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 40
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HELP YOUR KIDS WITH

A UNIQUE STEP-BY-STEP VISUAL GUIDE

CAROL VORDERMAN
m ths a
HELP YOUR KIDS WITH
m ths a
HELP YOUR KIDS WITH

A UNIQUE STEP-BY-STEP VISUAL GUIDE

 LONDON, NEW YORK, MELBOURNE,
MUNICH, AND DELHI

Project Art Editor Project Editor

Mark Lloyd Nathan Joyce

Designers Editors
Nicola Erdpresser, Riccie Janus, Nicola Deschamps, Martha Evatt,
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First published in Great Britain in 2010 by

Dorling Kindersley Limited
80 Strand, London WC2R 0RL

A Penguin Random House Company

Copyright © 2010, 2014 Dorling Kindersley Limited

2 4 6 8 10 9 7 5 3 1
001–263995 – Jul/2014

All rights reserved. No part of this

publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means,
electronic, mechanical, photocopying,
recording, or otherwise, without prior
written permission of the copyright owner.

A CIP catalogue record for this book is

available from the British Library.

ISBN: 978 1 4093 5571 7

Printed and bound by South China Printing Company, China

See our complete catalogue at

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CAROL VORDERMAN M.A.(Cantab), MBE is one of Britain’s best loved TV presenters and is
renowned for her skills in mathematics. She has hosted numerous shows from light entertainment
with Carol Vorderman’s Better Homes and The Pride of Britain Awards, to scientific programmes
such as Tomorrow’s World, on the BBC, ITV and Channel 4. Whether co-hosting Channel 4’s
Countdown for 26 years, becoming the second best-selling female non-fiction author of the
noughties decade in the UK, advising Rt Hon David Cameron on the future of potential
mathematics education in the UK, Carol has a passion and devotion to explaining mathematics in
an exciting and easily understandable way. In 2010 she launched her own online maths school
www.themathsfactor.com where she teaches parents and children how they can become the
very best they can be in the art of arithmetic.

BARRY LEWIS (Consultant Editor, Numbers, Geometry, Trigonometry, Algebra) read mathematics
at university and graduated with a first class honours degree. He spent many years in publishing, as
an author and as an editor, where he developed a passion for mathematical books that presented
this often difficult subject in accessible, appealing, and visual ways. Among these is Diversions
in Modern Mathematics, which subsequently appeared in Spanish as Matemáticas modernas.
Aspectos recreativos.
He was invited by the British Government to run the major initiative Maths Year 2000, a
celebration of mathematical achievement with the aim of making the subject more popular and
less feared. In 2001 Barry became the President of The Mathematical Association, and for his
achievements in popularizing mathematics he was elected a Fellow of the Institute of Mathematics
and its Applications. He is currently the Chair of Council of The Mathematical Association and
regularly publishes articles and books dealing with both research topics and ways of engaging
people in this critical subject.

ANDREW JEFFREY (Probability) is a maths consultant, well known for his passion and enthusiasm
for the teaching and learning of mathematics. A teacher and inspector for over 20 years, Andrew
now spends his time training, coaching, and supporting teachers and delivering lectures for various
organizations throughout Europe. Andrew’s previous books include Magic Maths for Kids, Top 20
Maths Displays, 100 Top Tips for Top Maths Teachers, and Be a Wizard With Numbers. Andrew is
also better known to many schools as the Mathemagician, delivering his “Magic of Maths” shows
to young and old! www.andrewjeffrey.co.uk.

MARCUS WEEKS (Statistics) is the author of many books and has contributed to several
encyclopedias, including DK’s Science: The Definitive Visual Guide and Children’s
Illustrated Encyclopedia.

