Chapter 1:

Numbers
Student’s Name:___________________________________________________________________

Year: ____________________________________________________________________________

School Name: _____________________________________________________________________

Start Date: ______________________________ End Date:_________________________________

Maths – Chapter One – Numbers

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 1. Understanding and Using Place Value

1.1 Understanding and Using Place Value for Decimals

What is Place Value?

Place value means knowing how much a digit is worth depending on where it is in the number.

Imagine you have the number 345:

 The 5 is in the "ones" place, so it’s just 5.

 The 4 is in the "tens" place, so it’s worth 40 (4 tens).
 The 3 is in the "hundreds" place, so it’s worth 300 (3 hundreds).

Place Value for Whole Numbers

 Ones place: The digit farthest to the right.

 Tens place: The second digit from the right.
 Hundreds place: The third digit from the right.

For example, in 782:

 The 2 is in the ones place.

 The 8 is in the tens place.
 The 7 is in the hundreds place.

Place Value for Decimals

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Decimals are numbers that have a part smaller than one, shown with a dot called a decimal point.
The digits to the right of the decimal point have different place values.

 Tenths place: The first digit to the right of the decimal point.
 Hundredths place: The second digit to the right of the decimal point.
 Thousandths place: The third digit to the right of the decimal point.

For example, in the number 3.456:

 The 3 is in the ones place.

 The 4 is in the tenths place.
 The 5 is in the hundredths place.
 The 6 is in the thousandths place.

Example 1: Reading and Understanding a Decimal

Let’s look at the decimal number 12.34.

 The 1 is in the tens place.

 The 2 is in the ones place.
 The 3 is in the tenths place.
 The 4 is in the hundredths place.

So, 12.34 is read as "twelve and thirty-four hundredths."

Example 2: Writing Decimals

If you have the number "five and seventy-eight hundredths," you would write it as 5.78.

Example 3: Comparing Decimals

When you compare decimals, start with the digit on the left and go right.

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Which is bigger: 4.56 or 4.65?

1. Compare the ones place: Both have 4.

2. Compare the tenths place: Both have 5.
3. Compare the hundredths place: 6 is bigger than 5.

So, 4.65 is bigger than 4.56.

Practice Questions

1. Write the place value of the digit 7 in the number 45.67.

2. Read the decimal number 8.901 out loud.

3. Compare these two decimals and state which is greater: 3.45 and 3.456.

4. Write "nine and twenty-three hundredths" as a decimal.

5. Identify the digit in the tenths place in the number 7.289.

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1.2 Understanding and Using Place Value for Measures

Place Value in Different Units of Measurement

When measuring things, we often use different units like meters, liters, or grams. Each unit can have
different place values.

Example 1: Measuring Length

Let's say you measure a rope and it is 5.32 meters long. Here’s how you understand the place value:

 5 is in the ones place. This means there are 5 whole meters.

 3 is in the tenths place. This means there are 3 tenths of a meter, which is like saying 30
centimeters (since 1 meter = 100 centimeters, 1/10 of a meter = 10 centimeters, so 3/10 = 30
centimeters).
 2 is in the hundredths place. This means there are 2 hundredths of a meter, which is like
saying 2 centimeters.

So, 5.32 meters means 5 meters, 30 centimeters, and 2 more centimeters.

Example 2: Measuring Liquid

Imagine you have a bottle that holds 1.75 liters of water.

 1 is in the ones place. This means there is 1 whole liter.

 7 is in the tenths place. This means there are 7 tenths of a liter, which is like saying 700
milliliters (since 1 liter = 1000 milliliters, 1/10 of a liter = 100 milliliters, so 7/10 = 700
milliliters).
 5 is in the hundredths place. This means there are 5 hundredths of a liter, which is like saying
50 milliliters.

So, 1.75 liters means 1 liter, 700 milliliters, and 50 more milliliters.

Example 3: Measuring Weight

Let’s say you have a fruit that weighs 2.48 kilograms.

 2 is in the ones place. This means there are 2 whole kilograms.

 4 is in the tenths place. This means there are 4 tenths of a kilogram, which is like saying 400
grams (since 1 kilogram = 1000 grams, 1/10 of a kilogram = 100 grams, so 4/10 = 400
grams).
 8 is in the hundredths place. This means there are 8 hundredths of a kilogram, which is like
saying 80 grams.

So, 2.48 kilograms means 2 kilograms, 400 grams, and 80 more grams.

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Practice Questions

1. If a piece of ribbon is 3.56 meters long, what is the value of the digit 5?

2. Read the measurement 2.34 liters out loud.

3. Which is heavier: 4.05 kilograms or 4.50 kilograms?

4. Write "seven and eighty-nine hundredths" meters as a number.

5. What is the place value of the digit 6 in the number 0.76 liters?

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1.3 Understanding and Using Place Value for Integers of Any Size

Place Value for Larger Numbers

When we have larger numbers, place value works the same way. For example, in the number 4,512:

 The 2 is in the ones place.

 The 1 is in the tens place.
 The 5 is in the hundreds place.
 The 4 is in the thousands place.

Example 1: Understanding a Big Number

Let's take the number 87,654:

 The 4 is in the ones place.

 The 5 is in the tens place.
 The 6 is in the hundreds place.
 The 7 is in the thousands place.
 The 8 is in the ten thousands place.

So, 87,654 means 80,000 (eighty thousand), 7,000 (seven thousand), 600 (six hundred), 50 (fifty),
and 4.

Example 2: Understanding a Big Number

Let's take the number 987,654,321:

 1 is in the ones place.

