National

Mathematics Textbook

Grade 6

Papua New Guinea

Department of Education
Dear Grade 6 Students,

I am honoured to give my message in this National Mathematics Textbook.

The Government of Papua New Guinea through The Department of Education

has been working to improve students’ learning of Mathematics. This textbook
was developed by our dedicated Curriculum Officers, Textbook Writers and Pilot
Teachers, who have worked collaboratively with Japanese Math specialists for
three years. This is the best textbook for grade 6 students in Papua New Guinea
and is comparable to international standards. In its development I would like to
thank the Government of Japan for its support in improving the quality of learning
for the children of Papua New Guinea.

I am excited about this textbook because it covers all topics necessary for learning
in grade 6. You will find many photographs, illustrations, charts and diagrams that
are interesting and exciting for learning. I hope they will motivate you to explore
more about Mathematics.

Students, Mathematics is a very important subject. It is also very interesting and

enjoyable to learn. Do you know why? Because mathematics is everywhere in our
lives. You will use your knowledge and skills of Mathematics to calculate cost, to
find time, distance, weight, area and many more. In addition, Mathematics will
help you to develop your thinking skills, such as how to solve problems using a
step-by-step process.

I encourage you to be committed, enjoy and love mathematics, because one day
in the future you will be a very important person, participating in developing and
looking after this very beautiful country of ours and improving the quality of living.

I wish you a happy and fun learning experience with Mathematics.

Hon. Joseph Yopyyopy, MP

Minister of Education
Greetings to Grade 6 Students of Papua New Guinea!

It is a great pleasure that the Department of Education of Papua New

Guinea and the Government of Japan worked together to publish national
textbooks on mathematics for the first time.

The officers of the Curriculum Development Division of the Department of

Education made full efforts to publish this textbook with Japanese math
experts. To be good at mathematics, you need to keep studying with this
textbook. In this textbook, you will learn many things about mathematics
with a lot of fun and interest and you will find it useful in your daily life. This
textbook is made not only for you but also for the future students.

You will be able to think much better and smarter if you gain more knowledge
on numbers and diagrams through learning mathematics. I hope that this
textbook will enable you to enjoy learning mathematics and enrich your
life from now on. Papua New Guinea has a big national land with plenty of
natural resources and a great chance for a better life and progress. I hope
that each of you will make full use of knowledge you obtained and play an
important role in realising such potential.

I am honoured that, through the publication of this textbook, Japan

helped your country develop mathematics education and improve your
ability, which is essential for the future of Papua New Guinea. I sincerely
hope that, through the teamwork between your country and Japan, our
friendship will last forever.

Satoshi Nakajima
Ambassador of Japan to Papua New Guinea
 Share ideas with your friend!

Lets learn Mathematics, its fun!

Dear students,

This is your Mathematics Textbook that you will use in Grade 6. It contains very
interesting and enjoyable activities that you will be learning in your daily Mathematics
lessons.

In our everyday lives, we come across many Mathematical related situations such
as buying and selling, making and comparing shapes and their sizes, travelling
distances with time and cost and many more. These situations require mathematical
thinking processes and strategies to be used.

This textbook provides you with a variety of mathematical activities and ideas that
are interactive that will allow you to learn with your teacher or on your own as
an independent learner. The key concepts for each topic are highlighted in the
summary notes at the end of each chapter. The mathematical skills and processes
are expected to be used as learning tools to understand the concepts given in each
unit or topic and apply these in solving problems.

You are encouraged to be like a young Mathematician who learns and is competent
in solving problems and issues that are happening in the world today. You are also
encouraged to practice what you learn everyday both in school and at home with
your family and friends.

I commend this Grade 6 National Mathematics Textbook as the official textbook for
all Grade 6 students for their Mathematics lessons throughout Papua New Guinea.

I wish you all the best in studying Mathematics using this textbook.
 Friends learning together in this textbook

Mero Naiko Sare Gawi Kapi

(Kapul)

Koko
Kekeni Ambai Vavi Yamo (Kokomo)

Symbols in this textbook

• Ice breaking activity as the lead up activity
for chapter.
• Discovered important ideas.

• Important definitions or terms.

• What we will do in the next activity?

• When you lose your way, refer to the page

number given.

• You can use your calculator here.

• Practice by yourself. Fill in your copy.

• New knowledge to apply in daily life.

• Revision activities

• Let’s do the exercise.

Activity

• Let’s do mathematical activities by students.

6= × • Let’s fill numbers in and complete the

expression to get the page number.

VI
 What We Learned in Grade 5
Division of Decimal Numbers
How to Divide Decimal Numbers in Vertical Form
(1) Multiply the divisor by 10, 100, or more to make it
a whole number and move the decimal point to the 1 .8
right accordingly. 3 .2 5 .7 .6
(2) Multiply the dividend by the same amount as
3 2
the divisor and move the decimal point to
the right accordingly. 2 5 6
(3) The decimal point of the answer comes at 2 5 6
the same place as where the decimal point 0
of the dividend has been moved to.
(4) Then, calculate as if this is the division of whole numbers.

Volume
The volume of a rectangular prism is
The volume of a cube with 1 cm expressed in the following formula,using
sides is called 1 cubic length, width and height.
centimetre and is written as 1 cm
1 cm3. cm3 is a unit of volume. 1 cm 1 cm
Volume of rectangular prism = length × width × height

Congruent Figures
Two figures are also congruent if they In congruent figures, the corresponding
match by reverse. sides are equal in length and the
In congruent figures, the matching corresponding angles are also equal in
points, the matching sides and the size. A F
matching angles are called; reverse
corresponding vertices,
corresponding sides and
corresponding angles respectively. B C G H

Proportions

If there are 2 changing quantities and

, changes 2 times, 3 times and so on,
and also changes 2 times, 3 times and
so on, then is proportional to .

VII
 Table of Contents
In Grade 6,
Geometric Figures let's begin with
Geometric
1 Symmetry 2 Figures!
(1) Shapes and Figures with Line Symmetry 4
(2) Shapes and Figures with Point Symmetry 8
(3) Polygons and Symmetry 14

Number and Operation

3 Multiplication of Fractions 30
(1) Operation of Fractions × Fractions 31
(2) Inverse of a Number 37

4 Division of Fractions 39
(1) Operation of Fractions ÷ Fractions 39
(2) What kind of Expression will it Become? 44

6 Operation of Decimals and Fractions 50

(1) Operation of Decimals 50
(2) Operation of Fractions 53
(3) Operation of Decimals and Fractions 56

Measurement
7 Calculating the Area of Various Figures 59
(1) The Area of a Circle 59
(2) Approximate Area 65

15 Quantity and Unit 157

(1) How to Represent Quantity 157
(2) Units of Length: km, m, cm, mm 159
(3) Units of Area: km2, ha, a, m2, cm2 160
(4) Units of Volume: m3, cm3, kL, dL, mL 161
(5) Units of Weight: t, kg, g, mg 162
(6) Metric System 163

16 Summary of Grade 3 to 6 166 Mathematics Adventure 174

Grade 5
(1) Decimal Numbers and Whole Numbers (7) Multiples and Divisors (13) Regular Polygons and Circles
(2) Amount per Unit Quantity (8) Fractions (14) Solids
(3) Multiplication of Decimal Numbers (9) Addition and Subtraction of Fractions (15) Rates and Graphs
(4) Congruence and Angles of Figures (10) Area of Figures (16) Summary of Grade 5
(5) Division of Decimal Numbers (11) Multiplication and Division of Fractions
(6) Volume (12) Proportions

VIII
Geometric Figures
12 Enlargement and Reduction of Figures 104
(1) Enlarging and Reducing Figures 105
(2) How to Draw Enlarged and Reduced Figures 109
(3) Uses of Reduced Figures 116

Data and Mathematical Relations

2 Mathematical Letters and Expressions 20
(1) Mathematical Letters and Expressions 20
(2) Let’s Put Numbers into Mathematical Sentences 23
(3) Reading Expressions 27

5 Multiples and Rates 47

8 Orders and Combinations 68

(1) Ordering 68
(2) Combinations 72

9 Speed 78
(1) Speed 79
(2) Speed and Graphs 83

11 Ratio and its Application 92

10 Volume 86 (1) Ratio 94
(1) Volume of a Prism 86 (2) Equivalent Ratio 95
(2) Volume of a Cylinder 88 (3) Application of Ratio 99

13 Proportion and Inverse Proportion 120

(1) Proportion 122
(2) Graphs of Proportion 130
(3) Using the Properties of Proportion 133
(4) Inverse Proportion 137

14 How to Explore Data 144

(1) Mean 144
(2) How to Explore Distribution 147

1
1 Symmetry

John and his friends made and

collected some toys and papercrafts.
They made many different shapes and
noticed that some of them had balanced and
beautiful shapes.

We can fold the paper

and make a paper plane,
by making one side of
the shape fit exactly on
top of the other, so it will
belong to one of the
groups on page 3.

Mero

Let’s explore the shapes that are balanced and beautiful.

2 = −
a Paper craft windmill (Origami) b Paper star

c Paper boat (Origami) d Jigsaw puzzles

e Set square 1

f Set square 2

Let’s group the shapes above a , b , c , d , e and f into the

following:
A One side of this shape fits exactly on top of the other if folded in
half.

B The shape looks exactly like the original shape when it is rotated.

C None of the above.

÷ =3
 1 Shapes and Figures with Line Symmetry

1 One side of these figures should fit exactly on top of the other if
folded in half.
A B C

1 How do you fold these figures exactly in half?

Draw a folding line on each diagram above.
2 Let’s use the grid below and draw other shapes that can fit by
folding into half.

A figure with line symmetry can be folded

along a straight line and the two halves of
the shape fit exactly on top of each other.
The folding line is called the line of symmetry
or the axis of symmetry. line of symmetry

4 = −
 Properties of Figures with Line Symmetry

2 The figure on the right has a line symmetry.

A
Let’s explore the points, sides and angles
when it is folded along its line of symmetry.
B N
1 Which points lie on point B and point K
respectively when the figure is folded along C M

its symmetric axis?

2 Which side lies on top of side AB and DE, D
E H K L
respectively?
F G I J
3 Which angles lie on top of angle D and J,
axis of symmetry
respectively?

When the figure with line symmetry is folded along its axis of
symmetry, the matching points are called corresponding points
and the matching sides are called corresponding sides and
the matching angles are called corresponding angles.
In line symmetric figures, the sizes of corresponding sides and
angles are respectively equal.

D
Exercise B
The figure on the right has a line
C
symmetry.
A
Let’s write the corresponding points,
sides and angles. F

G
E

÷ =5
 3 Let’s explore the figure with line symmetry
on the right.
1 The points B and N are corresponding. A

Consider how the line BN intersects with

Q
the line of symmetry. B N

2 The points O and P are corresponding. C M

Consider how the line OP intersects with O
R
P
the line of symmetry.
D
E H K L
3 Compare the lengths of lines QB and QN,
RP and RO. F G I J

For figures with line symmetry, a line that connects two

corresponding points always intersects in perpendicular with the
line of symmetry.
The length from the line of symmetry to the corresponding points
are equal.

Exercise A G

The figure on the right has a line symmetry. H

1 How does the line CE intersect with the
I
B F
line of symmetry?
2 If the length of the line BI is 25 mm,
what is the length of line IF?
J
C E

6 = −
 How to Draw Figures with Line Symmetry

4 The figure below shows half of the figure with AB as the line
symmetry.
1 Let’s draw the other half to complete the figure.
Discuss with your friends how you will draw the other half to
complete the figure.
A

2 Let’s draw the other half to complete the figure.

A

3 Let’s explain the properties of line symmetry that you used to

draw the complete figure.

÷ =7
 2 Shapes and Figures with Point Symmetry

1 Which of the following figures match the original figure when

rotated for 180° at a fixed point ‘ • ’ ?

A B C

Trace each figure above and rotate it 180° at a fixed point.

Confirm if the figure matches the original figure or not.

(0°) (4 5°) (9 0°) (1 3 5°) (1 8 0°)

A figure with point symmetry can be rotated for 180° with

respect to a point and the rotated shape matches the original
exactly.
The centred point is called the point of symmetry.
a point of symmetry

a point of symmetry

8 = −
 Properties of Figures with Point Symmetry

2 The figure below has a point of symmetry. Trace the figure

and rotate it for 180° with respect to its point of symmetry.

Let’s explore the points, sides and angles. A

1 Which points lie on point B and C

respectively after rotation?
2 Which sides lie on side AB and BC B F
I
respectively after rotation? C E
3 Which angles lie on top of angle B
and D respectively after rotation?

When a figure with point symmetry is rotated 180° on the point

of symmetry, the matching points are called corresponding
points, the matching sides are called corresponding sides and
the matching angles are called corresponding angles.
For any figure with point symmetry, the sizes of corresponding
sides and angles are equal respectively.

Exercise
B A
The figure on the right has a
point of symmetry.
Let’s find the corresponding G H
points, sides and angles. D C

E F

÷ =9
 3 Let’s explore the figure with point symmetry below.

1 Where do these lines intersect? A

AD, BE and CF.
2 Draw point H corresponding to
G
point G on side AB. F
B
I
3 Compare the lengths of lines
C E
IG and IH.

D
a point of symmetry

For figures with point symmetry, a line that connects two

corresponding points always passes through the point of
symmetry.
The segments between a point of symmetry and each of the
corresponding points are equal.

Exercise
The figure on the right has point
symmetry.
Let’s locate the point of symmetry.
Then, explain how you locate it.

10 = −
 How to Draw Figures with Point Symmetry

4 The figure below is half of the shape with A as the point of

symmetry.
1 Let’s draw the other half to complete the figure.
Discuss with your friends how you will draw the other half to
complete the figure.

2 Let’s draw the other half to complete the figure.

3 Let’s explain the properties of point symmetry that you used to

complete the figure above in your exercise book.

÷ = 11
 Let’s Find Symmetric Figures Around Us

5 There are provincial flags and signs as shown below.

1 Can you find symmetrical figures in the Symbols of Provincial flags?

Example, Oro Provincial flag. I can see the line of
symmetry on the
butterfly from the Oro
flag. Can you see
another?
Gawi
1 2 3 4

5 6 7 8

9 10 11 12

2 Let’s find the line symmetries in the figures below of traffic and
road signs in PNG and other countries.
Activity

12 = −
6 There are institutions and company logos and emblems (figures)
around us as shown below.
1 Let’s find the characteristics of point symmetry in these figures.

a b c d

e f g h

Sports team logos

around us. Which part of the figures
have point symmetry?

Ambai

i j k l

m n o p
Activity

÷ = 13
 3 Polygons and Symmetry

1 Let’s explore the following quadrilaterals.

trapezoid parallelogram rectangle

Let’s draw lines

and point of
symmetry on
each figure.

square rhombus
Naiko

1 Which quadrilaterals have line symmetry and how many lines of

symmetry does each have?
2 Which quadrilaterals have point symmetry?
Indicate the point of symmetry in each figure.
3 Which quadrilaterals have line symmetry and point symmetry,
respectively?
4 Which quadrilaterals have two diagonals that are also lines of
symmetry?

2 Let’s explore the following triangles.

right triangle equilateral triangle isosceles triangle

1 Which triangles have line symmetry and how many lines of

symmetry can you draw in each figure?
2 Which triangles have point symmetry?

14 = −
 Regular Polygons and Symmetry

3 Let’s explore regular polygons.

regular pentagon regular hexagon regular octagon regular nonagon

1 Let’s group the figures above into the figures with line symmetry
and point symmetry.
Line symmetry

Point symmetry
2 How many lines of symmetry does each figure have?
Let’s fill in the table below.
regular regular regular regular
Name pentagon hexagon octagon nonagon
Number of lines

3 Let’s draw a point of symmetry in each of the point symmetrical

figures.
4 Let’s reflect on what you explored. Please write what you
observed in your exercise book and discuss with your friends.
Let’s classify heptagon and decagon in the above table.

I found that there How many lines of

are figures with symmetry does
both line and point each figure have?
Sare symmetries.
Yamo
Exercise
Let’s explore a circle.
1 Does a circle have line symmetry?
How many lines of symmetry can you find?
2 Does a circle have point symmetry?
Place the point of symmetry on the circle.

÷ = 15
 Let’s Make Some Paper Crafts

4 Using what you learned about symmetry, make household

items out of flat papers.
How do you
make these?

floral decoration toothpick nameplate

Rubin’s Vase

The picture on the right is symmetrically

designed. Take a closer look into it.
What do you see?

16 = −
1 Draw the other half to complete the symmetrical figure.
1 Line AB is the line of symmetry. Pages 4 to 9

2 Point A is the point of symmetry.

A

2 Fill in the table below using the properties of the following

Pages 14 and 15
quadrilaterals.
A B C

D E F

A B C D E F

Figures with line symmetry

Number of line 2

Figures with point symmetry

Grade 4 and 5

Let’s calculate. Do you remember?

1 1 ∙ 2 × 43 2 3 ∙ 6 × 35 3 7∙2 × 4∙9 4 8∙6 × 7∙5

5 448 ÷ 8 6 379 ÷ 4 7 60 ÷ 25 8 9∙1 ÷ 0∙7

÷ = 17
 1 Which figures have line symmetry, point symmetry or both?
Distinguishing symmetric figers.

1 2 3 4 5

2 The figure on the right has line symmetry. D

Draw the line of symmetry. A

Finding the axis of symmetry.

B C

3 The figure on the right has point symmetry.

Draw the point of symmetry. A F
Finding a point of symmetry.
B E

C D
4 A square has both line and point symmetry.
Dividing a square into two congruent shapes.

1 Divide a square into two congruent shapes by a line.

(example) (example)

2 You will find that any line drawn in 1 passes the same point.
What do you call the point?
3 Use lines and curves to divide a
square into two congruent shapes.
The figures on the right are examples.

18 = −
1 We are going to make symmetrical shapes with coloured papers.
Imagining the figure after folding by using the axis of symmetry.

1 Fold the coloured paper. How can you cut to make shape A ?
Draw cutting lines in the diagram.

The first folding line

2 Fold the coloured paper three times. How can you cut to make
shape B ? Draw cutting lines in the diagram.

The first and B

second folding line

The third folding line

Let’s make these by

exploring.

÷ = 19
2 Mathematical Letters and
Expressions
May I have 5
boxes of 400 kina for
pizza? 5 boxes of
pizza.

160 kina for

Can I have 2 2 pizza boxes.
pizza boxes?

How does the

seller calculate?

1 Mathematical Letters and Expressions

1 Rupa’s family are buying pizzas which costs 80 kina each for a
birthday party.
1 Let’s fill in each with a number and make expressions to find
the total.
Bought 1 box of pizza ……… 80 × 1 =
Bought 2 boxes of pizza …… × =
Bought 5 boxes of pizza …… × =
2 Represent the number of pizzas with and the total price with .
Make an expression to represent the relationship of and .

In mathematics, numbers and quantities can

be represented using letters such as a or x
other than and .
a x 1
2

The price of x pizzas, which cost 80 kina each, can be written as

80 × x or x × 80.

20 = ÷
2 A sliding window has a 90 cm 90 cm

height of 90 centimetre (cm).

1 Write an expression to find the 90 cm

area of the window when opened.

x cm

Opened 5 cm ……… 90 × 5 = 450

Opened 10 cm……… 90 × =
Opened 12 ∙ 5 cm…… 90 × =
Opened 90 cm……… 90 × =
Height Opened Area of opened
length window

2 Write an expression to find the area if the opened length is x cm.

3 Make different types of regular polygons using 6 cm broom sticks.

1 Write an expression to find the perimeter (the length around the
polygon).
Regular triangle……… 6 × =
Regular pentagon …… 6 × =
Regular octagon……… 6 × =
Regular dodecagon … × =

2 Write an expression to find the perimeter of a regular polygon

with a sides.
Regular polygon with a sides…… ×

Exercise
The perimeter (the length of circumference) of a circle is expressed
as diameter × 3 ∙ 14
Write an expression to represent the perimeter of a circle with
a cm radius.

× = 21
 Let’s Calculate Total

4 Anda filled in boxes with apples.

There are 2 boxes of apples and
4 single apples.
1 If there are 10 apples in each box, how many apples are there
altogether?
2 Use x to show the number of apples in each box and write an
expression to find the total number of apples.

The number of apples in

2 boxes is calculated, x apples x apples 4 apples
2 × the number of apples
in each box.

Mero × apples 4 apples

3 If the number of apples in each box is 15, how many apples are
there altogether?

Exercise
Use x to show the number of bubble gums in each box.
Write an expression to find the total number of bubble
gums using x.

There are 3 bottles and 2 decilitre (dL) of juice.

1 Use x dL to show the amount of juice in
each bottle. Write an expression to find
the total amount of juice using x. Let’s use x to
2 If the amount of juice in each bottle is show what you
want to know.
5 dL, how much do we have?

22 = ÷
2 Let’s Put Numbers into Mathematical Sentences

1 Farmers filled the box with oranges.

There is one box and 7 oranges.
1 Use x to show the number of oranges in
the box and write an expression to find the total number of oranges.
2 If we have 35 oranges at the beginning, how many oranges are in
the box?

Mero’s Idea Vavi’s Idea

If x was 30, total number is I used a diagram.

30 + 7 = 37. However, it is 2
greater than 35, so x is 2
less than 30.
Therefore, x = 28 Therefore, x = 35 − 7 = 28

2 Yamo’s idea for solving 1 is shown below. Explain her idea.

Yamo’s Idea

Think of a mathematical If you take away from both

sentence as a balance model. sides, they are still balanced.
x + 7 and is balanced.

x x
Therefore x = 28

To find x, if a mathematical sentence is an addition such

as x + 7 = 35, you use subtraction on both sides to find x.
x + 7 = 35 It is easy to read if
x + 7 − 7 = 35 − 7 you align the equal
signs.
x = 28

× = 23
 3 There is a parallelogram like the figure
on the right. xx cm
1 If the area is 18 square centimetres
(cm²) and height is x cm, write a 5 cm

mathematical sentence to find the area.

2 Based on the expression in 1 , find the height of the
parallelogram.

4 Rodney drinks the same amount of milk everyday.

He drank 2 litres (L) in 3 days.
Amount 0 x 1 2 (L)
1 If he drank x L per day, write a of milk
Day
mathematical sentence to find 0 1 2 3 (day)

the total amount of milk he drank in 3 days.

×3
2 Based on the mathematical
Milk (L) x 2
sentence of 1 , solve to find the Day (day) 1 3
amount of milk he drank per day. ×3

To find x , if a mathematical sentence is in multiplication such as

5 × x = 18, or x × 3 = 2, you use division on both sides to find x .
Not only does x represent
5 × x = 18 x ×3 = 2 whole numbers (integers)
but also decimals and
5 × x ÷ 5 = 18 ÷ 5 x ×3÷3 = 2÷3 fractions.
x = 3∙6 x= 2
3

5 You used a or x to show various quantities. Write in your exercise

book about why letters are useful and discuss it with your friends.

