Unit Tests: Workbook 6

JUMPMath
Contents
Patterns & Algebra – Part 1
Answer Key for Patterns & Algebra – Part 1
Number Sense – Part 1
Answer Key for Number
���������������������
Sense – Part 1
Measurement – Part 1
Answer Key for Measurement
���������������������
– Part 1
Probability & Data Management – Part 1
Answer Key for Probability & Data Management����������
– Part 1
Geometry – Part 1
Answer Key for Geometry
������������������
– Part 1
Patterns & Algebra – Part 2
Answer Key for Patterns & Algebra – Part 2
Number Sense –��������
Part 2
Answer Key for Number Sense – Part 2
Measurement – Part 2
Answer Key for Measurement���������
��������������������
– Part 2
Probability & Data Management – Part 2
Answer Key for Probability
��������������������������������������
& Data Management���������
– Part 2
Geometry – Part 2
Answer Key for Geometry���������
�����������������
– Part 2
Copyright © 2008 JUMP Math

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by
any means, electronic or mechanical, including photocopying, recording, or any information storage
and retrieval system, without written permission from the publisher, or expressly indicated on the
page with the inclusion of a copyright notice.

JUMP Math
Toronto, Ontario
www.jumpmath.org
 –1–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section A
1. For the following pattern, use the first three numbers in the pattern to find the rule. Then continue the
pattern by filling in the blanks:
a) 22, 27, 32, _____, _____, _____ The rule is: _________________________________

b) 48, 45, 42, _____, _____, _____ The rule is: _________________________________

c) 1028, 1019, 1010, _____, _____, _____ The rule is: _________________________________

2. Extend the number pattern. How many squares would be used in the 6th figure?
a) Number of b) Number of c) Number of
Figure Figure Figure
Squares Squares Squares

1 3 1 5 1 2

2 10 2 9 2 7

3 17 3 13 3 12

3. The snow is 11 cm deep at 3 p.m. 6 cm of 4. Una’s candle is 28 cm high when she lights it
snow falls each hour. How deep is the snow at 7 p.m. It burns down 3 cm every hour.
at 7 p.m.? Mona’s candle is 30 cm hight when she lights
it at 7 p.m. It burns down 4 cm every hour.
Whose candle is taller at 11 p.m.?

Unit Tests – Workbook 6, Part I

 –2–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section A (continued)
5. Circle the core of the pattern. Then continue the pattern:

a) ______ ______ ______ ______ ______

b) 3 5 3 7 1 3 5 3 7 1 ____ ____ ____ ____ ____

6. Draw a rectangle around the core of the pattern:

R Y Y R R Y Y R R Y Y R R Y Y R

7. Megan plants a row of daisies (the first flower) and pansies

in the pattern shown here:

a) How long is the core of the pattern?

b) Is the 45th flower a daisy or a pansy?

8. Y R R Y R R Explain how you could find the colour of the 37th block in this pattern
without using a hundreds chart:
HINT: How could skip counting help?

9. 25¢ 10¢ 10¢ 10¢ 25¢ 10¢ 10¢ 10¢ What is the 21st coin in this pattern?
Explain how you know.

Unit Tests – Workbook 6, Part I

 –3–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section A (continued)
10. Find the lowest common multiple of each pair of numbers:

a) 6 and 10 b) 5 and 15 c) 2 and 9

LCM = ______ LCM = ______ LCM = ______

11. Every 6th person who arrives at a book sale receives a free calendar and every 8th person receives a
free book. Which of the first 50 people receive a book and a calendar?

12. Find the amount by which the sequence increases or decreases. At each step, write your answer in the
circles with a + or – sign:

a) 8 , 2 , 14 , 16 , 1 b) 16 , 23 , 4 , 90 , 2

13. a) Which row of the chart has a decreasing pattern? (Looking left
to right.)
0 5 10 5 0
6 7 8 4 10
b) Which column has a repeating pattern?
12 9 6 3 0
c) Write pattern rules for the first and second column: 18 11 4 2 10
24 13 2 1 0

d) Describe the relationship between the numbers in the third and fourth columns:

e) Describe one other pattern in the chart:

f) Name a row or column that does not appear to have any pattern:

Unit Tests – Workbook 6, Part I

 –4–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section B
14. Create an increasing number pattern. Give the rule for your pattern:

15. Create a repeating pattern using...

a) letters:

b) shapes

c) numbers

16. Wendy makes brooches using squares (s), rectangles (r), and triangles (t). Complete the chart. Write
a formula (like 4 × s = t) for each design:

a) Squares (s) Rectangles (r) b) Squares (s) Triangles (t)

1 1

2 2

3 3

17. For each chart, give a rule that tells you how to make the OUTPUT numbers from the INPUT numbers:
a) INPUT OUTPUT b) INPUT OUTPUT c) INPUT OUTPUT
4 11 3 12 19 6
5 12 5 14 15 2
6 13 7 16 21 8

Rule: Rule: Rule:

Unit Tests – Workbook 6, Part I

 –5–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section B (continued)
18. Complete the T-Table for the following pattern. Then write a rule that tells you how to calculate the
output numbers from the input number:
NOTE: Use the word INPUT in your answer: For instance, “multiply the INPUT by 3.”

Number of Number of Rule:

White Hexagons Shaded Hexagons

19. Write the rule that tells you how to make the OUTPUT from the INPUT:
NOTE: Each rule involves two operations: either multiplication and addition, or multiplication and
subtraction.

a) INPUT OUTPUT b) INPUT OUTPUT c) INPUT OUTPUT

1 9 1 3 1 10
2 12 2 8 2 12
3 15 3 13 3 14

Rule: Rule: Rule:

20. Draw Figure 4 and fill in the T-table. Write a rule for calculating the
Number of
Number of Squares from the Figure Number. Figure Squares
Figure 1 Figure 2 Figure 3 Figure 4 1
2
3
4

Rule for T-table: ______________________________________________________________

Use your rule to predict the number of squares needed for Figure 10: ____________________

Unit Tests – Workbook 6, Part I

 page 1
Unit Test: Patterns & Algebra – Workbook 6, Part I
Section A 11.
th th
The 24 and 48 people Section B RULE:
1. a) 37, 42, 47; will receive both a book 14. Answers will vary. Multiply INPUT by 2 and
Start at 22 and and a calendar. add 1.
15. a) Answers will vary.
add 5. 12. a) – 6, + 12, + 2,
b) Answers will vary. For Figure 10, you would
b) 39, 36, 33; – 15
c) Answers will vary. need 21 squares.
Start at 48 and b) + 7, – 19, + 86,
subtract 3. – 88 16. a) S R

c) 1001, 992, 983; 13. a) Row 3 or Row 5 1 4

Start at 1028 and b) Column 5 2 8
subtract 9.
c) Column 1: 3 12
2. Fig. # of Sq Start at 0 and 4×s=r
a) 4 24 add 6.
5 31 Column 2: b) S T
Start at 5 and
6 38 1 6
add 2.
b) 4 17 d) If you divide 2 12
5 21 each number in 3 18
6 25 Column 3 by 2, 6×s=t
you will get the
c) 4 17 corresponding
17. a) Input + 7 = Output
5 22 number in
Column 4. b) Input + 9 = Output
6 27
e) Answers will c) Input – 13 =
3. The snow will be 35 cm
vary. Output
deep at 7 p.m.
(e.g. Column 4: 18. White Shaded
4. Una’s candle will be
Start at 5 and Hexagons Hexagons
taller at 11p.m. (16 cm
subtract 1.) 1 2
vs 14 cm).
f) Rows 2, 4, 5 do 2 4
5. a) Core = ;
not follow a clear
3 6
pattern
RULE:
b) Core = 3 5 3 7 1; Multiply the INPUT (# of
3 5 3 7 1 white hexagons) by 2.

6. Core = 19. a) RULE:

R Y Y R
Multiply INPUT by
3 and add 6.
7. a) 3 flowers long
b) RULE:
b) Pansy
Multiply INPUT by
8. Sample Answer: 5 and subtract 2.
The core is 3 blocks
c) RULE:
long. I could skip count
Multiply INPUT by
by 3’s until I got closest
2 and add 8.
to 37 without going over
(36). The first block in 20. Figure 4:
the core (37 – 36) is
th
yellow, so the 37 block
would be yellow.
Figure # of Squares
st
9. The 21 coin would be a
1 3
quarter (using a similar
process to #8 above). 2 5

10. a) LCM = 30 3 7

b) LCM = 15 4 9

c) LCM = 18

Answer Keys – Workbook 6 Unit Tests

 –1–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section A
1. Write the name of the place value of each underlined digit:
a) 1 278 930 _________________________ b) 842 208 _________________________

c) 2 007 217 _________________________ d) 42 600 _________________________

e) 842 _________________________ f) 9 000 460 _________________________

2. Write numerals for the following number words:

a) twenty-nine thousand, six hundred forty-three _______________

b) eighty thousand, two hundred four _______________

c) fifty-one thousand thirty-nine _______________

3. Write number words for the following numerals:

a) 2 180 ___________________________________________________________

b) 13 008 ___________________________________________________________

c) 1 019 800 ___________________________________________________________

___________________________________________________________

4. Expand the following numbers using numerals and words:

a) 18 060 = ______________________________________________________________________

b) 819 = ______________________________________________________________________

c) 38 349 = ______________________________________________________________________

5. Sketch a base ten model of each number, then write the number in expanded form using number words
and using numerals:
a) 3 622 b) 4 387

3 622 = ____________________________ 4 387 = ____________________________

__________________________________ __________________________________

3 622 = ___________________________ 4 387 = ___________________________

Unit Tests – Workbook 6, Part I

 –2–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section A (continued)
6. Write an inequality to show which number is greater:

a) 8 643 8 786 b) 6 267 8 232 c) 8 000 6 999 d) 3 979 6 001

e) 37 855 37 122 f) 87 226 87 934 g) 153 002 177 244

7. In the questions below, you will have to regroup two or three times:

a) 1 0 0 0 b) 1 0 0 c) 1 0 4 0 0
− 5 7 3 − 3 1 − 4 5 8 9

8. Lake Area (in km2) This chart gives the area of some of the largest lakes in
North America:
Erie 25 693
a) How much more area does the largest lake cover than the
Great Slave 28 568 smallest lake?

Michigan 58 016

Great Bear 31 339

b) How much more area does Lake Michigan cover than
Superior 82 103 Lake Erie?

c) Write the areas of the lakes in order from least to greatest:

d) The largest lake in the world is the Caspian Sea in Russia. Its area is 370 990 km2. How much
smaller than the area of the Caspian Sea is the area of Lake Superior?