 2 is in the tens place.
 3 is in the hundreds place.
 4 is in the thousands place.
 5 is in the ten thousands place.
 6 is in the hundred thousands place.
 7 is in the millions place.
 8 is in the ten millions place.
 9 is in the hundred millions place.

So, 987,654,321 is read as nine hundred eighty-seven million, six hundred fifty-four thousand, three
hundred twenty-one.

Understanding Negative Numbers

Negative numbers are numbers less than zero. They help us represent situations like owing money or
moving below sea level.

Example 3: Place Value in Negative Numbers

When we see a negative number, like -7,891, the place value system still works the same way as with
positive numbers. Each digit in a negative number has a specific place value:

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  1 is in the ones place. It tells us there is 1 single unit.
 9 is in the tens place. It tells us there are 9 groups of ten.
 8 is in the hundreds place. It tells us there are 8 groups of one hundred.
 7 is in the thousands place. It tells us there are 7 groups of one thousand.

Breakdown: -7,891

1. Ones place (1): In -7,891, the digit 1 is in the ones place. This means there is 1 single unit.
2. Tens place (9): The digit 9 is in the tens place. This means there are 9 groups of ten. In total,
this gives us -90.
3. Hundreds place (8): The digit 8 is in the hundreds place. This means there are 8 groups of
one hundred. In total, this gives us -800.
4. Thousands place (7): The digit 7 is in the thousands place. This means there are 7 groups of
one thousand. In total, this gives us -7,000.

The Minus Sign (-)

The minus sign (-) in front of -7,891 tells us that this number is less than zero. It indicates that we are
subtracting this amount from a zero point or another positive number.

Why It's Important

Understanding place value in negative numbers helps us accurately represent and calculate quantities
that are less than zero. It allows us to interpret and work with numbers in contexts where we owe or
have lost something, like money or temperature below freezing.

Real-Life Examples

 Money: If you owe $7,891, it would be represented as -7,891 dollars.

 Temperature: If the temperature is -8 degrees Celsius, it means it is 8 degrees below zero.

Example 4: Place Value in Negative Numbers

When numbers go below zero (negative), place value still helps us understand their worth. For
example, in -3,789:

 The 9 is in the ones place.

 The 8 is in the tens place.
 The 7 is in the hundreds place.
 The 3 is in the thousands place.

The minus sign (-) tells us it's less than zero.

Practice Questions

1. What is the place value of the digit 2 in the number 6,215?

2. Write the number "eight thousand, three hundred seventy-four" using digits.

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3. Compare these two numbers and say which is bigger: 9,876 or 9,789.

4. What is the place value of the digit 5 in the number -5,642?

5. Write "two thousand and fifteen" in digits.

6. What is the place value of the digit 7 in the number 36,724,891?

7. Write the number "thirty-two million, five hundred forty-one thousand, nine hundred seventy-eight"

using digits.

8. Compare these two numbers and say which is bigger: 1,234,567 or 1,345,678.

9. What is the place value of the digit 3 in the number -3,215?

10. Write "six hundred seventy-eight thousand, nine hundred twelve" in digits.

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11. What would be the place value of the digit 5 in the number -5,432?

Question Paper - 01

Q1. Choose the number when 4.98 is rounded off to the nearest whole number.

a) 4

b) 4.5

c) 4.9

d) 5

Q2. Which is the smallest number?

a) 40 + 1 + 0.2 + 0.04

b) 40 + 1 + 0.6 + 0.05

c) 40 + 1 + 0.3 + 0.07

d) 40 + 1 + 0.2 + 0.09

Q3. Find the number of decimal places in 1105/1000

a) 3

b) 4

c) 2

d) 1

Q4. What decimal is 20 cm of a meter?

a) 0.2

b) 0.5

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c) 0.02

d) 0.05

Q5. Convert the decimal 0.56 into fraction in its lowest term.
a) 28/5
b) 56/100
c) 7/25
d) 14/25

Q6. Choose the expanded form 10 + 3 + (9/10)+(3/100).

a) 139.3

b) 13.93

c) 1.393

d) 0.1393

Q7. Which of the following are NOT between 8.4 and 8.7?

a) 8.519

b) 8.8

c) 8.6

d) 8.5

Q8. Find the missing number a in 2.05 = ( a/20 )?

a) 1025

b) 410

c) 41

d) 205

Q9. The number lies between the two smallest consecutive whole numbers. The tenth and
hundredth digits are the greatest single digit number. Find the decimal number.

a) 0.11

b) 0.10

c) 9.99

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d) 0.99

Q10. Choose the number obtained when 200 + 9 + 0.400 + 0.0007 can be rounded off to the
nearest thousandths.

a) 209.4

b) 209.401

c) 209.40

d) 209.402

Question Paper - 02

Q1. Write each of these numbers to the nearest 10.

(a) 89

(b) 45

(c) 72

(d) 12

(e) 9

(f) 2

(g) 4713

(h) 5629

(i) 4755

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Q2. Write each of these numbers to the nearest 100.

(a) 376

(b) 1417

(c) 24699

(d) 101

(e) 149

(f) 251

Q3. Write each of these numbers to the nearest 1000.

(a) 1001

(b) 2500

(c) 3999

(d) 132400

(e) 56471

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(f) 555511

Q4. A milkman delivered 109865 bottles of milk in one year. Write the number of bottles to:

(a) the nearest 100

(b) the nearest 1000

(c) the nearest 10

(d) the nearest 10000

Q5. A school has 1256 pupils. Write this number to:

(a) the nearest 10

(b) the nearest 100

(c) the nearest 1000

Q6. Work out the value of the "9" digit in each of these numbers.