It is useful because we
can represent quantities Make a mathematical
that changes in one sentence which you
letter. think is easier to solve.

Gawi Kekeni

24 = ÷
 Exercise
Find the number for x.
1 x + 4 = 22 2 38 + x = 54 3 x − 6 = 15
4 x − 27 = 18 5 7 × x = 5 6 x × 4 = 14

6 There are 2 boxes of chocolates which contain the same amount

and 3 more pieces of chocolates. When you count the total,
it is 23 chocolates. How many chocolates does each box have?
1 If the number of chocolates per box is x, write a mathematical
sentence for the total number.

2 By using the following table below, let’s find the total number of
chocolates in the case of 7, 8, 9, … for x.
x 7 8 9
x×2 14
x×2+3 17

First, calculate the I could find the

number of chocolates number for x, if
in 2 boxes and then the total number of
add 3. chocolates is 23.

7 There are 8 stacks of coloured papers and 3 sheets.

1 If 1 stack is x sheets, write a mathematical
expression to find the total.
2 If the total is 107 sheets, how many sheets are in one stack?
Try numbers 10, 11, 12 and so on for x.
Exercise
Find the number that applies for x by replacing it with
8, 9, 10, ...... and so on.
1 x × 3 + 4 = 37 2 x × 8 + 5 = 77

× = 25
 The Sum of Angles in Polygons

8 Let’s reflect on the sum of angles in polygons.

The sum of angles in a triangle ………… 180°
The sum of angles in a quadrilateral…… 360°
The sum of angles in a pentagon ………

The sum of angles in a hexagon ………

1 Based on the figures above, Phillip thought of an expression for

calculating the sum of the angles of regular polygons.
Fill in the below and explain his thinking.
×a−

2 Use the expression in 1 to find the sum of angles of a decagon.

3 If the sum of angles is 1260°, how many sides does this polygon
have? 180 × a
180 × a − 360 = 1260
1260 360

180 × a − 360 + 360 = 1260 +

It is easy to calculate
180 × a = if we divide both
dividend and divisor
180 × a ÷ 180 = ÷ 180 by 10 for calculating
1620 ÷ 180.
a=

4 Brenda wrote the expression 180 × ( a − 2) to find the sum of

angles in a - sided polygon. Explain her idea with figures.
Using the expression, calculate how many sides a polygon has if
the sum of its angles is 1620°.

26 = ÷
Eggplants

3 Reading Expressions

Carrots Tomatoes Eggplants

Eggplants

1 David went to a local market.

Carrots were x toea each, tomatoes were 50 toea each and
eggplants were 90 toea each.
What does each expression for 1 to 4 represent?
Carrots
Carrots

1 x + 50 Expression 1 represents the

total cost of one carrot and
2 x ×7 one tomato.
3 x × 5 + 90
4 x × 4 + 50 × 4

2 Look at the pictures and write what each expression represents.

1 70 × x 2 x × 5 + 930

Exercise
book

A pen costs 70 The amount

toea each… of juice is…

× = 27
 1 Write a mathematical expression using x and solve for x .
Pages 23 to 25

1 A set of weekly diaries costs x kina. 6 sets cost 720 kina.

2 The cost of one textbook is x kina and 5 textbooks books is 650 kina.
3 Mary has 20 marbles. She got x more so the total became 52.
4 There is a ribbon which is x cm long.
Lolo used 50 cm so there is 60 cm left.

2 Let’s find the number for x. Page 27

1 x + 8 = 22 2 x × 6 = 48
3 x − 3 ∙ 5 = 7 4 x × 3 = 4∙5

1 There is a window with the height of 90 cm.

Think about the area of the opened window.
Understanding variables.

1 If the length of the opened window is x, write an expression

to calculate the area of opened window.
2 If the area is 4500 cm², what
is the length of the opened
window? Area of the opened window

3 The length of the window

is 90 cm. 90 cm
Is it possible to make the
area of the opened window
x cm 90 cm
to 8550 cm²? Length of the
Explain your reasoning. opened window

28 = ÷
1 Let’s fill in the with numbers.
1 8 ∙ 27 = ×8+ ×2+ ×7
2 0 ∙ 206 = 0 ∙ 1 × + ×6

2 When 7 ∙ 26 is the original number, find the answer when it is:

1 10 times the original number.
2 100 times the original number.
1
3 of the original number.
10
1 of the original number.
4
100

3 The cost of 5 mattresses is 1400 kina.

1 How much is the cost for 1 mattress?
2 How much will 7 mattresses cost?

4 The table shows the area The Area of Pools and Number of Persons

of pools and the number Area (m²) Number of person

of persons in them. Which Indoor 400 80

pool is more crowded? Outdoor 500 120

5 Let’s multiply in vertical form.

1 4 × 1 ∙ 6 2 8 × 0 ∙ 5 3 9 × 1∙9
4 5 ∙ 4 × 1 ∙ 2 5 2 ∙ 6 × 0 ∙ 4 6 2 ∙ 8 × 1 ∙ 5
7 0 ∙ 5 × 0 ∙ 6 8 2 ∙ 5 × 0 ∙ 8 9 3 ∙ 4 × 1 ∙ 8
10 1 ∙ 6 × 7 ∙ 3 11 6 ∙ 32 × 6 ∙ 8 12 8 ∙ 25 × 2 ∙ 4

6 1 m of iron pipe weighs 3 ∙ 6 kg.

What would be its weight when its length is 7 ∙ 5 m and 0 ∙ 8 m
respectively?

× = 29
3 Multiplication of Fractions

John is painting the fence with green paint.

4
He used 1 dL of paint to cover square metres (m²).
5
What area in m² will dL of this paint cover?

1m

×3
If John uses 3 dL of green paint, what
Paintable 4
area in m² will the paint cover? area (m²) 5
?

× = Amount of 1 3
paint (dL)
Paintable area Amount Paintable
using 1 dL of paint area ×3

4
0 5 (m2)
Paintable area
Think about how
to calculate the
Amount of paint paintable area.
0 1 3 (dL)

1m
1m
Let’s paint to
confirm.
4 1m
1m
5

0 1 3 (dL)

30 = ×
1 Operation of Fractions × Fractions
1
× 3
1 How much area in m² can John
1 Paintable 44
paint using dL of green paint? area (m²) ?
3 55
Amount of 1
1
paint (dL) 3
1 Write a mathematical expression. 1
× 3
×
Paintable area using 1 dL Amount of paint

4 1m
0
? 5 (m )
2

Paintable area

Amount of paint 1m
0 1 1 (dL)
3
1 2
2 Shade the paintable area in the picture on 0 3 3 1 (dL)

the right. 1

2 Unit fraction is a
3 How about using dL of paint? What area
3 fraction with the
in m² will it cover? numerator as 1.

Write a mathematical expression.

4 Think about how to calculate the expression in 3 .

Can we use the idea Let’s draw a diagram Just like multiplying decimals,
of fractions divided by which represents the can we calculate by changing
integers? number of unit fractions into integers?
fraction.

Let’s think about the situation where you use multiplication

of fractions and how to calculate the answers.

− = 31
 Kekeni’s Idea
1 4 ÷
Paintable area with dL is 3 (m²) ÷3
3 5
2 1
dL is twice of dL. 4
(m2)
3 3 0 ×2 5
4 ÷ × = 4 Paintable area
3 2 5×3 ×2
5
Amount of paint
4×2 0 1 ×2 2
= × 1 (dL)
5 3 3 3

= ÷3

Mero’s Idea

Divide 1 m² equally into 5 horizontal strips and 3 vertical strips.

1
Area of is × m².
5 3
Paintable area is (4 × 2) strips
1m
1 4×2
of × m², therefore m².
5 3 5×3
4 × 2 = 4×2 (4 × 2) pieces 1m
5 3 5×3 of
=
1
m2
5×3

Yamo’s Idea

Calculate by changing 4 × 2 =
5 3
fractions into integers, just as we
did with decimals. ×5
×3
÷ 15
4 × 2 = 8

32 = ×
5How much area in m² will 1m 1m 1m
4
the dL of paint cover in 1 ?
3
1m
Write an expression.
Colour the diagram. 4
0 1 343 2 (dL)
Calculate the answer. 0 1 2 (dL)

4
3

4
3

When multiplying a fraction by another fraction, multiply the two

numerators and two denominators respectively.
B × D = B×D
A C A×C

4
2 There is an iron pole, which weighs kilograms per metre (kg/m).
15
How much does it weigh if the pole is 5 m in length?
6
5
4 × 6
(kg)
0 15
Weight Weight 4
?
(kg) 15
Length
0 5 1 (m) Length 5
1
6 (m) 6

4 × 5 = 4×5 5
× 6

15 6 15 × 6

= 4 × 5 It is easy to calculate
15 × 6 if you simplify the
fraction during the
calculation.
=

Exercise
3×1 3×3 5×5 3 × 14
1 2 3 4
4 2 5 8 4 3 2 9

− = 33
 3 Let’s think about how to calculate.
1 2×
3 = 2 × 3 4 × = 4 × 3
2 3
5 5 5 5

= =
By changing integers to fractions, the calculation becomes
multiplication of fractions.
1m

4 The diagram on the right shows the area for

1m
the essay section on the bulletin board. What 3
m Essay
5
area in m² is covered by the essay section?
3
m
1 Mane finds out as shown below. 4

Fill in the .

divided into 5
1
The area of is 5 × 4 of the square
and it is m².
divided into 4
The area for the essay section is (3 × 3)
pieces which is m². Both ways led to
3 × 3 the same answer.
2 Use the area formula for rectangle .
5 4

Even when the measurements of the sides are given

in fractions, we can use area formulas.

Exercise
1 Let’s calculate.
3 5 1 5 ×
1 5× 2 3× 3 4× 4 2
7 6 2 8
2
2
1 Find the area of a square with each side as metre (m).
3
3
2 Find the area of rectangle with the length of cm and the width
4
of 1 cm.
4

34 = ×
 1 1
5 Let’s think about how to calculate 3 × 2 .
7 10
1 1 = 22 × 21
3 × 2
7 10 7 10
= 22×× 21
7 10
=
When multiplying fractions, change mixed numbers into
improper fractions.

6 1 m of wire weighs 10 grams (g).

1
1 How much does each wire weigh in grams (g) if it is 1 m
4
2
and m long?
5
1 m
1
4 1 =
10 × 1
4
1m 10 g
10 × 1 = 10
2 m
2 =
5 10 ×
5
0 2 1 1 (m)
1
5 4
1 2
2 10 × 1 or 10 × , which expression has the product that
4 5
is less than 10?

If you multiply a fraction that is less than 1, the product

will be less than the multiplicand.

Exercise
1 Let’s calculate.
1 × 5 5 × 2 1 × 3 6 × 2
1 3 1 2 2 2 3 9 4 4
2 9 8 9 3 8 7 3

3
2 1 L of sand weighs 1 kg.
5
3
How much does it weigh in kg, if there is 3 L of sand?
4

− = 35
 Rules of Calculations

7 You learned the rules of calculation in grade 5.

Confirm that those rules can be used in calculation of fractions.

a A×B=B×A
b (A × B) × C = A × (B × C)
c (A + B) × C = A × C + B × C
d (A − B) × C = A × C − B × C

1 Let’s calculate the area of a rectangle on the right.

1 1
2
×
3
= 2×3 3
× 2 = 3×2
5 4 5×4 4 5 4×5 2 m 3 m
2 2
5 4
=
3 = 3

10 10
Which rule is applied to this calculation?

2 Let’s find the volume of a quadrangular 2 m

3
prism on the right. 1 m 6 m
2 7
3 2
×
1 × 6 × 2 = 1 6 ×
2 1 × 6 × 2 = 1 × 6×2
2 7 3 2×7 3 2 7 3 2 7×3
1 1

= 3 × 2 = 1 × 4
7 3 2 7
1 2
= 3×2 = 1 × 4
7×3 2×7
1 1

= 2 = 2
7 7
Which rule is applied to this calculation?

2 1 6
3 If A = , B= and C = , confirm if calculation rules C and D
3 2 7
work with these fractions.

36 = ×
2 Inverse of a Number

1 Let’s answer the following questions.

1 There are 18 cards with numbers 1 to 9 and there are two
cards for each number.
Use those cards and complete the expression below.

× =1

2 What rule is there between the multiplicand and the multiplier to

make the product 1?
1m
3 There is a square whose side is 1 m
3
1 m each.
1m
If you change the shape into a
2 m
rectangle without changing its 3

area of 1 m², and if the width of the

rectangle is 2 m what is the length? m
3

When the product of two fractions is 1, one fraction is called

inverse of the other fraction.
2 3 3 2
The inverse of is and the inverse of is .
3 2 2 3

2 Let’s find the inverse numbers of 6 and of 0.4.

To find an inverse number of integers or decimals, change them
into fractions first.

Exercise
Let’s find the inverse numbers.
4 10 1 5
1 2 3 4 1 5 0∙6
5 3 8 6

− = 37
 1 Let’s calculate. Pages 31 to 36
1×3 5×3 2×6 4×2
1 2 3 4
5 4 8 7 5 7 9 3
5×2 2×1 9 × 7 7 × 20
5 6 7 8
6 3 3 4 14 18 15 21
9
15 × 6 10
25 × 27 11 2
5× 2
12 1
2× 1
1
4 5 18 10 6 17 3 5
4 3 9 2
13 7 × 14 8 × 15 6 × 16 22 × 1
5 4 8 11
2 Which multiplication has the product that is less than 5?
Page 35
5 4
5×1 1 5× 5× 5× 9
12 6 3 10
3
Let’s find the inverse of these numbers. Page 37

1 7 5 1
1 2 3 4 1 5 6 6 0∙7
3 2 6 2

4
1 There is a rice field that produces
7
kg of rice in 1 m².
5
How much rice can we get if the field is m²?
Understanding the calculation of fractions.
8

2 There is a right triangle shaped flowerbed

1
on the right. 2
m

What is the area of this flowerbed?

Calculating the area with fractions. 4
m
5
3 Fill in the with numbers 2 to 9 and calculate.
Making multiplication of fractions.

1 Make various multiplication expression of fractions ×

and calculate.
2 Make multiplication expressions where the answer becomes 1.
3 Make multiplication expressions where the answer becomes 2.

38 = ×
4 Division of Fractions

1 Operation of Fractions ÷ Fractions

1m

1 We used 3 dL of blue paint for a 2 m²

4 5 1m
fence. 2
5 m
How many m² can be covered with 1 dL of paint? 3
0 4 1 (dL)
1 Let’s write a mathematical expression.

2
If 1 dL of paint is used to paint Paintable area (m²) ?
5
x m², we can show that using 3
× 4 3
a multiplication expression. Amount of paint (dL) 1
4
x× 3 = 2 Paintable x 2 1m
4 5 area (m²) 5
Therefore, Amount of 3
2 3 1
x= ÷ paint (dL) 4
5 4
3
× 4
1 2 3
0 4 4 4 1 (dL)

2 How many m² can be covered by 1 dL of paint?

Check this by colouring the sections of the figure above.
3 Let’s think about how to calculate.

First, let’s see how many m² can be

1
painted by using dL. Then, we I think about
4
can multiply that number by 4. how many unit
fractions are
used by looking
I calculated the answer by using the at the figure.
rules of division and changing the
fractions to whole numbers.

Let’s think about the situation to use division of fraction by

fraction and how to calculate.

− = 39
 Kekeni’s Idea
1
The area that can be painted with dL of paint is
4
2 ÷ 3 (m²).
5
The area that can be painted with 1 dL of paint is
2
÷ 3 × 4 (m²).
5
×4
2 3 2
÷ = ÷3×4 2
5 4 5 ÷3 5 (m2)
0
2 Paintable area
= ×4
5×3
2×4 Amount of paint
= 0 1 ÷
3 3
1 (dL)
5×3
4 4
= ×4

Ambai’s Idea

I divide 1 m² horizontally into 5 equal parts and vertically into

3 equal parts.
Then the area of
1
becomes m². 1m
5×3
Since there are (2 × 4) sets of
1
m², the area that 1m
5×3
can be painted with 1dL is
2 ÷ 3 = 1 × × 1
m2
(2 4) 5×3 1 2 3
5 4 5×3 0 4 4 4 1 (dL)
2×4
=
5×3 (4 × 2) pieces of

40 = ×
 Sare’s Idea

The answer to a division problem is the same even if we

multiply the divisor and dividend by the same number.
2 ÷ 3 =
2 × 4 ÷ 3 × 4 Kekeni and Ambai
5 4
5 3 4 3 2×4
calculated ×
5 3
= 2 × 3 ÷ 1 with the answer .
5 4
2 × 3 = 2×4 = It is the same as
= 2 × 4
5 4 5×3 5 3
.

To divide a fraction by another fraction, you can calculate the

answer by multiplying the inverse number of the divisor fraction.
B ÷ D = B × C
A C A D

2 Let’s think about how to calculate.

8 ÷ 12 = 8 × 2
1 2 3÷ = 3 ÷ 2
3 5 3 5 1 5

It is easy to calculate 3
= = ×
if you reduce a 1
fraction.
2 ÷ = 2 × 1
3 5 =
3 3 Change an integer (whole
number) to a fraction,
then use the method of
= fraction ÷ fraction.

Exercise
1 ÷ 1 2 ÷ 3 2 ÷ 7 3 ÷ 7
1 2 3 4
4 3 7 4 3 8 5 4
16 ÷ 4 4 ÷ 2 3 2
5 6 7 4÷ 8 8÷
7 9 3 3 5 3

− = 41
 3 We use 1 1 dL of red paint to paint 2 m² of the fence.
4 5
1
How much can we paint in m² using 1 dL of paint? ÷1 4

2
Paintable area (m²) ?
5
1 Let’s write an expression. 1
Amount of paint (dL) 1 1
4
1
÷1 4
2 Check this by colouring the sections 1m
of the figure on the right.
3 Let’s think about how to calculate.
1m
2 ÷ 1 1 = 2 ÷
5 4 5

1
= 2 × 0 1 1 4 (dL)
5
We can calculate by changing
= a mixed number into an
improper fraction.

When we calculate division of fractions,

change a mixed number into an improper fraction.
4 Let’s compare the dividend and quotient.
1 is that the divisor is smaller than 1.
3 is that the divisor is larger than 1.

Dividing by a fraction is just like we divided by a decimal.

If the divisor is smaller than 1, the quotient becomes larger than
the dividend. If the divisor is larger than 1, the quotient
becomes smaller than the dividend.

Exercise
Which one has a quotient that is larger than 7? Explain.
7÷ 3 7 ÷ 1 2 7 ÷ 3 7 ÷ 7 7
4 3 2 8

42 = ×
 3
4 There is 1 4 L of milk. If you drink L each time with your family
5 5
meals, how many meals will it take to finish the milk?

3 4
1 (L)
0 5 5 Amount of 3 4
Quantity of milk 1
milk (L) 5 3 5 3
÷ 5 ÷ 5
Number of times Number of 1 ?
0 1 (times) times

5 There is a wire which weighs 4 1 g per metre (g/m).

2
If it weighs 24 g in total, what is its length in m?

1
4
0 2 24 (g)
Weight Weight 1
4 24
(g) 2 1 1
Length ÷4 2 ÷4 2
0 1 (m) Length 1 ?
(m)

2
6 There is a rectangular cloth with an area of 2 m².
3
7
If its length is 1 m, what is its width in m?
9
m
The area formula of a rectangle
is length × width.
7 2
1 m 2 m2
9 3

Exercise
3 ÷ 9 5 ÷ 5 7 ÷ 7 5 ÷ 10
1 2 3 4
5 10 8 6 8 12 6 21
2 ÷ 2 6 ÷ 13 9 ÷ 3 1 ÷ 1
5 6 7 8
3 9 7 14 10 20 4 12
3 ÷ 2 1 ÷ 5 2 ÷1 1 1 ÷1 5
9 1 10 1 11 4 12 2
5 7 4 8 3 5 3 9

− = 43
 2 What Kind of Expression will It Become?
3 9
1 An iron bar with the length of m weighs kg.
4 5
How many kg is 1 m of this bar?

Total Amount Amount per unit 3

÷ 4
9
0 5 (kg) 9
Weight (kg) ?
Weight 5
Length 3
Length (m) 1
0 3 1 (m) 4
4
3
÷ 4
How many?

5
2 We painted the wall of a corridor. We used dL of paint to cover
3
1 m² of the wall.
5
How many dL of paint do we need for m²?
2
5
Amount per unit Total Amount × 2
5
Amount of 5
0 3 (dL) ?
Amount paint (dL) 3
of paint 5
Area (m²) 1
Area 2
0 1
(m2) 5
× 2
How many?

3 Mary made the following problem.

6
If we use L of water for a 1 m² field , we need L of water
7
2
for a m² field . Let’s fill in the .
3

1 Let’s solve Mary’s problem.

2 Change the words and numbers in the and make a new
multiplication or division problem.

44 = ×
1 Let’s calculate. Pages 39 to 41

2 ÷ 3 1 ÷ 9 4 ÷ 2 3 ÷ 15
1 2 3 4
5 7 5 10 9 3 4 16
2 8 1 2
5 3 ÷ 6 4 ÷ 7 3 ÷ 2 8 6÷1
5 9 5 3
2 ÷ 3 3 ÷ 1 2 ÷ 2 1 ÷ 1
9 1 10 5 11 2 12 3 1
5 5 8 4 9 7 6 18

2 Which one has a quotient that is larger than 5? Pages 39 to 43

2 1 5 7
5 ÷ 5÷1 5 ÷ 5÷
3 2 4 9

3 Let’s fill in the . Page 42

7 3 = 7 × 4 = ×
1
12
÷ 12
2 3÷ 3
5 7

Page 43

4 There is a parallelogram
with an area of 6 m² on the right. cm

What is its height in cm?

1
3 cm
5

Page 43
4 3
5 You cut 1 m of tape into pieces that are
10
m long.
5
How many pieces of tape can you make?

Grade 6
Do you remember?
Let’s calculate.
1 × 1 2 × 1 3 × 4 8 3
1 2 3 4
15
×
3 2 5 4 8 9 4
5 2×
2 6 3×
1 1 ×1 1 1 ×1 1
7 8 3
5 6 4 3 2 7

− = 45
 1 Let’s calculate.
Calculating division of fraction.

3 ÷ 1 1 ÷ 7 4 ÷ 8 3 ÷ 15
1 2 3 4
7 3 4 8 5 9 4 16
2 8 1 ÷ 5
5 7÷ 6 14 ÷
11
7 3
1 ÷ 5 8 4
5 3 7 6 2

2 Find the number for x.

Understanding the relationship between multiplication and division.

