS/TIPS: Lines may be drawn straight or curved. There are different types of
lines.

Types of Lines
Vertical Lines
These lines go straight up and down.
Practice example 1

Horizontal Lines
These lines go straight across from left to right.
Practice example 2

Sloping or Oblique lines

These are lines are not parallel or perpendicular on the same plane. They are
drawn in a slanting position.
Practice example 3

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Parallel Lines
These lines are always going in the same direction and maintain the same
distance from each other. They can never meet.

Practice example 4

Did you know that curved lines can also run parallel to each other?

Perpendicular Lines
These lines meet or intersect at right angles.
Practice example 5

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Intersecting Lines
These lines intersect or meet at a point. These lines do not form right angles.

Practice example 6

ON YOUR OWN
State whether each pair of lines is parallel, perpendicular or intersecting.

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HOMEWORK
Study the figure below then answer the questions.

1. EF and AB are ________________________

a. parallel (b) perpendicular © intersecting

2. IS PQ perpendicular to CD? How do you know?

_________________________________________________________
3.CD and MN are intersecting lines. TRUE or FALSE.
4. How many lines are parallel to CD? __________________

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FACTS/ TIPS

 A set is a collection or group of objects that share a common property

or characteristic.
 The objects which make up a set are called elements.
 Curly brackets ({ }) are used to represent sets.
 When describing sets we look at the property of each element.

PRACTICE EXAMPLE

A set can be described by:

(a) listing all of its elements. For example P={1, 3, 5, 7, 9} which reads as ‘P’ is
the set whose elements are 1, 3, 5, 7 and 9. The five elements are
separated by commas and the list is enclosed in curly brackets.
(b) Writing a description for the elements within the curly brackets. For
example the set P={1, 3, 5, 7, 9} can also be described as

P={odd numbers less than 10} or P={the first five odd numbers} or P={odd
numbers from 1 to 9} or P={odd numbers between 0 and 10}

When using words to describe sets, we must be able to correctly list all the
elements of the set using the description.

ON YOUR OWN:

Using curly brackets, list all the elements of the following sets:

I. T= {the first four even numbers} _________________________________

II. X={primary colours} _________________________________
III. Y={polygons with no more than six sides} __________________________
IV. R={natural numbers between 9 and 18} ____________________________
V. H={main groups of vertebrates} _________________________________
VI. W={whole numbers less than 25 divisible by 4} ______________________

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 Write a description for the following sets:

I. B={1, 2, 3, 6} ______________________________________________________
II. D={September, April, June, November}
_____________________________________________________________
III. J={square, rectangle, parallelogram, rhombus, trapezium}
_____________________________________________________________
IV. K={10, 15, 20, 25} ________________________________________________
V. L={Asia, Africa, North America, South America, Europe, Australia,
Antarctica}

HOMEWORK
Complete the following table:
SETS DESCRIPTION
W={2, 4, 6, 8, 10}

Y={prime numbers less than 12}

Z={January, June, July}

P={a, e, i, o, u}

Q={Tuesday, Thursday}

S={natural numbers up to 30 and divisible by 5}

D = {violet, indigo, blue, green, yellow, orange, red}

No. Points Equal sets Equivalent sets

Two sets are equal

Two sets are
if all the elements
equivalent if
1 Definition of both sets are
the number of
exactly/identically
elements of
the same.

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 both sets is the
same.
Number
Same in both
2 of Same in both sets
sets
elements
Elements should Elements need
3 Elements be exactly the not be the
same same

4 Symbol = ~ or ≡ or ↔

Equivalent sets
Equal sets can be
5 Relation cannot be
equivalent also.
equal.
X= {2, 4, 6, 8}
A={2,4,6,8}
Y={1,3,5,7}
6 Example B={4,8,2,6}
X~Y or X≡Y or
A=B={2,4,6,8}
X↔Y

FACTS/ TIPS

 Empty sets or Null sets have no elements at all. The symbols Ø or

{ } are used to represent empty or null sets.

PRACTICE EXAMPLE

Equal Sets

Two sets are called equal if they have exactly the same elements e.g. {vowels
in the English alphabet} = {a, e, i, o, u}

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The two sets above are equal because they contain exactly the same elements
i.e. when we list the elements of the set {vowels in the English alphabet} the result
will be {a, e, i, o, u}.