(a) 19

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(b) 91

(c) 190

(d) 1971

(e) 19800

(f) 2190

(g) 9100001

(h) 1001911

(i) 900371423

Q7. Place the numbers below in order, with the smallest first. Separate your answers with
commas.

(a) 147, 222, 316, 47, 32, 1004

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(b) 1472, 3416, 621, 3813, 1471, 15721

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(c) 6000, 60000, 3000, 30000, 4000000

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Q8. You are going to make a 5-digit number from the digits 4, 6, 3, 2, and 8. Each digit can
only be used once.

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(a) What is the largest number you can make?

______________________________________

(b) What is the smallest number you can make?

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Q9. You are given the number 1735. You are allowed to swap the positions of any two digits.

(a) What is the largest number you can make with one swap?

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(b) What is the smallest number you can make with one swap?

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Q10. A newspaper report states that 42000 people watched a football match. The actual number has
been rounded to the nearest 1000.

(a) What is the largest number of people that could have watched the match?

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(b) What is the smallest number of people that could have watched the match?

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Q11. The table below shows the results and attendances for some football matches.

(a) Which match had the largest attendance?

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(b) What is the total attendance of all the matches to the nearest 1000?

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(c) How many more people watched Newcastle than watched Wimbledon, to the nearest 100?

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 Question Paper – 03

Finding the Next Term - Sequences

(a) What are the 5th and 6th terms in the sequence: 12, 17, 22, ... ?

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(b) What are the 7th and 8th terms in the sequence: 50, 47, 44, 41, 38, ... ?

________________________________________________________________

Q1. Look at the differences in each of these sequences and work out the next three numbers.
(a) 1, 4, 7, 10, 13,

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(b) 3, 5, 7, 9, 11,

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(c) 5, 8, 11, 14, 17,

___________________________________________________________________________

(d) 6, 8, 10, 12, 14,

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(e) 20, 19, 18, 17, 16,

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(f) 6, 9, 12, 15, 18,

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(g) 22, 20, 18, 16, 14,

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Q2. Fill in the missing number in each of the sequences below.
(a) 4, 7, , 13, 16, ...

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(b) 7, , 15, 19, 23, ...

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___________________________________________________________________________

(c) 8, 14, 20, , 32, ...

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(d) 3, 11, , 27, 35, ...

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(e) 15, , 27, 33, 39, ...

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Q3. Look at the differences in each of these sequences and work out the next three numbers.
(a) 18, 30, 42, 54, 66,

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(b) 4.1, 4.7, 5.3, 5.9, 6.5,

___________________________________________________________________________

(c) 14, 31, 48, 65, 82,

___________________________________________________________________________

(d) 101, 119, 137, 155, 173,

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(e) 3.42, 3.56, 3.70, 3.84, 3.98,

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(f) 10, 9.5, 9, 8.5, 8, 7.5,

Q4. In each of the parts of this question there is a sequence of patterns.

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Draw the next two patterns in the sequence on the grid provided, and give the next three numbers in
each sequence. To plot points, simply click on the grid provided and a mark will appear. Click again
on the same point if you want to remove a particular mark.

(a)

The 4th, 5th and 6th numbers are

(b)

The 5th, 6th and 7th numbers are

(c)

The 5th, 6th and 7th numbers are

(d)

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 The 5th, 6th and 7th numbers are
Q5. Find the first number in each of these sequences.
(a) , 6, 11, 16, 21, ...
(b) , 7, 9, 11, 13, ...
(c) , 6, 5, 4, 3, ...
(d) , 19, 28, 37, 46, ...
(e) , 12, 9, 6, 3, ...
Q6. Work out the next three numbers in each sequence below. Be careful - the differences
between each term may not be constant.
(a) 1, 4, 9, 16, 25,
(b) 2, 5, 10, 17, 26,
(c) 0, 3, 7, 12, 18,
(d) 6, 12, 20, 30, 42,
(e) 0.5, 2.0, 4.5, 8.0, 12.5,
Q7. Fill in the missing number in each of the sequences below.
(a) 2, 4, , 16, 32, ...
(b) 100, 81, 64, , 36, ...
(c) 6, 9, , 21, 30, ...
(d) 0, 1.5, 4, , 12, ...
(e) 1, 7, 17, , 49, ...

Question Paper – 04

Function Machine

Q1. Fill in the output on each of these function machines.

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(a) 4 +6

(b) 3 × 10

(c) 10 -7

(d) 14 ÷2

(e) 21 ÷3

(f) 100 ×5

Q2. Fill in the input on each of these function machines.

(a) ×5 30

(b +8 12
)

(c) -9 11

(d ÷4 5
)

(e) + 12 21

(f) ×7 42

Q3. Fill in the output on each of these double function machines.

(a) 3 ×4 -7

(b 10 -8 ×7
)

(c) 8 -5 ×5

(d -2 ×6 + 20
)

(e) 7 +2 ÷3

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(f) -5 +8 ×9

Q4. Fill in the input on each of these double function machines.

(a) +1 ×4 12

(b) +7 ÷6 4

(c) ×4 +9 37

(d) ×9 - 20 34

(e) ÷6 -1 7

(f) -6 ÷7 9

(g) +8 ×4 24

(h) ×2 +7 -3

Q5. Here is a triple function machine:

Input ×7 -5 ÷2 Output
(a) What is the output if the input is 8?

(b) What is the input if the output is 22?

(c) What is the input if the output is 13?

Q6. A number is multiplied by 10, and then 6 is added to get 36. What was the number?