10
1 x × 56 = 21 2 x ÷ 1 23 = 35

2 3
3 There is
3
L of paint and its weight is
4
kg.
How much does it weigh in kilogram per 1 L?
Understanding the situation for calculating fractions.

4 The area of the triangle shown on the right is

3
1 cm². 2
5 2 cm
Let’s find it’s height. 5

Calculating the height of triangle with fraction.

5 3
Skylar, Philomina and Keneto share of a cake.
5
What fraction of the cake does each person get?
Understanding the situation for calculating fractions.

6 1
A2 m of string is used to make shell
2
necklaces. How many necklaces can be
1
made if each one requires m?
4
Understanding the situation for calculating fractions.

7 Wena’s family is preparing a mumu. It takes

3
6 hours to cook for of the total time
4
needed. How many hours will it take for the
mumu to be cooked?
Understanding the situation for calculating fractions.

46 = ×
5 Multiples and Rates

1 Sebi is in the school basketball team.

He was able to score more baskets
in grade 6.
He scored 20 baskets in grade 5 and
scored 50 baskets in grade 6.

1 How many times more did he score in

grade 6 compared to grade 5?

50 ÷ 20 =
Compared quantity Base quantity Multiple

When comparing two quantities while considering the basic

quantity as 1, the relationship between the two quantities is
called rate. In the example above, a rate is sometimes shown as
a multiple of the base quantity (to show the other quantity).

Suppose the number of baskets he ×x

scored in grade 6 is x times more Baskets (shots) 20 50

than grade 5, Rate (multiple) 1 x

×x
20 × x = 50
Base quantity Multiple Compared quantity

For getting x,
x = 50 ÷ 20
5
=
2

− = 47
 Rate Represented by a Fraction

2 Robin and his friends played a

game by comparing how far they
could throw a ball.
The average was 18 m.
1 Robin’s record is 24 m. How many times the average is his record?
Show it by a fraction.
Suppose his record is
Average 18 m x times the average,
Robin 24 m ×x

Rate Distance 18 24
0 1 (m)
(multiple)
Rate x
1
(multiple)
24 ÷ 18 = ×x

Compared quantity Base quantity Multiple 18 × x = 24

x = 24 ÷ 18

Rate is sometimes expressed as fractions.

2 Manu’s record was 15 m.

How many times the average is his record?
Suppose his record is
Average 18 m x times the average,
15 m
×x
Manu

Rate Distance 18 15
0 1 (multiple) (m)
Rate x
1
(multiple)
15 ÷ 18 = ×x

Compared quantity Base quantity Multiple 18 × x = 15

x = 15 ÷ 18

Exercise
Let’s fill in the with fractions.
1 15 m is times of 9 m. 2 35 kg is times of 42 kg.

48 = ×
3 Glen and his friends played a game by comparing how far they
could throw a ball and the average distance was 30 m.
7
Glen’s record was times the average.
5
How far did he throw in m?
Suppose his record
is x m.
Average 30 m
7
× 5
Glen m

Rate Distance x
30
0 1 1 7 (m)
(multiple)
5 5 Rate 7
1
(multiple) 5

× = 7
× 5
7
Base quantity Value of rate Compared quantity 30 × =x
5

4 A teacher threw a softball 56 m.

7
The record was times the teacher’s average.
6
What was the teacher’s average in m? 7
× 6

m Distance x
Average 56
(m)
Teacher 56 m Rate 7
1
(multiple) 6
Rate
0 1 1 7
(multiple) 7
6 6 × 6

Suppose the average is x m, write its mathematical sentence.

x × = 56

x = 56 ÷

Exercise
Let’s fill in the .
7 5
1 times of 5 kg is kg. 2 times of kg is 50 kg.
5 6

− = 49
6 Operation of Decimals
and Fractions

1 Operation of Decimals

1 There are two watermelons, one weighs 3 ∙ 2 kg and another

1 ∙ 63 kg. What is their total weight in kilograms?

2 James ran 850 m in the 2 km fun run course.

How many more kilometres does he have to run?

3 Adam drew a circle with a 7 m radius on the ground. Find the

circumference of this circle. The rate of the circumference is 3.14

Circumference is
calculated by multiplying
diameter and circle rate.

4 Let’s find the area of these figures below.

2.3 cm
1

2 3
4.87 cm
3.18 cm
6.15 c m

3.92 cm
3.18 cm

parallelogram
Exercise
Let’s calculate.
1 1 ∙ 24 + 2 ∙ 45 2 5 ∙ 57 + 3 ∙ 61 3 2 ∙ 66 + 4 ∙ 54 4 6 ∙ 8 + 2 ∙ 36
5 8 ∙ 75 − 3 ∙ 52 6 9 ∙ 36 − 6 ∙ 54 7 7 ∙ 24 − 4 ∙ 35 8 8 ∙ 5 − 1 ∙ 72
9 2∙3 × 1∙2 10 7 ∙ 43 × 8 ∙ 2 11 3 ∙ 8 × 2 ∙ 94 12 3 ∙ 12 × 1 ∙ 23

50 = ×
 Organise the Records

5 Vanua and 3 of his friends made 3 attempts for

long jumps.
The table on the right shows their records in metres.

Attempt
Name 1st (m) 2nd (m) 3rd (m)
1 What is the total length that
Vanua 2 ∙ 56 2 ∙ 43 2 ∙ 54
Vanua jumped in 3 attempts?
Jack 2 ∙ 53 2 ∙ 51 2 ∙ 61
2 On the first attempt, how much
Dona 2 ∙ 62 2 ∙ 52 2 ∙ 51
further did Dona jump than
Nobin 2 ∙ 51 2 ∙ 49 2 ∙ 53
Jack?
3 What is the difference between the best and worst records for Jack
after 3 attempts?
4 Look at the table and discuss who jumped the furthest.
Explain your reasons.
What record did
A Mero says that Dona jumped Dona make in
the 3 attempts?
the best.
B Vavi says that Jack jumped
Which attempt is
the best. Vavi referring to?
C Yamo says that the achievement

of both Jack and Dona is the same.

ra
Ph se

“Probably,”
You use the word “probably,” when you predict or suppose
something based on data or ideas.
Let’s imagine each reasoning of Mero, Vavi, and Yamo.

− = 51
 6 There are three sets of cards for each of the numbers 1 to 9 .
Let’s develop division problems and calculate. If the number is not
divisible, round off the quotient to one decimal place.

∙ ÷
∙
111 211 311 411 511 611 711 811 911

7 Kila bought a bolt of laplap which cost 840 kina and 10 % of GST
included to the price.
How much is the price without GST rounded to 1 decimal place?

Suppose the price without GST is x.

× 1∙1

Total cost including Price (kina) x 840

GST is 110%.
What is the rate? Rate 1 1∙1

× 1∙1
Laplap (Material) x × 1 ∙ 1 = 840
8 Answer the questions.
1 Suppose the width of a rectangle is x cm and
its length is 4 ∙ 2 cm and the area is 27 ∙ 3 cm².
Find the width.
2 Suppose the width of a parallelogram is x cm
and its height is 3 ∙ 6 cm and the area is 19 ∙ 8 cm².
Find the base.

Exercise
Let’s calculate.
1 9 ÷ 0 ∙ 6 2 8.4 ÷ 0 ∙ 7 3 1∙2 ÷ 0∙4 4 22 ∙ 8 ÷ 0 ∙ 4
5 7 ∙ 14 ÷ 3 ∙ 4 6 6 ∙ 45 ÷ 1 ∙ 5 7 6 ∙ 66 ÷ 3 ∙ 7 8 9 ∙ 24 ÷ 4 ∙ 2

52 = ×
2 Operation of Fractions

1 Starting from the fractions in the middle of the picture, add the
pairs of fractions and fill in the spaces as you go up the course.
As you go down the course, subtract the smaller fractions from
the larger ones and fill in the spaces.
What are the final fractions?

1
+ 3
4 5

Climbing up
Course

1 3 1 8 2 5 1 3
2 4 3 9 3 6 4 5
Climbing
Down
Course

3 − 1
5 4

Remember to
simplify as you
are calculating.

Exercise
Let’s calculate.
1 + 1 7 + 2 3 + 5 1 + 2
1 2 3 1 4 1 2
2 3 9 3 4 6 7 5
7 − 1 5 − 3 7 − 1 2 − 4
5 6 7 1 8 1
8 4 6 5 8 6 9 5

− = 53
 Our Body and Food

2 Look at the picture on the right Number of

bones in the Weight of
and think about our body. head is 29. the brain is
about 1 of
1 How much is the weight of the 45
body weight.
brain if the person weighs 36 kg?
2 About 1 of bones are in the head.
7
How many bones are there in
a human body?
3 How much water is in the body Water in
a body is
if the person weighs 45 kg? about
2
3
of body
weight.

3 For the body to grow and for fitness, we need various nutrition.
Carbohydrate provides the energy for exercise.
Protein provides a base for the body like muscles.
1 Rice contains about 2 of carbohydrate in the total weight.
5
How much carbohydrate is in 200 g of rice?
2 A fish contains about 1 of protein in the total weight.
4
If you want to take 30 g of protein from a fish, how much do you
have to eat in g?

Rice Fish

Nutritional information
used here are rough
estimates!

54 = ×
 Calculation of Time

4 The relationships among different units of Hour Minutes Second

time are shown in the table on the right. 1 1
1
3600 60
Time units are not organised by multiples 1
1 60
of tens. To calculate time, it is useful to 60
1 60 3600
use fractions.
1What is 4 minutes in terms of hours?
1 × 4 = How long is 1
minute in an hour?

2 Let’s change the given time by the unit ( ) below.

A 35 minutes (hour) B 20 seconds (minute)
2 hour (minute) 1 minute (second)
C D
3 4

3How long is 7 1 minutes in minutes and seconds?

3
7 1 (minutes) = 7 (minutes) + 1 (minutes)
3 3
= 7 (minutes) + × 1 (seconds)
3
= 7 (minutes) + (seconds)

5 When we use the method in task 4 , we can represent the

calculation of time using fractions.
Answer the following by using fractions.
1 The game played by grade 6 students is 1 hour and 40 minutes
long. If they played it 3 times, how long will it take in hours?
2 Melo ran 1 ∙ 5 km in 6 minutes and 15 seconds.
How much time did it take him to run 1 km?
3 Loa studies for 2 hours and 40 minutes every day.
Yesterday, she spent 40 minutes on each subject.
How many subjects did she study?

− = 55
 3 Operation of Decimals and Fractions

1 Let’s calculate 2 + 0 ∙ 5
5
1 Let’s convert decimals to fractions and calculate.

1 2 + 1 =
0 ∙ 5 =
2 5 2
2 Let’s convert fractions to decimals and calculate.
2 =
0 ∙ 4 0∙4 + 0∙5 =
5

2 Let’s calculate 0 ∙ 2 − 1 .
6
1 Let’s convert decimals to fractions and calculate.

1 1 − 1 = Which
0 ∙ 2 = calculation is
5 5 6
accurate?
2 Let’s convert fractions to decimals and calculate.
1 =
0 ∙ 1666… 0 ∙ 2 − 0 ∙ 167 =
6

0 ∙ 167

If addition and subtraction include both decimal and fraction,

convert the units to either decimal or fraction.
If you cannot convert a number to an accurate decimal, convert
the unit to a fraction.

Exercise
Let’s calculate.
4 4 3 + 2 +
1 0∙6 + 2 0∙7 + 3 0∙4 4 0 ∙ 45
9 5 7 3
7 − 4 − 7 − 1 −
5 0∙3 6 1 0∙4 7 0 ∙ 25 8 0 ∙ 12
8 7 8 5

56 = ×
3 Let’s calculate the area of the triangle as shown below.
1 Write a mathematical expression.
2 Calculate it.
× ÷2= × ÷ 2

3
m
= × × 2 4
1.8 m
× ×
=
× × 2

If calculation of fraction includes both multiplication and division,

change the divisor into its inverse and multiply all.

4 Let’s calculate using fractions.

1 1 ∙ 6 ÷ 0 ∙ 25 ×
5 = 16 ÷ 25 × 5 = 16 × × 5
8 8 25 8

16 × × 5
= =
× 25 × 8
3
2 0 ∙ 3 × 0 ∙ 48 ÷ 0 ∙ 45 = × 48 ÷ 45 = 3 × 48 × 45

3 × 48 ×
= =
× × 45

Exercise
Let’s calculate using fractions.
1 ÷ 3 3 ÷
1 0∙4 × 2 27 ÷ 48 × 32 3 0∙8 × 0 ∙ 36
3 5 5
3 ÷ 9
4 0 ∙ 75 ÷ 5 0 ∙ 7 × 0 ∙ 35 ÷ 0 ∙ 25 6 0.5 ÷ 0 ∙ 21 × 0 ∙ 7
7 14

− = 57
 1 Let’s find the sum, difference, product and quotient of decimals
below. For quotient, use the number on the left as a dividend and
right as a divisor, then round off the answer to one decimal place.
1 3 ∙ 25, 2 ∙ 13 2 4 ∙ 37, 8 ∙ 06 Pages 50 to 52

3 9 ∙ 18, 6 ∙ 57 4 0 ∙ 85, 5 ∙ 32

2 Let’s find the sum, difference, product and quotient of fractions.

For quotient, use the number on the left as a dividend and right
as a divisor. Pages 53 and 54

1 1 1 2
1 , 2 ,
2 3 3 7
2 7 3 1
3 1 , 4 3 , 2
3 8 4 3

3 Let’s calculate using fractions. Page 57

1 ÷ 2 2 ÷
1 0∙6 × 2 36 ÷ 27 × 16 3 0∙9 × 0 ∙ 18
5 3 7
5 3
4
12
÷ 0 ∙ 25 ÷
10
5 0 ∙ 2 ÷ 0 ∙ 16 ÷ 0 ∙ 35 6 0 ∙ 7 ÷ 0.35 ÷ 0 ∙ 5

4 The rhombus on the right has an Page 57

area of 4 cm². 3
1
cm
5
What is the length of the other
diagonal line in cm?

Grade 6
The figure on the right has Do you remember?

lines of symmetry.
Draw the lines of symmetry.

58 = ×
7 Calculating the Area of
Various Figures

1 The Area of a Circle

1 What is the area of the circle with a radius of 10 cm?

Check the answer by drawing this circle on graph paper with a
1 cm scale.

1 cm
1 cm

1 How can we check the answer? What should we do with

squares that are only
partially filled in?

Let’s think about how to find the area of the circle and the
area formula for a circle.

− = 59
 2 Let’s begin by dividing the
circle into 4 equal parts, then
look at one part.
1 How many blue squares and 10 cm

red squares are there?

2 If we think of the areas of the
red squares along the
10 cm
circumference as 0.5 cm² each,
approximately how many cm² is the
area of this quarter of a circle?

Blue squares………… 1 × (cm²)

Red squares …………0 ∙ 5 × (cm²)

3 How many cm² is the area of the entire circle?

Formula to Calculate the Area of a Circle

2 Let’s think about how to find the area of a circle.

There are formulas for the area

of rectangles and triangles.
Is there a formula for circles?

1 Let’s think about the formula by using figures that divide

the circle into many equal sections from the radius.

To calculate the area

Let’s think about this of parallelograms or
circle. triangles, we change
them into other known
figures.
Activity

60 = ×
2 Tell the class your ideas about finding the area of a circle.
Explain that to 3 other students.

Mero’s Idea Yamo’s Idea

4 times the radius

I divide a circle into a lot
of small triangles.

circumference ÷ 4

I changed the circle

into a triangle.

Ambai’s Idea

I rearranged the circle to make a parallelogram.

Think about how to make a formula to calculate the area of

Activity

a circle by using the ideas above.

− = 61
 4 Make a formula based on If we divide a circle into small
Ambai’s idea. sections of equal size, what
shape does the circle become?

radius
circumference ÷ 2
16 equal sections

radius
circumference ÷ 2
32 equal sections

radius

circumference ÷ 2
64 equal sections

The area of a rectangle = width × length

The area of a circle = × circumference ÷ 2

Diameter ÷ 2 =
= radius × diameter × 3 ∙ 14 ÷ 2 radius, right?

= radius × diameter ÷ 2 × 3 ∙ 14

= radius × × 3 ∙ 14

The area of a circle can be calculated by using this formula:

Area of a circle = radius × radius × 3 ∙ 14

62 = ×
3 Calculate the area of these circles.

1 A circle with 8 cm radius.

2 A circle with 12 cm diameter.

4 There are two circles, one with a 4 cm diameter and another

with 8 cm diameter as shown.
A
1 Find the circumference
and area of each circle.

4 cm
2 The diameter of B is twice
the diameter of A .
How many times are the
circumference and the area B
of B to A ?

8 cm

Exercise
These numbers are the circumferences of circles.
Find the radius and area of each circle.
1 62 ∙ 8 cm 2 18 ∙ 84 cm 3 15 ∙ 7 cm

− = 63
 5 The figure on the right is a circle
with a 6 cm radius that has been
cut along its diameter.
Answer the following.
A B
6 cm
1 The length of the arc from
A to B.

2 The circumference and area

of this half circle. What fraction of the
circle is it?

6 As shown on the right, one

part of a circle fits exactly
inside a square with 10 cm sides.
A
Answer the following.

1 The length of the arc from

10 cm
A to B.
2 The area of the coloured section.

B
10 cm

Exercise
Let’s find the area of the coloured
section on the right.

10 cm 5 cm

64 = ×
2 Approximate Area

1 What is the area of the field bordered

by 2 rivers as shown on the right?

1 How many squares are there

10 cm
inside the curved area? 10 cm
Calculate the area of the field by
considering the area of any
2 squares that the line passes
through as 100 m².

2 Calculate the area by

considering the shape
of the field as a triangle.
40 m

50 m

2 Calculate the area of various leaves

by using the method in 1 .
1 cm

1 cm

− = 65
 1 Let’s calculate the area of each circle. Page 61
1 2

5 cm
7 cm

2 There are 2 circles with radii Page 63

9 cm and 10 cm on the right.

Let’s find the difference in
their areas.
10 cm

9 cm

Grade 4
Do you remember?
Let’s calculate.
2
1 + 1 2
3
+2 1 3 2
2
+1 1 4 2
2
+3 5
3 2 4 3 5 2 3 7
4 1 3
5 − 6 1 − 4 7 2
1
−1 6
8 3
2
−2 5
5 3 4 5 5 7 3 8

66 = ×
 1 2
1 Calculate the circumference and
the area of these circles. 3 cm
Calculating the circumference and area from the radius. 6 cm

2 Calculate the diameter and the area

of these circles.
Usng a circumference to calculate the diameter and area of a circle.

1 A circle with 6 ∙ 28 cm circumference.
2 A circle with 12 ∙ 56 cm circumference.

3 Find the circumference and area of the following.

Finding area and circumference using formula.

1 2
2 cm

4 cm

3 4

10 cm
20 cm

− = 67
8 Orders and Combinations

What is our
running order for
I’ll run first in the
the next race?
first race and you
run second.

In that case,
I’ll run first in the
next race.

1 Ordering

1 Naiko, Ambai, Kekeni and Mero are running the relay race.
Let’s decide their turn to run.

It is difficult to
decide the turn, Why don’t we
since there are decide the anchor
several options. first?

The anchor should I think Mero should

be the fastest and be the anchor.
therefore, run last.

When Mero is the anchor, how many different orders can there be
for the first, second and third runners?

68 = −
 First, Naiko Kekeni Ambai.
Second, Ambai Naiko Kekeni.
Third, Kekeni Ambai Naiko.
There are three cases.
Wait a minute, there could be more…

1 Are there other ways of ordering, other than what Yamo found?

2 Let’s think about ways to find all the orders systematically and
efficiently.

÷ = 69
 3 Let’s consider the following method.
Draw a table Mero is the last runner
so let’s think about the
Determine the first runner and fill in the orders for Naiko, Ambai
order of the next runners in the table. and Kekeni.

First runner Second runner Third runner

Naiko (N) Ambai (A) Kekeni (K)

If you keep the record

neatly, repetitions and
omission will be seen.

Draw a diagram
It is easier to see when
A K you draw a tree diagram,
rather than writing it
N down on a table.

4 How many different orders are there when Naiko is the anchor?

2 There are four cards with numbers 1 , 2 , 3 and 4 .

Use all the cards to make four digit numbers.
How many numbers can you make?

70 = −
 Which Seat Would You Like to Sit?

3 Meva is going for a ride with his

parents and sister.
If the car has four seats, how many
seating options are there?
Both his mother and father can drive.

Use counters for each family

member and put them in the
seats.

÷ = 71
 2 Combinations

1 Nukuwe is going to buy ice cream.

She can buy two kinds from five flavours shown below.
How many combinations are there?

Orange
Vanilla Chocolate

Melon
Strawberry
V O
1 Look at the figure on the right and write
S M
all the combinations.
C

Combinations with vanilla ………… V S V C V M

Combinations with strawberry……

Combinations with chocolate………

Combinations with melon …………

Combinations with orange…………

2 Are there same combinations in the figure?

Erase one of the combinations which overlaps.

The order does not matter,

so V − C and C − V is
the same.

3 How many combinations are there, if you buy two

kinds of flavours from five?

72 = −
4 Yenbi drew a table below.
Continue and fill in the for the combinations.

V V−S V−C V−M V−O

S S−V S−C S−M S−O
C C−V C−M
M

O O−V

5 Haro used a diagram below.

Explain his method.
S
C
V
M
O

C
S M
O

M
C
O

M O

Exercise
1 If you are buying three flavours, how many combinations
are there?
2 If you are buying four flavours, how many combinations are there?

÷ = 73
 2 There are six teams participating in a
basketball tournament.
Each team will play with the other five
teams. In this tournament, how many
games are played in total?

Ambai’s Idea

I numbered the teams and found their combinations.

1 − 2, 1 − 3, 1 − 4, 1 − 5, 1 − 6
2 − 3, 2 − 4, 2 − 5, 2 − 6
: ............

Mero’s Idea

I numbered the teams and made a table.

1 2 3 4 5 6
1
2
3
4
5
6

Exercise
1 There is a baseball tournament with seven teams participating.
Each team plays one time with each other. In this tournament, how
many games are played in total?

74 = −
 Pages 69 to 70
1 There is a circle graph on the right.
(c)
Colour (a), (b) and (c) with red,
(b)
(a)
yellow and blue. Show all possible
colour combinations.
Pages 69 to 71

2 In making a face, choose eyes, nose and mouth from

each category on the right. 1 2 3 4
If you choose eyes, 1 how Eye
many combinations are A B C D
Nose
there to make a face by
choosing different nose Mouth
and mouth?