9. Write 10, 100, 1 000 or 10 000 in the box to make the statement true:

a) 256 + = 266 b) 5 673 + = 5 773 c) 9 328 + = 10 328

d) 57 264 + = 67 264 e) 85 043 – = 84 943 f) 81 263 – =80 263

Unit Tests – Workbook 6, Part I

 –3–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section A (continued)
10. Use each of the digits 4, 5, 6, 7, 8 once to create…
a) The greatest odd number possible: b) a number between 57,000 and 56,700:

c) An even number whose tens digit and d) An odd number whose thousands digit is
hundreds digit add to 12: twice its hundreds digit:

11. Circle the prime numbers:

a) 11 25 14 13 17 20 b) 27 15 12 18 29 33

12. Draw a factor tree for the following numbers:

a) 18 b) 24

13. Find two pairs of prime numbers less than 20 that differ by 4:

14. Multiply:
a) b) c)

5 3 2 5 4 5 3 1 0

× 3 4 × 2 6 × 3 8

15. A hummingbird flaps its wings 15 times. How many times does it flap its wings in a minute?

Unit Tests – Workbook 6, Part I

 –4–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section B
16. Find two different ways to share 29 pens into equal groups so that one pen is left over:

17. Divide: a) b) c) d)
3 ) 8 1 4 ) 8 4 5 ) 6 4 8 25 ) 7 0 5 5
– – – –

– – – –

– –

18. Jason eats 8 almonds a day. How many days will he take to eat 104 almonds?

19. What is the least number of whole apples that can be shared equally among 2, 3, or 4 people?

20. Nandita ran 24 laps of her school track. The track is 75 metres long.

a) How far has she run?

b) How much further must she run if she wants to run 2000 metres?

c) About how many extra laps must she run?

Unit Tests – Workbook 6, Part I

 –5–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section B (continued)
21. Sterling packs 59 books into boxes of 5, and Philip packs 47 books into boxes of 6. Who uses more
boxes? Who has more left over?

22. Share the squares equally among the sets:

23. Ken gave away half of his hockey cards. He put the remaining cards in a scrap book.
Each page held 15 cards. He filled 27 pages.
a) How many cards did he put in the book? __________

b) If each page held only 5 cards, how many pages would he need to place the cards? __________

c) How many cards did he have before he gave half of his collection away? __________

24. These thermometers show the temperatures on Thursday and Friday.

30 30
a) In the blanks, write an integer for each temperature. 25 25
20 20
Thursday: 15 Friday: 15
b) How much did the temperature change? 10 10
5 5
_____ °C 0°C _____ °C 0°C
–5 –5
– 10 – 10
– 15 – 15
– 20 – 20
– 25 – 25

Unit Tests – Workbook 6, Part I

 –6–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section B (continued)
25. How many negative integers are greater than - 6?

26. Round to the nearest thousands place:

a) 4 787 b) 93 092 c) 723 871

27. Round to the nearest ten thousands place:

a) 82 839 b) 43 003 c) 397 603

28. Round 81 649 to the nearest…

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
tens hundreds thousands ten thousands

29. Estimate the products by rounding to the leading digits:

a) 45 × 75 = b) 427 × 56 = c) 306 × 17 = d) 81 × 819 =

30. The population of New Brunswick and Nova Scotia are listed in an almanac as 750 000 and 936 900.
What digit do you think these numbers have been rounded to? Explain.

31. The population of Newfoundland is 520 200 and the population of Prince Edward Island is 137 900.
Estimate the difference in the two populations. Explain how you estimated the difference.

Unit Tests – Workbook 6, Part I

 –7–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section C
32. How much money would you have if you had the following coins? Write your answer in cent notation
then in dollar notation:

a) 35 pennies = _____ = ______ b) 7 nickels = _____ = ______ c) 8 dimes = _____ = ______

d) 28 pennies = _____ = ______ e) 6 toonies = _____ = ______ f) 3 quarters = _____ = ______

33. Circle the greater amount of money in each pair:

a) 183¢ or $1.86 b) $1.41 or 143¢ c) 7¢ or $0.70

34.
$10.30
$39.95 $45.47

$2.74
$6.26
$32.89
$38.50 $25.64

a) If you bought a watch and a soccer ball, how much would you pay?

b) Which costs more: a watch and a cap or a pair of pants and a soccer ball?

c) Could you buy a soccer ball, a pair of tennis rackets and a pair of pants for $100?

d) What would be the total cost of the three most expensive things shown in the pictures above?

e) Danny paid 2 $20 bills for the watch. Estimate his change.

Unit Tests – Workbook 6, Part I

 –8–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section C (continued)

35. Tanya’s weekly allowance is $4.50. Her mom gave her four coins. Which coins did she use?

36. Mera has $12.16 and Wendy has $13.47. How much more money does Wendy have than Mera?

37. First estimate the amount of money shown. Then tally the amount of each denomination and use the
space provided to calculate the actual total:

Estimated Total: _______________

$2 25¢ 5¢ 5¢ 1¢ 25¢ 25¢

___ × $20 ___ × $10 ___ × $5 ___ × $2 ___ × $1 ___ × 25¢ ___ × 10¢ ___ × 5¢ ___ × 1¢

Actual Total : _______________

38. Draw a picture to show how to make the following amounts with the least number of coins and bills:

a) $64

b) $97

c) $78.73

JUNIOR UNDISCOVERED MATH PRODIGIES

Unit Tests – Workbook 3, Part I
 page 1
Unit Test: Number Sense – Workbook 6, Part I
Section A g) < 12. a) Answers will vary: Section B
1. a) Hundred thousands 7. a) 427 18 16. Answers will vary:
b) Ten thousands b) 69 9×2 4 groups of 7;
3×3×2 7 groups of 4;
c) Hundreds c) 5811
2 groups of 14;
d) Tens 2 OR
8. a) 56 410 km 14 groups of 2
e) Ones Largest: 18
17. a) 27
Lake Superior 3×6
f) Millions b) 21
3×2×3
Smallest:
2. a) 29 643 c) 129 R3
Lake Erie b) Answers will vary:
b) 80 204 2 d) 282 R5
b) 32 323 km 24
c) 51 039 2 2 × 12 18. 13 days
c) 25 693 km (Erie);
3. a) Two thousand one 2 2×2×6 19. 12 apples
28 568 km (Great
hundred eighty 2×2×3×2
Slave); 20. a) 1 800 m
b) Thirteen thousand 2 OR
31 339 km (Great b) 200 m
eight
Bear); 24 c) 2 laps + 50 m OR
c) One million 58 016 km
2
2 × 12 2
nineteen thousand 2 3 laps
(Michigan); 2×3×4
eight hundred 2 2×3×2×2
82 103 km 21. Sterling uses more boxes
4. a) 1 ten thousands + (Superior) OR (11);
8 thousands + 2 Philip has more boxes left
d) 288 887 km 24
(0 hundreds +) over (5).
9. a) 10 3×8
6 tens +
3×2×4 22. 4 squares in each of
(0 ones) b) 100
3×2×2×2 6 sets
b) 8 hundreds + c) 1 000
OR 23. a) 405
1 ten + d) 10 000
9 ones 24 b) 81
e) 100 4×6
c) 3 ten thousands + c) 810
f) 1 000 2×2×2×3
8 thousands + 24. a) Thursday: – 10ºC
3 hundreds + 10. a) 87 645 13. Answers will vary: 3, 7;
Friday: 25 ºC
4 tens + b) Answers will vary: 13, 17; 7, 11
b) 35ºC
9 ones 56 748; 56 784; 14. a) 18 088
25. 5 (– 5, – 4, – 3, – 2, – 1)
5. a) Teacher to check 56 847; 56 874 b) 14 170
base ten model. 26. a) 5 000
c) Teacher to check. c) 11 780
3 622 = 2 cases: b) 93 000
15. 15 × 60 = 900 times
3 thousands + - tens digit is 4 and c) 724 000
6 hundreds + hundreds digit is 8; 27. a) 80 000
2 tens + 2 ones ones digit is 6
b) 40 000
3 622 = 3 000 + OR
600 + 20 + 2 c) 400 000
- tens digit is 8 and
b) Teacher to check hundreds digit is 4; 28. 10s: 81 650
base ten model. ones digit is 6 100s: 81 600
1000s: 82 000
4 387 = d) Either of
10 000s: 80 000
4 thousands + 67845
3 hundreds + 29. a) 50 × 80
76845 = 4 000
8 tens + 7 ones
56847
4 387 = 4 000 + b) 400 × 60
300 + 80 + 7 65847 = 24 000
6. a) < 11. a) 11, 13, 17 c) 300 × 20
b) < b) 29 = 6 000

c) > d) 80 × 800
= 64 000
d) <
e) >
f) <

Answer Keys – Workbook 6 Unit Tests

 page 2
Unit Test: Number Sense – Workbook 6, Part I (continued)
30. Looking at the Section C
populations, it seems that 32. a) 35¢ = $0.35
one is rounded to the
b) 35¢ = $0.35
nearest ten thousands
(750 000) and the other, c) 80¢ = $0.80
to the nearest hundreds d) 28¢ = $0.28
(936 900). e) 1200¢ = $12.00
However, in an almanac
f) 75¢ = $0.75
both numbers would be
rounded to the same digit. 33. a) $1.86
If they’re both rounded to b) 143¢
the same digit, they must c) $0.70
both be rounded to the
34. a) $32.89 + $10.30 =
nearest hundreds.
$43.19
31. Answers will vary as
b) Watch and cap
students may round the
($58.53 vs $50.25)
numbers to different digits
(e.g. to the nearest c) Yes – the total is
hundred thousands, ten $95.72.
thousands or thousands). d) $123.92 (for the
Teacher to check. tennis rackets,
pants and shoes)
e) About $7.00 ($7.11)
35. 2 × $2
2 × 25¢
36. $1.31
37. Actual Total = $72.86
38. a) 3 × $20
2 × $2
b) 1 × $50
2 × $20
1 × $5
1 × $2
c) 1 × $50
1 × $20
1 × $5
1 × $2
1 × $1
2 × 25¢
2 × 10¢
3 × 1¢

Answer Keys – Workbook 6 Unit Tests

 –1–

Measurement Name: _____________________________

Unit Test Date: _________________

Section A
1. Answer the questions based on the given information on the weight
Penny 2.5 g
of Canadian coins. Do your work in the space provided below.
Nickel 4g
a) How much would 20 dimes weigh? ______________
Dime 2g
Quarter 4.5 g
b) How much would 65¢ in nickels weigh? ______________ Loonie 7g

c) How much would $1.50 in quarters weigh? ______________

d) How much would 40 loonies weigh? ______________

e) How many dimes weigh as much as 6 loonies? ______________

f) How many pennies would weigh as much as 10 nickels? __________

2. Check off the appropriate box. Would you use grams or kilograms to weigh...
a) a computer? g kg b) a bed? g kg

c) a piece of bread? g kg d) a frog? g kg

e) a pen? g kg f) an apple? g kg

3. A dog weighs 4 kg. A cat weights 2570 grams. How much more does the dog weigh? Show your work:

4. An insect weighs 250 mg.

a) How many insects weigh 1 gram? Show your work:

b) How many insects weigh 1 kg? Show your work:

Unit Tests – Workbook 6, Part I

 –2–

Measurement Name: _____________________________

Unit Test Date: _________________

Section B
5. Find the volume of each box with the indicated dimensions (assume all units are in metres):

a) Width __________ b) Width __________

2 Length __________ 4 Length __________
2 5
2 Height __________ 4 Height __________
Volume __________ Volume __________

c) Width __________ d) Width __________

1
4 Length __________ Length __________
2 8
Height __________ Height __________
4
Volume __________ 4 Volume __________

6. Marcus is building a pyramid with cubic centimetre blocks:

a) Fill in the volumes in each layer:

Volume of top layer: _________

Volume of second layer: _________

Volume of bottom layer: ___________

b) If Marcus added another row to his pyramid (following the same pattern), what would the total
volume of the pyramid be? Explain.

