MINISTRY OF EDUCATION

PRIMARY ENGAGEMENT PROGRAMME

GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 1 Week 5
TOPIC: Operations, Relations and Properties – Mean/Average

Name: _______________________________________________ Date: __________________________

OBJECTIVES: 1. Define the term Mean

2. Calculate the mean or average of quantities derived from
real life situations.

FACTS/ TIPS
Mean or Average or Arithmetic mean is a number that is calculated by
adding quantities together and dividing the total by the number of
quantities.

Calculating the Mean or Average

To find the average of a set of numbers we must:
1. Add the numbers together/find the sum of quantities.
2. Divide the sum by the total number of addends (numbers added
together to give the sum).

Formula for calculating mean or average:

 PRACTICE EXAMPLE

Ms. Persaud placed a bowl of sweets on her desk and allowed three
children to take them.

The following conversation took place between Ms. Persaud and the
children.
Ms. Persaud: Children, come one by one and pick up some sweets from
the bowl.
Ron: I collected 8 sweets from the bowl.
Shelly: I took 12 sweets.
Mary: I got 4 sweets.
Ms. Persaud: Don’t worry! Let us share these sweets equally among
yourselves. To share the sweets equally we must first put all the sweets
together and add them up. This is called the sum of quantities.
Sum of quantities /Total number of sweets: 8 + 12 + 4 = 24
Next, we check and count the different numbers we added. This is called
the number of quantities. Therefore, the number of quantities is 3 since we
added 3 numbers (8, 12 and 4) to get 24.
Finally, we divide the sum by the number of quantities to find the total
sweets each child should get. This is called the average or mean. Since
the sum was 24 and the number of quantities is 3, we divide 24 by 3;
Mean =24/3=8 sweets.

We can say that the average number of sweets each child gets is 8.
 Example 2: Mary’s scores in three Mathematics quiz are: 5, 9 and 7.
What is Mary’s average score?
To find Mary’s average score we must first add up all the scores:
Sum of quantities = 5 + 9 + 7 = 21
Next, we check the number of quantities we added:
Number of quantities = 3
Finally, we divide the sum by the number of quantities:

Example 3: Arjun, Krishna and Ram went out to the fields one day to
collect some mangoes. By the end of the day, Arjun had collected 10
mangoes, Krishna had collected 8 mangoes and Ram had collected 4
mangoes. What is the average number of mangoes collected by each
boy?

Sum of quantities = 10 + 8 + 4 = 22
Number of quantities = 3

or 7.33
 ON YOUR OWN

1. Sam scored 98, 25, 105, 62 and 65 runs in 5 matches. What was
the average score per match?
2. The temperature of a city during a week was 35° C, 36°C, 34°C,
38°C, 40°C, 39°C and 44°C. What was the average daily
temperature of the town for the week?
3. Jack earns $ 100 on the first day, $ 60 on the second day, $ 150
on the third day, $80 on the fourth day and $ 90 on the fifth day.
What was his average earnings?
4. Ray scored the following marks in 6 subjects:
English 88
Science 64
HFLE 89
Mathematics 96
Science 87
Social Studies 80

Find his average score in 6 subjects.

5. A train runs for 3 hours at a speed of 55 km per hour and for the
next 2 hours at a speed of 65 km per hour. Find the average
speed of the train for the 5 hours journey.

6. Which is more, the average of the 4 even natural numbers from 6

to 13 or the average on the 4 odd natural numbers from 6 to 13?

7. In a series of 4 cricket matches, the runs scored by India and

Australia are given below:
Match India Australia
First 102 208
Second 202 192
Third 360 241
Fourth 276 203
(i) What is the average score of India in one match?
(ii) What is the average score of Australia in one match?
(iii) Which team performed better?
 HOME WORK

1. The heights of five runners are 160 cm, 137 cm, 149 cm, 153 cm
and 161 cm respectively. Find the mean height per runner.

2. The marks obtained by Sara in the first three Mathematics test

are 85, 89 and 98. What is the mean mark?

3. Find the mean of the first five prime numbers.

4. Find the mean of the first six multiples of 4.

5. Find the arithmetic mean of the first 7 natural numbers.

6. During the last CPL, Guyanese batsman, Shimron Hetmyer scores

in 5 innings were 22, 34, 56,103 and 78. Calculate his Average
score per innings.

7. John bought some items for his mom from the shop and paid the
following prices. The Items are: sugar $50, flour $80, Rice $480
and Milk $200. Calculate the average price paid per item.