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 Q7. Karen asks her teacher, Miss Sharp, how old she is. Miss Sharp replies that if you double her
age, add 7 and then divide by 3, you get 21. How old is Miss Sharp?

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Q8. Sally is given her pocket money. She puts half in the bank and then spends £3 in one shop and
£2.50 in another shop. She goes home with £1.25. How much pocket money was she given?

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Q9. A bus has its maximum number of passengers when it leaves the bus station. At the first stop,
half of the passengers get off. At the next stop 7 people get on and at the next stop 16 people get off.
There are now 17 people on the bus. How many passengers were on the bus when it left the bus
station?

___________________________________________________________________________

Q10. Prakesh buys a tomato plant. In the first week it doubles its height. In the second week it grows
8 cm. In the third week it grows 5 cm. What was the height of the plant when Prakesh bought it if it
is now 35 cm in height?

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2. Ordering Numbers

2.1 Ordering Positive and Negative Integers

What is Ordering Numbers?

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Ordering numbers means arranging them from smallest to largest or largest to smallest. This helps us
understand which numbers are bigger or smaller.

Ordering Positive Integers

Positive integers are numbers greater than zero. When we order them, we start with the smallest
number and go to the largest number.

Example 1: Ordering Positive Integers

Let's order these numbers: 4, 1, 6, 2, 5.

 The smallest number is 1.

 Then comes 2.
 Next is 4.
 After that is 5.
 The largest number is 6.

So, the order from smallest to largest is: 1, 2, 4, 5, 6.

Ordering Negative Integers

Negative integers are numbers less than zero. When we order them, we start with the least negative
number (the number closer to zero) and go to the most negative number (the number farthest from
zero, in the negative direction).

Example 2: Ordering Negative Integers

Let's order these numbers: -3, -1, -5, -2, -4.

 The least negative number (closest to zero) is -1.

 Then comes -2.
 After that is -3.
 Next is -4.
 The most negative number (farthest from zero) is -5.

So, the order from least negative to most negative is: -1, -2, -3, -4, -5.

Ordering Positive and Negative Integers Together

When we mix positive and negative integers, we imagine them all on a number line:

 Positive integers go to the right of zero.

 Negative integers go to the left of zero.

Example 3: Ordering Positive and Negative Integers Together

Let's order these numbers: -4, 2, -1, 5, -3.

 The order from least to greatest would be: -4, -3, -1, 2, 5.

Here, -4 is the smallest (most negative), and 5 is the largest (most positive).
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Practice Questions

1. Order these positive integers: 7, 3, 9, 2, 5.

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2. Order these negative integers: -6, -2, -8, -4, -10.

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3. Order these numbers: -3, 1, -2, 5, -1.

___________________________________________________________________________

2.2 Ordering Decimals and Fractions

Ordering Decimals

Decimals are numbers that include a decimal point, representing parts of a whole or numbers less
than one.

Example 1: Ordering Decimals

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Let's order these decimals: 1.5, 0.75, 2.1, 0.6, 1.25.

 The smallest decimal is 0.6.

 Then comes 0.75.
 After that is 1.25.
 Next is 1.5.
 The largest decimal is 2.1.

So, the order from smallest to largest is: 0.6, 0.75, 1.25, 1.5, 2.1.

Ordering Fractions

Fractions are numbers that represent part of a whole. They have a numerator (top number) and a
denominator (bottom number).

Example 2: Ordering Fractions

Let's order these fractions: 1/2, 3/4, 1/3, 2/5, 2/3.

 To compare fractions, we can convert them to have the same denominator or use a common
benchmark like 1/2.

After comparing:

 The smallest fraction is 1/3.

 Then comes 2/5.
 After that is 1/2.
 Next is 2/3.
 The largest fraction is 3/4.

So, the order from smallest to largest is: 1/3, 2/5, 1/2, 2/3, 3/4.

Ordering Decimals and Fractions Together

When we mix decimals and fractions, we compare them by converting them into a common form:

 Convert fractions to decimals or decimals to fractions to compare them easily.

Example 3: Ordering Decimals and Fractions Together

Let's order these numbers: 0.25, 1/3, 0.4, 2/5, 0.8.

 Convert fractions to decimals:

o 1/3 ≈ 0.333 (approximately)
o 2/5 = 0.4

 Now order them:

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  The order from least to greatest would be: 0.25, 0.333 (1/3), 0.4 (2/5), 0.4, 0.8.

Here, 0.25 is the smallest, and 0.8 is the largest.

Practice Questions

1. Order these decimals: 0.9, 0.25, 1.6, 0.75, 1.3.

2. Order these fractions: 3/4, 1/2, 2/3, 1/4, 5/6.

3. Order these numbers: 0.5, 1/3, 0.75, 2/5, 1.2.

2.3 Using the Number Line as a Model for Ordering Real Numbers

Using the Number Line

The number line is a helpful tool for understanding the order of numbers. It shows us where numbers
are located and helps us compare them visually.

Example 1: Ordering Positive Integers

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Let's say we have these numbers on a number line: 3, 1, 5, 2, 4.

 We start by finding each number's position on the number line.

 The smallest number is 1, so it goes on the far left.
 Next is 2, then 3, 4, and 5, which is the largest and goes on the far right.

So, the order from left to right on the number line is: 1, 2, 3, 4, 5.

Example 2: Ordering Negative Integers

Now, let's place these negative integers on the number line: -3, -1, -5, -2, -4.

 Mark the positions of each number:

o -5 is the smallest and goes farthest to the left.
o -4 goes next to -5.
o -3 comes after -4.
o -2 is next.
o -1 is the least negative and goes closest to zero, but still to the left of zero.