SEAN MCARDLE (Consultant) was a headteacher in two primary schools and has
a Master of Philosophy degree in Educational Assessment. He has written or co-written
more than 100 mathematical textbooks for children and assessment books for teachers.
Contents
F O R E W O R D b y C a ro l Vo rd e r m a n 8
I N T R O D U C T I O N b y B a r r y Le w i s 10

1 NUMBERS 2 GEOMETRY
Introducing numbers 14 What is geometry? 80
Addition 16 Tools in geometry 82
Subtraction 17 Angles 84
Multiplication 18 Straight lines 86
Division 22 Symmetry 88
Prime numbers 26 Coordinates 90
Units of measurement 28 Vectors 94
Telling the time 30 Translations 98
Roman numerals 33 Rotations 100
Positive and negative numbers 34 Reflections 102
Powers and roots 36 Enlargements 104
Surds 40 Scale drawings 106
Standard form 42 Bearings 108
Decimals 44 Constructions 110
Binary numbers 46 Loci 114
Fractions 48 Triangles 116
Ratio and proportion 56 Constructing triangles 118
Percentages 60 Congruent triangles 120
Converting fractions, decimals, Area of a triangle 122
and percentages 64 Similar triangles 125
Mental maths 66 Pythagoras’ theorem 128
Rounding off 70 Quadrilaterals 130
Using a calculator 72 Polygons 134
Personal finance 74 Circles 138
Business finance 76 Circumference and diameter 140
Area of a circle 142 The quadratic formula 192
Angles in a circle 144 Quadratic graphs 194
Chords and cyclic quadrilaterals 146 Inequalities 198
Tangents 148
Arcs
Sectors
150
151
5 STATISTICS
Solids 152 What is statistics? 202
Volumes 154 Collecting and organizing data 204
Surface area of solids 156 Bar charts 206
Pie charts 210

3 TRIGONOMETRY Line graphs

Averages
212
214
What is trigonometry? 160 Moving averages 218
Using formulas in trigonometry 161 Measuring spread 220
Finding missing sides 162 Histograms 224
Finding missing angles 164 Scatter diagrams 226

4 ALGEBRA 6 PROBABILITY
What is algebra? 168 What is probability? 230
Sequences 170 Expectation and reality 232
Working with expressions 172 Combined probabilities 234
Expanding and factorizing expressions 174 Dependent events 236
Quadratic expressions 176 Tree diagrams 238
Formulas 177
Solving equations 180 Reference section 240
Linear graphs 182 Glossary 252
Simultaneous equations 186 Index 258
Factorizing quadratic equations 190 Acknowledgements 264
Foreword
Hello

Welcome to the wonderful world of maths. Research has shown just how
important it is for a parent to be able to help a child with their education.
Being able to work through homework together and enjoy a subject,
particularly maths, is a vital part of a child’s progress.

However, maths homework can be the cause of upset in many households.

The introduction of new methods of arithmetic hasn’t helped, as many parents
are now simply unable to assist.

We wanted this book to guide parents through some of the methods in early
arithmetic and then for them to go on to enjoy some deeper mathematics.

As a parent, I know just how important it is to be aware of when your child

is struggling and equally, where they are shining. By having a greater
understanding of maths, we can appreciate this even more.

Over nearly 30 years, and for nearly every single day, I have had the privilege
of hearing people’s very personal views about maths and arithmetic.
Many weren’t taught maths particularly well or in an interesting way. If you
were one of those people, then we hope that this book can go some way to
changing your situation and that maths, once understood, can begin to excite
you as much as it does me.

CAROL VORDERMAN

Carol is the founder of her own maths school online

www.themathsfactor.com
Visit https://textbookfull.com
now to explore a rich
collection of eBooks, textbook
and enjoy exciting offers!
π =3.1415926535897932384626433832
7950288419716939937510582097494
4592307816406286208998628034853
4211706798214808651328230664709
3844609550582231725359408128481
11745028410270193852110555964462
2948954930381964428810975665933
4461284756482337867831652712019
0914564856692346034861045432664
8213393607260249141273724587006
6063155881748815209209628292540
91715364367892590360011330530548
8204665213841469519451160943305
72703657595919530921861173819326
11793105118548074462379962749567
3518857527248912279381830119491
Introduction
This book concentrates on the mathematics tackled in schools between the ages
of 9 and 16. But it does so in a gripping, engaging, and visual way. Its purpose
is to teach maths by stealth. It presents mathematical ideas, techniques, and
procedures so that they are immediately absorbed and understood. Every spread
in the book is written and presented so that the reader will exclaim, ”Ah ha – now
I understand!”. Pupils can use it on their own; equally, it helps a parent
understand and remember the subject and so, help their child. If parents too
gain something in the process, then so much the better.