8. John saves money each month. His savings for the past three
months are $1000, $5000 and $2500. Calculate the Average
amount he saved.

9. The weights of 4 children in a medical text are given below:

Aaron - 34.2 kg
Natalie - 36.8 kg
Parker - 41.3 kg
Sophie - 40.5 kg

(i) Find the average weight?

(ii) How many children have weight less than average?
(iii) Name the children whose weights are above average.

10. Which is more, the average of the 3 even whole numbers from 2
to 6 or the average of the 4 odd whole numbers from 1 to 7?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 2 Week 5
TOPIC: Operations, Relations and Properties – Mean/Average

Name: _______________________________________________ Date: ___________________

OBJECTIVES: 1. Calculate the sum of quantities given the average and

number of quantities.
2. To find missing quantities given the average and some
quantities.
3. Calculate new average given two or more sets of averages
and number of quantities.

FACTS/ TIPS

Sum of Quantities = Average X Number of Quantities

 PRACTICE EXAMPLE

Example 1:

The average consumption of cassava by each member of the family is 33

kg in three months. If there are 15 members in the family, find the total
consumption for three months.

Solution:
Average = 33 kg.
No. of members = 15
Total = Average × No. of members.
= 33 × 15
= 495 kg.
Therefore, the total consumption of cassava for 3 months is 495 kg.

Example 2:

The total height of a class is 1300 cm. If the average height of a class is 65
cm, find the number of students in the class.

Solution:
Total height of a class = 1300 cm.
Average = 65 cm.
No. of students = Total ÷ Average
= 1300 ÷ 65
= 20
Therefore, number of students in the class = 20
Example 3:

The mean of 4 numbers is 6. Three of the numbers are 4, 8, and 3. What is

the 4th number?

Solution

Step 1) Add up the 3 numbers to give a total of 4+8+3=15

Step 2) Multiply the mean by the number of quantities. 6x4=24

Step 3) The missing number is the answer from Step 2. Subtract the answer
from Step 1 which is 25-15=9.

Example 4:

Frank wants to have a bowling average of 215.

In the first 7 games he scored 159, 182, 225, 240, 198, 200, and 230. What
must he score in the 8th game to have an average of 215?

Solution

Step 1) Add up the 7 numbers to give a total of

159+182+225+240+198+200+230=1434

Step 2) Multiply the mean by the number of quantities. 8x215=1720

Step 3) Hence the 8th game his score is the answer from Step 2 subtract
the answer from Step 1 which is 1720-1434=286 runs.
Example 5:

The average of 4 numbers is 85. Three of the numbers are 86, 83, and 81.
Find the missing number.

Solution:
Multiply 85 x 4 to get the total sum needed: 85 x 4 = 340 (total sum)
Add the 3 numbers that you know: 86 + 83 + 81 = 250 (sum you have)
Now subtract the sum you have from the total sum to find your missing
number: 340 - 250 = 90 (missing number)

Example 6:

The average (arithmetic mean) of a list of 6 numbers is 20. If we remove

one of the numbers, the average of the remaining numbers is 15. What is
the number that was removed?

Solution:
Step 1: The removed number could be obtained by finding the difference
between the sum of original 6 numbers and the sum of remaining 5
numbers i.e.

sum of original 6 numbers – sum of remaining 5 numbers.

Step 2: Using the following formula.

Sum of quantities = average x number of quantities

sum of original 6 numbers = 20 × 6 = 120

sum of remaining 5 numbers = 15 × 5 = 75
Step 3: Number removed = sum of 6 numbers – sum of 5 numbers
= 120 – 75
= 45
Answer: The number removed is 45.
Example 7:

The average of five numbers is 40. If the average of 2 of the numbers is

40 and the average of the third and fourth number is 50, then find the
fifth number?

Solution

If the average of five numbers is 40, then,

the sum of the numbers is: 40 x 5 = 200

The average of two numbers is 40 so the sum: 40 x 2 =80

The average of 3rd and 4th numbers is 50 so the sum: 50 x 2 =100

The fifth number = sum of five numbers - (sum of four numbers)

= 200 - (80+100)

= 200 – 180

= 20
 ON YOUR OWN

1. The average height of a family of five is 150 cm. If the heights of 4

family members is 153, 150, 151 and 152, find the height of the fifth
member.

2. Sunil wants to earn an 88% in his Mathematics class. He has one

quiz left to take. On the first 5 quizzes, he received 74%, 92%, 83%,
98%, 100%. What must he score on the 6th quiz to get the 88% he
wants?