Other examples of equal sets include:

P = {first three multiples of 4}

Q= {4, 8, 12}
Therefore, P=Q= {12, 8, 4}

W = {Amerindians, East Indians, Chinese}

X= {ancestors who came from Asia} Therefore, W=X

The order in which the elements are written within the curly brackets
does not matter at all. For example:
{1, 3, 5, 7, 9} = {3, 9, 7, 5, 1} = {5, 9, 1, 3, 7}

On the other hand, the sets B= {1, 3, 5} and C = {1, 2, 3} are not equal because
they have different elements. This is written as B ≠ C (Read this as B is not equal
to C).
NOTE: The symbol ≠ means ‘is not equal to’.

Equivalent sets

Two sets are equivalent to each other if the number of elements in both sets is
equal. The elements do not need to be the same e.g. S={2, 4, 6, 8} and R={T, H,
E, M} are equivalent because they both contain the same number of
elements. These sets may be written as S~R or S≡R or S↔R.

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 Other examples of equivalent sets include:

X = {factors of 4} Y= {letters of the word ‘CAR’}

In the above example, the factors of 4 are {1, 2, 4} and the elements in Y
are {C, A, R}. Therefore, both X and Y each have 3 elements. These sets are
called equivalent and may be written as X~Y or X≡Y or X↔Y.

U = {main groups of living things} V = {factors of 7}

Each set, U and V has two elements. Therefore, U and V are equivalent
sets.

Whenever descriptions of sets are given, we first need to list

the members of the sets described before we can identify
whether the sets are equal, or equivalent or neither.

Empty set or Null set

Empty sets have no elements in them e.g. Z= {donkeys that can fly}. When we
begin to list the elements of Z, we realize that it has no elements since donkeys
do not fly. Therefore, Set Z is an example of an empty set or a null set.

W, X and Y are all empty

Other examples of empty sets include:
or null sets because each
W= {lions which are herbivores} of the three sets has no
X= {prime numbers with 3 or more factors} elements.
Y= {Polygons with less than 3 sides}

NOTE: All empty sets are also equivalent sets since they all have the same
number of elements.

{∅} does not symbolize the empty set; it represents a set that contains
an empty set as an element. Therefore, this set is no longer empty since
it has one element.

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 ON YOUR OWN:

State, whether each pair of sets, given below, is equal or equivalent sets.
1. {3, 5, 7} and {5, 3, 7}
2. {8, 6, 10, 12} and {3, 2, 4, 6}
3. {7, 7, 2, 1, 2} and {1, 2, 7, 2, 7}
4. {1, 4, 9, 16, 25} and {12, 22, 32, 42, 52}
5. {a, b, c, d} and {∆, ○, □, ∇}

6. {Natural numbers less than five} and {Letters of the word ‘BOAT’}

7. {2, 4, 6, 8, 10} and {even natural numbers less than 12}

8. {Days of the week} and {Letters of the word ‘HONESTY}

9. {1, 3, 5, 7, … } and {set of odd natural numbers}

10. {Even natural numbers} and {Odd natural numbers}

Identify all the empty sets or null sets by ticking the appropriate box(es).

SETS SETS
{50th day of the month} {ducks that talk}
{colours of the rainbow} {Ships that brought the mixed
race to Guyana}

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 {children’s favourite foods} {cows that eat meat}
{quadrilaterals with 5 sides} {poisonous snakes}
{waterfalls in Guyana} {humans who are
invertebrates}

HOMEWORK

Study the following sets carefully.

1. {counting numbers between 5 and 6}

2. {odd numbers between 7 and 19}

3. {odd numbers between 7 and 9}

4. {even numbers which are not divisible by 2}.

5. {0}

6. { }

7. {Prime numbers between 7 and 11}

8. {Month having more than 31 days}

9. {Prime numbers divisible by 2}

10. {Negative natural numbers}

11. {Women who are 5 meter tall}

12. {Men with four legs}

13. {Integers less than 5}

14. {A week having 10 days}

15. {Prime numbers between 17 and 23}

16. {Set of even numbers, not divisible by 2}

17. {Set of multiples of 3, which are more than 9 and less than 15}

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From the sets above:

(a) Make a list of all the empty sets

(b) Identify at least three pairs of equivalent sets.

List at least two pairs of equal sets

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