At the start of the new millennium I had the privilege of being the Director of
Maths Year 2000, a celebration of mathematics and an international effort
to highlight and boost awareness of the subject. It was supported by
the government and Carol Vorderman was also involved. Carol championed
mathematics across the British media, but is well known for her astonishingly
agile ways of manipulating and working with numbers – almost as if they were
her personal friends. My working, domestic, and sleeping hours are devoted to
mathematics – finding out how various subtle patterns based on counting items
in sophisticated structures work and how they hang together. What united us
was a shared passion for mathematics and the contribution it makes to all our
lives – economic, cultural, and practical.

How is it that in a world ever more dominated by numbers, mathematics – the

subtle art that teases out the patterns, the harmonies, and the textures that make
up the relationships between the numbers – is in danger ? I sometimes think that
we are drowning in numbers.

As employees, our contribution is measured by targets, statistics, workforce

percentages, and adherence to budget. As consumers, we are counted and aggregated
according to every act of consumption. And in a nice subtlety, most of the products
that we do consume come complete with their own personal statistics – the energy in
the tin of beans and its lo (sic) salt content; the story in a newspaper and its swathe
of statistics controlling and interpreting the world, developing each truth, simplifying
each problem. Each minute of every hour; each hour of every day, we record and
publish ever more readings from our collective life support machine. That is how we
seek to understand the world, but the problem is, the more figures we get, the more
truth seems to slip through our fingers.

The danger is, despite all the numbers and our increasingly numerate world, maths
gets left behind. I’m sure that many think the ability to do the numbers is enough.
Not so. Neither as individuals, nor collectively. Numbers are pinpricks in the fabric of
mathematics, blazing within. Without them we would be condemned to total
darkness. With them we gain glimpses of the sparkling treasures otherwise hidden.

This book sets out to address and solve this problem. Everyone can do maths.

BARRY LEWIS

Former President, The Mathematical Association.

1
Numbers
14 NUMBERS

2 Introducing numbers
COUNTING AND NUMBERS FORM THE FOUNDATION OF MATHEMATICS.

Numbers are symbols that developed as a way to record amounts or quantities,

but over centuries mathematicians have discovered ways to use and interpret
numbers in order to work out new information.
each bead represents
What are numbers? units of 10,
one unit ◁ Abacus
The abacus is a
Numbers are basically a set of standard symbols so two beads
represent 20 traditional calculating
that represent quantities – the familiar 0 to 9.
and counting device
In addition to these whole numbers (also called
with beads that
integers) there are also fractions (see pp.48–55) units of 100, represent numbers.
and decimals (see pp.44–45). Numbers can also so one bead
The number shown
be negative, or less than zero (see pp.34–35). represents 100
here is 120.
whole number negative fraction decimal
number

1
1 –2 3
0.4 ▽ First number
One is not a prime number.
It is called the “multiplicative
▽ Even prime number
The number 2 is the only
even-numbered prime
identity”, because any number number – a number that
△ Types of numbers multiplied by 1 gives that is only divisible by itself
Here 1 is a positive whole number and -2 is a number as the answer. and 1 (see pp.26–27).
negative number. The symbol 1⁄3 represents a
fraction, which is one part of a whole that has
been divided into three parts. A decimal is

1 2
another way to express a fraction.

LOOKING CLOSER

Zero
The use of the symbol for zero is considered an
important advance in the way numbers are written.
Before the symbol for zero was adopted, a blank space
was used in calculations. This could lead to ambiguity
and made numbers easier to confuse. For example, it
was difficult to distinguish between 400, 40, and 4,

6 7
since they were all represented by only the number 4.
The symbol zero developed from a dot first used by
Indian mathematicians to act a placeholder.