Pages 69 to 73
3 There are three cards numbered 3 , 4 and 5 .
1 If you make a two-digit number using two cards out of three, what
is the third largest number you can make?
2 If you make a three-digit number using all three cards, how many
numbers can you make? Let’s write them down.
3 If you choose two cards out of three, how many combinations are
there? Find them all and write them.

Grade 5
Let’s find the area of the shapes below.
Do you remember?
1 cm
a
1cm

÷ = 75
 1 There is a road below. How many ways are there to go
from A to B?
Counting all posssibilities without repetition and ommisions.

2 There are four cards numbered 0 , 1 , 2 and 3 .

Make a four digit number.
Considering possibilities with omissions.

1 How many numbers can you make? Write down all options.
2 How many even numbers can you make?
Write them from the smallest to the largest.

3 Hatana, Tukana, Keara and Josi will sit on a bench.

How many different ways can they sit while Hatana and Josi
are next to each other?
Considering with the special case.

If you think of Hatana and Josi as

a pair, then we can think of four
objects as three objects.

H J T K

76 = −
1 Let’s calculate.
2 3 8 15 5 3 1
1
7
× 5
2
9
× 16
3
21
× 1
4
4 2
4
× 3 59
5 2 6 9 5 2 5
5
8
÷ 3
6
11
÷ 22
7
6
÷ 2
9
8 2
8
÷ 2 14
1 5 8 1 2 5
9
4
÷ 6
× 15
10
6
÷ 0 ∙ 25 ÷ 3
11 0 ∙ 75 ÷ 0 ∙ 5 ÷
6

5
2 The weight of 1 packet of rice was
6
kg.
How much is the weight in kilograms,
4
if there is of the packet of rice?
5
How much is the weight in kg, if there is
14
of the same packet of rice?
5

4
3 There is a 12 cm tape. If you cut it into
5
cm pieces, how many
pieces of tape can you make?

4 Ruwe, Peto and Karo did a long jump.

Ruwe jumped 320 cm, Peto jumped
9
240 cm and Karo jumped times of
8
Ruwe’s distance.
1 How many times more did Ruwe
jump compared to Peto?
2 How many m did Karo jump?

5 Find the volume of the rectangular

prism on the right. 0.8 cm

1
1.6 cm 1 cm
4

÷ = 77
9 Speed

In a Physical Education class, the teacher wants to measure the

running speed of individual students.
They got into two groups.
One group timed students that ran certain distances.
Another group measured the distance the students ran within a
time period.
Who can run the fastest?

Looking at the same Looking at the same

distance, the person that time, the person that
takes the shortest time to travels the furthest
travel the distance is the distance in the given
fastest. time is the fastest.

If the distance and

times that each person Why don’t we
ran are different, how compare their speed
can we compare their as we compared the
speed? population density?

78 = ÷
1 Speed
How to Express “Speed”
Distances and Times
Distance Time
1 The distance and time of the Student
(m) (seconds)
3 students are shown in the table. A 20 5
B 15 5
1 Which student is the fastest?
C 15 4
Compare their speed.
Comparing A and B is faster.
Comparing B and C is faster.
Comparing A and C is faster.

Speed can be compared if the time or the distance is the same.

Same time Same distance

The distance that the student The time needed to travel the
covered in 1 minute. distance.

Same time, different distances. Same distance, different times.

2 Let’s compare their speed by calculating how many m

travelled in one second.
3 Let’s compare their speed by calculating how many seconds it took
to travel in 1 m.

If you compare the speed by distance, the shorter the time the
faster the student. If you compare the speed by time,
the longer the distance the faster the student.

× = 79
 Speed is expressed as distance per unit of time.
Speed = distance ÷ time

2 A transport company truck “Horks” travels between Lae and

Mt. Hagen.
It travelled a distance of 540 km in six hours.
Another transport company truck “Kasawari” travels a distance of
320 km in four hours.
1 Which company truck is the fastest?
2 What is Kasawari’s speed per hour?

Speed is expressed in various ways depending on the unit of

time. Speed is a measurement per unit.
Speed in distance per hour
… Speed expressed by the distance travelled in an hour.
Speed in distance per minute
… Speed expressed by the distance travelled in a minute.
Speed in distance per second
… Speed expressed by the distance travelled in a second.

Exercise
1 Greg ran 50 m in 8 seconds and Aileen ran 60 m in 10 seconds.
Who is the fastest?
Compare their speed in seconds.
2 Kim walks 432 m in 6 minutes and Viti walks 280 m in 4 minutes.
Who is the fastest ?
Compare their speed in minutes.

80 = ÷
3 During a long distance race, a runner ran 36 km in 2 hours.

0 36 (km)
Distance

Time
0 1 2 (hour)

1 What is his speed in km/hr (kilometre per hour)?

2 What is his speed in m/min (metre per minute)?
3 What is his speed in m/sec (metre per second)?

× 60 × 60

speed per speed per speed per

second minute hour

÷ 60 ÷ 60
per 60 seconds per 60 minutes
per second per minute per hour

Exercise
Let’s compare A ~ C in m/min to find which is the fastest?
A A car which covers 30 km per hour. When comparing,
it is necessary to
B A bike which runs 510 m per minute.
use the same
C A sprinter who runs 100 m in 10 m unit.

per second.

Walking Speed

Measure how long it takes for you to walk 50 m and calculate your
walking speed per second, per minute and per hour.

× = 81
 Finding Distance and Time

4 There is a car travelling at 40 km per hour.

1 How many km would it travel in two hours?
2 How many km would it travel in three hours?
0 40 (km)
Distance

Time
0 1 2 3 (hour)

Distance = speed × time

In 1 and 2 , each car has travelled x km each.

×2 ×3
1 2

Distance (km) 40 x Distance (km) 40 x

Time (hour) 1 2 Time (hour) 1 3

×2 ×3

5 A cyclist travels 400 m per minute. How many minutes does he

take to travel 2400 m?
0 400 2400 (m)
Distance

Time
0 1 x (minute)

If the time he takes is x , let’s find the answer! ×x

Distance = speed × time Distance (km) 400 2400
2400 = 400 × x Time (hour) 1 x
x = 2400 ÷ 400
×x
Time = Distance ÷ speed Let’s think
by drawing
diagram.
Exercise
Priscilla walks at the speed of 80 m per minute.
1 How many m will she walk in 5 minutes?
2 How many minutes will it take for her to walk 2000 m ?

82 = ÷
2 Speed and Graphs

1 Joshua’s father started walking from his house at 10 o’clock to a bus

stop at a speed of 100 m per min. 10 minutes after his father had
gone, Joshua noticed his father’s wallet in the house. He then, started
to go after his father by bicycle at a speed of 300 m per minute.
The road distance between his house and the bus stop is 3 km.

1 Let’s complete the following table to represent the relationship

between the time in minutes and the distance in m for
Joshua’s father.
Time (minutes) 0 5 10 15 20 25 30

Distance (m)

2 Let’s draw the line graph below to represent the relationship

between time in minutes and distance in m for Joshua’s
father. Time (minutes) 0 5 10

3 Let’s complete the table Distance (m)

to represent the relationship between the time in minutes and

the distance in m for Joshua’s ride by bicycle.
4 Let’s add Joshua’s line graph (m)
3000
below to represent the relationship
between the time in minutes and
the distance in m for his ride by 2000

bicycle.
Actually, Joshua followed his
1000
father 10 minutes after his father’s
departure.
5 At what time did Joshua catch up 0
10:00 10:05 10:10 10:15 10:20 10:25 10:30 (time)
with his father?
Let’s read it from the graph.

× = 83
 1 A blue PMV truck travels the distance of 210 km in 3 hours, and a
maroon PMV truck travels the distance of 160 km in 2 hours.
Page 80

1 What is the speed of the blue PMV truck in km per hour?

2 What is the speed of the maroon PMV truck in km per hour?

2 Let’s fill in the blanks in the table below and compare their speed.
Pages 80 and 81

The speed The speed The speed

per hour per minute per second
Small airplane 270 km

Racing car 4 km

Sound 340 m

3 It takes 4 minutes for a car travelling at a speed of 48 km per hour

Page 82
to pass the Highway.

1 What is the speed of the car per minute?

2 What is the length of the highway in m?

Grade 6
Let’s calculate the area of the circles. Do you remember?

1 Radius 3 cm 2 Radius 20 cm
3 Diameter 10 cm 4 Diameter 40 cm

84 = ÷
1 It takes 3 and half hours between Port Moresby and Brisbane
airports by flight. The distance between the 2 Airports is 2100 km.
How many km per hour does the airplane travel?
Calculating speed.

2 A train is travelling at 1 ∙ 8 km per minute and another train travelling

at 100 km per hour. Which is faster?
Changing the denomination of speed.

3 A cyclone is moving at 25 km per hour.

Knowng distance, speed and time.

1 How many km will the cyclone travel in

12 hours?
2 If the speed of the cyclone does not
change, how many hours will it take to
move 400 km away?

4 Kali takes 12 minutes to walk from her house to the school.

Her speed is 70 m per minute.
How far is the distance from her house to the school in km?
Getting the distance.

5 Salomie’s walking speed is 60 m per minute.

Knowng distance, speed and time.

1 How many m can she walk in 15 minutes if she maintains this

speed?
2 How many kilometres per hour (km/h) can she walk?
3 The distance between Salomie and her aunty’s house is 16 ∙ 2 km.
How many hours and minutes will it take for her to get to her
aunty’s house?

× = 85
10 Volume

1 Volume of a Prism

1 Let’s calculate the volume of the rectangular prism

4 cm
on the right.
This rectangular prism is a kind of quadrangular 3 cm 2 cm
prism with the bases 3 cm by 2 cm.
Let’s consider the volume of this prism.
4th layer
1 How many 1 cm³ cubes are on the base 3th layer
layer ? 2nd layer
1st layer
2 When the height is 4 cm, how many
1 cm³ cubes are there altogether?
3 Write an expression for the volume of the quadrangular prism and
calculate the answer.
2 A stack of papers has 7 cm length,
4 cm width and 3 cm height. 3 cm
1 What is the volume in cm³?
4 cm 7 cm
2 This rectangular prism is a
quadrangular prism with a rectangular base of 7 cm by 4 cm.
We think of the
height as the total 1 sheet 20 sheets 50 sheets
stack of papers and
not per sheet of
height
paper.

Let’s find the formula for the volume of the quadrangular prism.
Volume of a rectangular prism = (length × width) × height

Volume of a quadrangular prism = × height

86 = ÷
 The area of the base of a prism is also called the base area.

7 cm
3 The figure on the right is a triangular
prism. 3 cm

1 What is the base area 4 cm

of the triangular prism in cm²?

Can you find the volume

2 Let’s find the volume of this of the prism, by relating to
finding the volume of
triangular prism. quadrangular prism?

4 We made a quadrangular prism by stacking sheets of trapezoid

card as follows. Let’s find the volume of the quadrangular prism.

3 cm

5 cm
4 cm

9 cm

The volume of all prisms can be calculated using the formula:

Volume of prisms = area of the base × height

Exercise
Below is a quadrangular prism with 3 cm height and its base
is a rhombus.
Let’s find the volume of this quadrangular prism.

6 cm 6 cm
3 cm 3 cm 10 cm 10 cm

Base Base

× = 87
 2 Volume of a Cylinder

1 A stack of circular sheets of paper

with the radius of 3 ∙ 5 cm forms
3.5 cm
5 cm
a cylinder.

1 What is the area of the circular sheet of paper in cm²?

2 Stack of the circular sheets to the height of 1 cm.
The volume and the area of the base are the same.
How about if we stack the sheets to the height of 5 cm,
what will be the volume of this cylinder?
3 Let’s explain how to calculate the volume of the cylinder.

The area of the base of the cylinder is also called the base area.

The volume of cylinders can be calculated using the formula:

Volume of cylinder = area of the base × height

Exercise
10 cm
1 Let’s find the volume of
the cylinder on the right. 5 cm

2 Let’s find the volume of these solids.

1
5 cm5 cm 2 4 cm4 cm

2.8 cm
2.8 cm

12 cm
12 cm 10 cm
10 cm

2 mm
2 mm

88 = ÷
 Comparing Volumes of Various Solids
The figures below are called pyramids and cones.
The base of pyramids are polygons such as the pentagon.

height height height

base base
base

2 Let’s investigate and compare the volume of the pyramid with

that of the cube when their bases and heights are the same.

3 Let’s investigate and compare the volume of a cone with that of a

cylinder when their bases and heights are the same.

4 From the experiment above, what did you discover?

Let’s discuss.

5 Nick used the formula to calculate the volumes of pyramids and

cones as shown.
Let’s fill in the
with numbers and discuss what he thought.
1
Volume of pyramid or cone = Area of the base × height ×

× = 89
 1 Let’s find the volumes of the solids below. Pages 86 to 88
1 2
6 cm 2 cm

10 cm

10 cm

8 cm

2 Let’s find the volumes of the following solids. Pages 87 to 89

1 2

4 cm
12 cm
9 cm
4 cm
3 cm
10 cm
6 cm

Grade 5

Let’s calculate. Do you remember?

1 1 ∙ 2 × 3 2 3 ∙ 7 × 3 3 2∙5 × 4
4 5 ∙ 1 × 1 ∙ 2 5 4 ∙ 8 × 3 ∙ 3 6 6 ∙ 2 × 5 ∙ 1
7 1 ∙ 87 × 7 8 2 ∙ 46 × 1 ∙ 8 9 9 ∙ 72 × 7 ∙ 3

90 = ÷
1 Let’s find the volume of the solids below.
Understanding how to find the volume of prism.

1 2
10 cm 8 cm
5 cm 5 cm 3 cm

5 cm 6 cm

10 cm
5 cm

5 cm 3 cm

6 cm

2 Let’s find the volume of the solid figure constructed from the
net shown.
Understanding the volume of solid from the net.

5 cm

8 cm

2 Let’s find the volume of a 20 t coin.

× = 91
11 Ratio and its Application

Mek, Lala and Vele are mixing various ingredients during their
cooking lesson.
Mek is responsible for making
vegetable salad. He is thinking French Salad Sauce
Vinegar…… 3 teaspoons
about which international sauce Cooking oil…6 teaspoons
will go well with the salad. 3
Salt……… teaspoons
5

Japanese Salad Sauce

1
Vinegar… 4 teaspoons
5
Cooking oil…6 teaspoons
Soy sauce… 3 teaspoons

Household Sauce
Mayonnaise…42 g
Ketchup…… 36 g

Let’s explain the quantity of each cooking ingredient, using the

representation of ratio which you have already learned.

To make French salad

sauce, you need twice as
much cooking oil than
vinegar.

Think about a new way to represent ratio.

92 = −
 Lala is responsible for
making seasoning salt for
roasted pork.

Seasoning Salt
Iodised salt…450 g
Chilli………… 50 g

Vele will boil rice.

Boiled Rice
Rice… 300 mL
Water… 360 mL

To make seasoning salt,

1 Adding salt and chilli powder
50 ÷ 450 =
9 makes 500 g seasoning salt.
therefore, chilli powder is
450 ÷ 500 = 0 ∙ 9, which means
1
of the seasoning salt. 90 % of iodised salt is in the
9
seasoning salt.

÷ = 93
 1 Ratio
Teaspoons
1 Mek is trying to make a French
Vinegar
salad sauce.
1 He prepares 3 teaspoons of Cooking oil
vinegar and 6 teaspoons of
cooking oil like the chart on the right.
How are the quantities of vinegar and cooking oil
represented by ratio?

The quantity of cooking oil is 6 spoons and the quantity of

vinegar is 3 spoons. This is represented by “ : ” and written as
3 : 6.
3 : 6 is read as “three is to six”. This way of representation
is called ratio.
3 : 6 is also read “ratio of 3 is to 6”.

2 Represent the ratio of cooking oil and soy sauce in

Japanese salad sauce.
:

3 Represent the ratio of mayonnaise and ketchup in the

household sauce.
:

Exercise
Let’s represent the ratio.
1 2 Vinegar Cooking oil

80 mL of water 40 mL of soup
10 mL 15 mL

94 = −
2 Equivalent Ratio

1 The volume of rice and water needed

Rice… 300 mL
to boil rice for 3 people is shown on Water… 360 mL
the right.

1 Let’s represent the ratio of rice to water in ratio form.

:

2 How many times is the volume of rice compared to the volume of

water? Let’s represent it as a fraction.

When a ratio is represented as A : B, based on B, the number

that shows A is how many times of B and is called value of
ratio A : B.
Value of ratio A : B is the quotient of A ÷ B.

How to mix with water

2 You make cordial by mixing with water. Water … 4
1 Ani uses small cups. Cordial … 1

Value of ratio 4 : 1 is
Water Cordial

2 Buru uses the same cup as Ani and makes

the drink for 2 children.

Water Concentrated beverage

Value of ratio 8 : 2 is

Water Cordial
3 Was the concentration level of the cordial that Ani and Buru
made the same?

÷ = 95
 When the values of 2 ratios are equal, we say the two ratios are
equal and it is written as
4 : 1=8 : 2

3 There are 3 different combinations of rice and water.

Based on the quantity of water, let’s think about the value of ratios
of rice to water in the three different combinations.

A B C
Rice… 60 mL Rice… 100 mL Rice… 300 mL
Water…72 mL Water…120 mL Water…360 mL

1 Values of ratios in A and C are both ,

×
Therefore, 60 : 72 = 300 : 360.
60 : 72 = ( 60 × ) : (72 × ) 60 : 72 = 300 : 360

= 300 : 360 ×

2 Values of ratios in C and B are both ÷

Therefore, 300 : 360 = 100 : 120. 300 : 360 = 100 : 120
300 : 360 = (300 ÷ ) : (360 ÷ ) ÷
= 100 : 120

The ratio A : B is equal to the ratio which is made by

multiplying or dividng A and B by the same number.

Exercise
1 Which ratio is equal to 3 : 1?
1 6:3 2 6:2 3 1:3 4 13 : 10 5 9:3
2 Write 3 ratios that are equal to 6 : 9.

96 = −
4 A drink for 1 person is made by mixing 120 mL of water and
30 mL of cordial.

How much water and cordial do you

have to mix to prepare the drink for
3 people?

120 : 30 = :
The ratio should be
× equal to make equal
concentration.

5 200 g of flour and 150 g of water is needed to make 4 scones.

To make 2 scones how much flour and water is needed?
For 4 scones

200 : 150 = :
For 2 scones
÷

The ratio should be equal

to make it taste the same.

Exercise
1 Find the number for x.
1 2 : 3= x : 9 2 4 : 5 = 100 : x
3 12 : x = 3 : 5 4 x : 20 = 5 : 4

2 You draw a rectangle in which the ratio of the width and length
is 1 : 2. If the width is 12 cm, how long is the length?

÷ = 97
 Simplifying the Ratio

6 Find a ratio that is equal to 12 : 18 and write it in the smallest

whole numbers.

Gawi’s Idea Yamo’s Idea

12 : 18 = (12 ÷ 2) : (18 ÷ 2) 12 : 18 = (12 ÷ 6) : (18 ÷ 6)

= 6 : 9 = 2 : 3
= (6 ÷ 3) : (9 ÷ 3)
= 2 : 3
Both ideas use the
rule of equal ratio.

Not changing the value of the ratio and changing the ratio into
smaller whole numbers is called simplifying a ratio.

7 Simplify the following ratios.

1 1 ∙ 2 : 3 ∙ 2 = (1 ∙ 2 × 10) : (3 ∙ 2 × 10)

= :
Changing both
= : numbers into
smaller whole
2 : 3 = 16 : 15 numbers.
2
5 8 40 40
16 × 15 ×
= :
40 40
= :

Exercise
1 Simplify the following ratios.
3 2
1 25 : 35 2 7 : 28 3 180 : 120 4 0∙6 : 2∙9 5 :
4 3

2 Simplify the ratio of vinegar and cooking oil in the Japanese salad
sauce shown on page 92.

98 = −
3 Application of Ratio

1 From the length of the shadow, find the height of the tree.
1 There is a right triangle a .
Put point E on side BC and make a right triangle b .
Are the ratios of the lengths of the two triangles equal?
A
Measure the lengths to compare. a

DE : EB = : D

b
AC : CB = :

B
E C

2 A 2 m pole makes a 3 m shadow.

In this situation, how long is the height of
the tree when its shadow is 12 m?

2m
3m

Represent the height of the tree as x and make a mathematical

sentence by using the equality of two ratios and fill the blank.

×
2:3 = x : 12
× 4

Exercise
How long is the height of the tree if its shadow is 15 m in the same
situation as problem 2 ?

÷ = 99
 Dividing by Ratio

2 We divide 72 cm of string between the elder sister and the

younger sister in the ratio of 5 : 4.
How long is each string going to be?

Whole string

Elder sister 5 Younger sister 4

Ambai’s Idea
Total number is
We use the ratio of the elder sister’s string to the 9 by adding
whole string to find the length of the elder sister’s 5 + 4.
string.
If the length of the elder sister’s string is x cm,
5 : 9 = x : 72
We use the same method to find the length of the
younger sister’s string.

Sare’s Idea

We assume that the whole string is 1 and consider how long is

the elder sister’s string out of 1.
Elder sister’s string……
5 5 =
out of the whole string 72 ×
9 9
We use the same method to find the length of the younger
sister’s string.

Exercise
We divide 500 mL of milk for Jaydan and his father in the ratio
of 2 : 3.
How much milk does Jaydan get?

100 = −
1 Let’s represent the ratios for the following: Page 94

1 The quantity of 2 The length of side AB and AC

cooking oil and vinegar. in a set-square.

16 cm
50 mL 50 mL 50 mL
8 cm

Cooking oil Vinegar B C

Pages 96 and 97
2 Find the number for x.
1 3 : 5= x : 10 2 7 : 4 = 35 : x
3 80 : x = 5 : 8 4 x : 125 = 3 : 5

Page 98
3 Simplify the following ratios.
1 36 : 48 2 800 : 1400 3 1∙2 : 0∙8

4 You draw a rectangle, where the ratio of length to width is 2 : 3.

Page 99
If the width is 18 cm, how long is the length?

Grade 5

Let’s calculate. Do you remember?

1 3 ∙ 6 × 1 ∙ 2 2 1 ∙ 5 ÷ 2 ∙ 5 3 6 ∙ 4 × 0 ∙ 8
4 4 ∙ 32 ÷ 3 ∙ 6 5 9 ∙ 43 × 4 ∙ 1 6 4 ∙ 08 ÷ 5 ∙ 1
1 1 8 1 7 7
7
6
+ 2
8
15
− 3
9
12
+ 8
1 2 1 5 3 3
10 1
2
− 3
11 2
6
+ 12
12 2
4
− 1
8

÷ = 101
 1 You need, 400 g of steamed rice and 40 g of curry to make curry
rice for 4 people.
Utilising equal ratio.