So, on the number line, they are placed in order from left to right: -5, -4, -3, -2, -1.

Example 3: Ordering Decimals and Fractions

Now, let's place these decimals and fractions on the number line: 0.5, 1/3, 0.75, 2/5, 1.2.

 Convert fractions to decimals for easier placement:

o 1/3 is approximately 0.333.
o 2/5 is 0.4.

 Mark the positions of each number:

o 0.333 (1/3) goes first.
o 0.4 (2/5) goes next.
o 0.5 comes after 0.4.
o 0.75 is next.
o 1.2 is the largest and goes farthest to the right.

So, on the number line, they are placed in order from left to right

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Summary

The number line is a visual tool that helps us see and understand the order of numbers. It allows us to
place numbers accurately based on their value, whether they are positive integers, negative integers,
decimals, or fractions. This visual representation makes it easier to compare and order numbers
effectively.

Practical Questions: Use the number lines to calculate each sum.

1. 6+1=

0 1 2 3 4 5 6 7 8 9 10

2. 5+2=

0 1 2 3 4 5 6 7 8 9 10

3. 8+2=

0 1 2 3 4 5 6 7 8 9 10

4. 9+1=

0 1 2 3 4 5 6 7 8 9 10

2.4 Using Symbols =, ≠, <, >, ≤, ≥

Understanding Symbols in Ordering Numbers

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When we order numbers, we use symbols to show how numbers relate to each other. These symbols
help us compare whether numbers are equal, not equal, less than, greater than, less than or equal to,
or greater than or equal to each other.

Symbols Explained

 = (Equal to): This symbol means two numbers have the same value.
 ≠ (Not equal to): This symbol means two numbers do not have the same value.
 < (Less than): This symbol means one number is smaller than another number.
 > (Greater than): This symbol means one number is larger than another number.
 ≤ (Less than or equal to): This symbol means one number is less than or equal to another
number.
 ≥ (Greater than or equal to): This symbol means one number is greater than or equal to
another number.

Example 1: Comparing Numbers

Let's compare these numbers using symbols:

 5 and 3
 5 = 5: This shows that 5 is equal to 5.
 5 ≠ 3: This shows that 5 is not equal to 3.
 5 > 3: This shows that 5 is greater than 3.
 3 < 5: This shows that 3 is less than 5.
 3 ≤ 5: This shows that 3 is less than or equal to 5.
 5 ≥ 3: This shows that 5 is greater than or equal to 3.

Example 2: Comparing Decimals

Now, let's compare these decimals using symbols:

 0.75 and 1.2

 0.75 ≠ 1.2: This shows that 0.75 is not equal to 1.2.
 0.75 < 1.2: This shows that 0.75 is less than 1.2.
 1.2 > 0.75: This shows that 1.2 is greater than 0.75.
 0.75 ≤ 1.2: This shows that 0.75 is less than or equal to 1.2.
 1.2 ≥ 0.75: This shows that 1.2 is greater than or equal to 0.75.

Example 3: Using Symbols in Fractions

Now, let's use symbols to compare fractions:

 1/3 and 2/5

 1/3 ≠ 2/5: This shows that 1/3 is not equal to 2/5.
 1/3 < 2/5: This shows that 1/3 is less than 2/5.
 2/5 > 1/3: This shows that 2/5 is greater than 1/3.
 1/3 ≤ 2/5: This shows that 1/3 is less than or equal to 2/5.
 2/5 ≥ 1/3: This shows that 2/5 is greater than or equal to 1/3.

Practice Questions

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 1. Compare 4 and 7 using symbols =, ≠, <, >, ≤, and ≥.

2. Compare 0.5 and 0.75 using symbols =, ≠, <, >, ≤, and ≥.

3. Compare 1/2 and 2/3 using symbols =, ≠, <, >, ≤, and ≥.

Question Paper – 01

Q1. Fill in each blank with either the = or ≠ sign:

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Q2. Arrange the following integers from smallest to largest: 25, -26, 134, -19, 43.

-------------------------------------------------------------------------------------------------------------------------

Q3. Arrange the following decimals from smallest to largest: 0.32, 0.302, -0.4, -0.305, 0.0035.

-------------------------------------------------------------------------------------------------------------------------

Q4. Which symbol from >, < or = goes between 3 and 8? Show your working clearly.

-------------------------------------------------------------------------------------------------------------------------

Q5. Arrange the following numbers from smallest to largest: 5, 3, 63%, 0.61.

------------------------------------------------------------------------------------------------------------------------

Q6. Write down all of the integers nnn which satisfy the statement -2 < nnn ≤ 2.

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-------------------------------------------------------------------------------------------------------------------------

Q7. Julie thinks that because 3 is less than 18, 0.3 is less than 0.18. Explain why she is wrong.

------------------------------------------------------------------------------------------------------------------------

Q8. Write down a decimal which is between 3/8 and 2/5. Justify why your answer lies between
these fractions.

-------------------------------------------------------------------------------------------------------------------------

Q9. A bag of apples weighs more than 0.5 kg but less than 0.51 kg. Write down a possible
weight of the bag of apples as a fraction. Justify why your answer lies between 0.5 kg and 0.51
kg.

-------------------------------------------------------------------------------------------------------------------------

Q10. Use the digits 1, 2, 5, and 7 once only to form the largest possible negative 4-digit even
number.

-------------------------------------------------------------------------------------------------------------------------

Q11. Find three fractions between 1/5 and 1/4. Show your working clearly.