7. A structure made of cubes each with volume 1 cm3 has this mat plan. 3 1 1
What is the volume of the structure?
2 5 3

JUNIOR UNDISCOVERED MATH PRODIGIES

Unit Tests – Workbook 6, Part I
 –3–

Measurement Name: _____________________________

Unit Test Date: _________________

Section B (continued)
8. This picture shows the top view of a cube built with cubic centimetres. What is the
volume of the cube? Explain how you know:

9. How many millilitres are in a litre? ______________

10. Circle the greater measure in each pair:

a) 25 g 35 mg b) 20 g 17 kg c) 3 L 5 mL

f) 2000 mL 1L
d) 50 g 2 kg e) 400 mL 1L

11. Explain how you found the answers to Questions 10 d) and 10 f):

12. Circle True or False for each statement below:

a) You would measure the mass of a car in litres. True False
b) A gram is used to measure volume. True False
c) The contents of a can of pop are usually measured in kilograms. True False
d) Grams are used to measure the mass of objects. True False

Unit Tests – Workbook 6, Part I

 –4–

Measurement Name: _____________________________

Unit Test Date: _________________

Section C

13. How much time passed?

a) From 8:45 a.m. to 9:20 a.m.: ______________________________________

b) From 11:20 a.m. to 4:35 p.m.: _____________________________________

c) From 6:52 a.m. to 8:21 p.m.: ______________________________________

d) From 11:25 a.m. to 5:43 a.m.: _____________________________________

e) From 23:00 to 7:00: ______________________________________

f) From 22:51 to 14:43: ______________________________________

14. Boat A left Halifax at 13:00, 1 hour before Boat B. Both boats travelled at a steady speed in the same
direction.

Time 13:00 14:00 15:00 16:00 17:00 18:00

Distance Boat A 0 km 5 km
from
Halifax Boat B 0 km 28 km

a) How far apart were the boats at 18:00?

b) How far from Halifax were both boats at 15:30? At 16:30?

c) When did Boat B overtake Boat A?

Unit Tests – Workbook 6, Part I

 page 1
Unit Test: Measurement – Workbook 6, Part I
Section A Section B Section C
1. a) 40 g 5. a) W–2m 13. a) 35 min
b) 52 g L–2m b) 5 hrs 15 min
H–2m
c) 27 g 3 c) 11 hrs 29 min
V–8m
d) 280 g d) 18 hrs 18 min
b) W–4m
e) 21 dimes L–5m e) 8 hrs
f) 16 pennies H–4m f) 15 hrs 52 min
3
V – 80 m
2. a) kg 14. Boat Boat
c) W–2m Time A B
b) kg
L–4m (km) (km)
c) g
H–1m 13:00 0 0
3
d) g V–8m
14:00 5 0
e) g d) W–4m
15:00 10 7
f) g L–4m
H–8m 16:00 15 14
3. 4 000 – 2 570 = 1 430 g 3
V –128 m 17:00 20 21
4. a) 1 000 ÷ 250 = 3
6. a) Top – 1 cm 18:00 25 28
4 insects 3
Second – 9 cm
b) 1 kg = 1 000 g, so 3
a) 3 km apart
Bottom – 25 cm
1 kg = 4 × 1 000 = b) Distance from
b) Following the Halifax:
4 000 insects
pattern, the
volume of the new Boat Boat
A B
layer would be: (km) (km)
3
7 × 7 = 49 cm ;
15:30 12.5 10.5
So total volume
16:30 17.5 17.5
= 1 + 9 + 25 + 49
= 84 cm
3 c) At 16:30
3
7. 15 cm
3
8. 27 cm
(length = 3 and width = 3
so, as a cube, height = 3
and 3 × 3 × 3 = 27)
9. 1 000 mL = 1 L
10. a) 25 g
b) 17 kg
c) 3L
d) 2 kg
e) 1L
f) 2 000 mL
11. For 10 d), convert both
measures to grams (2 kg
= 2 000 g, which is
greater than 50 g).
For 10 f), convert both to
millilitres (1 L = 1 000 mL
is less than 2 000 mL).
12. a) False
b) False
c) False
d) True

Answer Keys – Workbook 6 Unit Tests

 –1–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section A
1. Rene’s class has a fish tank. It contains a variety of small fish, each with different characteristics:

A B C D E F G H

Complete the table. Then sort fish into Venn diagram.

Category Fish (by letter)

Fish with a pattern A,

Dark fish B,

Fish with pattern Dark fish

2. Anne’s Fruit Smoothie Intake over the Past Year

16
14
Fruit Smoothies

12
Number of

10
8
6
4
2
0
Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.

Use the above line graph to answer the following questions:

a) In which month did Anne drink: (i) the most smoothies? (ii) the least smoothies?

b) How many smoothies did Anne drink: (i) in March? (ii) in October?

c) In which months did Anne drink more than 6 smoothies?

Unit Tests – Workbook 6, Part I

 –2–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section A (continued)
3. In order to identify how their fellow students got to school, a Grade 5 class at Baldwin Public School
designed a short survey and gave it to every student in the school.

a) Using the final results (below), complete the bar graph provided:
HINT: In this bar graph, the bars will run horizontally. The first one has been done for you.

How Students at Baldwin PS

Transportation Used Number of Get to School
to Get to School Students
Car
Bike 66

Transportation Used
Subway 33 Bus

Walk 138 Walk

Bus 156 Subway

Car 22 Bike

0 20 40 60 80 100 120 140 160

Next, answer the following questions:
Number of Students
b) Identify the scale used in the bar graph
(e.g. what it counts by and when it stops). Do you think it was a good choice? Why or why not?

c) How do the students at your school get to school? Would you predict similar or different results than
those at found at Baldwin PS? Explain.

4. Melanie surveyed her friends about their favourite authors. Here are her results:
J.K. Rowling Lemony Snicket Tamora Pierce Cornelia Funke Louis Sachar Kenneth Opel
11 4 6 7 5 3

If you were Melanie, how would you choose to display your data? Why?

Unit Tests – Workbook 6, Part I

 –3–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section A (continued)
5. Ms Young’s Grade 5 class carried out an experiment: each day (for 12 days) they dropped 10 pennies
on the ground. They counted the number of pennies that came up “heads” and created the following
scatter plot graph:

10
9
8
7
Number of
"Heads"

6
5
4
3
2
1
0
Day Day Day Day Day Day Day Day Day Day Day Day
1 2 3 4 5 6 7 8 9 10 11 12

Read the scatter plot carefully and complete the result chart below (the first day has been done
for you):

Day 1 2 3 4 5 6 7 8 9 10 11 12

Number of
7
Pennies

6. The following graph from a newspaper article shows how many new planets have been discovered
by astronomers:
35
a) How many more planets were Planets discovered outside of our solar system
discovered in 2002 than in 2004? 30

25

20

15

b) In which years were more than 10

15 planets discovered?
5

0
'89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '03 '04

c) Between which years were at least 5 planets discovered each year?

Unit Tests – Workbook 6, Part I

 –4–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section B
7. Find the range of the following data sets:
HINT: Don’t forget to re-write the list in order from lowest to highest first!

a) 45, 27, 14, 95, 44, 8 b) 124, 46, 34, 71, 24, 355 c) 56, 37, 7, 44, 28, 422, 80

______________________ ______________________ ______________________

Range: ____ to ____ Range: ____ to ____ Range: ____ to ____

8. Find the mean of the following data sets:

a) 5, 1, 7, 2, 8, 7 b) 6, 3, 7, 15, 11, 10, 11 c) 17, 6, 12, 4, 21

___ + ___ + ___ + ___ = ____ _______________________ _______________________

____ ÷ ___ = ____ _______________________ _______________________

Mean: ________ Mean: ________ Mean: ________

9. Find the mode of the following data sets:

a) 3, 8, 8 b) 30, 22, 52, 30 c) 7, 7, 4, 5, 7, 4, 4, 7, 9

Mode: ________ Mode: ________ Mode: ________

d) 53, 57, 35, 57, 75, 58 e) 18, 88, 81, 8, 88, 88, 18 f) 17, 17, 4

Mode: ________ Mode: ________ Mode: ________

10. Find the median of the following data sets:

HINT: Don’t forget to rewrite the list in order from lowest to highest first!

a) 10, 18, 4, 13, 5 b) 32, 33, 63, 16, 8, 13, 19 c) 72, 22, 43, 6, 61, 77, 18

_______________________ _______________________ _______________________

Median: ________ Median: ________ Median: ________

Unit Tests – Workbook 6, Part I

 –5–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section B (continued)
11. Mrs. Gatlin gave her students a spelling test 11 14 18 10 11 15 10 16 9
(marked out of 20) and entered all the marks in
19 15 19 19 20 20 19 20 5
the chart:

a) Create a stem and leaf plot of the data. b) Find the range, mode, median, and mean of
the data. Which is hardest to read from stem
and leaf plot?
range: ________
mode: ________
median: ________
mean: ________

c) Tom’s mark is 15. Which of the following statements he told his parents were true?
Explain using the mean, mode, and median.
i) My grade is average.
ii) I am in the top half of the class!
iii) This is the most common mark!

12. Marisa made a scatter plot of her pet rabbits’ weight:

800
a) How many months does the interval shown
by the arrow represent?
600
Weight (g)

b) How many weeks does the interval represent?

400

c) Describe any trends you see in the graph. 200

0
3 6 9 12 15 18
Age (months)

d) Circle on the graph the point that shows a 6 month old rabbit with weight of 500g.