1 How many g of steamed rice and curry do you need,

to make curry rice for 2 people?
2 How many g of steamed rice and curry do you need,
to make curry rice for 8 people?
3 There is 600 g of steamed rice.
If you try to make curry rice in the same ratio as the one you made
for 4 people, how many g of curry do you need?

2 Ben is drawing a box which has red balls

and white balls in the ratio of 3 : 4.
There are 28 white balls.
How many red balls should he draw?
Representing ratio of two quantities.

A
3 There are two set-squares of different sizes, 2 cm
overlapping at the right angle.
12 cm D
Find the length of side DE.
You can use equal ratio in the diagram.
4 cm

E
B C

4 Nason tried to make a rectangle with its

length and width in the ratio of 7 : 8 using a
60 cm string.
7
How long should the width and length of this
rectangle be?
You can use dividing by ratio.
8

102 = −
 Mathematics Practices in Papua New Guinea
Traditional Patterns and Symmetry

Papua New Guinea consists of diverse cultures, customs and

languages and is also home to many distinctive traditional patterns,
shapes and symbols that indicate the practices of mathematics in
culture and tradition.
Many of these can be seen mostly as symmetrical structures or
figures, demonstrated in tattoos, artefacts, bilum and basket weaving,
initiations, traditional buildings, costume
designs and many more.
Tattoos play significant roles in respective tribes.
They can be found on different parts of the body
depending on their significance.
Whole-body tattooing is common in some parts
of Papua New Guinea. Some are done as an
indication of maturity while others represent
tribal identity. Different patterns of lines and
Central Tattoos
figures are used in symmetry with bush
materials to draw lines and congruent shapes.
Bilums come in different patterns with each pattern
resembling certain tribes or clans.
More complex and specific patterns are made for
carrying during public appearances or special ceremonial
events including yam festivals, tumbuan dances, bride Highlands Bilum

price payment, compensation and barter system.

These patterns are inherited from elders and carefully
woven using cane or bamboos to create uniform and
symmetrical patterns and shapes.
Here are more examples of symmetrical patterns and Momase Bilum
figures in PNG.

Buka Tray and Basket

Sepik Carving Oro Tapa Milne Bay Yam House

÷ = 103
12 Enlargement and Reduction
of Figures

From the shapes drawn, which one

has the same shape as (1) in figure
(2), (3) and (4) below?

A A
(1) (2)

C B F C B F

D E D E

A A
(3) (4)

C B F C B F

D E D E

How can we tell if

the shapes are
similar?

104 = × ×
 1 Enlarging and Reducing Figures

Are they the same boat?

Let’s look at the sizes.

1 Let’s compare shapes (1) to (4) on page104.

1 Measure the lengths and angles of the 4 shapes and organise
them on the table below.

Length of side (cm) Angle (Degree)

Side AB Side CD Side AF Angle A Angle C Angle D Angle E

(1) 2 1∙4 2�8 45 45 135 90

(2)

(3)

(4)

2 Compare the lengths of the 3 sides. Which shape has the length 2
times the length as in (1)?
3 Compare the size of the 4 angles. Which shape has the same size
angles as in (1)?

Let’s investigate the properties of figures with the same

shape but different sizes and how to draw them.

× × = 105
 2 The figures below are figures
(1) and (4) on page 104.
(4) G
We rename the points
of each figure A to F and
G to L.

A
(1) I H L

C B F

J K
D E

1 Find the simplified ratio of the length of side DE to the length of

side JK.
How many times longer are the lengths of the corresponding sides
of figure (4) than figure (1)?
Side DE : Side JK = :

Side DE ÷ Side JK = = (times more)

Let’s investigate the other corresponding sides lengths.

2 Line AE corresponds to line GK. Measure these 2 lines and
represent them in a simplified ratio.
How many times is the length of line AE longer than line GK?
3 Let’s compare the corresponding angles.

If each corresponding angle is equal and all lengths of

corresponding sides are extended in the same ratio,
this is called enlarged figure.
If decreased in the same ratio, this is called reduced figure.

106 = × ×
 In an enlarged figure and a reduced figure, all lengths of the
corresponding sides are in the same ratio and all corresponding
angles are equal.

Figure (4) is two times an enlarged drawing of figure (1) and figure
(1) is a 1 reduced drawing of figure (4).
2
If the lengths of the corresponding sides are in the ratio of 1 : 1,
the 2 figures are congruent.

Reduced Congruent Enlarged d

b c
a

Exercise
Enlarge the length and width of rectangle ABCD by 1 cm and
draw the rectangle EFGH.
E H

A D
3 cm
2 cm

B 4 cm C F 5 cm G

1 Is rectangle EFGH an enlarged figure of rectangle ABCD?

2 If you want to enlarge rectangle EFGH 1 ∙ 5 times of rectangle
ABCD, how long is the length?

× × = 107
 3 Let’s investigate the figures below.
1 Which is an enlarged drawing of figure a and by how many times
is it enlarged?
2 Which is a reduced drawing of figure d and by how many times is
it reduced?

A D
a I L
B C
E H c

b
J K
F M G P

N O

4 Look around you and find enlarged and reduced figures.

Enlarged image in
a microscope.
Reduced image captured on camera.

108 = × ×
2 How to Draw Enlarged and Reduced Figures

How to Draw Using Grid Paper

1 Let’s think about how to draw an enlarged figure EFGH which is 2

times of the quadrilateral ABCD.
Point F is corresponding to point B and it is already drawn on the
grid paper.

You can find the

length after you have
finished the drawing.

How do we find D
the length of the A
sloped lines?

B C

× × = 109
 1
2 Draw triangle DEF which is triangle ABC reduced by on the two
2
grid papers below.

B C

1 Draw triangle DEF, in which the side length of the square is

1
reduced by compared to the grid paper above.
2
I see that the length
of the square is
reduced by 1 .
2

2 Draw triangle DEF, in which the side length of the square is equal
to the original grid above.
How can you
consider the ways
of counting the
squares?

110 = × ×
 How to Draw Using Sides and Angles

3 Let’s think about the method to draw A

triangle DEF, which is 2 times the enlarged

drawing of triangle ABC.

B C

How can you draw

without the grid paper?

1 Which sides and angles should you measure?

2 Line EF, which is twice the enlarged line of line BC is
already drawn.
Point D is the corresponding point of point A.
Let’s think about where point D should be placed and finish the
drawing.
How do you draw a
congruent triangle?

E F

× × = 111
 Vavi’s Method to Draw
D
Enlarge all 3 sides to
twice the lengths.

E F

Mero’s Method to Draw

D
Enlarge 2 sides twice the
lengths and use the angle
between 2 lines.

E F

Naiko’s Method to Draw

Enlarge 1 side twice the D

length and use 2 angles
on the other line.

E F

It is similar to drawing a
congruent triangle.

112 = × ×
4 Let’s think about the way to draw triangle DEF, which is
a 1 reduced drawing of triangle ABC.
3
A It seems similar to the
method of drawing
an enlarged figure.

B C

1 Draw triangle DEF in your own way and explain how you drew it
to your friend.
2 Whose method is similar to how you drew your triangle?

Exercise A

Let’s draw a 2 times enlarged

drawing and a 1 reduced D
2
drawing of the quadrilateral
on the right.

B C

× × = 113
 How to Draw Using Centre Point

A
5 By focusing on point B, use line BA
and BC to draw triangle ABC that is
enlarged 3 times.
B C

1 Extend line BA and place point D, corresponding point of point A.

Then extend line BC and place point E, corresponding point of
point C.

B
C

2 Check and see if triangle DBE is 3 times triangle ABC.

Like the example above, we can draw enlarged drawings and

reduced drawings using 1 point and its connected lines.
The point you use is called the centre point.

114 = × ×
6 Use point E as the centre point and think about the way to draw
a 2 times enlarged quadrilateral FGHI which corresponds to
quadrilateral ABCD.

F
In the enlarged drawing,
all corresponding sides
are in equal ratio.
A Can you draw a
D reduced figure using
this method?

E
B C

Line EA is extended.
Point F which corresponds to point A is already drawn in the
diagram above.
Let’s continue to complete the drawing.

Exercise
Place a centre point and draw a 2 times
enlarged drawing and a 1 reduced drawing of
2
quadrilateral ABCD.
Where should I put
D the centre point?
A

B C

× × = 115
 3 Uses of Reduced Figures

1 The picture below is a reduced drawing of Lea’s school.

1 The actual width of the agriculture block is 25 m.
How long is it in cm and mm on the reduced
drawing and by how much is it reduced?
2 How long in m is the actual length of 1 cm on the reduced
drawing?

Assembly Hall
School Building

Length
Width
School yard
Schoolyard
Agriculture block

25
25 m

The ratio that represents how much it is Figure C represents

reduced from the real length is called 1 cm which is equal to
10 m on the scale.
reduced scale. The picture above is a
1
reduced drawing in reduced scale.
1000
There are 3 ways to show a reduced scale.
1
A B 1 : 1000 C 0 10 20 30 m
1000

3 What is the actual length and width of the school hall in m?

Width : 2 × 1000 = cm Length: 3 ∙ 3 × 1000 = (cm)

116 = × ×
2 Kelon went to the pond in the park.
She walked from point C to point B.

A Mango tree
What should you do to find the
distance from point B to point A
where the mango tree grows?
1 Follow the steps below and
40°
draw a reduced drawing of the B
C
20 m Bench
1
right triangle ABC in
500
reduced scale.

1 Find the length of line BC and draw it.

2 From point B, draw a line perpendicular to line BC.
3 Measure a 40° angle from point C and place point A.
4 Draw the right angle ABC.

2 Measure line AB of the reduced figure and find the actual distance
to the mango tree.

3 How tall in m is the tree shown below?

Explain the way to solve using mathematical sentences,
figures and words.

50°
B C
7m

× × = 117
 1 Which shape is an enlarged or a reduced figure of the other?
Pages 104 to 110
Give reason.

a b c d

f
g
h

2 Draw a 2 times enlarged figure and a A Pages 113 to 115

1
reduced figure of triangle ABC on
2
the right.

B C

3 There is a map of a school that is drawn in Pages 116 and 117

1
reduction scale.
500
In the reduced drawing, the school hall is in the shape of a
rectangle 6 cm length and 3 ∙ 2 cm width. What are the actual widths
and lengths of the school hall in m?

Grade 6
Let’s calculate. Do you remember?

1 1 3 4 5 3
1
2
× 3
2
8
× 5
3
12
× 5
3 1 5 2 9 3
4
7
÷ 3
5
6
÷ 3
6
16
÷ 4

118 = × ×
1 Let’s draw a congruent triangle as the
A
one on the right.
Which length and angle do you need to
know in order to draw one? B C

2 Let’s fill in the . °

1 2 3
65°
80˚
°
˚
40˚ 55°
Parallelogram
Isosceles triangle

3 Let’s divide in vertical form.

1 6 ÷ 1 ∙ 5 2 9 ÷ 0 ∙ 6 3 1∙4 ÷ 3∙5
4 6 ∙ 9 ÷ 4 ∙ 6 5 3 ∙ 6 ÷ 2 ∙ 4 6 6 ∙ 1 ÷ 0 ∙ 4
7 0 ∙ 8 ÷ 0 ∙ 5 8 9 ∙ 24 ÷ 4 ∙ 2 9 2 ∙ 28 ÷ 0 ∙ 4

4 Let’s find the quotient by (whole) number, without decimals and

remainder.
1 6 ∙ 1 ÷ 1 ∙ 7 2 9 ∙ 7 ÷ 0 ∙ 6

5 There are 13 ∙ 5 kg of rice. If you eat 0 ∙ 9 kg of the rice every day,

how many days will it take to finish the rice?

6 Let’s find the volume of the following solids.

1 2

20 cm 2cm
20 cm
3cm 2cm
20 cm 5 cm
5 cm

20 cm 10 cm
6 cm 4 cm

× × = 119
13 Proportion and Inverse
Proportion

Let’s think about how to count the number of papers in the stacks.
What changes when the number of papers increase?

How many are

Can we check there in this stack
the weight? of papers? It is difficult
to count.

There is a relationship
between weight and number
of papers. When the number
of papers increase, the
weight also increases.

Let’s do the experiment.

To find how many papers are in the stack, let’s investigate the
relationship between the number of A4 papers and weight.

1 Weigh each number of papers and fill in the table below.

Number of Papers and Weight
Number of papers (sheets) 10 20 30 40 50

Weight (g)

2 Let’s think about how to count the number of papers in the stack
based on this experiment.

120 = × −
 Thickness of the stack
What other things is related, because it
are related to the gets thicker when the
number of papers number of papers First, let’s count how
other than weight? increase. many papers give us
the thickness of 1 cm.

Let’s look for

other ways
to count.

Let’s do the experiment.

To find how many papers are in the stack, let’s investigate the
relationship between the number of papers and thickness.
1 Count how many papers correspond to each thickness of paper
and fill in the table below.
Number of Papers and Thickness
Number of papers (sheets)

Thickness (cm) 1 2 3 4 5

2 Let’s think about how to count the number of paper in the stack
based on this experiment.

× − = 121
 1 Proportion

Lucial’s group wrote a report about the relationship between

number of papers and weight.

(Mathematics Report ) Date: Monday, 11th November

Theme : Check out the relationship between number of papers and weight.
Materials : Stack of papers, scale and calculator.
How : Weigh each number of papers and record the weight in the table.
Prediction : Number of papers and weight will be in proportion.
Result : Number of Papers and Weight
Number of paper (sheets) 10 20 30 40 50

Weight (g) 70 140 210 280 350

Observation : When the number of papers increases two times from 10 to 20,
the weight also increases twice from 70 g to 140 g. The relationship
between other number of papers and weight is shown below.

2 times 3 times 4times 5 times

Number of paper (sheets) 10 20 30 40 50

Weight (g) 70 140 210 280 350

2 times 3 times 4 times 5 times

Therefore, the relationship between the number of papers and weight

is directly proportional.

ra
Ph se

“Therefore, it is ~”
Phrase that you use to explain reasoning from the result.

122 = × −
1 There are 1400 g of papers that Lucial’s group weighed.
How many sheets are there in this stack?
Fill in the below and explain each idea to your friend.

Ambai’s Idea

The weight is 20 times

more than 70 L, therefore
the number of papers is
also 20 times more.
× 20 =

Gawi’s Idea
× 1400
Find how many papers are there in 1 g.
1 Number of papers 1
10 ÷ 70 = (sheets) 7
?
7
It is 1400 times more than 1 g of paper. Weight (g) 1 1400

× 1400 = × 1400

Kekeni’s Idea

Represent the number of papers in 1400g ÷

with x and think about the ratio of number 10 : x = 70 : 1400
of papers and the ratio of the weights.
÷

Mero’s Idea

Represent the number of papers in 1400 g ×

with x and think about the ratio of the 10 : 70 = x : 1400
number of papers to weight. ×

× − = 123
 2 Ratu’s group checked out the relationship between the number of
papers and thickness.
They made a table below to show the results.

Number of Papers and Thickness

Number of papers (sheets) 105 210 315 420 525

Thickness (cm) 1 2 3 4 5

1 Let’s make a mathematics report based on this table.

2 When the thickness of the stack is 9 cm, how many sheets of
paper are there?

3 Investigate the relationship between the length

of a wire and the weight.

Length of a Wire and Weight

Length (m) 1 2 3 4 5 6 7 8

Weight (g) 20 40 60 80 100 120 140 160

1 If you represent the length of a wire with x metres, and weight

y grams, y increases as x increases.
with
When the value of x changes 2 times, 3 times and
4 times or more, how does the corresponding value
y
of y change?

x
y

124 = × −
 When there are two changing quantities, x and y , and if the
value of x changes 2 times, 3 times and so on, and the value of
y also changes 2 times, 3 times and so on respectively, we say
that y is proportional to x .

2 When y is proportional to x , and the value of x changes 1 ∙ 5

times, 2 ∙ 5 times or more, how does the value of y change?
1
2 ∙ 5 times 3 times
1
1 ∙ 5 times 2 times

Length x (m) 2 3 5 6 18

Weight y (g) 40 60 100 120 180 360

times times

times times

3 When y is proportional to x and the value of x changes 1

2
times, 1 times and soon, how does the value of y change?
3

Exercise
Let’s investigate the relationship between x and y .
1 Fill in the blanks on the table with numbers.

A Time and Distance, Running at Speed of 40 km per Hour

Time x (hours) 1 2 3 4 5 6 7

Distance y (km) 40 80 120

B Side and Area of a Square

Side x (cm) 1 2 3 4 5 6

Area y (cm²) 1 4 9

2 In which table A or B is y proportional to x ?

× − = 125
 Mathematics Sentence of Proportion

4 You pour water into an empty tank.

The relationship between the volume of
water that you poured, represented by
x Litres and the depth of water in the tank,
represented by y cm, is organised in the
table below.

Volume of Water and Depth of Water in the Tank

Volume of water x (L) 0 1 2 3 5 8 11 15 17

Depth y (cm) 0 2 4 6 10 16 22 30 34

1 Is the depth of water y cm proportional to the volume of water in

the tank x L?

2 Let’s investigate how the value of y increases.

By how much does the value of y increase when the value of x
increases by 1?

Increase by 1 Increase by 1 Increase by 3 Increase by 4

x 0 1 2 5 8 11 15 17
y 0 2 4 10 16 22 30 34

Increase by 2 Increase by Increase by Increase by

The rule of how the water increases.

When you pour 1 L of water, the depth
increases by cm.

126 = × −
3 Study the expressions on 2÷1=
the right and use the corresponding
4÷2=
values of x and y to calculate y ÷ x .
6÷3=

A What does the quotient of y ÷ x mean?

B Compare the quotient and the rule of how the water increases.

4 Use the information that 1 L of water makes 2 cm of depth, let’s

investigate the relationship between the volume of water and
the depth and represent the relationship of x and y in a
mathematical sentence.

Depth of water y (cm) Depth of water per 1 L (cm) Volume of water x (L)

0 2×0 0
2 2×1 1
4 2×2 2
2×3 3
2× 4
2× 5
2× 6
Depth of
water per
1 L does
y 2× x not change.

y= ×x

5 Let’s use the mathematical sentence above to find the depths

when you pour 10 L and 20 L of water into the tank.

× − = 127
 5 Let’s represent the relationship of length of a wire x cm and
weight y g in a mathematical sentence.
Length of a Wire and Weight
Length x (cm) 1 2 3 4 5 6

Weight y (g) 20 40 60 80 100 120

1 Find the quotient of y ÷ x.

2 Represent the relationship of x and y in a mathematical
sentence.

y = ×
3 Find the weight of 12 cm of wire.

When there are 2 changing quantities x and y , and y is

proportional to x , their relationship can be represented in the
mathematical sentence below.
y = constant number × x

The constant number in a proportion relationship represents

1 How much value of y increases when x value increases by 1.
2 Quotient of y ÷ x .
3 Value of y when value of x is 1.

Exercise
Let’s represent the relationship between the time that a car travels,
x hour and the distance y km in a mathematical sentence.
Time and Distance, Running at Speed of 40 km per Hour
Time x (hours) 1 2 3 4 5 6

Distance y (km) 40 80 120 160 200 240

128 = × −
6 Represent the side of the equilateral
x cm
triangle with x cm and its perimeter
with y cm.

Side and Perimeter of an Equilateral Triangle

Side x (cm) 1 2 3 4 5 6

Perimeter y (cm) 3 6

1 Let’s fill in the table.

2 Is y directly proportional to x ?
3 Let’s represent the relationship of x and y in a mathematical
sentence. What does the constant number represent?

When y is proportional to x, it is also represented by a

mathematical sentence below.
y = x × constant number

7 When the side of the square is x cm

and the perimeter is y cm, let’s
x cm
represent the relationship between x
and y in a mathematical sentence.

Exercise
Draw the table to show the relationship between x and y and write a
mathematical sentence. What does the constant number mean?

1 Diameter x cm and perimeter y cm in a circle.

2 50 kina ball, x ball and total cost y kina.
3 A side x cm and perimeter y cm in a hexagon.

× − = 129
 2 Graphs of Proportion

1 Let’s make a graph that represents the relationship between the

volume of water x L and the depth of water y cm when poured
into a tank.

Volume of Water and Depth

Volume of water x (L) 0 1 2 3 4 5

Depth y (cm) 0 2 4 6 8 10

Volume of Water and Depth

1 Plot points that represents
y (cm)
a pair of values, the value
of x and its corresponding 10

value of y , on the graph. 9

4
1L 2L 3L
3
Plot points on top
of the bar graph. 2

0 x (L)
1 2 3 4 5

2 How are the points lining up? Can we connect

the points with a
line?

130 = × −
3 Complete the table below and plot points that represents a
pair of values, the value of x and its corresponding value of y ,
on the graph below.

Volume of Water and Depth

Volume of water x (L) 0 0.1 0.2 0.5 1 2.4 3.9

Depth y (cm) 0 2

Volume of Water and Depth

y (cm) The mathematical sentence in
words is:
10 2 × volume of water = depth

6
4 Can we connect any two
5
points with one straight line?
4

3
x and y can
2 be a decimal.

0 x (L)
1 2 3 4 5

When you draw a proportional relationship in the graph,

it becomes a straight line that goes through the origin.

× − = 131
 2 The graph below represents the relationships between the
length of a wire x m and its weight y g of two
different wires a and b .

1 Which wire weighs

more? y (g)
Length and Weight of Wire

How did you find it 100

a

from the graph?

90 b

80
2 Read the lengths or
70
weights of each wire.
1 Weights of 2 ∙ 4 m 60

of wire a and b .
50
2 Lengths of 48 g of
wire a and b . 40

30

3 How much is the 20

weight of each wire

10
per m?
0 x (m)
0.5 1 1.5 2 2.5 3

4 What do the following wires represent, a or b ?

A 3 ∙ 8 m and 114 g of wire.
B 4 ∙ 2 m and 168 g of wire.

132 = × −
3 Using the Properties of Proportion

1 The table below represents the relationship between the

volume of cola drink and the weight of sugar in it.

Volume of Cola and Sugar

Volume of cola x (mL) 0 1 50 100 150 180 250

Weight of sugar y (g) 0 6 12 18

1 Is the weight of sugar y g, proportional to the volume of cola

x millilitres (mL)?
2 How many grams of sugar is in 250 mL of cola?

Sare’s Idea Vavi’s Idea

250 mL of cola is 5 times more The weight of sugar per millilitre

than 50 mL, therefore ×5 of cola is constant, × 250
the weight therefore I
x 50 250 x 1 250
of sugar is 5 can make a
times more. y 6 ? mathematical y ?
sentence.
×5 × 250

5 times
times
1 sugar cube
01 50 100 150 250 is 3 g so that
Cola x (mL) is a lot of
sugar isn’t it?
Sugar y (g)
0 6 12 18
times
times

A Let’s find the answer using Sare’s idea.