-------------------------------------------------------------------------------------------------------------------------

Question Paper – 02

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Q1. Write numbers in increasing order starting with the smallest:

1.101, 0.11, 1.10, 0.01

______________________________________________________________________________

Q2. Write numbers in decreasing order starting with the largest:

1.045, 1.445, 4.115, 5.411, 0.1445

______________________________________________________________________________

Q3. Write numbers in increasing order starting with the smallest:

10010, 11010, 10001, 11100, 11011

______________________________________________________________________________

Q4. Which of the following is correctly sequenced from smallest to largest?

a) 0, 0.1, 0.02, 0.003

b) -4.3, -4.3, 2.8, 5
c) 6/7, 0.7, 0.9, 10/7
d) 7/8, 11/12, 16/17, 18/19

Q5. Which of the following can complete the sequence showing largest to smallest? Circle the
correct answer. 3/4, 0.3, −1.8, ______, −8/3

e) -3/2
f) -9/4
g) -1.09
h) -2 5/6

Q6. Circle the greatest decimal from the options below:

i) 6.9
j) -7.8999
k) 8.065
l) 8.059

Q7. Write these fractions in order of size, starting with the largest. You must show your
working.

a) 3/8

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 b) 2/3

c) 5/6

d) 3/12

Q8. Write the following numbers in order, starting with the smallest, given that 𝑥 is a positive
integer greater than 2:

3x, 2x, 1/x, x

_________________________________________________________________________________

Q9. Here are six numbers: 0.67, 4/5, 1/2, 7/7, 0.81, 2/3. Three of them are greater than 3/4.
Which numbers are they?

_________________________________________________________________________________

Q10. Arrange in order from smallest to largest

(a) 8, 5, 9, 10, 2

_________________________________________________________________________________

(b) 11, 20, 9, 15, 14, 3

_________________________________________________________________________________

(c) 40, 60, 20, 30, 90, 10

_________________________________________________________________________________

(d) 83, 18, 45, 37, 90, 21

_________________________________________________________________________________

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(e) 140, 180, 210, 70, 300

_________________________________________________________________________________

(f) 605, 56, 566, 655, 506, 65, 555

_________________________________________________________________________________

(g) 2000, 375, 7100, 2900, 999, 400

_________________________________________________________________________________

Q11: Arrange in order from smallest to largest

(a) 3, −5, 1, 0, −2, 4

_________________________________________________________________________________

(b) −1, 8, −5, 2, −9, −4, 3

_________________________________________________________________________________

(c) −1, −7, −2, 5, −6, 1

_________________________________________________________________________________

(d) 10, −7, −3, 5, −9, −2, −12

_________________________________________________________________________________

(e) 21, −3, 16, −19, −15, 23, −30

_________________________________________________________________________________

(f) −25, 35, 15, −5, 25, −45, 20

_________________________________________________________________________________

(g) 129, 101, −11, −111, 92, −91, 133, −29

_________________________________________________________________________________

Q12. Place the correct sign, < or >, between the following pairs of numbers

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Q13. Arrange these temperatures in order, from lowest to highest

(a) 8°C, 12°C, 9°C, 15°C, 11°C, 7°C, 2°C

_________________________________________________________________________________

(b) 2°C, −5°C, 4°C, 8°C, −3°C, 1°C, −7°C

_________________________________________________________________________________

(c) 5°C, −3°C, 11°C, 9°C, −14°C, 21°C, −1°C

_________________________________________________________________________________

Q14. Here are the populations of five countries in 2024.

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Arrange the countries in order of population, starting with the smallest.

_________________________________________________________________________________
_________________________________________________________________________________

The population of South Korea was 51,638,809 Daisy says that the population in South Korea is
greater than the populations of Chad, Guatemala and Netherlands combined. (a) Is Daisy correct?
Explain your answer?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

03. Prime Numbers and Factorisation

3.1 Concepts and Vocabulary of Prime Numbers

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  Prime Numbers

A prime number is a whole number greater than 1 that has exactly two factors: 1 and itself. This
means that a prime number cannot be divided evenly by any other numbers except 1 and itself.

Examples of Prime Numbers:

 2 (factors are 1 and 2)

 3 (factors are 1 and 3)
 5 (factors are 1 and 5)
 7 (factors are 1 and 7)
 11 (factors are 1 and 11)

 Non-Prime (Composite) Numbers

A composite number is a whole number greater than 1 that has more than two factors.

Examples of Composite Numbers:

 4 (factors are 1, 2, and 4)

 6 (factors are 1, 2, 3, and 6)
 8 (factors are 1, 2, 4, and 8)
 9 (factors are 1, 3, and 9)

3.2 Factors (or Divisors) and Multiples

 Factors (or Divisors):

A factor of a number is a whole number that divides exactly into that number without leaving a
remainder.

Example of Factors:

 Factors of 12: 1, 2, 3, 4, 6, 12

 Multiples:

A multiple of a number is the product of that number and any whole number.

Example of Multiples:

 Multiples of 3: 3, 6, 9, 12, 15, 18, ...

3.3 Common Factors and Common Multiples

 Common Factors:
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Common factors are factors that two or more numbers have in common.

Example of Common Factors:

 Factors of 12: 1, 2, 3, 4, 6, 12
 Factors of 18: 1, 2, 3, 6, 9, 18
 Common factors of 12 and 18: 1, 2, 3, 6

 Common Multiples:

Common multiples are multiples that two or more numbers have in common.

Example of Common Multiples:

 Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, ...
 Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, ...
 Common multiples of 4 and 6: 12, 24, 36, ...