◁ Easy to read
The zero acts as

07:08 a placeholder for

the “tens”, which
makes it easy to
△ Perfect number △ Not the sum of squares
distinguish the
This is the smallest perfect The number 7 is the lowest
zero is important single minutes.
number, which is a number number that cannot be
for 24-hour that is the sum of its represented as the sum
timekeeping
positive divisors (except of the squares of three
itself ). So, 1 + 2 + 3 = 6. whole numbers (integers).
 INTRODUCING NUMBERS 15
REAL WORLD

Number symbols
Many civilizations developed their own symbols for numbers, some of which
are shown below, together with our modern Hindu–Arabic number system.
One of the main advantages of our modern number system is that arithmetical
operations, such as multiplication and division, are much easier to do than
with the more complicated older number systems.

Modern Hindu–Arabic 1 2 3 4 5 6 7 8 9 10
Mayan
Ancient Chinese
Ancient Roman I II III IV V VI VII VIII IX X
Ancient Egyptian
Babylonian

▽ Triangular number ▽ Composite number ▽ Prime number

This is the smallest triangular The number 4 is the smallest This is the only prime number
number, which is a positive composite number – a to end with a 5. A 5-sided
whole number that is the number that is the product polygon is the only shape for
sum of consecutive whole of other numbers. The which the number of sides
numbers. So, 1 + 2 = 3. factors of 4 are two 2s. and diagonals are equal.

3 4 5
8
△ Fibonacci number
9
△ Highest decimal
10
△ Base number
The number 8 is a cube The number 9 is the highest The Western number system
number (23 = 8) and it is single-digit whole number is based on the number 10.
the only positive Fibonacci and the highest single-digit It is speculated that this is
number (see p.171), other number in the decimal because humans used their
than 1, that is a cube. system. fingers and toes for counting.
16 NUMBERS

+ Addition SEE ALSO

Subtraction 17 
Positive and negative
NUMBERS ARE ADDED TOGETHER TO FIND THEIR TOTAL. move three

THIS RESULT IS CALLED THE SUM.

steps along numbers 34–35 
◁ Use a number line
Adding up
An easy way to work out the sum of two
numbers is a number line. It is a group of
start at 1 +1 +1 +1 total
To add 3 to 1, start at 1
and move along the
line three times – first
numbers arranged in a straight line that to 2, then to 3, then to
makes it possible to count up or down. 0 1 2 3 4 5 4, which is the answer.
In this number line, 3 is added to 1.
sign for equals sign
addition leads to answer

▷ What it means
The result of adding 3 to
the start number of 1 is
4. This means that the
sum of 1 and 3 is 4.
+ =
1+
FIRST
3
NUMBER
= 4
TOTAL, RESULT,
NUMBER TO ADD OR SUM

Adding large numbers

Numbers that have two or more digits are added in vertical columns. First, add the
units, then the tens, the hundreds, and so on. The sum of each column is written
beneath it. If the sum has two digits, the first is carried to the next column.
hundreds 9 + 1 + the
tens working from right, add tens carried 1 = 11
units first add units

928 space at
foot of
928 928 the first 1 of 11
goes in the thousands 928
+ 191 column
for sum
+ 191 + 191 column, while the
second goes in the
hundreds column
+ 191 the answer
is 1,119

9 19 1,119
1 carry 1 1
First, the numbers Next, add the units 1 As the sum of the tens Then add the hundreds
are written with their and 8 and write their has two digits, write and the carried digit. As
units, tens, and sum of 9 in the space the second underneath this sum has two digits,
hundreds directly underneath the units and carry the first to the first goes in the
above each other. column. the next column. thousands column.
 ADDITION AND SUBTRACTION 17

– Subtraction SEE ALSO

 16 Addition
Positive and negative
A NUMBER IS SUBTRACTED FROM ANOTHER NUMBER TO
FIND WHAT IS LEFT. THIS IS KNOWN AS THE DIFFERENCE.
numbers 34–35 
◁ Use a number line
Taking away
A number line can also be used to show
how to subtract numbers. From the
–1 –1 –1 start at 4, then move
three places to left
To subtract 3 from 4,
start at 4 and move
three places along the
first number, move back along the line number line, first to 3,
the number of places shown by the 0 1 2 3 4 5 then 2, and then to 1.
second number. Here 3 is taken from 4.
sign for equals sign
subtraction leads to answer