Unit Tests – Workbook 6, Part I

 page 1
Unit Test: Probability & Data Mgmt – Workbook 6, Part I
Section A Section B
1. With a pattern: A, D, E, G 7. a) 8 to 95
Dark fish: B, D, H b) 24 to 355
C F c) 7 to 422
A E B H 8. a) 5
D
G
b) 9
c) 12
pattern dark
9. a) 8
2. a) (i) August
b) 30
(ii) April
c) 7
b) (i) 10 smoothies
d) 57
(ii) 15 smoothies
e) 88
c) January, March,
f) 17
July, August,
September, October, 10. a) 10
November b) 19
3. a) Teacher to check. c) 43
b) The scale starts at 0, 11. a) Stem Leaves
“counts” by 20 and
0 59
ends at 160.
1 0011455689999
Yes, this is a good
scale because it 2 000
covers the entire b) Range: from 5 to 20.
range of data
Mode: 16
(22 to 156) in the
Median: 15.5
space given.
Mean: 15
c) Answers will vary –
Mean is hardest to
teacher to check. read from stem and
4. Answers will vary. leaf plot.
NOTE: A pie graph or c) i) is True, the average
bar graph should be used, grade is the mean.
rather than a line graph or Tom’s grade is below
a scatter plot. the median, so ii) is
5. Day # of Pennies false, and the most
common mark is the
1 7
mode, 19, so iii) is
2 3 also false.
3 6 12. a) 1.5 months (3 ÷ 2)
4 2 b) Approximately
5 3 6 weeks (1.5 × 4)
c) The rabbits’ weights
6 7
increase over time
7 4 (but the incremental
8 5 amount of weight
9 8 gained gets smaller
as time goes along).
10 3
d) Teacher to check
11 5
12 5
6. a) 25 more (31 – 6)

b) 2000, 2001, 2002

c) From 1998 to 2004

Answer Keys – Workbook 6 Unit Tests

 –1–

Geometry Name: _____________________________

Unit Test Date: _________________

Section A
1. Complete the chart. Find as many shapes as you can for each shape name:

A C D E F G
B H
I
J

Shapes Letters Shapes Letters

Triangles Pentagons
Quadrilaterals Hexagons

2. Without using a protractor, identify each angle as “acute” or “obtuse”:

a) b) c)

___________________ ___________________ ___________________

3. Use the charts to classify the triangles below. NOTE: Triangles are not drawn to scale.

A. B.
60° 60°
5m 5m 6m
3m

60° 60°
30°
5m
5.2 m
C. D.
105°
1.4 m 1.4 m 4m 2.8 m

45° 45° 30° 45°

2m
5.2 m
a) Classify the triangles by their angles: b) Classify the triangles by their sides:

Property Triangles with Property Property Triangles with Property

Acute-angled Equilateral
Obtuse-angled Isosceles
Right-angled Scalene

Unit Tests – Workbook 6, Part I

 –2–

Geometry Name: _____________________________

Unit Test Date: _________________

Section A (continued)
4. Measure all of the angles in each triangle and write your measurement in the triangle. Then say whether
the triangle is acute, obtuse or right angled:

a) b) c)

_________________ _________________ _________________

5. Can a triangle be equilateral and obtuse? Explain.

6. Using arrows, mark all the pairs of parallel lines in the figures below:

a) b) c) d)

____ pairs ____ pairs ____ pairs ____ pairs

7. (i) Mark the angles that are right angles in the quadrilaterals below.
(ii) Measure the length of each side with a ruler and write it onto the pictures. Use this to help you
decide on the best (or most specific) name for each quadrilateral.
____ cm
____ cm
a) b)

____ cm ____ cm ____ cm

____ cm

____ cm ____ cm

Name: __________________________ Name: ______________________________

8. Match the name of the

Square A parallelogram with 4 right angles.
quadrilateral to the best
description: Rectangle A parallelogram with 4 equal sides.
Rhombus A parallelogram with 4 right angles and 4 equal sides.

Unit Tests – Workbook 6, Part I

 –3–

Geometry Name: _____________________________

Unit Test Date: _________________

Section A (continued)
9. Name the shapes: HINT: Use the words rhombus, square, parallelogram and rectangle.
a) b) c) d)

__________________ __________________ __________________ __________________

10. For each quadrilateral, say how many pairs of sides are parallel. Then identify each quadrilateral as a
square, a rectangle, a parallelogram or a trapezoid:

a) b) c) d)

__________________ __________________ __________________ __________________

__________________ __________________ __________________ __________________

11. Which special quadrilaterals have diagonals that intersect at a right angle? List all names that apply.

12. a) Why is a rhombus a parallelogram?

b) Why are some parallelograms not rhombi?

13. a) Draw a quadrilateral that has two right angles and

one pair of parallel sides.

b) What is the name of the shape you drew?

Unit Tests – Workbook 6, Part I

 –4–

Geometry Name: _____________________________

Unit Test Date: _________________

Section B
14. a) Draw a triangle that is not congruent to b) Draw a trapezoid congruent to the one
the one shown: shown, but turned on its side:

15. Some of the shapes below are A

congruent. Find any shapes that are
congruent to Shape A and label them
with the letter A. If you can find any
other shapes that are congruent to
each other, label them all with the
same letter.
HINT: You will need to use the letters
A, B, C and D.

16. Which shapes are congruent?

Which are similar? Explain
A C E
how you know:
G H
B F

Unit Tests – Workbook 6, Part I

 –5–

Geometry Name: _____________________________

Unit Test Date: _________________

Section B (continued)
17. Complete the picture so that the dotted line is a line of symmetry:

a) b) c) d)

18. a) Using the line provided, use a protractor to construct a triangle with two 60° angles:

60° 60°

b) Measure the sides of the triangle. (Write the measurements on the sides.) What kind of triangle did
you draw?

c) What is the order of rotational symmetry of this triangle?

19. a) Draw a trapezoid with one line of symmetry and b) Draw a parallelogram:
a trapezoid with no lines of symmetry and no right angles:

Unit Tests – Workbook 6, Part I

 –6–

Geometry Name: _____________________________

Unit Test Date: _________________

Section B (continued)
20. Record the properties of each shape. Write “yes” in the column if the shape has the given property.
Otherwise, write “no”:

B C D
A

Two or more pairs At least one At least one At least one

Shape Quadrilateral Equilateral
of parallel sides right angle acute angle obtuse angle
A

21. Describe this figure completely. In your description you should mention the
following properties:
9 Number of sides 9 Number of right, obtuse and acute
9 Number of vertices angles
9 Number of pairs of parallel sides 9 Number of lines of symmetry
9 Is the figure equilateral? 9 Order of rotational symmetry

22. I have three sides. Two of my sides are the same length. What am I?

Unit Tests – Workbook 6, Part I

 page 1
Unit Test: Geometry – Workbook 6, Part I
Section A b) 2 cm Section B 19. a) Answers will vary.
1. 14. a) Answers will vary – Examples:
2 cm 2 cm
Shapes Letters teacher to check. One line of symmetry -
2 cm b) Answers will vary –
Triangles B
Name: square teacher to check.
Quadrilaterals A, D, F, G, H
8. Square: 15. Two A’s:
Pentagons C, I
A parallelogram with No lines of symmetry
Hexagons E, J 4 right angles and and no right angles -
2. a) acute 4 equal sides. Three B’s:

b) obtuse Rectangle:
A parallelogram with
c) acute Two C’s:
4 right angles.
3. a) b) Answers will vary.
Rhombus:
Property Triangles A parallelogram with 20.
Two D’s:
Acute-angled A 4 equal sides. Q E 2+ 90º Ac Obt
Obtuse-angled D 9. a) rectangle A N Y N N Y N
** remaining shapes aren’t
Right-angled B, C b) parallelogram congruent with anything B Y N N Y Y Y
b) c) square 16. Congruent: A & H C N Y N N N Y
d) rhombus Similar: A & F and H & F. D Y N Y Y N N
Property Triangles
10. a) Teacher to check
Equilateral A 21. Description should include
explanation.
the following details:
Isosceles C
17. a) 9 6 sides
Scalene B, D
2 pairs; rectangle 9 6 vertices
4. a) acute
b) 9 3 pairs of parallel sides
b) obtuse
9 equilateral
c) right 9 no right angles
5. No – if you draw an 2 pairs; parallelogram 9 no acute angles
b)
equilateral triangle,
c) 9 6 obtuse angles
you can see that all the
angles will be acute:
9 6 lines of symmetry
9 rotational symmetry of
order 3
2 pairs; square 22. Isosceles triangle
c)
d)

6. a)

1 pair
1 pair; trapezoid
b) d)
11. Kite, rhombus, square

2 pairs 12. a) Because it has 2 pairs

of parallel sides
c)
b) It depends on the
shape’s adjacent sides
1 pair – if they’re not equal,
18. a) Teacher to check.
d) the shape is a
parallelogram, not a b) equilateral

2 pairs rhombus. c) Rotational symmetry of

13. a) Answers will vary. order 3.
7. a) 3 cm
b) trapezoid
2 cm
2 cm Example:
3 cm
Name: parallelogram

Answer Keys – Workbook 6 Unit Tests

 –1–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section A
1. Find the gap between the numbers, then write a rule for the pattern:

a) 2 , 3 , 5 , 8 , 12
Rule: _______________________________________________________________________

b) 5 , 7 , 4 , 6 , 3
Rule: _______________________________________________________________________

c) 34 , 33 , 30 , 25 , 18
Rule: _______________________________________________________________________

d) 18 , 21 , 26 , 33 , 42
Rule: _______________________________________________________________________

2. Extend each pattern for the next three terms. Then write a rule for the pattern.

a) 237 , 243 , 249 , 255 , 261 , ______ , ______ , ______

Rule: _______________________________________________________________________

b) 6 , 10 , 7 , 11 , 8 , 12 , ______ , ______ , ______

Rule: _______________________________________________________________________

c) 47 , 45 , 42 , 38 , ______ , ______ , ______

Rule: _______________________________________________________________________

3. Use the letters of the alphabet to continue the following patterns:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a) A , D , G , J , ____ , ____ b) Z , Y , W , T , ____ , ____

c) Z , X , V , T , ____ , ____ d) A , C , F , J , O , ____

Unit Tests – Workbook 6, Part 2

 –2–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section A (continued)
4. Figure out how each of the patterns below was made, and then find the missing terms:
a) 7 , 12 , 17 , 22 , 27 , _____ , _____ b) 23 , 25 , 28 , 30 , 33 , _____ , _____

c) 1 , 5 , 13 , 29 , 61 , _____ , _____ d) 53 , 55 , 59 , 65 , 73 , _____ , _____

e) 1 , 3 , 6 , 10 , 15 , _____ , _____ f) 1 , 2 , 4 , 8 , 16 , ______ , _____

g) 55 , 51 , 47 , 43 , 39 , _____ , _____ h) 67 , 69 , 64 , 66 , 61 , _____ , _____

i) 210 , 220 , 230 , 240 , 250 , _____ , _____ j) .3 , .9 , 1.5 , 2.1 , 2.7 , _____ , _____

5. Solve each equation.

a) n + 2 = 5 b) n – 3 = 8 c) 5n = 20
d) 4 + x = 15 e) 12 – n = 10 f) 12 ÷ A = 3

6. Write an algebraic equation that tells you the relationship between the numbers in Column A and
Column B.

a) A B
1 7
2 14
3 21

b) A B
2 5
3 6
4 7

Unit Tests – Workbook 6, Part 2

 –3–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section B
7. Draw a graph for each T-table below:
a) 8 b) 16
7 14
Input Output 6 Input Output 12
2 5 5 1 6 10
Output

Output
4 8
4 6 3 8
3 6
6 7 5 10
2 4
8 8 1 7 12 2
0 0
0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8
Input Input

8. 120 Tom 9. 24

Total Cost (dollars)

100 20
Distance (metres)

80 Ben 16
60 12
40 8
20 4
0 0
0 5 10 15 20 25 30 0 1 2 3 4 5 6
Time (seconds) Time (hours)

Ben and Tom run a 120 m race. The graph shows the cost of renting a bike
a) How far from the start was Tom after from Mike’s store.
20 seconds? a) How much would you pay to rent the bike
for 6 hours?

b) How far from the start was Ben after

30 seconds?

b) Dave’s store charges $3.00 an hour for a

bike. Whose store would you rent from if
c) How many seconds from the start did you wanted the bike for 5 hours?
Tom catch up to Ben?