3.4 Highest Common Factor (HCF) and Lowest Common Multiple (LCM)

 Highest Common Factor (HCF):

The HCF of two or more numbers is the largest number that is a factor of all the numbers.

Example to Find the HCF:

 Find the HCF of 20 and 30:

o Factors of 20: 1, 2, 4, 5, 10, 20
o Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30
o Common factors: 1, 2, 5, 10
o HCF: 10

 Lowest Common Multiple (LCM):

The LCM of two or more numbers is the smallest number that is a multiple of all the numbers.

Example to Find the LCM:

 Find the LCM of 3 and 4:

o Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, ...
o Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, ...
o Common multiples: 12, 24, 36, ...
o LCM: 12

3.5 Prime Factorisation, Including Product Notation and Unique Factorisation Property

 Prime Factorisation:

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Prime factorisation is expressing a number as the product of its prime factors. Every number greater
than 1 has a unique prime factorisation.

Example of Prime Factorisation:

 Prime factorisation of 28:

o 28 can be divided by 2 (the smallest prime number) to get 14.
o 14 can be divided by 2 to get 7.
o 7 is a prime number.
o Therefore, the prime factorisation of 28 is 2×2×7 or 22x7.

 Product Notation:

Using exponents, we can write the product of repeated prime factors more compactly.

Example:

 2×2×7 = 22x7

 Unique Factorisation Property:

This property states that every whole number greater than 1 can be uniquely written as a product of
prime numbers, regardless of the order of the factors.

Example:

 Prime factorisation of 60:

o 60 can be divided by 2 to get 30.
o 30 can be divided by 2 to get 15.
o 15 can be divided by 3 to get 5.
o 5 is a prime number.
o Therefore, the prime factorisation of 60 is 2×2or 22×3×5

Practice Questions:

Concepts and Vocabulary of Prime Numbers

1. List all the prime numbers between 10 and 50.

2. Explain why 1 is not considered a prime number.

3. Is 29 a prime number? Justify your answer.

Maths – Chapter One – Numbers

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 4. Identify the prime numbers in the following list: 15, 23, 37, 49, 51.

5. Find the next prime number after 31.

Factors (or Divisors) and Multiples

1. Find all the factors of 42.

2. List the first six multiples of 8.

3. What is the smallest factor of any number?

4. Identify all the multiples of 5 between 1 and 50.

5. Which number between 1 and 20 has the most factors? List those factors.

Common Factors and Common Multiples

1. Find the common factors of 24 and 36.

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 2. What are the first three common multiples of 3 and 4?

3. Determine the common factors of 14, 28, and 42.

4. List the common multiples of 2 and 5 up to 50.

5. Are 18 and 24 co-prime (no common factors other than 1)? Explain your reasoning.

Highest Common Factor (HCF) and Lowest Common Multiple (LCM)

1. Find the HCF of 32 and 48.

2. Calculate the LCM of 6 and 15.

3. What is the HCF of 14, 21, and 28?

4. Find the LCM of 4, 5, and 10.

Maths – Chapter One – Numbers

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 5. Use prime factorisation to determine the HCF and LCM of 20 and 50.

Prime Factorisation, Including Product Notation and Unique Factorisation Property

1. Write the prime factorisation of 56.

2. Express 72 as a product of its prime factors using exponent notation.

3. What is the prime factorisation of 90?

4. Find the HCF and LCM of 30 and 45 using their prime factorisations.

5. Verify the unique factorisation property by finding the prime factorisation of 84 in two
different ways and showing they are the same.

Question Paper – 01

1. List the prime numbers between 30 and 60.

Maths – Chapter One – Numbers

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2. Explain why 15 is not a prime number.

3. Is 17 a prime number? Provide reasons for your answer.

4. Identify the prime numbers in the following list: 22, 31, 45, 53, 77.

5. Find the next prime number after 43.

6. Find all the factors of 54.

7. List the first five multiples of 9.

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8. What is the largest factor of any number (other than the number itself)?

9. Identify all the multiples of 3 between 1 and 30.

10. Which number between 1 and 15 has the most factors? List those factors.

11. Find the common factors of 18 and 27.

12. What are the first three common multiples of 5 and 6?

13. Determine the common factors of 20, 30, and 50.

14. List the common multiples of 3 and 4 up to 40.

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15. Are 12 and 18 co-prime? Explain your reasoning.

16. Find the HCF of 24 and 36.

17. Calculate the LCM of 8 and 12.

18. What is the HCF of 16, 24, and 32?

19. Find the LCM of 3, 7, and 14.

20. Use prime factorisation to determine the HCF and LCM of 18 and 24.

21. Write the prime factorisation of 64.

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 22. Express 100 as a product of its prime factors using exponent notation.

23. What is the prime factorisation of 81?

24. Find the HCF and LCM of 42 and 56 using their prime factorisations.

25. Verify the unique factorisation property by finding the prime factorisation of 108 in two different ways
and showing they are the same.

26. Calculate the highest common factor of 3030 and 42.42.

1. a. State the product of prime factors for each number, not in index form.

b. Write all the prime factors for each number into a Venn diagram.

c. Multiply the prime factors in the intersection to find the HCF

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 27. Calculate the lowest common multiple of 1616 and 18.18.

2. a. State the product of prime factors for each number, not in index form.

3. b. Write all the prime factors for each number into a Venn diagram.

4. c. Multiply each prime factor in the Venn diagram to find the LCM.