3. The average of 12 numbers is 153. What is the sum of the 12

numbers?

4. The batting average for 40 innings of a cricketer is 60 runs. If two

innings are excluded the average of his remaining 38 innings is 55
runs. What is the sum of these two innings excluded?

5. The average age of 10 players is 22. If their captain age is

included in their average age, then the average age increases
by one year. Find the captain’s age.

6. The average of 6 numbers is 32. The average of 8 other numbers is

17. What is the average of the 14 numbers?

7. The average of 9 numbers is 19. What would the new average be

if the number 187 is added to the list of 19 numbers?

8. The mean of 12 numbers is 155. When two numbers are removed

the mean becomes 124. Find the sum of the two numbers that
were removed.

9. The mean of 5 numbers is 14. Four of the numbers are 8, 16, 7 and
3. Find the fifth number.
 HOMEWORK
1. The average of 4 numbers is 7. Three of the numbers are 3, 19
and 5. What is the 4th number?

2. Given that a set of numbers = {5, 7, 8, 12, 6, 14, 11}.

When a number x is added to the above set, the new mean
is 10. Calculate the value of x.

3. The average of 20 numbers is 75. The number 86 was

incorrectly read as 68 while calculating. Find the correct
average.

4. The average age of 30 children is 9 years. If the teacher's

age is included, the average age becomes 10 years. Find
the teacher's age.

5. A student calculated the arithmetic mean of the numbers 3,

11, 7, 9, 5, 3, 8, 19, 17, 21, 14 and x. He found the mean to be
12. What is the value of x?

6. The average of 6 numbers is 8. What should the value of the

7th number be to obtain an average of 10?

7. David's average score in the last 9 tests is 80. What should be

his score in his next test, so that his average score will be 82?

8. Peter bought four pens. The prices of the first three pens
were $30, $ 15 and $18. The average price he paid for the 4
pens was $25. Find the cost of the 4th pen.

9. Jenny read 12 pages on Monday, 25 pages on Tuesday and

the remaining pages on Wednesday. On average she read
23 pages per day during these three days. How many pages
did she read on Wednesday?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 3 Week 5
TOPIC: Operations, Relations and Properties: Mode

Name: _______________________________________________ Date: ___________________

OBJECTIVES: 1. Define Mode.

2. Calculate the mode from a set of data.

FACTS/ TIPS

 Mode is the average that is found by using the value

occurring for the highest number of times.
 If a data set has two values that occur for the same number
of times, then it has two modes and is called a bimodal data
set.
 You can find the mode of a data set by counting how many
times a number appears in that set.
 PRACTICE EXAMPLE

Using the pictures below answer the questions:

1. How many sheep are in the picture?

There are 5 sheep in the picture.
2. How many parrots are there in the picture?
There are 3 parrots in the picture.
3. How many horses are in the picture?
There are 4 horses in the picture.
4. What is the mode based on the pictures above?
The mode of the pictures above is 5 sheep.
 For a set of given observations, mode is that observation which
occurs maximum number of times.

ON YOUR OWN

1. The apartments in a building rent for the following amounts per

month: $775, $550, $900, $550, $775, $800, $950, $550
What is the modal rent?

2. Callie records the number of minutes she practises the guitar each
day, as shown below:
Sunday - 20 minutes
Monday - 30 minutes
Tuesday - 10 minutes
Wednesday - 20 minutes
Thursday - 15 minutes
Friday - 20 minutes
What is the mode for this set of data?

3. Given the following amounts of rainfall, in inches: 36, 28, 38, 28, 30,
20, 35, 94, 37, 29. Find the mode of the data.

4. The test scores of 9 sixth grade students are listed below. Find the
mode.
82, 92, 75 , 91, 92, 89, 95, 100, 86
 HOMEWORK

1. The speed at which12 secretaries typed, are recorded below (in

words per minute).

35, 43, 39, 46, 43, 47, 38, 51, 43, 38, 40, 45

Find the mode.

2. The manager of a video shop recorded the number of blank tapes

sold per day in 2 weeks (below). What is the mode for the number of
blank tapes?

132, 121, 119, 116, 130, 121, 131, 117, 119, 135, 121, 129, 119, 134

3. A marathon race was completed by 5 participants. What is the

mode of these times given in hours?