B Let’s represent the relationship between x and y in a

mathematical sentence using Vavi’s idea.
y = ×x
3 How many g of sugar are in 180 mL cola?

× − = 133
 2 The graph below represents the relationship between the weight
x grams and the extended length of rubber y cm.
Weight and Extended Length of Rubber
y (cm)
8

x (g)
0 20 40 60 80

1 If the weight increases by 20 g, how long does the rubber

extend in cm?
2 Represent the relationship between x and y in a mathematical
sentence.
3 If you attach a stone onto the rubber and it extends to13 cm.
What is the weight of this stone?

Exercise
The table below represents the relationship between the number
of nails x and its weight y g.
Number of Nails and Weight
Number of nails x (nails) 0 1 50 100 150 200 250

Weight of nails y (g) 0 a 300 600 900 b c

1 Is y proportional to x ?
2 Find the number that goes into a , b and c .

3 Represent the relationship between x and y in a mathematical

sentence. How many nails are there if the weight is 240 g?

134 = × −
 Predict the Global Environment

3 It is predicted that there will be a lot of

influence on our lives due to global Manus Island

warming. One of the influences is the rise of sea level due to the
melting of ice in the North Pole and the part of land could be
covered by the ocean because of it.
Predict the rise of sea level by using the idea of proportion.

1 There are a lot of predictions about how fast the sea level will rise.

Make a graph for each of the three predictions below and

calculate how much the sea level will rise in cm.

a Rise 12 cm in past 100 years. It will continue to rise.

b Rise 4 cm in next 10 years.
c Rise 6 cm in next 10 years.

y (cm) Prediction of Rise of Sea Level

100

50

x (years later)
0 50 100

2 After how many years, will the land

that is 50 cm above the sea level
be covered by the sea
completely?
(Funafuti, Tuvalu)

× − = 135
 1 Complete the tables below. Pages 120 to 125

1 Number of Pencils and Price

Number of pencils x (pencils) 1 2 3 4 5

Price y (toea) 50 100

2 Walking Time and Distance

Time x (hours) 1 2 3 4 5

Distance y (km) 4 8

2 Represent the following relationship of x and

y in a mathematical sentence. Pages 123 to 129

Length and Weight of Wire

Length x (cm) 0 1 2 3 4 5 6

Weight y (g) 0 3 6 9 12 15 18

3 A ribbon costs 80 toea per 1 m. Pages 130 to 134

1 Show the relationship between the length of ribbon x cm and its

cost y toea in the table below.
Length and Price of Ribbon
Length x (cm) 0 1 2 3 4 5

Cost y (toea) 0 80

Length and Price of Ribbon

y (toea)
2 Represent the relationship of x 600
and y in a mathematical sentence.
500
3 Show the relationship of values x
400
and y, on the graph.
300

200

100

x (m)
0 1 2 3 4 5
136 = × −
4 Inverse Proportion

1 How does the length and width of a rectangle with a fixed area of
24 cm² change?
1 Make many kinds of different rectangles using 24 of 1 cm² squares
and complete the table below.

Length and Width of a Rectangle with an Area of 24 cm²

Length x (cm) 1 2 3 4 6 8 12 24

Width y (cm) 24

2 If the value of x changes 2 times, 3 times and so on, how does

the value of y change?
4 times
3 times 2 times
1 times

Length x (cm) 1 2 3 4 6 8 12 24

Width y (cm) 24

times times
times

times

× − = 137
 When there are two changing quantities x and y , and if the
1 1
value of y changes by and times as the value of x
2 3
changes 2 and 3 times respectively, we say that y is inversely
proportional to x.

Proportion can be called direct Compare direct

and inverse
proportion or inverse proportion. proportion.

1
times 1
3 times
2
3 If the value of x changes
1 1 Length x (cm) 2 3 6
and times, how does
2 3 Width y (cm) 12 8 4
the value of y change?
times times

Exercise
Are two quantities inversely proportional?
A The x cm length and y cm width of a rectangle, when the
fixed sum of all its lengths is 24 cm.

Length x (cm) 1 2 3 4 5 6

Width y (cm) 11 10 9 8 7 6

B Speed and time when you ride 100 km by bicycle.

Speed x (km/h) 5 10 20 25

Time y (hour) 20 10 5 4

138 = × −
2 Represent the relationship of length x cm and width y cm of a
rectangle, when its fixed area is 24 cm² in a mathematical
sentence and on the graph.

Length and Width of a Rectangle with a Fixed Area of 24 cm²

Length x (cm) 1 2 3 4 6 8 12 24

Width y (cm) 24 12 8 6 4 3 2 1

Length (cm) Width (cm) Area (cm²)

1 What kind of pattern is there
between x and y ? 1 × 24 = 24
2 × 12 = 24
2 Find the product of the 3 × 8 =
corresponding values of x and y. 4 × 6 =
What does the product mean? x × y =

When there are 2 quantities x and y, and y is inversely

proportional to x, their relationship can be represented in the
mathematical sentence below.
x × y = Constant number

3 Find the value of y 5 × y = 24

when value of x is 5. y = 24 ÷ 5

When y is inversely proportional to x , it is also represented in the

mathematical sentence below.
y = constant number ÷ x

× − = 139
 4 Plot points on the value of x and its corresponding y value on the
graph and connect them with straight lines.

Length and Width of a Rectangle with a Fixed Area of 24 cm²

y (cm)
24 a

22

20

18

16

14

12

10

0 x (cm)
2 4 6 8 10 12 14 16 18 20 22 24

Point a is x = 1
5 Compare it with a graph that shows and y = 24.
proportion on page 132.

3 There is the job which takes 60 days to complete when 1 person

does the same amount of work per day.
1 Represent the relationship of x and y in a mathematical
sentence.
2 Using the mathematical sentence from problem 1 , find how many
days it takes to complete the job with 5 people.
3 Using the mathematical sentence from problem 1 , find how many
people are needed to complete the job in 10 days.

140 = × −
1 The table below shows the relationship of the base x cm and
height of a triangle y cm which has a fixed area of 16 cm².
Pages 137 to 140

Base and Height of a Triangle, Which Has a Fixed Area of 16 cm²

Base x (cm) 1 4 5 8 32

Height y (cm) 16 4 2
y cm
16 cm
1 Complete the table above. x cm
2 Is y inversely proportional to x ?
3 Represent the relationship of x and y with a mathematical
sentence.
4 When the base is 10 cm, what will be the height?

2 Zoe rides a bike at a speed ofx km/h for a 100 km distance.

1 Show the relationship of speed ( x ) and time ( y ) by filling in
the table.

Relationship of Speed and Time for a 100 km Distance

Speed x (km/h) 1 2 4 5 10 20 25

Time y (hours) 100 50 20

2 Represent the relationship of x and y in a mathematical

sentence.
3 What will be the time taken to travel 100 km at a speed of
100 km/h?

× − = 141
 1 Write the correct words in the by
looking at the figures on the right.
1 A quadrilateral that has one pair of
opposite sides is called .
2 A quadrilateral in which the opposite sides
are both is called .
3 A quadrilateral in which all 4 sides are
in length is called .

2 The figure on the right is a parallelogram. cm

Fill in the with appropriate numbers. ° 65°

6 cm
Construct a parallelogram that
cm
has the same sides and angles. ° 115°

5 cm
3 Which of these quadrilaterals have
the following characteristics?

a b c

f
e
d

1 Two pairs of parallel sides.

2 Four angles of equal size.
3 Diagonals of equal length.
4 Opposite sides with equal length.
5 Opposite angles with equal size.
6 No parallel sides.

142 = × −
4 A regular hexagon on the right has line symmetry.
1 How many lines of symmetry are there? A
2 When the corresponding point of C is F, B F
draw a line of symmetry on the figure.
3 If line CF is the line of symmetry, what
C E
is the corresponding point of D? D

5 The parallelogram ABCD has point symmetry.

A D

B E C

1 Which point corresponds to point D?

2 Draw the point of symmetry on the figure.
3 Draw a point which corresponds with point E on the figure.

6 The mathematical formula to find the circumference of a

circle is diameter × 3 ∙ 14.
1 Write an expression to calculate
the circumference of a circle with x cm
a diameter of x cm.
2 Use the expression with x to
calculate the circumference of
a circle with the diameter of 12 ∙ 56 cm.

× − = 143
14 How to Explore Data

Earthquake (2018) South Pacific Games Opening Ceremony (2015)

1 Mean

1 The table below shows the data of the highest monthly

temperatures in NCD in 2009 and 2016.

Highest Monthly Temperature in NCD (°C)

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

2009 31 ∙ 0 30 ∙ 1 28 ∙ 9 31 ∙ 3 30 ∙ 3 30 ∙ 0 29 ∙ 9 29 ∙ 1 30 ∙ 0 30 ∙ 8 30 ∙ 9 30 ∙ 8

2016 35 ∙ 5 35 ∙ 0 35 ∙ 9 36 ∙ 0 35 ∙ 7 35 ∙ 0 34 ∙ 8 33 ∙ 0 34 ∙ 0 34 ∙ 7 34 ∙ 9 35 ∙ 0

1 Let’s talk about what you can tell from this table.

There was only slight difference between The 2 months that

the temperatures in 2009 and 2016. recorded the highest
Temperatures in 2016 were higher than temperature in 2009
the temperatures in 2009. and 2016 are
Why don't we calculate the mean? January and April.

The highest temperature

in 2016 is 5 degree
Celsius greater than the
highest temperature for
2009.

144 = × ÷
 2 Ratu looked at the table and decided to compare the average
highest monthly temperature of the year.
How is he calculating the mean?
Fill in the with a number and explain.

How to calculate the mean of highest monthly temperature

of the year in 2009.

(Sum of highest monthly temperature from January to December) ÷

3 Ratu calculated the mean of highest monthly temperatures of the

year for each year and said 2016 was hotter than 2009.
Like what Ratu did, calculate the mean and round them off to
tenths place and compare them.

Exercise
The number of classes in 16 primary schools in Angoram District,
East Sepik Province is shown below.
Calculate the mean and round off to the tenths place.

6, 12, 6, 6, 6, 12, 16, 6, 16, 10, 11, 12, 7, 12, 12, 6

× + = 145
 2 The numbers below show the heights
of 13 members of a PNG basketball
team.
What is the average height of this
team in cm?
Round off to the tenths place.

Team PNG - South Pacific Games

188, 198, 179, 183, 191, 205, 195, 196, 185, 203,
187, 194, 199 (cm)

1 Fill in the with numbers and explain how to find the mean.

Sare’s Idea

( + 198 + 179 + 183 + 191 + 205 + 195 + 196 + 185 + 203 +

187 + 194 + 199) ÷ =
Therefore, the mean is cm.

Vavi’s Idea

(18 + 28 + 9 + + + + + + + +
+ + 29) ÷ =
170 + =
Therefore, the mean is cm.

How do we get
18, 28 and 9?
2 Compare Sare’s and Vavi’s ideas.

146 = × ÷
2 How to Explore Distribution

The following are records of throwing a

softball for two groups.

Records of Throwing a Softball

Group A Group B

Number Distance (m) Number Distance (m) Number Distance (m) Number Distance (m)
1 22 11 26 1 40 11 37
2 31 12 16 2 34 12 30
3 42 13 42 3 26 13 28
4 23 14 18 4 30 14 32
5 24 15 22 5 19 15 42
6 35 16 38 6 21 16 37
7 45 17 29 7 33 17 30
8 23 18 28 8 16 18 32
9 31 19 31 9 38 19 21
10 41 20 33 10 24

1 Which group has better records? Let’s investigate the following

statistics and talk about it.
1 Best and worst record 2 Average

Who threw the How many metres

furthest? did most students
throw?

Let’s investigate the data in various ways.

× + = 147
 50 m 7 50 m
13
3 10

16

40 m 40 m
6 20
2 9
19
18 17

30 m 11
30 m
5
8
15 4
1

14

20 m 12 20 m

10 m 10 m

Which group threw

the furthest?
Group A

2 To make the records easy to read, represent each data on the

number line. Data for group A is done.
Do the same for group B and compare the distribution.

Group A
15 8 19
15 8 6 13
12 14 1 4 5 11 18 17 2 20 6 16 10 3 7

10 20 30 40 (m)

148 = × ÷
 50 m 50 m
15

1
11 16 9

40 m 40 m
2 7
18
14
4 17
12
13

30 m 3 30 m
10

6
19
5

8
20 m 20 m

10 m 10 m

Group B

Group B

10 20 30 40 (m)

× + = 149
 3 To organise the distribution in more detail, they separated the data
by intervals of 5 m and made a table.

14 15 18 20 16 13
14 8 18 20 16 13
14 5 18 19 16 13
14 4 17 9 16 10
12 1 11 2 6 3 7

10 15 20 25 30 35 40 45 50 (m)

1 Organise the distribution above in the table.

Record of Throwing a Softball (Group A)

Distance (m) Number of students
Greater or Equal Less Than
15 ~ 20

20 ~ 25

25 ~ 30

30 ~ 35

35 ~ 40

40 ~ 45

45 ~ 50

This table includes the shortest to longest records. They divided

the recorded distance by 5 m into 7 classes to find out how many
students belong to each class.
2 How many students belong to the recorded distance that is
greater or equal to 25 m and less than 30 m?
3 In which class greater or equal to and less than do 4 students
belong to?

150 = × ÷
4 Explore the data for group B and compare it with group A.

1 Separate the records by intervals of 5 m and complete the table.

10 15 20 25 30 35 40 45 50 (m)

2 Record the distribution above in the table.

Record of Throwing a Softball (Group B)

Distance (m) Number of students
Greater or Equal Less Than
15 ~ 20

20 ~ 25

25 ~ 30

30 ~ 35

35 ~ 40

40 ~ 45

45 ~ 50

3 Compare the records of group A and B.

A Which group has more records that are greater or equal to 40 m?
B Which group has more records that are less than 25 m?
C Which group has more records that are greater or equal to 25 m
and less than 35 m?

× + = 151
 Histogram

5 Based on the table of group A on page 150, they drew a graph

to compare the distribution records of throwing a softball in group
A and B.
1 How many students threw a softball greater than or equal to 35 m
and less than 40 m in group A?
2 In which class, greater or equal and less than, does 1 student
belong to in group A?

Throwing Softball (Group A) Throwing Softball (Group B)

(Students) (Students)
10 10

5 5

0 10 15 20 25 30 35 40 45 50 55 (m) 0 10 15 20 25 30 35 40 45 50 55 (m)

The graph, which looks like the above, is called a histogram.

It is easy to read the distribution by looking at the bars.
In the histogram, the horizontal axis represents the range and
vertical axis represents how many students are in each range.

3 Draw a histogram for group B.

152 = × ÷
4 Compare the shapes of the 2 histograms and discuss about how
they are distributed.
5 In which class, greater or equal and less than, do most
students belong to in each group?
What is the percentage ratio of this class out of
all for each group?
6 In which class, greater or equal and less than, does the fifth
student belong to for each group?

6 Fill in the table to compare the distribution records of group

A and B.
What can you tell from this table?

Group A Group B

Longest Record (m)

Shortest Record (m)

Mean (m)

Class that most students Greater or Equal ~ Greater or Equal ~

belong to (m) Less Than Less Than

Percentage (%) of students whose

record is less than 20 m.
Percentage (%) of students whose
record is greater or equal to 20 m
and less than 35 m.
Percentage (%) of students whose
record is greater or equal to 40 m.

7 Let’s investigate the records of throwing a softball in your school.

× + = 153
 8 The data below shows the record of throwing a softball for grade 6
boys in West Primary School.

Record of throwing a softball

No Distance No Distance No Distance

(1) 35 (m) (12) 22 (m) (23) 42 (m)

(2) 13 (13) 42 (24) 34

(3) 42 (14) 17 (25) 44

(4) 26 (15) 15 (26) 19

(5) 24 (16) 29 (27) 36

(6) 22 (17) 38 (28) 14

(7) 45 (18) 18 (29) 21

(8) 23 (19) 28 (30) 24

(9) 31 (20) 34 (31) 43

(10) 41 (21) 48 (32) 22

(11) 17 (22) 30 (33) 37

1 How is the record distributed?

The record is distributed between m and m.

2 What is the average of the record?

3 How many students belong to the recorded distance that is

greater or equal to 25 m and less than 40 m?

4 When ordering the record, whose throw is in the middle of the

class?

154 = × ÷
1 The type of graph below is a population pyramid. It shows the male
and female population by ages in 1950 in Japan.
Making a graph from data.

13 80 ~ 25
1950 27 75 ~ 79 42
75
55 70 ~ 74
80 65 ~ 69 99
Total Population 112 60 ~ 64 121
139 55 ~ 59 139
173 50 ~ 54 169
84,110,000 People 204 45 ~ 49 201
222 40 ~ 44 231
240 35 ~ 39 270
238 30 ~ 34 287
285 25 ~ 29 340
387 Male 20 ~ 24 Female 393
437 15 ~ 19 430
446 41,240,000 People 10 ~ 14 42,870,000 People 435
488 5~9 475
579 0~4 556
(Age)
600 500 400 300 200 100 0 0 100 200 300 400 500 600
(10 000) (10 000)

The data below is a table of population of male and female by

ages in 2007. Make a population pyramid based on this data.
(10 000)
Male Female Total of male Male Female Total of male
Age Age
and female and female
0~4 278 265 543 45 ~ 49 388 385 773
5~9 301 286 588 50 ~ 54 402 403 805
10 ~ 14 307 292 598 55 ~ 59 516 527 1043
15 ~ 19 322 306 628 60 ~ 64 413 434 847
20 ~ 24 372 352 724 65 ~ 69 375 409 784
25 ~ 29 397 383 780 70 ~ 74 319 373 692
30 ~ 34 475 462 936 75 ~ 79 241 316 557
35 ~ 39 476 466 943 80 ~ 235 478 714
40 ~ 44 414 408 822 Sum Total 6231 6546 12777
(The numbers are rounded off, therefore, some calculations do not match.)

Male （2007） Female

80 ~
75 ~ 79
70 ~ 74
65 ~ 69
60 ~ 64
55 ~ 59
50 ~ 54
45 ~ 49
40 ~ 44
35 ~ 39
30 ~ 34
25 ~ 29
20 ~ 24
15 ~ 19
10 ~ 14
5 ~9
0 ~4
(Age)
600 500 400 300 200 100 0 0 100 200 300 400 500 600
(10 000) (10 000)

× + = 155
 1 Calculate the circumference 1 2
and the area of these circles. 5 cm

9 cm

2 Calculate the diameter and the area of these circles.

1 A circle with 9 ∙ 42 cm circumference.

2 A circle with 18 ∙ 84 cm circumference.

3 Find the circumference and area of the following:

1 2
4 cm
8 cm

3 4

12 cm
10 cm

156 = × ÷
15 Quantity and Unit

1 How to Represent Quantity

There are many kinds of

quantities for things.
For example, there are
number of pages, length
and width, area of cover,
weight and volume for books.
There are number of pieces, weight, area and volume of desks.
“2 volumes” or “3 books” are used to describe number of books.
“5 m” is used to describe the length of a string and “2 ∙ 3 kg” is used to
describe the weight of clay.
There are two types of quantities. One quantity describes
something countable that is discrete, like the number of books or
desks and the other quantity describes things that are not separated
but continuous like the length of string or weight of clay.

How to count Unit of number

• Count by piece. piece, person,
Discrete quantities • Represented by whole numbers. sheet, etc.
Continuous quantities •• Select unit and measure. m, L, kg, m²,
Can be in decimal or fraction. cm², minute, etc.

Units like 3 m, 3 cm, 3 L, 3 kg and 3 m² are used for quantities like

length, volume or weight and are also standard
scales.
For example, 3 cm represents length in cm and 1 cm

tells us it is 3 of 1 cm. If we measure 3 cm in 1 mm

units of millimetre it is 30 of 1 mm, therefore it is 30 mm.

× − = 157
 1 What units of measurement are used to represent the following
quantities?
Organise the information on the table.

Units used

1 Distance from home to school

2 Volume of juice

3 Weight of a bag

4 Weight of an elephant

5 Area of classroom

6 Area of an island

7 Time taken to go to school

Let’s think about other units that are used around you.

158 = ÷ −
2 Units of Length: km, m, cm, mm

1 What units of measurement are used to represent the following

lengths?
1 Length of the Fly River……1050
2 Length of a swimming pool……25
3 Width of a textbook……25 ∙ 7
4 Thickness of an exercise book……4

2 Let’s integrate the relationship of the units of length.

1 mm
1000 times 100 times 10 times
1 cm

1m

1000 times 100 times 10 times

1 km
km m cm mm

3 Fill in the with a number.

1 6 m= cm 2 2 km = m
3 124 cm = m 4 0 ∙ 5 cm = mm

Convert Unit

0 ∙ 6 km = m km m cm mm

0 6
6 0 0
Use the unit converting tool in the appendix and find out.
In this situation, 6 is in the first decimal place, so move the strip inside
on the unit converting tool and set the number 1, one place below km.
Then, recognise the number of 0 and read the place value for 6.

× − = 159
 3 Units of Area: km², ha , a , m², cm²
1 What units are used to represent the following areas?
1 Area of Central Province……29998 .
2 Area of a tennis court……2 .
3 Area of a surface of swimming pool in a school……375 .
4 Area of a postage stamp……5 ∙ 5 .

You learned that there are units of area like cm², m², km², a and
ha in grade 4.

1 a = 100 m² 1 ha = 100 a = 10000 m²

2 Units of area are made based on units of length.

Let’s integrate the relationship of units of area.
1 km 100 m 10 m 11C
m 1 cm

1 a2 1 m 1 m2 1 cm 1 cm2
10 m
100 m 1 ha2 10000 times
(100 m2)
1 km 1 km2 100 times
(10000 m ) 2
100 times
100 times

1 000 000 times

Side length of a square 1 km 100 m 10 m 1m 1 cm

Area of a square 1 km² 1 ha 1a 1 m² 1 cm²

10000 m² 100 m²

Convert Unit

7 km² = ha
km² ha a m² cm²

7
7 0 0

160 = ÷ −
4 Units of Volume: m³, cm³, kL, dL, mL

1 What units are used to represent the following volumes?

1 Volume of water in a school swimming pool……375 .
2 Volume of an eraser……8 .
3 Volume of a pack of milk……1 .
4 Volume of water in a plastic bottle……500 .

Use L as a standard unit for dL or mL.

There is a unit called kilolitre (kL).