Unit Tests – Workbook 6, Part 2

 –4–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section B (continued)
10. The picture shows how many chairs can be placed at
each arrangement of tables:

a) Make a T-table and state a rule that tells you how to calculate the number of chairs from and the
number of tables:

b) How many chairs can be placed at 12 tables?

11 Andy has $30 in his bank account. He saves 25 dollars each month. How much does he have in his
account after 10 months?

12. A recipe calls for 5 cups of flour for every 6 cups of water. How many cups of water will be needed for
25 cups of flour? Show your work:

13. Jo-Leigh’s basket holds 24 apples and Emily’s basket holds 36 apples. They each collected less than
100 apples. How many baskets did they collect if they collected the same number of apples?

Unit Tests – Workbook 6, Part 2

 –5–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section B (continued)
14. Find the mystery numbers:

a) I am a two-digit number divisible by 6 and 8. My ones digit is 4. I am less than 40.

b) I am between 20 and 40. I am a multiple of 7. My tens digit is two less than my units digit.

15.

What is the 63rd term in this pattern? Explain how you know.

16. A camp offers two ways to rent a canoe: you can either pay $7.50 for the first hour and $3.50 for every
hour after that OR you can pay $5.00 for every hour. If you wanted to rent a canoe for 5 hours, which
way would you choose to pay? Show your work:

Unit Tests – Workbook 6, Part 2

 –6–

Patterns & Algebra Name: _____________________________

Unit Test Date: _________________

Section B (continued)
17. The picture below shows how the temperature inside a cloud changes at different heights:

a) Does the temperature increase or decrease at greater heights? 11.5°C 1000 m

14.0°C

16.5°C
b) What distance does the arrow represent in real life?
Show your work: 19.0°C

21.5°C

c) Measure the length of the arrow. What is the scale of the picture? earth

________ cm = ______________ m

d) Do the numbers in the sequence of temperatures decrease by the same amount each time?

e) If the pattern in the temperature continued, what would the temperature be at 1 400 m?

18. Marlene says she will need 27 blocks to make Figure 7.

Is she right? Explain:

Figure 1 Figure 2 Figure 3

Unit Tests – Workbook 6, Part 2

 page 1
Unit Test: Patterns & Algebra – Workbook 6, Part 2
Section A 4. a) 32, 37 Section B 12. Flour Water
1. a) Gaps: b) 35, 38 7. a) 5 6
1, 2, 3, 4 c) 125, 253 8
5 × 2 = 10 6 × 2 = 12
Rule: 7
d) 83, 95
Start at 2. Add 1, 6 5 × 3 = 15 6 × 3 = 18
then 2, then 3… e) 21, 28 5
5 × 4 = 20 6 × 4 = 24
4
(Each step you are f) 32, 64
3 5 × 5 = 25 6 × 5 = 30
adding one more than g) 35, 31 2
the step before.) 1 So 30 cups of water will
h) 63, 58
b) Gaps: 0 be needed for 25 cups
i) 260, 270 0 1 2 3 4 5 6 7 8
2, – 3, 2, – 3 b) of flour.
j) 3.3, 3.9
Rule: 16 13. Since Jo-Leigh and Emily
Start at 5. Add 2 and 5. a) n=3 14 both collected the same
then subtract 3. b) n = 11 12 number of apples, we are
Repeat. 10 looking for a shared
c) n=4 8
c) Gaps: number in the following
d) x = 11 6
– 1, – 3, – 5, – 7 4
T-tables – that is also less
e) n=2 2 than 100:
Rule:
Start at 34. Subtract 1, f) A=4 0
Jo-Leigh
0 1 2 3 4 5 6 7 8
then 3, then 5… 6. a) B = 7 × A or 8. a) 80 m baskets # of apples
(Each step you are B = 7A b) 80 m 1 24
subtracting two more
b) B=A+3 c) 15 seconds
than the step before.) 2 24 × 2 = 48
d) Gaps: 9. a) $16.00
3 24 × 3 = 72
3, 5, 7, 9; b) Renting from Dave’s
4 24 × 4 = 96
Rule: store would cost:
Start at 18. Add 3, $3.00 / hour × 5 hours
then 5, then 7… = $15.00 Emily
(Each step you are From the graph, we baskets # of apples
adding two more than can see that renting
1 36
the step before.) from Mike’s store
would cost $14.00. 2 36 × 2 = 72
2. a) 267, 273, 279
Rule: So… I would choose 3 36 × 3 = 108
Start at 237. Add 6. Mike’s store because So both girls collected 72
Repeat. it is $1.00 cheaper. apples, which means that
b) 9, 13, 10; 10. a) Tables Chairs Jo-Leigh collected 3 baskets
Rule: and Emily collected 2.
1 6
Start at 6. Add 4 and 14. a) 24
2 10
then subtract 3. b) 35
Repeat. 3 14
15. The pattern repeats itself
c) 33, 27, 20; every 5 shapes (i.e. the
Multiply the numbers
Rule: of chairs by 4 and core has a length of 5) and
Start at 47. Subtract 2, add 2. 63 ÷ 5 = 12 R3.
then 3, then 4… This means that the
b) 4 × 12 + 2 = 48 + 2 =
(Each step you are pattern would repeat itself
50 chairs
subtracting one more 12 times fully, and then
than the step before.) 11. After 10 months, Andy
you would need to go
would have:
3. a) M, P 3 more shapes to get to
$30 + ($25 × 10) rd
the 63 one.
b) P, K
= $30 + $250 rd
So the 63 shape is the
c) R, P = $280 rd
same as the 3 shape in
d) U the core, which is a square.
NOTE:
Students may also choose
to use a T-table.

Unit Tests – Workbook 6, Part 2

 page 2
Unit Test: Patterns & Algebra – Workbook 6, Part 2 (continued)
16. Option 1: 18. Figure Blocks
$7.50 + ($3.50 × 4)
1 1
= $7.50 + $14.00
= $21.50 2 3

Option 2: 3 6
$5.00 × 5 4 10
= $25.00 5 15
Therefore, students should
6 21
choose Option 1 since it is
cheaper. 7 28

17. a) The temperature No, Marlene is not right –

decreases at greater from the T-table we see
heights. that Figure 7 requires
b) The top height is 28 blocks.
1 000 m above earth
and, using the dotted
lines, we see that the
arrow represents
1
5 of that height:

1
5 of 1 000
= 1 000 ÷ 5
= 2 00 m
c) 1 cm = 200 m
d) Yes, each 200 m height
increase results in a
temperature drop
of 2.5˚C.
e) At 1 000 m, the
temperature is 11.5˚C
– using the information
from parts c) and d),
we know that:

The temperature at
1 200 m is:
= 11.5˚ – 2.5˚
= 9.0˚C

And the temperature

at 1 400 m is:
= 9.0˚ – 2.5˚
= 6.5˚C

Unit Tests – Workbook 6, Part 2

 –1–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section A
1. A field hockey team wins 8 games and loses 5 games:
a) How many games did the team play? b) What fraction of the games did the team win?

c) Did the team win more than half its games? Explain how you know.

2. The following chart shows the number of walls in a house that were painted a particular colour:

Number a) What fraction of the walls were painted green? ________

Colour
of Walls
White 6 b) What colour was used to paint one fourth of the walls? _______

Yellow 3
c) What colour was used to paint one half of the walls? ________
Blue 2
Green 1

3. Write the fractions in order from least to greatest:

2 1 5 2 2 2 2 2 9 9 9
a) b) , , , , c) , ,
7, 7, 7 12 6 7 3 14 18 11 19

4. Shade one piece at a time until you have shaded the amount of pie given in bold. There may be more
pies than you need:

1 1
a) 1 b) 2
2 4

5. Shade one piece at a time until you have shaded the amount of pie given in bold. There may be more
pies than you need:

10 9
a) b)
3 4

Unit Tests – Workbook 6, Part 2

 –2–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section A (continued)
6. Cut each pie into smaller pieces to make an equivalent fraction:
a) b) c)

2 2 1
3 = 6 3 = 9 2 = 4

7. A pizza is cut into 8 pieces. Each piece has at least one topping: hot peppers, mushrooms or both.
3 5
4 of the pizza is covered in hot peppers. 8 of the pizza is covered in mushrooms. Draw a picture to
show how many pieces have both hot peppers and mushrooms on them:

8. Find the fraction of the whole amount by sharing the cookies equally:
HINT: draw the correct number of plates then place the cookies one at a time. Then circle the correct amount.

2 3
a) Find 3 of 6 cookies. b) Find 4 of 12 cookies.

2 3
3 of 6 is ________ 4 of 12 is _______

9. Find the fraction of the whole number:

2 3 3 2
a) 3 of 9 = _______ b) 4 of 8 = _______ c) 4 of 12 = _______ d) 3 of 15 = _______

3 2 3 3
e) 5 of 25 = _______ f) 7 of 14 = _______ g) 4 of 100 = _______ h) 7 of 21 = _______

Unit Tests – Workbook 6, Part 2

 –3–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section A (continued)
10. Write the fractions in order from least to greatest by first changing the fractions to fractions with the
same denominator:

1 2 7 1 1 5 1 3 5
a) 2 , 5 , 10 b) 3 , 2 , 6 c) 2 , 4 , 8

11. Draw a picture to show which fraction is greater:

1 5
a) 2 2 or 3

3
12. Bagels come in bags of eight. How many bagels are in 2 4 bags?

2
13. Shade 5 of the squares.
1
Draw stripes in 4 of the squares.

2 1
14. Twelve children had drinks for lunch. 3 had juice. 4 had water.

a) How many children had juice?

b) How many had water?

c) How many did not have either drink?