– =
▷ What it means
The result of
subtracting 3 from 4
is 1, so the difference
4
FIRST
– 3
NUMBER TO
= 1 RESULT OR
between 3 and 4 is 1. NUMBER SUBTRACT DIFFERENCE

Subtracting large numbers

Subtracting numbers of two or more digits is done in vertical
columns. First subtract the units, then the tens, the hundreds, and
so on. Sometimes a digit is borrowed from the next column along.
first, borrow 1 subtract 1
hundreds subtract from hundreds from 8
tens units
units
then, carry 1
number to be
8 1 to tens 8 1
928 subtracted
from
928 928 928
– 191 number to
subtract
– 191 – 191 – 191 the
answer

7 37 737 is 737

First, the numbers Next, subtract the In the tens, 9 cannot In the hundreds
are written with their unit 1 from 8, and write be subtracted from 2, column, 1 is
units, tens, and their difference of 7 in so 1 is borrowed from subtracted from the
hundreds directly the space underneath the hundreds, turning new, now lower
above each other. them. 9 into 8 and 2 into 12. number of 8.
18 NUMBERS

× Multiplication SEE ALSO

16–17 Addition and

Subtraction
MULTIPLICATION INVOLVES ADDING A NUMBER TO ITSELF A NUMBER OF Division 22–25 
TIMES. THE RESULT OF MULTIPLYING NUMBERS IS CALLED THE PRODUCT. Decimals 44–45 
What is multiplication?
The second number in a multiplication sum is the
number to be added to itself and the first is the
number of times to add it. Here the number of rows
of people is added together a number of times
determined by the number of people in each row.
This multiplication sum gives the total number of
9 rows of people
people in the group.

13 people
in each row
9
8

11
10
7

9
6

multiplication sign
8
7
5

6
9 × 13
4

5
4
3

3 △ How many people?

2

there are 9 rows there are 13 people

2 The number of rows (9) is
multiplied by the number of
of people in each row 1
1

people in each row (13). The total

number of people is 117.
this sum means 13 added
to itself 9 times

9 × 13 = 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 = 117
product of 9
and 13 is 117
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 M U LT I P L I C AT I O N 19
Works both ways
It does not matter which order numbers appear in a multiplication sum because the answer
will be the same either way. Two methods of the same multiplication are shown here.

4 × 3 = 3 + 3 + 3 + 3 = 12
3 added to itself
four times is 12

3 4
= + + +
2 3
2
1 1

3 × 4 = 4 + 4 + 4 = 12
4 added to itself
three times is 12

4
3
= + +
2 3
2
1 1

Multiplying by 10, 100, 1,000 Patterns of multiplication

13
Multiplying whole numbers by 10, 100, 1,000, There are quick ways to multiply two numbers, and these patterns of
and so on involves adding one zero (0), two multiplication are easy to remember. The table shows patterns involved
1 2 zeroes (00), three zeroes (000), and so on to in multiplying numbers by 2, 5, 6, 9, 12, and 20.
1 the right of the start number.
PAT T E R N S O F M U LT I P L I C AT I O N
add 0 to end of start number
To multiply How to do it Example to multiply

34 × 10 = 340 2 add the number to itself 2 × 11 = 11 + 11 = 22

5 the last digit of the number follows the 5, 10, 15, 20
pattern 5, 0, 5, 0
add 00 to end of start number
6 multiplying 6 by any even number gives an 6 × 12 = 72
answer that ends in the same last digit as 6 × 8 = 48
72 × 100 = 7,200 the even number
9 multiply the number by 10, then subtract 9 × 7 = 10 × 7 – 7 = 63
the number
12 multiply the original number first by 10, 12 × 10 = 120
add 000 to end of start number then multiply the original number by 2, 12 × 2 = 24
and then add the two answers 120 + 24 = 144
18 × 1,000 = 18,000 20 multiply the number by 10 then multiply
the answer by 2
14 × 20 =
14 × 10 = 140
140 × 2 = 280
20 NUMBERS

MULTIPLES
When a number is multiplied by any whole number the result (product) is called a
multiple. For example, the first six multiples of the number 2 are 2, 4, 6, 8, 10, and 12.
This is because 2 × 1 = 2, 2 × 2 = 4, 2 × 3 = 6, 2 × 4 = 8, 2 × 5 = 10, and 2 × 6 = 12.