1kL = 1000 L = 1 m³

2 Units of volume are also made based on units of length.

Let’s integrate the relationship of units of volumes.
10 cm 10 cm 1 cm 10 cm 1 cm 1cm
1m 1m

1 cm3 1cm
10cm
10 cm 100 times
1m 1m 10 times 1 mL
1 kL 1000 times 100 cm3
1000 cm 1dL
1L
1 000 000 times

Side length of a cube 1m 10 cm 1 cm

1 m³ 1000 cm³ 1 cm³
Volume of a cube 1 dL
1 kL 1L 1 mL

Convert Unit

0 ∙ 5 m³ = L m³ cm³
L dL mL
0 5
5 0 0

× − = 161
 5 Units of Weight: t, kg, g, mg

1 What units are used to represent the following weights?

1 Weight of an adult male……65 .
2 Weight of a small paper clip...1 .

There is a unit called milligram (mg) other than ton(t), kg and g

for units of weight.

Sample of Nutrition Information

Protein 39 g
1 Fat 22 ∙ 7 g
1mg = 1000 g
Carbohydrate 48 ∙ 0 g

Sodium (Salt) 86 mg

2 Weight of 1 cm³ of water is 1 g.

1 Find the volumes of the following cubes.
2 Let’s integrate the relationship between volume and weight of water.

10 cm 10 cm 1 cm 1 cm 1 mm 1 mm
1m 1m
1 mm
1 cm 1 g
10 cm 1000 times
1 kg
1m 1000 times 1 mg
1t
1000 times

Convert Unit

4 t= kg
t kg g mg

4
4 0 0 0

162 = ÷ −
6 Metric System

1 Group together items that have units of length, area, volume or

weight with the prefix: kilo (k), hecto (h), deci (d), centi (c), milli (m).

deca milli
k h da d c m
1 1 1
1000 100 10 1
10 100 1000
metre
Length m

Area a

Volume L

Weight g

k represents 1000 times, h represents 100 times, da represents

1 1
10 times, d represents times, c represents times and
1 10 100
m represents 1000 times.
Use units like m for metre or kg for kilogram as standard units.
The system of units that are multiples of 10 is called the
metric system.

Exercise
1 Fill in the with a number.
1 1 m² = cm² 2 1 kL = L= mL
3 1 m³ = cm³ 4 1 t= kg

2 There is a rectangular shaped farm with length 50 m and

width 20 m.
What is the area of this farm in m²?
Also measure the area in are (a) and hectare (ha).

× − = 163
 Units of the Metric System

The standard unit of the metric system for lengths is m for metre and
for weights is kg for kilogram.
The system was created in order to have common units for different
countries and French scientists took a leading role to determine the
units in 1799.
The standard of metre and standard of kilogram were created as
prototypes.

Standard of Metre Standard of Kilogram

North Pole
They first defined that 1 of
10000000
the distance of a meridian of the earth
from the North Pole to the equator as
Meridian

1 metre.
r However, 1 metre is now defined as the
Equato
distance of light in vacuum, when it
moves 1 second.
299792458
South Pole

For the standard unit of weight,

1 kilogram is defined as the weight
of 1000 cm³ of water at 4 degree
Celcius water temperature. 10 cm
The standard of kilogram is still
10 cm 10 cm
used today as the standard to
measure weight.

164 = ÷ −
 Big Units and Small Units

There are very big numbers and small numbers around you.
We use 0 to 9 to represent these numbers, however, it is difficult if the
number is too big.
And so, people came up with the idea to divide by 1000 in order to
represent big numbers.
For example, 1000 times 1 m is 1 km, and 1000 times 1 km is
1 M m (mega-metre) and 1000 times 1 M m is 1 Gm (giga-metre).
This rule can be used to represent a big number with small numbers.
Let’s represent the distances between the earth and the moon and the
earth and the sun, using the units above.

Distance between the earth and the moon

About 384 000 km = Mm
Distance between the earth and the sun
About 150 000 000 km = Mm = Gm

It is easy to estimate and compare when we use big units. There are
other bigger units which are used for big numbers.
There are also smaller units for small numbers which are divided into
1 parts.
1000
These units are often used to represent lengths or weights.
When you represent numbers by splitting into 1000 parts, you need to
write a unit like m for metre after the number. The relationship between
the units is shown below.

milli micro nano pico

…T G M k m n p …
1000 times 1
times
1000

Oh yes, every
is a basic unit. unit is based on
1000 and 1
1000

× − = 165
16 Summary of Grade 3 to 6
Mathematics

Recall all the contents that you learned in 4 years of

mathematics and try solving the problems below. After you
finish, check by using the answers at the back of the
textbook and review the ones you got wrong.

Numbers and Calculations

1 Let’s integrate whole numbers and decimals. Grade 4

1 What do 3, 5 and 7 represent in the following numbers?

A 35700 B 3050070
C 35 ∙ 07 D 3 ∙ 057
2 How many sets of the numbers in ( ) equal to the following
numbers?
A 23000 (100) B 23000 (1000)
C 2∙3 (0 ∙ 1) D 2∙3 (0 ∙ 01)

2 Let’s summarise fractions. Grades 4 and 5

1 Fill in the with the equality or inequality signs.

2 3 2 2 2 8
A B C
5 5 5 7 5 20
2 Fill in the with a number. Grade 3

3 1 9
A is times of B is 9 times of
5 5 7
3 Change the mixed fractions to improper fractions or the improper
fractions to mixed fractions. Grade 4

2 3 7 8
A 1 B 4 C D
3 5 4 3

166 = ÷ ÷
3 Let’s integrate the relationship of integers, decimals
and fractions. Grade 5

1 Change the following integers and decimals to fractions

and fractions to decimals.
13 3
A 4 B 0∙7 C 3 ∙ 08 D E 1
25 4
2 Line up the following numbers from the smallest to the largest.

2 1 7
0∙3 0 ∙ 41
5 3 15

4 Let’s consolidate calculations. Grades 4 to 6

1 Let’s calculate.
A 4+2×6−3 (4 + 2) × 6 − 3 4 + 2 × (6 − 3)
B 4 ∙ 2 + 1 ∙ 5 4 ∙ 2 − 1 ∙ 5 4 ∙ 2 × 1.5 4∙2 ÷ 1∙5
C 64 ∙ 8 + 1 ∙ 8 64 ∙ 8 − 1 ∙ 8 64 ∙ 8 × 1 ∙ 8 64 ∙ 8 ÷ 1 ∙ 8
2 1 2 1 2 1 2 1
D
5
+ 3

5
− 3 5
× 3 5
÷ 3

2 Find the value of x. Grade 6

A 8+ x = 15
B x × 7 = 56

5 Let’s organise the properties of whole numbers. Grade 5

1 Find a number that has 3 divisors from 1 to 50.

2 Find the least common multiple and greatest common divisor for
following pairs of numbers.
A (12, 18)
B (8, 16)

÷ − = 167
 Quantity and Measurement
Grades 4 to 6

1 Let’s integrate quantities of units that are used around you.

1 Fill in the with the appropriate unit.
A Area of the cover of a mathematics textbook is about 470 .
B Volume of milk in a pack is about 200 .
C Weight of an egg is about 50 .
D The longest river in Papua New Guinea is the Fly River and it is
about 1050 .
2 Solve the following problems.
A Raka walked 1 ∙ 6 km. How many more metres does she have to
walk in order to say that she has walked 2 km?
B There is a flowerbed in the shape of a rectangle with a length of
3 m and width of 1 m. What is the area of this flowerbed in m²
and cm²?
C There are 4 plastic bottles that contain 500 dL.
How much water in total can they contain in L and dL?

2 Let’s recall how to calculate area. Grades 4 to 6

1 Write a mathematical formula of how to calculate an area of the

following shapes.
Area of a rectangle = ×
Area of a square = ×
Area of a parallelogram = ×
Area of a triangle = × ÷
Area of a circle = × ×
2 Draw 2 figures with an area of 20 cm².

168 = ÷ ÷
3 Find the area of the coloured part.

A B Parallelogram C

6 cm 4 cm
4.6 cm 20 cm

2.3 cm 3 cm

3 Let’s recall how to calculate volume. Grade 5

1 Write mathematical formulas for calculating the volume of a

rectangular prism and a cube.
2 Find the volume of the following solids.

A B C
5 cm
10 cm

8 cm
20 cm
10 cm
15 cm
10 cm
12 cm

12 cm 12 cm 15 cm
15 cm

4 Let’s recall what we learned about speed. Grade 6

1 Represent the relationship of speed, distance and time in

a mathematical sentence.
2 Tom walks at a speed of 4 km/hour.
He started walking to get to a place that is 8 km away.
After 1 ∙ 5 hours, how many more km does he have to
walk to reach his destination?

÷ − = 169
 Shapes and Figures

1 Let’s organise the characteristics of figures. Grades 4 and 5

1 Select the figures that have the properties of the following for these
four quadrilaterals.
Parallelogram, Rhombus, Rectangle, Square
A 2 pairs of sides that are parallel.
B All 4 angles that are right angles.
C 4 sides that are equal in length.
D 2 diagonal lines that are perpendicular.
E Sum of adjacent angles are 180°.

2 Fill in the with the correct angle size. Grade 5

A Triangle B Quadrilateral

92°

85° 120°
°
80° 80° °

C Parallelogram D Regular hexagon

40° ° °

20°

170 = ÷ ÷
3 Investigate the rectangular prism on the right. Grade 4

A Which surface is parallel to face ABCD?

D
B Which side is parallel to side AB?
A C

H
B

E G

Grade 6
2 Draw the following figures.
1 Figure with AB as the line 2 Figure with point A as a point
of symmetry. of symmetry.

A A

A A

B B

3 Trace the figure below and draw similar figures with the following
conditions:
1
1 Twice enlarged drawing. 2 reduced drawing.
2

÷ − = 171
 Data and Relations
Grade 5

1 Let’s organise how to represent the relationship of numerical

quantities.
1 What graph should you use to represent the following?
A Types of imported goods and ratio of imported amount.
B Change in amount of exports.
C Oil Palm plantation in each country.

2 The table on the right represents Grade 5

the number of publications of

books and magazines in a year.
A What is the percentage of Number of Magazines in 1995 and 2005
(Unit : One hundred million)
monthly magazines out of all 1995 2005
publications for each year? Special magazine 14 ∙ 6 12 ∙ 6
B Represent the ratio of each
Weekly magazine 19 ∙ 4 13 ∙ 3
publication on a bar graph for Monthly magazine 31 ∙ 2 28 ∙ 2
each year and discuss what Total 65 ∙ 2 54 ∙ 1
you noticed.

3 Dan mixes 35 g of flour and 14 g of sugar to make sweet

flour balls. Grade 6

A If Dan says that the quantity of sugar is 2, how much is

the quantity of flour?
35 : 14 = :2
B You want to make soya flour with the same sweetness.
There is 140 g of soya flour, how many g of sugar do you need?

172 = ÷ ÷
2 Represent quantities with a mathematical sentence or a graph.
Grades 5 and 6

1 Represent the area of the following triangle and trapezoid using a

mathematical sentence with x and solve for x .
A B
7 cm

x cm x cm
68 cm2
20 cm2

8 cm 10 cm

2 Let’s investigate the relationship of x and y in the following table

(a) and (b). Grade 6

(a)

Number of people x 2 3 4 6 8

Length of a string per person y (m) 12 8 6 4 3

(b)
Length of a string x (m) 1 2 3 4 5

Weight of a string y (g) 8 16 24 32 40

A In which case is y directly proportional to x ?

In which case is y inversely proportional to x ?
B Represent the relationship of x and y for table (a) and (b) in a
mathematical sentence.
C Draw a graph that represents a proportional relationship.

÷ − = 173
 Part 1

In the world, you can find many beautiful

shapes and patterns: Let’s exlpore them.
Let’s find endangered animal species, too.

Professor Steven

1 Beautiful Shapes
2 Mosaic Patterns
3 Polar Bear Facing in the Crunch
4 Dividing a Map by Colouring

4
1

Let’s go to the places to find the fragments of the key !

174
1 Beautiful Shapes
World Heritage Sites include a number of ancient buildings. Most of them have
beautiful symmetric structures.
The Palace of Versailles in Paris, Itsukushima Shrine in Japan, Angkor Wat Ruins
in Cambodia are some of the examples. Let’s find other examples.

The Palace of Versailles Itsukushima Shrine Angkor Wat

There are a number of symmetric A Symmetry-structure is

structures in our surroundings. beautiful and stable.

The Tokyo Tower and the While we are walking in town, we

National Parliament are also can see buildings with beautiful
symmetric in structure. glasses and the reflection in the
glasses is symmetric to the real
The shape of a car is also objects.
symmetric from the front view.

In Nagasaki, there is a bridge

called Spectacle Bridge
Yes, I also saw a picture of Mt. Fuji, because the Bridge looks like
which is symmetric Mt. Fuji reflected on spectacles when its reflected
the lake, is known as upside-down Fuji. on the surface of the river.

Reflection of Fuji Spectacle Bridge

We can see these reflections only when the waters in the lakes and rivers are
clear.

175
 Here, let’s identify symmetric shapes which can be created by reflection
in a mirror.
Let’s explore the position of the mirror where we can create the images of the
same shapes for (1) to (4).

⑴ ⑵

⑶ ⑷

Where should we place the mirror

to create the view on the right?
The side represented by is the front side of the mirror.

① ② ③ ④

Let’s trace and cut out the fragments on page 198 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

176
2 Mosaic Patterns
There was a country named Carthage
which prospered about 2600 years ago
in the Mediterranean Sea.
Beautiful mosaic patterns still remain on the
floors and walls there even after the country
was conquered by the Roman Empire. Mosaic patterns on
the floor in Carthage

There are a number of small

square tiles.

Various paintings were carefully developed by

the tiles. How many tiles are necessary for developing them?

If we represent these square tiles by the same size sticks,

how many sticks do we need?

If 1 square, 4 sticks.

If 2 squares, 7 sticks.

If 3 squares, 10 sticks.

If 4 squares, ?

If we increase the number of squares, how many sticks do we need?

How about if the number of square is four?

No, the number of sticks was

13 sticks. increasing by 3, so I calculated
by adding 3 to the last answer
Have you counted by each? which is 10 + 3.

177
 Now, how many sticks do we need for 10 squares?

We started with 4 sticks for 1 square and the number of sticks increased by 3 if
the number of squares increased by 1, so we can get an answer by 4 + 3 × 9. “9”
means 9 squares except for the first square. So, we can write 4 + 3 × (10 – 1), too.

4 3×（10−1）

I see. If doing so, we can get the number of sticks by the number of squares at
once.If we use symbols, we can represent the number of squares by x and the
expression for the number of needed sticks is 4 × 3 × ( x – 1).

If the number of squares is represented by ( x , we can represent the number of

needed sticks by x × 2 + ( x + 1), too. We can get it if we use the following figure.

A friend developed the expression x × 4 – ( x – 1). How did he think about it?
In the following, which figure explains his thinking?

A B C

Let’s trace and cut out the fragments on page 198 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

178
3 Polar Bear Facing the Crunch
Polar Bears are animals which live in the coast of the Arctic circle.
The average height of the bear is 2 ∙ 4 m and its weight is about 750 kg.
But, the number has been gradually decreasing and the government of the
United States declared them as endangered species in May, 2008. During the
announcement they said, “in the Arctic Ocean, the sea ice which is necessary for
polar bears moving and catching food has been decreasing in the past decades
because of the impact of Global warming.
If the situation is not changed, they face the danger of extinction in about
45 years.”

I have seen a polar bear

trying to eat a seal.

I have seen a baby

polar bear on TV and
they were so pretty.

Polar bear (Insert: Its family)

That’s right. The main food for polar bears is seals. So, they search places to
catch their food, moving on the sea ice.
But the sea ice has been decreasing too.
Furthermore, polar bears do not hibernate and so eat food to save fat during the
winter and survive by burning its fat during the summer.
But, the summers are getting longer and longer every year.

Global warming of the earth has various impacts on the lives of different species.

179
 These are pictures of the sea ice in the Arctic Ocean which were taken from the
top view of the North Pole by an artificial satellite.
These pictures were shot in September when there is less amount of the sea ice
than any other month.

14/9/2006 23/9/2008

00m 2000 km
17
24
00
20

km
00

2500 km
m k

Based on these pictures, the shape of the ice in the picture on the left is a
trapezoid and a triangle in the picture on the right.
From these figures, let’s find the areas of the ice every year in rounded numbers
to the ten thousands place. The earth is a sphere.
The actual area of the ice is bigger than what we can see.

The area of the sea ice in September, 2006 The area of the sea ice in September, 2008

By how many percents did the area of the sea ice in September, 2008 decreased
since September, 2006?
A. about 20 % B. about 24 % C. about 33 % D. about 40 %

Let’s trace and cut out the fragments on page 198 and paste it on the last page.

Let’s go to the next place to find the fragments of the key!

180
4 Dividing a Map by Colouring

What are you doing?

We are recording the World Heritage Sites and

Japanese towns that are frequently visited by
tourists on the blank map.

If we divide the provinces by colours, it will be easy to see.

How many coloured pencils do you think is necessary so as not to make

adjoined provinces coloured the same?

I am thinking, about 10 colours.

In fact, we can make adjoined provinces on any map painted by different

colours if we have 4 colours.

Really?

Choose 4 colours and divide the

following Japanese map by
colouring. If a province touches
one point of another province or
does not touch at all, we can use
the same colour.

181
 Have you finished? I will give you a problem. If you colour the following figures
with the same 4 colours, how many patterns can be made?
Let’s try and find out.

If the number of figures on this page is not enough, draw them in your exericse
book. How many patterns can you draw?
Compare it with your friends’ colouring.

(1) 6 patterns (2) 10 patterns (3) 16 patterns (4) 24 patterns

Let’s trace and cut out the fragments on page 198 and paste it on the last page
and make the key complete.

182
 Let’s extend what you
can do by yourself!

d epe n d e n c e !
ey of in
g o t th e k
You

Wow! We got the

independence key.
We can get all the
keys sooner.

Parliament House of Papua New Guinea

The current Parliament building was officially opened by His Royal Highness, Prince Charles, on
8th August 1984. We can find many symmetrical design in this significant building. There are 4
parts of the building, each part of the building represents the 4 region's symbols. Entrance style
of a Maprik Haus Tambaran (house of spirits from East Sepik Province) is a representation of
Momase region. Circular cafeteria as Highlands design principles and a mosaic features
unmistakably PNG motifs. Can you notice any symmetrical figures from the inserted pictures of
the Parliament House?

183
 Part 2

Finally, you are starting your last adventure

to find a key. Let’s look for applications in
the society and the challenges to space.

5 Length of a Spiral
6 Sand Castle Art
7 Numbers Used in Ancient Rome
8 Challenge
8 to Space

8
6
5

Let’s go to the places to find the fragments of the key!

184
5 Length of a Spiral
There is a bridge in Spain that is
quite interesting. It is called the
Vizcaya Bridge and was declared
a World Heritage Site in 2006.

The bridge hangs gondolas.

Vizcaya Bridge

Why would they need to make a

Where is it?
bridge for gondolas?

The height of this bridge is 50 m. It is the Ondo Bridge in

There are a lot of vessels below Hiroshima. It connects Kura City
this bridge and they are used for on the mainland to Kurahashi
the industries around this district. Island. This bridge is also built in
Therefore it is necessary to make a place where there are a lot of
the bridge girder high. ships, so people call this place
Another reason is that there are “Ginza in Ondo.” Therefore it is
already many buildings built by necessary to make the bridge
the river and there is not enough girder high. On the Mainland
space to build a road up to this side, it is elevated but on the
height. Kurahashi Island side it is as low
as the sea level. There is not
I see. enough land to make a long road
on the Kurahashi Island side.
There is a similar bridge like this Consequently, people built a
in Japan. spiral shaped road, so they can
go right underneath the bridge.

Kurahashi Island Kura City

Ondo Bridge

Hiroshima Bank
（Ondo Branch）
Ondo Sightseeing
and Culture
Center Uzushio
Ondo Bridge

185
 When you draw a spiral road using Spiral road Diameter 55 m
a cylinder, it will look like the picture entrance

on the right. The diameter of the bottom Height

27 m
face is 55 m and the height is 27 m.
Exit
People go around the cylinder 2 and a half times.

0.9
cm

Entrance
The question is how long is the length of this spiral road.

We can find it using an extended elevation.

For example, a spiral from point A, which is on the top

5.8 cm
of the top face, to point B, placed directly below point A,
is a diagonal line of the rectangle on an extended elevation.

A
A
B

5.8 cm
B
But it is 2 and a half rounds for this problem.

We can line up 3 side faces.

It will look like the picture on the right if you draw it in

1
3000 reduced drawing.
5.8 cm
Exit

How long in metres is the length of the spiral road

at Ondo Bridge?

(1) About 300 m (2) About 335 m (3) About 400 m (4) About 435 m

Let’s trace and cut out a key fragment on page 199 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

186
6 Sand Castle Art
One of the three major sand hills in Japan, is Fukiage Beach in Minami-Satsuma
City, Kagoshima Prefecture.
There is an event called Sand Festival every year and people make famous
buildings or persons around the world including Japan using sand. In 2008, they
built the Westminster Cathedral in England, the Palace of Versailles and the Notre
Dame de Paris in France.

How is the Notre 1 2

Dame de Paris built?

5 4 3

They harden the sand first and then it is dug out.

That’s right. They first build a rough approximation on a board, put sand in it and
harden it. Then, they remove the board one by one and build it high.
Now, it is time for a question. If you make a base, which looks like the shape of
the built structure in this picture, how much is the volume in m³?

10C 10C 10C 10C

10C 10 10C 10C

C 10C
10C 10C 10C

10C 10C

10C 10C 10C 10C

10C 10C 10C 10C

10C 10C 10C 10C

187
 First, complete the blueprint below. Leave the part where you cannot see with a
dotted line and connect the line of the part where you can see.
Build the figure on the previous page into a structure.

This shape is made with 4 parts of triangular prisms and 1 cube, which are
shown below.

10C

10C 10C
10C

10C

10C

Calculate the volume of this solid and tell your friend how you calculated.

(1) 2500 m³ (2) 3000 m³ (3) 3500 m³ (4) 4000 m³

Let’s trace and cut out a key fragment on page 199 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

188
7 Numbers Used in Ancient Rome
Out of the many world heritage sites with high historical value, Lyon and Rome in
Italy are the places where many heritage of the Roman Emperor are found.

Historic District in Rome Historic District in Lyon

Do you know how numbers are The 2 pictures below show

represented in ancient Rome? numbers used in ancient Rome,
called Roman numerals. These
I don’t know. How are they numbers are still used today.
represented?
What are these numbers used
for?