Unit Tests – Workbook 6, Part 2

 –4–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section B
15. Write a fraction and a decimal for each shaded part:

______ ______

______ ______

______ ______

16. Fill in the missing numbers:

a) .94 = ____tenths _____hundredths b) .37 = ____tenths _____hundredths

c) .41 = ____tenths _____hundredths d) .05 = ____tenths _____hundredths

17. Write as a decimal:

a) 8 tenths 3 hundredths = b) 0 tenths 7 hundredths =

c) 3 tenths 2 hundredths = d) 0 tenths 5 hundredths =

18. Write the following decimals as fractions. Reduce your answers where possible:

a) .6 = b) .53 = c) .04 = d) .1 = e) .48 =

19. Change the following fractions to decimals:

a) 76 b) 6 = c) 46 = d) 8 =
=
100 100 100 100

20. Using numbers and words, write the amount of tenths and hundredths in each of the following decimals:
a) .3 b) .05 c) .97
________ tenths ________________________ ________________________
________ hundredths ________________________ ________________________

Unit Tests – Workbook 6, Part 2

 –5–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section B (continued)
21. Write the numbers in order from least to greatest by first changing each decimal or fraction to a fraction
with a denominator of 10:

a) 0.8 , 0.3 , 0.4 7 1 2 30 49

b) 10 , 0.2 , 10 c) 0.3 , 0.6 , 5 d) 1.39 , 1 100 , 1 100

22. Write the following fractions as decimals:

a) 875 b) 25
= =
1000 1000

23. Compare each pair of decimals by writing < or > in the box:
HINT: Add zeroes wherever necessary to give each number the same number of digits.

a) .275 .273 b) .27 .123 c) .596 .7 d) 1.7 1.6

24. Line up the decimals and add or subtract the following decimals:
a) 0.32 + 0.97 = b) 0.64 – 0.23 = c) 0.94 + 0.3 =

25. Find the products:

a) 3 × 8.3 = b) 8 × 2.63 = c) 7 × .207 =

26. Divide:
a) 0.3 ÷ 10 = b) 0.5 ÷ 100 =

c) 17:10 = d) 27 ÷ 100 =

e) 6.2 ÷ 100 = f) .03 ÷ 10 =

Unit Tests – Workbook 6, Part 2

 –6–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section B (continued)
28. Karen cycled 62.4 km in 4 hours. How many km
27. Divide: did she cycle in an hour? Show your work:

8 ) 1 4 4

29. Which is a better deal: 6 pens for $4.99 or 8 pens for $6.99? Show your work:

30. Round each decimal to the nearest tenth. Underline the hundredths digit first:

a) .25 b) .32 c) .68 d) 1.35

31. Round each decimal to the nearest whole number. Underline the tenths digit first:

a) 3.25 b) 4.13 c) 2.95 d) 68.7

32. Add:
a) 3000 + 200 + 7 + 0.02 = ____________ b) 10 000 + 500 + 20 + 0.1 + .05 = ____________

33. Which is greater: 3.70 or 3.07? Explain.

34. Write a decimal…

a) between 4.257 and 4.253: ___________ b) One thousandth greater than 4.270: ___________

Unit Tests – Workbook 6, Part 2

 –7–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section C
35.

a) What does the ratio 2 : 3 describe (i.e. what shapes are being compared)?

b) What does the ratio 5 : 10 describe?

36. Solve the following ratios. Draw arrows to show what you multiply by:

3 2 6
a) 4 = 20 b) 3 = 12 c) 7 = 35

15 12 21
d) 25 = 100 e) 20 = 80 f) 30 = 90

37. Write the following percents as fractions:

a) 7% = b) 92% = c) 5% = d) 50% = e) 100% =

38. Write the following fractions as percents:

2 31 52 100 88
a) 100 = b) 100 = c) 100 = d) 100 = e) 100 =

39. Write each fraction as a percent by changing it to a fraction over 100:

2 3 1
a) 5 b) 4 c) 2

40. Write the following decimals as a percents. Show your work:

a) .2 b) .9

41. Change the following fractions to percents by first reducing them to lowest terms:
9 3 10
a) 15 b) 6 c) 40

Unit Tests – Workbook 6, Part 2

 –8–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section C (continued)
42. Write each set of numbers in order from least to greatest. (Change all of the numbers into fractions
with denominator 100.)

3 1
a) 5 , 42% , .73 b) 2 , .73 , 80%

43. Find the following percents by first finding 10% of each number:
a) 60% of 35 b) 40% of 24 c) 20% of 1.3

44. Find 15% of the following numbers by finding 10% and 5%.
a) 60 b) 240 c) 12

45. The top of a pentagonal box has a perimeter of 3.85 m. How long is each side?

46. A family travelled in a car for 105 days. Gas cost $72 each week. How much money did they spend
on gas?

47. Tony bought a book for $17.25 and a pen for $2.35. He paid 15% more in taxes. How much change did
he receive from $25.00?

Unit Tests – Workbook 6, Part 2

 –9–

Number Sense Name: _____________________________

Unit Test Date: _________________

Section C (continued)
2 1
48. It took Cindy 20 minutes to finish her homework. She spent 5 of the time on math and 4 of the time
on history.
a) How many minutes did she spend on math and history?

b) How many minutes did she spend on other subjects?

c) What percent of the time did she spend on other subjects?

49. In Angela’s class there are 30 children. 60% are girls. In Steven’s class there are 27 children. The ratio
of boys to girls is 5:4. Which class has more boys?

50. Dianne copied the following data from a circle graph she saw on the web.

Favourite Subjects of Grade 6 Students

Science Math English Gym French Arts

31% 27% 12% 18% 10% 21%

a) How can you tell that she made a mistake? c) Draw the circle graph Dianne saw on the web.

b) Her mistake was in the last column.

What should the percentage of students
who prefer arts should be?

Unit Tests – Workbook 6, Part 2

 page 1
Unit Test: Number Sense – Workbook 6, Part 2
Section A 9. a) 6 Section B b) 0.41
15. 43
1. a) 13 b) 6 100 = 0.43 c) 1.24
b) 8 c) 9 34 25. a) 24.9
13 100 = 0.34
d) 10 b) 21.04
c) Yes – 13 ÷ 2 = 6.5 23
and 8 > 6.5, so the e) 15 100 = 0.23 c) 1.449
team won more than f) 4 16. a) 9 tenths 26. a) 0.03
half its games. g) 75 4 hundredths b) 0.005
2. From the chart, we can see h) 9 b) 3 tenths c) 1.7
that the house has a total 2 1 7
10. a) 7 hundredths d) .27
of 12 walls. 5 , 2 , 10
1 c) 4 tenths e) 0.062
2. a) * first change fractions
12 1 hundredths
so denominator = 10 f) 0.003
b) 1 3
Yellow, since 4 = 12 1 1 5 d) 0 tenths 27. 0.18
b)
3, 2, 6 5 hundredths
c) 1 6 28. Using long division
White, since 2 = 12
* first change fractions 17. a) 0.83 (62.4 ÷ 4), we know that
3. a) 1 2 5 so denominator = 6 Karen cycled 15.6 km in an
7, 7, 7
b) 0.07
c) 1 5 3 hour.
b) 2 2 2 2 2 2, 8, 4 c) 0.32
14 , 12 , 7 , 6 , 3 29. Using long division
* first change fractions d) 0.05
9 9 9 $4.99 ÷ 6 ≈ 83¢ and
c) 6 3
19 , 18 , 11 so denominator = 8 18. a)
10 = 5 $6.99 ÷ 8 ≈ 87¢, so 6 pens
11. a) 1 5 for $4.99 is the better deal.
4. a) 22 > 3 53
b)
100 30. a) 0.3
1
22: 4 2 1
c) b) 0.3
b) 100 = 50 = 25
5 c) 0.7
3 : d) 1
10 d) 1.4
5. a)
12. 2 full bags will have: e) 48 24 12
100 = 50 = 25 31. a) 3
8 × 2 = 16 bagels
b) 19. a) 0.76 b) 4
and:
3 b) 0.06 c) 3
6. Teacher to check that 4 of 8 = 6 bagels
c) 0.46 d) 69
students have cut pies So there will be 22 bagels 32. a) 327.02
properly: d) 0.08
(16 + 6) in total.
20. a) 3 tenths b) 10 520.15
a) 2 4
13. Exact answers will vary –
3 = 6 0 hundredths 33. 3.70 is greater.
teacher to check.
b) 2 6 Reasons why will vary.
3 = 9 14. a) 2 b) 0 tenths
3 of 12 = 8 Teacher to check.
1 2 5 hundredths
c)
2 = 4 b) 1
9 tenths 34. a) Answers will vary.
4 of 12 = 3 c)
7. Sample Answer: 7 hundredths Teacher to check.
c) One child (12 – 8 – 3)
21. a) 0.3, 0.4, 0.8 b) 4.271
had neither drink.
b) 1 7
10 , 0.2, 10

c) 2
0.3, 5 , 0.6
Exact pictures may vary
d) 30 49
but, in all cases, 3 pieces 1 100 , 1.39, 1 100
will have both toppings.
22. a) 0.875
8. a)
b) 0.025
23. a) >
2
3 of 6 is 4 b) >

b) c) <
d) >

3 24. a) 1.29
4 of 12 is 9

Unit Tests – Workbook 6, Part 2

 page 2
Unit Test: Number Sense – Workbook 6, Part 2 (continued)
Section C c) 10% of 1.3 = 0.13 and b) Cindy spent 7 minutes
35. a) triangles : circles 1.3 × 2 = 0.26 (20 – 13) on other
So: subjects.
b) squares : all shapes
3 15 20% of 1.3 is 0.26 c) Cindy spent:
36. a)
4 = 20 7 35
44. a) 10% of 60 = 6 and 20 = 100 = 35%
b) 2 8
3 = 12 5% of 60 = 3 of her time on other
c) 6 30 So: subjects.
7 = 35
15% of 60 = 9 + 3 49. Angela’s class:
d) 15 60
= 12
25 = 100 60% girls, so
12 48 b) 10% of 240 = 24 and 40% boys.
e)
20 = 80 5% of 240 = 12 40% of 30 is 12.
f) 21 63 So:
30 = 90 Steven’s Class
7
15% of 240 = 24 + 12 Boys : Girls Total
37. a)
100 = 36
5 : 4 9
b) 92 46 23 c) 10% of 12 = 1.2 and
100 = 50 = 25 10 : 8 18
5
5% of 12 = 0.6
c) 15 : 12 27
100 So:
50 1
There are 15 boys in
d) 15% of 12 = 1.2 + 0.6
100 = 2 Steven’s class, more than
= 1.8 in Angela’s.
e) 100 1
100 = 1 = 1 45. 3.85 ÷ 5 = 0.77 m 50. a) Add the percentages:
38. a) 2% 46. There are 7 days in a week 31 + 27 +12 + 18 + 10
b) 31% so, to find the number of + 21 = 119% and the
weeks the family travelled, total cannot exceed
c) 52%
we use division: 100%
d) 100% = 105 ÷ 7 = 15 weeks
b) The total should be
e) 88% Price of gas: 100%
39. a) 40% $72 per week × 15 weeks So Arts =
b) 75% = $1 080
100 – 31 – 27 – 12 –
So the family spent $1 080 18 – 10 = 2%
c) 50%
on gas.
40. a) 20 c) Teacher to check.
0.2 = 100 = 20%
47. The total of Tony’s
b) 90 purchases was:
0.9 = 100 = 90%
$17.25 + $2.35 = $19.60
41. a) 60% Taxes paid would then be
b) 50% 15% of $19.60:
c) 25% 10% of $19.60 = $1.96
42. a) 3 5% of $19.60 = $0.98
42%, 5 , 0.73
15% of $19.60 = $2.94
b) 1
2 , 0.73, 80% In total, Tony spent:
43. a) 10% of 35 = 3.5 and $19.60 + $2.94 = $22.54.