28. 120 ml of red paint and 156 𝑚𝑙156 ml of blue paint are mixed together to create a tin of purple paint.
The paint is then distributed equally into sample tubes. Each tube must contain the same amount of paint
that must be over 20 𝑚𝑙.20 ml. What is the maximum number of tubes that can be filled with the minimum
amount of paint?

a. State the product of prime factors for each number, not in index form.

b. Write all the prime factors for each number into a Venn diagram.

c. Multiply the prime factors in the intersection to find the HCF.

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29. A plumber is fixing multiple leaking pipes. Pipe 𝐴 drips water every 1212 seconds. Pipe 𝐵 drips water
every 2222 seconds. Both pipes drip at the same time. How much time passes before they next drip at the
same time? Write your answer using minutes and seconds.
a. State the product of prime factors for each number, not in index form.

b. Write all the prime factors for each number into a Venn diagram.

c. Multiply each prime factor in the Venn diagram to find the LCM.

30. The highest common factor of 33 numbers is 7.7. The product of their remaining prime factors
is 3030 and each number is greater than 10.10. Determine the value of the three numbers.
a. Divide the LCM by the HCF to determine the remainder.

b. Calculate the product of primes of the remainder.

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c. Determine which prime factors match each original number.

31. Two runners leave the start line of a 200 𝑚 track on the whistle. It takes runner 𝐴 1 minute to run 1 lap
of the track and runner 𝐵 1minute and 12 seconds. What distance will runner 𝐵 have travelled when they
next cross the start line at the same time?

a) 1.2 𝑘𝑚
b) 1 𝑘𝑚
c) 800 𝑚
d) 200 𝑚

32. The highest common factor of two numbers is 35.35. The product of the remaining factors
is 33.33. Both original numbers contain three digits. What is the difference between the two original
numbers?

a) 2
b) 1120
c) 280
d) 385

33. Two numbers 𝑥x and 𝑦y have the following number properties,

LCM(𝑥,𝑦)=96LCM(x,y)=96
HCF(𝑥,𝑦)=8HCF(x,y)=8
2<𝑥<𝑦<402<x<y<40

What is the value of 𝑥+𝑦?x+y?

a) 56
b) 64
c) 104
d) 23

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34. A stables needs to divide their two fields into equal sized paddocks for some horses.
Field 11 is 240 𝑚2. Field 22 is 160 𝑚2. Each horse must have at least 42 𝑚2.

a) What is the minimum possible area for each paddock?

b) What is the maximum number of horses that can use these two fields?

35. The lowest common multiple of 𝑥 and 𝑦 is 23×32×52 where 𝑥x is a square number such that 36<𝑥<225.
a) Calculate the exact value of 𝑥.

b) The highest common factor of 𝑥 and 𝑦 is 4.

Determine the value of 𝑦. Use the Venn diagram below to help you.

Maths – Chapter One – Numbers

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 4. Powers And Roots

4.1 Introduction to Powers

Definition:

 Powers (or exponents) are a shorthand way of expressing repeated multiplication of the
same number. The number being multiplied is called the base, and the exponent tells you
how many times to multiply the base by itself.

Examples:

 23 (read as "2 to the power of 3" or "2 cubed") means 2×2×2=82.

 52 (read as "5 to the power of 2" or "5 squared") means 5×5=255.
 100 is always 1 (any number raised to the power of 0 is 1).

Basic Rules of Powers

1. Multiplication: am×an=am+n
o Example: 23×24=23+4=27=128

2. Division: am/an = am−n

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 o Example: 54/52=54−2=52=25

3. Power of a Power: (am)n=am×n

o Example: (32)3=32×3=36=729

4.2 Introduction to Roots

Definition:

 Roots are the inverse operation of powers. The most common roots are square roots (√),
which are the inverse of squaring a number.

Examples:

 √25=5 because 5×5=25.

3
 √273=3 because 3×3×3=27.

Basic Rules of Roots

1. Multiplication: √a × √b= √ab

o Example: √9 × √16= 3×4= 12

2. Division: √a / √b = √ab
o Example: √25 / √4 = √25/4 =√6.25=2.5

3. Power of a Root: (√a)n = √an

o Example: (√9)3 = √93 = √729 =27

4.3 Conventions and Notation

 Order of Operations: When calculations involve both powers and roots, follow the order of
operations (BODMAS/BIDMAS), just like with arithmetic operations.

Example Question:

Calculate the following: 23×√16+ ((√25)/22)

Solution:

1. Calculate 23=8 and √16=4

2. Compute 8×4=32
3. Calculate √25=5 and 22=4
4. Compute 5/4=1.25.
5. Add the results: 32+1.25=33.25.

Answer: 33.25

Maths – Chapter One – Numbers

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Summary

Maths – Chapter One – Numbers

Page 56
Maths – Chapter One – Numbers
Page 57
 Question Paper – 01

1. What is the cube root of 64?

1) 8
2) 6
3) 10
4) 4

2. How do we write '10 squared' in index form?

1) 102
2) 10 x 10
3) 20
4) 2 x 10

3. What number is equivalent to 23?

1) 8
2) 6

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 3) 2
4) 3

4. Which of the following is a square number?

1) 25
2) 45
3) 10
4) 15

5. What is √ 16 ?
1) 2
2) 4
3) 16
4) 162

6. What is the value of 32 x 33?

1) 36
2) 108
3) 243
4) 81

7. What is the value of 4-2?

1) -8
2) -2
3) 0.0625
4) 8

8. If 104 = 10,000, what is 10-4?

1) -10,000
2) 0.0001
3) 1,000
4) -100

9. What is the square root of 121?

1) 10
2) 11
3) 12
4) 13

10. What is the value of 50?

1) 1
2) 0
3) 5
4) None of the above

Maths – Chapter One – Numbers

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