MULTIPLES OF 3 MULTIPLES OF 8 MULTIPLES OF 12

3×1= 3 8×1= 8 12 × 1 = 12
3×2= 6 8 × 2 = 16 12 × 2 = 24
first five first five first five
3×3= 9 multiples
of 3
8 × 3 = 24 multiples
of 8
12 × 3 = 36 multiples
of 12

3 × 4 = 12 8 × 4 = 32 12 × 4 = 48
3 × 5 = 15 8 × 5 = 40 12 × 5 = 60
Common multiples
Two or more numbers can have multiples in 1 2 3 4 5 6 7 8 9 10
common. Drawing a grid, such as the one on the
right, can help find the common multiples of different
numbers. The smallest of these common numbers is 11 12 13 14 15 16 17 18 19 20
called the lowest common multiple.

Lowest common multiple 21 22 23 24 25 26 27 28 29 30

The lowest common multiple

24 of 3 and 8 is 24 because it is
the smallest number that
both multiply into
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
multiples of 3

51 52 53 54 55 56 57 58 59 60
multiples of 8
61 62 63 64 65 66 67 68 69 70
multiples of 3 and 8 71 72 73 74 75 76 77 78 79 80
▷ Finding common multiples
Multiples of 3 and multiples
81 82 83 84 85 86 87 88 89 90
of 8 are highlighted on this grid.
Some multiples are common
to both numbers.
91 92 93 94 95 96 97 98 99 100
 M U LT I P L I C AT I O N 21

Short multiplication
Multiplying a large number by a single-digit number is called short multiplication. The smaller
number is placed below the larger one and aligned under the units column of the larger number. 1 written in
hundreds column
9 written in
6 written in tens column
196 units column
196 3 written in
196
× 7 2 written in
units column
× 7
7 written in
hundreds column;
1 written in
× 7 1,372 is

2 4 carried to
tens column
72 6 carried to
thousands column
1,372 final answer

4 tens column 64 64
hundreds column

To multiply 196 and 7, first Next, multiply 7 and 9, Finally, multiply 7 and 1.
multiply the units 7 and 6. the product of which is Add the product (7) to the
The product is 42, the 4 of 63. The carried 4 is added carried 6 to get 13, giving
which is carried. to 63 to get 67. a final product of 1,372.

Long multiplication
Multiplying two numbers that both contain at least two digits is called long
multiplication. The numbers are placed one above the other, in columns arranged
according to their value (units, tens, hundreds, and so on).
428 is
multiplied 428
428 is 428 is 428
by 100
× 111
multiplied by 1 428 multiplied by 10
× 111 428
428 × 111 428 add 00 when + 4,280
add 0 when
× 111 428 multiplying by 10
4,280 multiplying
by 100 42,800
428 4,280 42,800 = 47,508
First, multiply 428 by 1 in Multiply 428 by 1 in the tens Multiply 428 by 1 in the Add together the
the units column. Work digit column, working digit by digit. hundreds column, digit by products of the three
by digit from right to left so Remember to add 0 to the digit. Add 00 to the product multiplications. The
8 × 1, 2 × 1, and then 4 × 1. product when multiplying by 10. when multiplying by 100. answer is 47,508.