3.5 × 6 = 21 So his change would be

$2.46 ($25.00 – $22.54).
So:
48. a) Cindy spent 8 minutes
60% of 35 is 21 2
( 5 of 20 minutes) on
b) 10% of 24 = 2.4 and
2.4 × 4 = 9.6 math.

So: She spent 5 minutes

1
40% of 24 is 9.6 ( 4 of 20 minutes) on
history.
So, in total, she spent
13 minutes (8 + 5) on
these two subjects.

Unit Tests – Workbook 6, Part 2

 –1–

Measurement Name: _____________________________

Unit Test
Date: _________________
Section A
1. Write a measurement in a whole number of cm that is between ...

a) 83 mm and 75 mm: _____ cm b) 36 mm and 66 mm ________ c) 34 mm and 5 cm: _________

2. Find the numbers missing from the following charts:

mm cm cm dm m dm
6 70 240
444 420 100
70 600 35

3. Write a measurement in a whole number of dm that is between …

a) 51 and 61 cm: _________ b) 25 and 41 cm: _________ c) 68 and 74 cm: _________

4. The Sky Tower in New Zealand is 328 m high. About how many Sky Towers, laid end to end, would
make a kilometre? Show your work:

5. Clare can cycle at a speed of 21 km/hr and Erin can cycle at a speed of 15 km/hr. How much further
can Clare cycle in 3 hours than Erin? Show your work:

6. Helen walked 3 km in the first hour and then cycled 13 km in the second hour. How far did she travel?
What was her average speed?

Unit Tests – Workbook 6, Part 2

 –2–

Measurement Name: _____________________________

Unit Test
Date: _________________
7. Fill in the missing numbers:
a) 10 cm = _____________ mm b) 10 dm = _____________ cm c) 10 dm = _____________ mm

8. Convert the measurement given in cm to a measurement using multiple units:

a) 407 cm = _____ m ______ cm b) 823 cm = _____ m ______ cm

9. Is 492 mm longer or shorter than 20 cm? Explain how you know:

10. For the questions below, you will need to multiply or divide by 10 or 100. Look at the units carefully and
fill in the missing numbers and words in each step.

a) Change 14 m to a measure in dm: b) Change 23 cm to a measure in m:

i) The new units are _____ times _________ i) The new units are _____ times _________

ii) So I need _____ times __________ units ii) So I need _____ times __________ units

iii) So I _______________ by _______ iii) So I _______________ by _______

14 m = _______ dm 23 cm = _______ m

11. Change the units using the same steps as in Question 10.

a) 3.5 mm = ___________ cm b) 2.31 kg = _____________ g c) 7 cm = ______________ m

d) 14.62 mm = _________ dm e) 2.05 cm = ___________ dm f) 152 mg = ____________ g

g) 37 mL = _____________ L h) 2.75 L = ____________ mL i) 305 g = _____________ mg

12. Name any object in your classroom. Write down a unit of measurement that would be best for
measuring it. Explain why it would be the best unit of measurement:

Unit Tests – Workbook 6, Part 2

 –3–

Measurement Name: _____________________________

Unit Test
Date: _________________
Section B
13. Use a ruler to measure the perimeter of each figure (in cm):
a) b) c)

14. Find the perimeter of each shape. Be sure to include the units in your answer:
6 cm
a) 8m
b) 6 cm c) d)
4 cm
3 km 3 km D 12 cm
6m A 10 cm C
12 cm B
8 cm
3 km
16 cm

Perimeter __________ Perimeter __________ Perimeter __________ Perimeter __________

e) Write the letters of the shapes in order from greatest perimeter to least perimeter. (Make sure
you look at the units!)

15. Find the area of these figures in square centimetres:

a) b) c)

Area = _______ cm2 Area = _______ cm2 Area = _______ cm2

Unit Tests – Workbook 6, Part 2

 –4–

Measurement Name: _____________________________

Unit Test
Date: _________________
Section B (continued)
16. Find the area (in cm2) of each of the given shapes:

A B
C

Area of A = _________________

Area of B = _________________

Area of C = _________________

17. Find the area of the rectangles with the following dimensions:
a) width: 6 m length: 7 m b) width: 3 m length: 7 m c) width: 4 cm length: 8 cm

18. A rectangle has an area of 18 cm2 and a length of 6 cm. What is its width?

19. Measure the length and width of each rectangle, then calculate its perimeter and area:
a) b) c)

Perimeter = ______ cm Perimeter = ______ cm

Perimeter = ______ cm
Area = ______ cm2 Area = ______ cm2
Area = ______ cm2

Unit Tests – Workbook 6, Part 2

 –5–

Measurement Name: _____________________________

Unit Test
Date: _________________

Section B (continued)
20. Show all the ways you can make a
rectangle with a perimeter of 12 units:

21. A rectangle has sides whose lengths are whole number of cm. Its area is 24 cm2. Find all the possible
rectangles of this sort:

22. Sally says she can find the area of a rectangle if she knows the perimeter of the rectangle and the
length of one side. Is she correct? Explain with an example.

Unit Tests – Workbook 6, Part 2

 –6–

Measurement Name: _____________________________

Unit Test
Date: _________________

Section B (continued)
23. Calculate the area of each shape. Show your work:

a) b) c)

24. Find the area of the following parallelograms:

a) Base = 6 cm b) Base = 2 cm c) Base = 7 cm d) Base = 5 cm

Height = 8 cm Height = 6 cm Height = 2 cm Height = 3 cm
Area = _____ Area = _____ Area = _____ Area = _____

25. Measure the base and height of the triangle using a ruler. Then find the area of the triangle:
a) b) c)

26. A parallelogram has base 8 cm and area 24 cm2. How high is the parallelogram?

27. Each edge on the grid represents .5 cm. Is the perimeter .5 cm

of the rectangle greater than or less than .145 m? How do
you know?

Unit Tests – Workbook 6, Part 2

 page 1
Unit Test: Measurement – Workbook 6, Part 2
Section A 9. 492 mm is longer than Section B 22. Yes, Sally is correct.
1. a) 8 cm 20 cm = 200 mm. 13. a) 10 cm Explanation will vary.
b) Answers may vary: 10. a) i) 10 times smaller b) 10 cm Perimeter = (length + width)
4, 5 or 6 cm ii) 10 times more units × 2, so to get the width
c) 14 cm
iii) multiply by 10 divide the perimeter by 2
c) 4 cm 14. a) 28 m and subtract the length.
2. 14 m = 140 dm
mm cm b) 56 cm Multiply the width by the
b) i) 100 times larger
c) 9 km length to get the area.
60 6 ii) 100 times less units
d) 36 cm 23. a) 6 square units
4 440 444 iii) divide by 100
e) C, A, B, D b) 8.5 square units
70 7 23 cm = 0.23 m
2
15. a) 8 cm c) 8.5 square units
11. a) 0.35 cm 2
2
cm dm b) 8 cm 24. a) Area = 48 cm
b) 2 310 g 2
2
70 7 c) 9 cm b) Area = 12 cm
c) 0.07 m
2 2
4 200 420 16. Area of A = 6 cm c) Area = 14 cm
d) .1462 dm 2 2
600 60 Area of B = 8 cm d) Area = 15 cm
e) .205 dm 2
Area of C = 12 cm 25. a) Base = 6 cm
f) 0.152 g 2
m dm 17. a) 42 m Height = 2 cm
g) 0.037 L 2 2
240 2 400 b) 21 m Area = 6 cm
h) 2750 mL 2
10 100 c) 32 cm b) Base = 4 cm
i) 3050 mg
18. 18 ÷ 6 = 3 Height = 2 cm
35 350
12. Answers will vary. Area = 4 cm
2
3. a) 6 dm So the width of the
Teacher to check.
rectangle is 3 cm. c) Base = 4 cm
b) Answers may vary:
3 or 4 dm 19. a) Length = 5 cm Height = 3 cm
2
Width = 2 cm Area = 6 cm
c) 7 dm
Perimeter = 14 cm 26. 24 ÷ 8 = 3
4. 1 km = 1 000 m, and: 2
Area = 10 cm So the parallelogram is
1 000 ÷ 328 = 3 R16
b) Length = 2 cm 3 cm high.
So it would take about
3 Sky Towers, laid end to Width = 1 cm 27. The grey rectangle has a
end, to make a kilometre. Perimeter = 6 cm perimeter of 20 squares.

Area = 2 cm
2 Since the edge of each
5. In 3 hours, Clare can travel
square is 0.5 cm long, the
21 km × 3 = 63 km c) Length = 3 cm
perimeter of the rectangle is:
In 3 hours, Erin can travel Width = 2 cm 20 × 0.5 cm = 10 cm
15 km × 3 = 45 km Perimeter = 10 cm And 10 cm = 0.1 m, which is
Difference: Area = 6 cm
2
less than .145 m.
63 km – 45 km = 18 km
20. Rectangle dimensions
In 3 hours, Clare can cycle (teacher to check student
18 km more than Erin. diagrams):
6. Total distance travelled: 1×5
3 km + 13 km = 16 km 2×4
Average Speed: 3 × 3 – since a square is
16 km ÷ 2 hours = 8 km/hr also a rectangle
Helen travelled 16 km, 21. 1 × 24
at an average speed of 2 × 12
8 km/hr. 3×8
7. a) 100 4×6

b) 100
c) 1 000
8. a) 4 m 7 cm
b) 8 m 23 cm

Answer Keys – Workbook 6 Unit Tests

 –1–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section A
1. What are the possible outcomes for these spinners?
a) b) c)
1 5 8 2 6
• • •
7 3 4
_______________ _______________ _______________
_______________ _______________ _______________
______ outcomes ______ outcomes ______ outcomes

2. For each spinner, write the probability of spinning red. Reduce your answer if possible:
a) b) c) d)
R R B B G
Y R R
● R ● B ● Y ● B
Y G G R
G R G

3. Write a fraction that gives the probability of spinning:

a) the number 4 b) the number 5

4 2
7 2 c) an even number d) an odd number
●
7 5
3 5
e) a number less than 7 f) a number greater than 3

4. Imogen throws a dart at this board. The dart can only land on the board. Write the
B probability of the dart landing on each colour:
B B R
G

Unit Tests – Workbook 6, Part 2

 –2–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section A (continued)
5. For each spinner below, what fraction of your spins would you expect to be red?
a) b)
I would expect R B
R B
• of my spins to be red. Y
• G
R

6. Label the balls red (R) or green (G) to match the probability of drawing a ball of the given colour:
2 1
a) P (Green) = 3 b) P (Red) = 2
1
P (Green) = 4

7. Use the words impossible, likely, unlikely or certain to describe the following events:
a) If you flip a coin once, you will get a head and a tail: ____________________

b) If you roll a die once, you will get a number less than six: ____________________

c) Eight metres of snow will fall today: ____________________

8. Write numbers on the spinners to match the probabilities:
a) b) c) d)

● ● ● ●

The probability of The probability of The probability of The probability of

1 1
spinning a 3 is 4. spinning an spinning a spinning a 2 is 2 .
5 2
even number is 6 . multiple of 3 is 5 .