Milestone in ancient Rome Clock

Have you ever seen symbols like I, II, III, IV, V, VI, VII, VIII, IX, X, XI and XII on a
watch dial? These symbols represent; 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12.
Another example is shown at the end of a movie.
Example: Copyrights MCMLXXXVIII
Do you understand what they represent?

189
 First VIII seems like it represents 8, when you look at the clock face.
Probably X represents 10. But I don’t really understand the rule.

I understand. Roman numerals correspond to numbers like below.

I V X L C D M
1 5 10 50 100 500 1000
They write a bigger number from the left and the sum of all digits is the number
that this Roman numeral represents.

However, the left symbol is smaller for IV.

When a smaller number is written on the left side of a bigger number,

you subtract the number written before from the number written after.
For example, in IV you subtract 1 from 5, which represents 4.
You can also write it like IIII.

Then, for CM you subtract 100 from 1000, which means 900.

I got it. When you think it as M CM LXXX VIII, it means

1000 + 900 + 80 + 8 = 1988.

The way of representing numbers adopts an idea of positional notation.

Here is an exercise. Calculate the mathematical sentence written in Roman
numerals below and also write the answer in Roman Numerals.

MCMLXXXVII + MCMXCIX

(1) M M D C C C L X X VII (2) M M M D C C C L X X X VII

(3) M M M C M L X X X VI (4) M M C M L X X X VII

Let’s trace and cut out a key fragment on page 199 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

190
8 Challenge to Space The view of the earth from space

Let’s look back on this adventure. We started our journey from where we are to
an exciting adventure that brought us all around the world.

Mathematics has power to answer gloomy questions. We learned about the earth
and now I want to know about space.

When you look out into space, there might be several planets where intelligent life
forms live like on the earth.
The Voyager space probe, launched in 1977
from America, carried a record to show the
existence of life forms and cultures on the
earth. It has 115 photos and the “Sounds of
Earth”, that includes the sounds of waves,
winds, thunders and noises of birds and
animals. In addition, it even contains world
music and 55 languages. It included
performances of the Japanese bamboo flute Record in Voyager
for world music and the Japanese language.

It was a message for other celestial life forms, to let them know about the nature
and civilization of the earth. It will be wonderful if somebody out there finds them.

There is an interesting sound in one message. It is called the Morse code, which
is represented with dots and dashes.
Morse invented the electrical telegraph system in the 19th century.
It is not used much today, but it is useful under noisy situations because it is
represented with 2 simple sounds.

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

191
 Rules for the Morse Code
(1) A dash is equal to 3 dots.
(2) The space between parts of the same letter is equal to one dot.
(3) The space between two letters is equal to three dots.
(4) The space between two words is equal to seven dots.

When you send a word below using Morse code, how long is the length of the
Morse code? Count it with the number of dots.

–– –• – •••• •••

M A T H S

U is “ • • –”. There will be a dot between “ • ” and “ • ” and “ • ” and “−”.

A dash equals to 3 dots, so it will be 7 dots.
The space between two letters is equal to 3 dots. Therefore, the number of dots
will be like below.
M A T H S

7 3 5 3 3 3 7 3 5

The word that was included to the records of the Voyager space probe using
Morse code is,
“ad astra per aspera”
which means “Through hardships to the stars” in Latin. When you write this word
with Morse code, it will look like below.
1
If you state 1 dot is second, how long is the length of the word in seconds?
3
Read the rules and find out.

•– –•• •– ••• – •–• •– •––• • •–•

a d a s t r a p e r

•– ••• •––• • •–• •–

a s p e r a

(1) 36 seconds (2) 39 seconds (3) 46 seconds (4) 49 seconds

Let’s trace and cut out a key fragment on page 199, paste on the last page and
complete the key.

192
 Congratulations! You got a wonderful
treasure called the future.

p e!
d a key of ho
foun
You

We got a key of hope.

We have all the keys now.

Mining pots in Papua New Guinea

Since 1970, the mining industry has dominated PNG’s economy. Mineral exports are gold, copper,
silver, nickel and cobalt. PNG mines are spread across the country, the largest of which include:
Ok Tedi Copper and Gold Mine, Porgera Gold Mine, Lihir Gold Mine, Hidden Valley Gold Mine,
Simberi Gold Mine, Tolukuma Gold Mine and Ramu Nickel Mine. The Porgera Gold Mine is a large
gold and silver mining operation in Enga province, Papua New Guinea. The open pit mine moves
about 160 000 tonnes of rock material.
The mining pit is a like cylinder
shape as shown in the picture.
base The blast left a crater of 400
metres wide and 150 metres
deep. Estimate the volume of the
height rock and soil that were removed
using the method of calculation
learned in this grade.

193
 Answers
4 1 1
Chapter 1 Excercise: Page 17 5 5 6 2 7 3 8 4
1 See teacher Chapter 4 Problems: Page 46
2 Line symmetry B 2, C 1, D 4, E 1 2 2 9 4
1 1 1 7 2 7 3 10 4 5
Point symmetry B , D , F 1 1 2 2
5 17 2 6 19 4 7 4 3 8 13
Do you remember?: Page 17 4 1
2 1 x= 7 2 x=1 3 1 8 kg 4 1 1 cm
1 51.6 2 126 3 35.28 4 64.5 3
1
5 56 6 94.75 7 2.4 8 13 5 5
6 10 necklaces 7 8 hours
Chapter 1 Problems: Page 18 Chapter 6 Excercise: Page 58
1 Line symmetry: 1 , 2 , 4 & 5 1 1 5.38, 1.12, 6.9225, 1.5
Point symmetry: 3 & 4 2 12.43, 3.69, 35.2222, 0.5
2 See teacher 3 See teacher 3 15.75, 2.61, 60.3126, 1.4
4 1 See teacher 2 Point of symmetry 4 6.17, 4.47, 4.522, 0.2
3 See teacher 5 1 1 1 13 1 2 1
2 1 6 , 6 , 6 , 1 2 2 21 , 21 , 21 , 1 6
Chapter 1 Problems: Page 19 13 19 11 19 1 5 3 17
3 2 24 , 24 , 1 24 , 1 21 4 6 12 , 1 12 , 8 4 , 1 28
1 1 See teacher 2 See teacher
2 1 3 5 4
3 1 9 2 21 3 3 17 4 59 5 37 6 4
Chapter 2 Excercise: Page 28 1
4 1 4 cm
1 1 x × 6 720 x = 120 2 x × 5 = 650 x = 130
=
3 20 + x = 52 x = 32 4 x − 50 = 60 x = 110 Do you remember?: Page 58
2 1 14 2 8 3 10.5 4 1.5 See teacher
Chapter 2 Problems: Page 28 Chapter 7 Excercise: Page 66
1 1 90 × x 2 50 cm 3 See teacher 1 1 78.5 cm² 2 153.86 cm² 2 59.66 cm²
Chapter 2 Review: Page 29 Do you remember?: Page 66
1 1 1, 0.1, 0.01 2 2, 0.001 1 1 9 8
1 1 6 2 3 12 3 3 10 4 6 21
2 1 72.6 2 726 3 0.726 4 0.0726 7 19 12 1
5 15 6 20 7 35 8 1 24
3 1 280 kina 2 1960 kina
4 Outdoor is more crowded. Chapter 7 Problems: Page 67
5 1 6.4 2 4 3 17.1 4 6.48 5 1.04 6 4.2 1 1 Circumference: 18.84 cm, Area: 28.26 cm²
7 0.3 8 2 9 6.12 10 11.68 11 42.976 12 19.8 2 Circumference: 37.68 cm, Area:113.04 cm²
6 27 kg, 2.88 kg 2 1 Diameter: 2 cm, Area: 3.14 cm²
2 Diameter: 4 cm, Area: 12.56 cm²
Chapter 3 Excercise: Page 38 3 Circumference: 12.56 cm, Area: 12.56 cm²
1
3 15 12 8 5
1 1 20 2 56 3 35 4 27 5 9 2 Circumference: 25.12 cm, Area: 50.24 cm²
1 1 4 1 3
6 6 7 4 8 9 9 4 2 10 3 4 3 Circumference: 31.4 cm, Area: 78.5 cm²
1 3 3
11 3 12 2 13 5 5 14 6 15 6 4 16 26 4 Circumference: 62.8 cm, Area: 314 cm²
5 9 Chapter 8 Excercise: Page 75
2 5 × 6 and 5 × 10
2 6 2 1 1 abc, acb, bac, bca, cab, cba 2 16 combinations
3 1 3 2 7 3 5 4 3 5 6 6 10
7 3 1 45
Chapter 3 Problems: Page 38 2 345, 354, 435, 453, 534, 543, 6 numbers
5 1
1 14 kg
2 5 m² 3 3 & 4, 3 & 5, 4 & 5, 3 combinations
3 4
3 1 See teacher 2 2 × 6 Do you remember?: Page 75
8 3
3 2 × 6 ( 2 and 3 are examples.) a 6 cm² b 8 cm² c 8 cm²
Chapter 8 Problems: Page 76
Chapter 4 Excercise: Page 45
14 2 2 4 1 1 1 6 ways
1 1 15 2 9 3 3 4 5 5 7 2 6 4 2
2 1 18 numbers: 1023, 1032, 1203, 1230, 1302,
4 3 1 1 7
7 1 11 8 3 5 9 4 10 14 11 7 9 12 3 1320, 2013, 2031, 2103, 2130, 2301, 2310,
2 7 5 7
2 5 ÷ 3 and 5 ÷ 9 3 1 3 2 4 3012, 3021, 3102, 3120, 3201, 3210
15 2 10 numbers: 1032, 1230, 1302, 1320, 2130,
4 8 cm 5 6 pieces
Do you remember?: Page 45 2310, 3012, 3102, 3120, 3210
1 1 1 2 3 12 ways
1 6 2 10 3 6 4 5

194
Chapter 8 Review: Page 77 Angle B, C, Side AB and Angle A, B, Side AC and
6 5 5 15 Angle A, C, Side AB, BC, CA
1 1 35 2 6 3 12 4 8 5 16
1 3 1 4 4 2 1 120º 2 70º 3 115º
6 13 7 8 8 1 6 9 25 10 1 11 1 5
3 1 4 2 15 3 0.4 4 1.5 5 1.5
2 1
2 3 kg and 2 3 kg 3 15 pieces 6 15.25 7 1.6 8 2.2 9 5.7
1 3
4 1 1 3 times 2 360 cm 5 1 5 cm³ 4 1 3 remainder 1 2 16 remainder 0.1
5 15 days 6 1 16000 cm³ 2 96 cm³
Chapter 9 Excercise: Page 84
1 1 70 km/h 2 80 km/h Chapter 13 Excercise: Page 136
2 Speed/hour Speed/min Speed/sec 1 1 x 1 2 3 4 5
Small plane 270 km 4.5 km 75 m y 50 100 150 200 250
2
Racing car 240 km 4 km 66 m
3 2 x 1 2 3 4 5
Sound 1224 km 20.4 km 340 m y 4 8 12 16 20

3 1 800 metres/min 2 3200 m 2 y=3×x

3 1 x 0 1 2 3 4 5
Do you remember?: Page 84
y 0 80 160 240 320 400
1 28.26 cm² 2 1256 cm²
3 78.5 cm² 4 1256 cm² 2 y = 80 × x 3 See teacher
Chapter 9 Problems: Page 85 Chapter 13 Excercise: Page 141
1 600 km/h 2 A 1.8 km/min train is faster. 1 1 x cm 1 2 4 5 8 16 32
3 1 300 km 2 16 hours 4 840 m
y cm 32 16 8 6.4 4 2 1

5 1 900 m 2 3.6 km 3 4 hours 30 minutes 2 Yes 3 x × y = 32 (y = 32 ÷ x) 4 3.2 cm

1 1 x km/h 1 2 4 5 10 20 25
Chapter 10 Excercise: Page 90 y (hours) 100 50 25 20 10 5 4
1 1 480 cm³ 2 125.6 cm³
2 x × y = 100 (y = 100 ÷ x) 3 1 hour
2 1 81 cm³ 2 336 cm³
Chapter 13 Review: Page 142-143
Do you remember?: Page 90
1 1 parallel, trapezoid 2 parallel, parallelogram
1 3.6 2 11.1 3 10 4 6.12 5 15.84
3 equal, rhombus
6 31.62 7 13.09 8 4.428 9 70.956
2 See teacher
Chapter 10 Problems: Page 91
3 1 b, c, e, f 2 c, f 3 c, f
1 1 750 cm³ 2 380 cm³
4 b, c, e, f 5 b, c, e, f 6 a
2 628 cm³ 3 1.23 cm³
4 1 6 lines 2 See teacher 3 B
Chapter 11 Excercise: Page 101 5 1 B 2 See teacher 3 See teacher
1 1 100 : 50 (2 : 1) 2 8 : 16(1 : 2) 6 1 x × 3.14 2 39.4384 cm
2 1 x = 6 2 x = 20 3 x = 128 4 x = 75
Chapter 14 Problems: Page 155
3 1 3 : 4 2 4 : 7 3 3 : 2 4 12 cm
1
Do you remember?: Page 101
1 4.32 2 0.6 3 5.12 4 1.2 5 38.663 6 0.8
2 1 11 5 7 3
7 3 8 5 9 1 24 10 6 11 2 12 12 1 8
Chapter 11 Problems: Page 102
1 1 Rice: 200 g, Curry: 20 g
2 Rice: 800 g, Curry: 80 g 3 60 g
2 21 balls 3 8 cm
4 14 cm length, 16 cm width Chapter 14 Review: Page 156
1 1 Circumference: 31.4 cm, Area: 78.5 cm²
Chapter 12 Excercise: Page 118
2 Circumference: 56.52 cm, Area: 254.34 cm²
1 a&f, b&h, c&g, d&e 2 See teacher
2 1 Diameter: 3 cm, Area: 7.065 cm²
3 Lenght is 30 metres and width is 16 metres.
2 Diameter: 6 cm, Area: 28.26 cm²
Do you remember?: Page 118
1 3 1 2 1 3 3 1 Circumference: 25.12 cm, Area:50.24 cm²
1 6 2 10 3 4 4 17 5 14 6 4
2 Circumference: 50.24 cm, Area: 200.96 cm²
Chapter 12 Review: Page 119 3 Circumference: 62.8 cm, Area: 314 cm²
1 Side AB, BC and Angle B, Side BC, CA and 4 Circumference: 75.36 cm, Area: 452.16 cm²
Angle C, Side CA, AB and Angle A, Side BC and

195
 Glossary
Corresponding Angles is the matching angles of a figure when using line
and point symmetry. · · · · · · · · · · · · · · · · · · 5
Corresponding Points is the matching points of a figure when using line
and point symmetry. · · · · · · · · · · · · · · · · · · 5
Corresponding Sides is the matching sides of a figure when using line
and point symmetry. · · · · · · · · · · · · · · · · · · 5
Enlarged Figure is when each corresponding angle is equal, and all lengths of
corresponding sides are extended in the same ratio. · · · · · · · · · · · · · · · · 106
Equivalent Ratio is when the value of 2 ratios are equal. · · · · · · · · · · · · · · · 95
Giga is the Mathematical prefix for Billion · · · · · · · · · · · · · · · · 165
Integrate is used in mathematics when 2 rules, approaches or concepts are
combined together to solve a problem or situation. · · · · · · · · · · · · · · · · 159
Inverse of a number is when product of 2 fractions is 1, one fraction of
the other is called the other fraction’s reciprocal. · · · · · · · · · · · · · · · · · 37
Kilolitre is a unit of volume. 1000 L is called 1 Kiloliter and is written as 1 KL.
· · · · · · · · · · · · · · · · 161
Line Symmetry is the folding line that a figure makes when folded in half and
the shape fits exactly on top of each other. · · · · · · · · · · · · · · · · · · 4
Mega is the mathematical prefix for Million · · · · · · · · · · · · · · · · 165
Metric system use units like m or kg as a standard and the system of units
that are multiples of 10. · · · · · · · · · · · · · · · · 163
1
Milligram is a unit of weight. g is called milligram and is written as 1mg.
1000
· · · · · · · · · · · · · · · · 162
Multiplicand is the number or factor that is to be multiplied. · · · · · · · · · · · · · 35
Ommision is to leave out or exclude. · · · · · · · · · · · · · · · · · 76
Plot is to mark a position or point on a graph. · · · · · · · · · · · · · · · · 130
Point of Symmetry is when a figure is rotated 180° at a fixed point and
the shape matches its original exactly. The fixed point is called the point
of symmetry. · · · · · · · · · · · · · · · · · · 8
Radii is the plural (more than one) for Radius. · · · · · · · · · · · · · · · · · 66

196
Rate is when comparing two quantities while considering the base quantity
as 1, the relationship is called rate. · · · · · · · · · · · · · · · · · 47
Ratio is the relationship between two amounts, showing number of times one
contains the other. · · · · · · · · · · · · · · · · · 94
Reduced Figure is when each corresponding angle is equal and all lengths
of corresponding sides are decreased in the same ratio. · · · · · · · · · · · · · 106
Reduced Scale is the ratio that represents how much it is reduced from
the real size or length. · · · · · · · · · · · · · · · · 116
Repetition is repeating or happening again. · · · · · · · · · · · · · · · · · 70
Respectively is when a number of things are mentioned one by one,
referring back to a previous statement about the subject. · · · · · · · · · · · · · · 5
Simplifying a ratio is not changing the value of the ratio while changing
the ratio into smaller whole numbers. · · · · · · · · · · · · · · · · · 98
Suppose is to think to be true or to think that it is most likely to occur. · · · · · 49
Quadrangular Prism is any prism that has a quadrilateral as the base. · · · · 86

197
 Attachments
Let’s match fragments of the key to the last page of the Adventure.
Beautiful Shapes (Page 176)

Mosaic Patterns (Page 178)

Polar Bears Facing the Crunch (Page 180)

Dividing a Map by colouring (Page 182)

198
Let’s match fragments of the key to the last page of the Adventure.
Length of a Spiral (Page 186)

Sand Castle Art (Page 188)

Numbers used in Ancient Rome (Page 190)

Challenge to Space (Page 192)

199
 National Mathematics Grade 6 Textbook Development Committees

The National Mathematics Grade 6 Textbook was developed by Curriculum Development Division (CDD),
Department of Education in partnership with Japan International Cooperation Agency (JICA) through the
Project for Improving the Quality of Mathematics and Science Education (QUIS-ME Project). The following
stakeholders have contributed to manage, write, validate and make quality assurance for developing quality
Textbook and Teacher’s Manual for students and teachers of Papua New Guinea.

Joint Coordinating Committee members for QUIS-ME Project

Dr. Uke Kombra, Secretary for Education - Chairperson, Mr. Walipe Wingi, Deputy Secretary - Deputy Chairperson, Mr. Baran
Sori, Mr. Samson Wangihomie, Mr. Titus Romano Hatagen, Mr. Godfrey Yerua, Mrs. Annemarie Kona, Mr. Camilus Kanau, Mr.
Joseph Moide, Mr. Peter Kants, Late Mr. Maxton Essy, Mr. Steven Tandale, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Packiam
Arulappan, Mr. Allen Jim, Mr. Nopa Raki, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Alex Magun, Ms. Mary
Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Colette Modagai, Ms. Dorothy Marang, Mr. Dan
Lyanda, Representatives from Embassy of Japan and JICA PNG Office, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka and other
Project Experts

Steering Committee members for QUIS-ME Project

Mrs. Annemarie Kona, First Assistant Secretary - Chairperson, Mr. Steven Tandale - Assistant Secretary, CDD - Deputy,
Chairperson, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Alex Magun, Ms.
Mary Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Mary Phillips, Mr. Nopa Raki, Mr. Geoff Gibaru,
Ms. Jean Taviri, Mr. Glen Benny, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka, Mr. Satoshi Kusaka, Mr. Ryuichi Sugiyama, Mr.
Kenichi Jibutsu, Ms. Masako Tsuzuki, Dr. Kotaro Kijima and Representatives from Textbook writers and JICA PNG Office

Curriculum Panel
Mr. Steven Tandale, Assistant Secretary - Chairperson, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Anda
Apule, Mr. Alex Magun, Ms. Mary Norrie, Mr. Gilbert Ikupu, Mr. John Wek, Ms. Betty Bannah, Ms. Mirou Avosa, Mr. Rupuna
Pikita and Ms. Clemencia Dimain

Editorial & Contents Supervisors

Prof / Dr. Masami Isoda, Mr. Satoshi Kusaka, Ms. Kyoko Kobayashi, Mr. Katsuaki Serizawa and Mr. Akinori Ito, MPS,
Ms. Mary Norrie, Prof. Hiroki Ishizaka, Prof. Yoichi Maeda and Prof. Takeshi Sakai

Writers & Proofreaders (Curriculum Officers & Textbook writers - Math working group)
Ms. Mary Norrie - Math Working Group Leader, Mr. James Namari, Ms. Kila Tau, Mr. Anda Apule, Ms. Hilda Tapungu,
Ms. Ileen Palan, Mr. Armstrong Rupa, Mr. Gibson Jack, Ms. Pisah Thomas and Ms. Michelle Pala

Chief Proofreader, Illustrators, Photos & Desktop Publishing

Ms. Clemencia Dimain (Chief Proofreader), Mr. Micheal John (Illustrator), Mr. David Gerega, Mr. Vitus Witnes (Graphic
designers), Mr. Armstrong Rupa, Mr. Gibson Jack, Mr. Satoshi Kusaka, Ms. Yoshiko Osawa and Ms. Michiyo Ueda
(Desktop Publishing), Mr. Chiko Yamaoka (Photographer) and Gakko Tosho Co.,Ltd. (Photos and illustrations)

Validation Team (Math working group & Teachers from pilot schools)
Mr. James Namari, Ms. Kila Tau, Mr. Armstrong Rupa, Ms. Ileen Palan, Ms. Michelle Pala, Ms. Serah Robinson,
Ms. Martha Dimsok, Mrs Anne Afaisa, Mrs. Magret Itoro, Mrs. Josephine Upas and Mr. Ricky Babona

Cooperation
Japan International Cooperation Agency (JICA), Department of National Planning & Monitoring (DNPM), Bank of
PNG, Centre for Research on International Cooperation in Education Development (CRICED) - University of Tsukuba,
Naruto University of Education, Gakko Tosho Co.,Ltd. , Gaire Primary School, Iobuna Kouba Primary School, Koki
Primary School, Koiari Park Primary School, St. Therese Primary School, Sogeri Primary School and Tubuseria
Primary School, South Pacific Post Ltd, QUIS-ME Project Staff; Ms. Rose Leveni, Mr. Samuel Masa, Ms. Angela Koso,
Mr. Robert Silovo, Mr. Benstead Talania and Mr. Pascarl Sury

Department of Education