LOOKING CLOSER

Box method of multiplication

The long multiplication of 428 and 40,000
4 2 8 W R I T T E N I N 100 S , 10 S , A N D U N I T S
111 can be broken down into simple 2,000
multiplications with the help of 400 20 8 800
111 W R I T T E N I N 100 S ,

a table or a box. Each number is 4,000

10 S , A N D U N I T S

400 × 100 20 × 100 8 × 100

reduced to its hundreds, tens, and 100 = 40,000 = 2,000 = 800 200
units, and multiplied by the other. 80
400 × 10 20 × 10 8 × 10 400
▷ The final step 10 = 4,000 = 200 = 80 20 this is the
Add together the nine
multiplications to find 1 400 × 1 20 × 1 8×1 + 8 final answer

the final answer. = 400 = 20 =8 = 47,508

22 NUMBERS

Division SEE ALSO

 16–17 Addition and

subtraction
DIVISION INVOLVES FINDING OUT HOW MANY TIMES ONE NUMBER
GOES INTO ANOTHER NUMBER.
 18–21 Multiplication
Ratio and

There are two ways to think about division. The first is sharing a number
proportion 56–59 
out equally (10 coins to 2 people is 5 each). The other is dividing a number
into equal groups (10 coins into piles containing 2 coins each is 5 piles).

How division works

Dividing one number by another
finds out how many times the second
÷ ◁ Division symbols
There are three main
symbols for division
5
4
/
number (the divisor) fits into the first that all mean the same
(the dividend). For example, dividing thing. For example,
10 by 2 finds out how many times 2 “6 divided by 3” can
fits into 10. The result of the division be expressed as 3
is known as the quotient. 36
6 ÷ 3, 6/3, or –.
2
▽ Division as sharing 1 8
Sharing equally is one type of division. Dividing four
sweets equally between two people means that each 7
person gets the same number of sweets: two each.
6
10
Th o r s
e ha
nu re

D er tha ano
m d

I V t i the

÷ =
b by

ID s b r n
E N eing um
D div ber
id
ed

÷
4 SWEETS ÷2 PEOPLE =2 SWEETS PER PERSON

LOOKING CLOSER

3
D u m b e d to e n d
Th i n g e d
be th

I V er d
e us ivi

How division is linked to multiplication

n

I S th ivid
O at i e
R s
d

Division is the direct opposite or “inverse” of multiplication, and the ◁ Back to the beginning
two are always connected. If you know the answer to a particular If 10 (the dividend) is divided by
division, you can form a multiplication from it and vice versa. 2 (the divisor), the answer (the
quotient) is 5. Multiplying the
quotient (5) by the divisor of the
original division sum (2) results
in the original dividend (10).

10÷ 2=5 5 × 2=10

 DIVISION 23

Another approach to division

Instead of thinking of it as sharing out a number, division can also
be viewed as finding out how many groups of the second number
(divisor) are contained in the first number (dividend). The division
sum remains the same in both sharing and grouping.
▽ Introducing remainders
10EETS In this example, 10 sweets are being
divided between 3 girls. However, 3
This example shows 30 footballs, which are to be divided into
groups of 3:
SW does not divide exactly into 10 – it
group of three

fits 3 times with 1 left over. The

amount left over from a division
sum is called the remainder.

3IRLS
10 DIV
I S ION G

There are exactly 10 groups of 3 footballs, with

no remainder, so 30 ÷ 3 = 10.

DIVISION TIPS
A number is If... Examples
3 divisible by
2 the last digit is an even number 12, 134, 5,000
3 1 AINING
3S EM
R EE T
3 the sum of all digits when added
together is divisible by 3
18
1+8 = 9
EE T 3 SW 4 the number formed by the last 732
SW ACH two digits is divisible by 4 32 ÷ 4 = 8
E
=

5 the last digit is 5 or 0 25, 90, 835

6 the last digit is even and the 3,426
3

1 sum of its digits when added 3+4+2+6 = 15

Q e r ivis

re
U O es io

together is divisible by 3
Th e d

m
T I ult of n
th

EN

ain

7 no simple divisibility test

T

de

8 the number formed by the last 7,536

r

three digits is divisible by 8 536 ÷ 8 = 67

1
R E e amo e nu ly int
Th n o x a c
w ide

9 the sum of all of its digits is 6,831

M un mbe o an
he e
di

A I t le r c ot
v

divisible by 9 6+8+3+1 = 18
n t

N D f t o ann her
ER ver ot

10 the number ends in 0 30, 150, 4,270

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