9. If you spun the following spinners 50 times, how many times would you expect to spin yellow? Show
your work:

a) b)
Y R Y R
R ● B B ● Y
B Y
_______ times _______ times

Unit Tests – Workbook 6, Part 2

 –3–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section A (continued)

10. If you spun this spinner 21 times…

G R
•R a) How many of your spins would you expect to be green? Show your work.

A B C
b) Which of these charts shows a result you’d be
green red green red green red
most likely to get? Explain.

c) Which result would surprise you? Why?

1
11. The probability of spinning blue on a spinner is 3 . If you used the spinner 100 times about how many
times would you expect to spin blue?

3
12. Sketch a spinner on which the probability of spinning red is 4 :

Unit Tests – Workbook 6, Part 2

 –4–

Probability & Data Management Name: _____________________________

Unit Test Date: _________________

Section B
13. If you flip a coin there are two outcomes: heads (H) and tails (T). Using the
Coin Spinner
chart provided, list all the outcomes for flipping a coin and spinning the spinner
given below:

B • G

14. Draw a tree diagram to show all the combinations of numbers you could spin on these two spinners:

2 3
• 1
• 2
4

a) How many of the combinations add to four? _______

b) How many of the combinations have a product of four? _______

15. You have three coins in your pocket: a penny (P), a nickel (N) and a dime (D).

a) What are all the possible combinations of two coins you could pull out?
HINT: Use alphabetical order to organize your answer.

b) Would you expect to pull a pair of coins that add to 6 cents? Are the chances likely or unlikely?
Explain.

Unit Tests – Workbook 6, Part 2

 page 1
Unit Test: Probability & Data Mgmt – Workbook 6, Part 2
Section A 8. Answers will vary.
1. a) 1, 3, 5, 7; 4 Teacher to check.
outcomes 9. a) 10 times since:
b) 8; 1 outcome 1
P(Y) = 5 Section B
c) 2, 4, 6; 3 outcomes
1 13. Coin Spinner
1 and 5 of 50 = 10
2. a) P(R) = 4 H B
b) 30 times since:
b) 2 H G
P(R) = 5 3
P(Y) = 5
4 1 T B
c) P(R) = 8 = 2 3
and 5 of 50 = 30 T G
d) P(R) = 0
10. a) I would expect 14. Two possible answers:
3. a) 1
8 7 of 21 spins to be
2 1 green since:
b)
8 = 4 1
P(G) = 3
c) 3
8 1
and 3 of 21 = 7
d) 5
8 b) Chart B.
e) 6 3 Reasons will vary.
8 = 4 OR
Teacher to check.
f) 4 1
8 = 2 c) Charts C and A are
unexpected.
4. Students should think of 1 2
Reasons will vary.
the board like this:
Teacher to check.
B B R 11. The spinner is expected 2 3 4 2 3 4
to be blue about 33 times
B B R
out of 100 –
a) 2 combinations
G B R 1
P (B) = 3 add 4:
5
P(B) = 9 and 2,2 and 1,3
1 1
P(G) = 9 3 of 100 ≈ 33 b) 2 combinations
have a product of 4:
3 1 NOTE:
P(R) = 9 = 3
Students have to round 2, 2 and 4, 1
5. a) I would expect 33 R1 to 33 since the 15. a) #1 #2 Sum
2 “number of times” has to
3 of my spins to D N 15¢
be a whole number.
be red. D P 11¢
12. Answers will vary.
b) I would expect N D 15¢
1 Teacher to check.
4 of my spins to N P 6¢
be red. P D 11¢
6. a) Teacher to check P N 6¢
answer.
4 red balls; b) The chance of
8 green balls. pulling a pair of
coins that adds to
b) Teacher to check
6¢ are unlikely:
answer.
2 1
4 red balls; P= 6 = 3
2 green balls. 1 1
and 3 < 2
7. a) Impossible
b) Likely
c) Unlikely

Answer Keys – Workbook 6 Unit Tests

 –1–

Geometry Name: _____________________________

Unit Test Date: _________________

Section A
1. Circle the points in the following positions (connecting the dots first, if necessary):
a) 3 b) 3 c) 3 d) 3
2 2 2 2
1 1 1 1
1 2 3 1 2 3 1 2 3 1 2 3

Column 1 Column 2 (1,3) (3,2)

Row 2 Row 3

2. Circle the points in the following positions:

a) 3 b) C c) 2 d) 2
2 B 1 1
1 A 0 0
A B C X Y Z 0 1 2 0 1 2

(B,2) (X,C) (0,1) (2,0)

3. Graph each set of ordered pairs and join the dots to form a polygon. Identify the polygon drawn:

a) 5 b) 5
4 4
3 3
2 2
1 1
0 0
0 1 2 3 4 5 0 1 2 3 4 5

A (0,2) B (0,4) C (4,4) D (4,2) A (2,0) B (1,3) C (3,3) D (4,0)

This polygon is a ____________________. This polygon is a ____________________.

4. Write the coordinates of the following points: 5

G F C
A( , ) B( , ) 4
D
3
C( , ) D( , )
A
2
E( , ) F( , ) E B
1

0 H
G( , ) H( , )
0 1 2 3 4 5 6 7 8 9 10

Unit Tests – Workbook 6, Part 2

 –2–

Geometry Name: _____________________________

Unit Test Date: _________________

Section B
5. Slide each shape 4 boxes to the right. (Start by putting a dot on one of the corners of the figure.
Slide the dot four boxes right, then draw the new figure.)

a) b)

6. Slide each figure 5 boxes to the right and 2 boxes down:

a) b)

7. Draw the reflection (or flip) of the shapes below:

a) b) c)

M M

8. Give two reasons why this picture does not show a reflection:

Unit Tests – Workbook 6, Part 2

 –3–

Geometry Name: _____________________________

Unit Test Date: _________________

Section B (continued)
9 Show where the arrow would be after each turn:
a) b)

¼ turn clockwise ½ turn counter clockwise

c) d)

¼ turn clockwise ½ turn counter clockwise

10. Show what the figure would look like after the rotation. First rotate the dark line, then draw the rest
of the figure:

a) b) c) d)

¼ turn clockwise ½ turn clockwise ¾ turn ¼ turn

counter clockwise counter clockwise

11. Colour or shade in the sections of the left-hand square using at least 3 colours or shadings.
Then create a border design by rotating the square ¼ turn clockwise around the bottom right corner.

Unit Tests – Workbook 6, Part 2

 –4–

Geometry Name: _____________________________

Unit Test Date: _________________

Section B (continued)
D
12. Shapes B,C and D were obtained from shape A by using two
transformations.
B
Write the correct letter in the blank, and describe each transformation.
For rotations, mark the centre of the rotation, for reflections, draw the C
mirror line.
A

____ : Reflection and rotation B:

____ : Rotation and slide C:

_____: Reflection and slide D:

Unit Tests – Workbook 6, Part 2

 –5–

Geometry Name: _____________________________

Unit Test Date: _________________

Section C
13. Compare the sets of shapes below. Name the shapes first, and then write a paragraph outlining
how they are the same and how they are different:

a)
i ii

Name i–

ii –

Same

Different

Unit Tests – Workbook 6, Part 2

 –6–

Geometry Name: _____________________________

Unit Test Date: _________________

Section C (continued)
b)
i ii

Name i–

ii –

Same

Different

14. Complete the following property chart:

Number of... Net

Shape Name
edges vertices faces * In each case, circle the base(s)

Unit Tests – Workbook 6, Part 2

 –7–

Geometry Name: _____________________________

Unit Test Date: _________________

Section C (continued)

15. If you know how many sides the base of a prism has, how can you tell how many vertices the
prism has? Explain.

16. Draw the front, top and side view of the figure given by this mat plan.

1
side

2 1 3

front

Top view Front view Side View

Unit Tests – Workbook 6, Part 2

 page 1
Unit Test: Geometry – Workbook 6, Part 2
Section A 3. a) 5 Section B 9. a)
1. a) 3 4 5. NOTE:
3 Location of dots may vary.
2
2 a)
1 1 b)
1 2 3 0
0 1 2 3 4 5 b)

b) 3 The polygon is a
rectangle. 6. a)
2 c)
b) 5
1 4
1 2 3 3 b)
2
d)
c) 3 1
0 7. a)
2 0 1 2 3 4 5

1 The polygon is a
1 2 3 parallelogram.
4. A (3, 2) B (9, 1) 10. a)

d) 3 C (8, 4) D (6, 3)
E (1, 1) F (4, 4)
2 G (0, 5) H (5, 0)
1
1 2 3 b) b)

2. a) 3

1 c)
A B C

c)
b) C

A d)
X Y Z

c) 2
8. The two shapes are not the
1
same size and both
11. Answers will vary.
0 shapes are facing the
Teacher to check.
0 1 2 same direction (which is
NOT a reflection). 12. From top to bottom:
Exact answers may vary. C, D, B
d) 2 Teacher to check. Descriptions will vary,
1 teacher to check.

0
0 1 2

Answer Keys – Workbook 6 Unit Tests

 page 2
Unit Test: Geometry – Workbook 6, Part 2 (continued)
Section C 14. 15. Answers may vary.
13. a) Name: Teacher to check.

i) Rectangular Sample Answer:

Prism Each vertex of a prism
Hexagonal Pyramid
belongs either to the top or
ii) Triangular Prism
edges – 12 the bottom base.
Answers will vary, but vertices – 7 The bases have the same
should include: number of vertices, so the
faces – 7
number of vertices of a
Similarities:
prism is twice the number
ƒ both are prisms of vertices in the base.
ƒ both have 2
16. Top view
bases
ƒ Non-base faces
are rectangles

Differences:
ƒ i) has 2 triangular
bases Front view
ii) has rectangular
bases
ƒ Any par of
opposite faces Pentagonal Prism
can be
edges – 15
considered bases
in i) not so for ii) vertices – 10
Side view
ƒ # of edges, faces, faces – 7
vertices

b) Name:
i) Rectangular
Pyramid
ii) Rectangular
Prism

Answers will vary,

but should include:
Triangular Prism
Similarities:
edges – 9
ƒ both have a
vertices – 6
rectangular
faces – 5
base

Differences:
ƒ i) has 1 base,
ii) has 2 bases
ƒ # of edges,
faces, vertices
ƒ The non-base
faces are
triangles in i)
and rectangles
in ii).
ƒ i) has a vertex
opposite to the
base, ii)
doesn’t.

Answer Keys – Workbook 6 Unit Tests