2.7 hr, 8.3 hr, 3.5 hr, 5.1 hr, 4.9 hr

4. Find the mode of the following data.

(a) 12, 8, 4, 8, 1, 8, 9, 11, 9, 10, 12, 8

(b) 15, 22, 17, 19, 22, 17, 29, 24, 17, 15

(c) 0, 3, 2, 1, 3, 5, 4, 3, 42, 1, 2, 0

(d) 1, 7, 2, 4, 5, 9, 8, 3

5. The marks obtained by 40 students out of 50 in a class are given below

in the table.

Marks 42 36 30 45 50
Number of Students 7 10 13 8 2

Find the mode of the above data.

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 4 Week 5
TOPIC: Operations, Relations and Properties

Name: _______________________________________________ Date: ___________________

OBJECTIVES: 1.Define Median.

2. Calculate the Median from a set of data

FACTS/ TIPS
 Median of a group of observation is the value which lies in the
middle of the data (when arranged in an ascending or
descending order) with half of the observations above it and the
other half below.
 PRACTICE EXAMPLE

1. The bowling team scores at last week's competition were 123, 140,
155, 143, and 167. What is the median score for the team?
Step 1: arrange the scores in ascending or descending order.
123, 140, 143, 155, 167
Step 2: identify the middle of the set of scores.
123,140, 143, , 155,167

MEDIAN
SCORE

2. The apartments in a building rent for the following amounts per

month:
$775, $550, $900, $550, $775, $800, $950, $550

What is the median of the rents?

Step 1: arrange the scores in ascending or descending order.

$550, $550, $550, $775, $775, $800, $900, $950

Step 2: identify the middle of the set of scores.

$550, $550, $550, $775, $775 , $800, $900, $950

Median
=$775+$775=$1550/2
=$775
 ON YOUR OWN

1. The following are amounts of rainfall, in inches:

36, 28, 38, 28, 30, 20, 35, 94, 37, 29.

Find the median of the data.

2. Quentin and Michael are on a bowling team. Below are their

bowling scores.

Michael: 220, 240, 219, 199, 189

Quentin: 230, 204, 244, 200, 215

How much higher is Michael's median score than Quentin's median

score?

3. During Carnival, tickets were sold for the raffle. Carnival workers took
count of sales every 30 minutes. The number of tickets sold were:

123, 145, 110, 256, 123.

What were the median number of tickets sold?

4. Brian was comparing the prices for DVD players. He decided he

wanted to purchase a DVD player that was in the middle of the
price ranges. The prices he quoted include the following:

$59.99, $219.99, $79.99, $84.99, $159.99, $109.99, $35.99.

Which DVD player did Brian select?

 HOMEWORK

1. Find the median of the following data.

(a) 27, 39, 49, 20, 21, 28, 38

(b) 10, 19, 54, 80, 15, 16

(c) 47, 41, 52, 43, 56, 35, 49, 55, 42

(d) 12, 17, 3, 14, 5, 8, 7, 15

2. The Doran’s family has 5 children, aged 9, 12, 7, 16 and 13.

What is the age of the middle child?

3. Nicole's math quiz scores were 90, 92, 93, 88, 95, 88, 97, 87, and 98.
What was her median quiz score?

4. A marathon race was completed by 4 participants. What was the

median race time?
2.7 hr, 8.3 hr, 3.5 hr, 5.1 hr
5. The salaries of 8 employees who work for a small company are
listed below. What is the median salary?
$40,000, $29,000, $35,500, $31,000, $43,000, $30,000, $27,000, $32,000

6. Find the median weight of 5 Sixth Grade students whose weights in

pounds are listed below.
82 lb, 102 lb, 75 lb, 91 lb, 89 lb
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 5 Week 5
TOPIC: Operations, Relations and Properties: MEAN, MODE, MEDIAN

Name: _______________________________________________ Date: ___________________

OBJECTIVES: Calculate the mean, mode and median using data from a
Bar Graph.

.
FACTS/ TIPS
 PRACTICE EXAMPLE

The bar graph above shows the sports enjoyed by different groups of
students. Using the data above calculate:
(1) The mean number of students
(2) The median number of students that play a sport
(3) The modal sport played by student

SOLUTION

1. Mean =sum of items/number of items

Sum of items = (9+4+6+3) =22
Number of items =4
Mean=22/4=5.5 students

2. Median number of students:

First list the number of students who play each sport: 9, 4, 6, 3
Next arrange the numbers in order: 3, 4, 6, 9
Find the middle number: 3, 4, 6, 9
Since we have 4 and 6 in the middle we find the average: 4 + 6 = 10
10/2 = 5. Therefore the median number of students is 5.

(3) Mode = Highest Bar = soccer

 ON YOUR OWN

1. The bar graph above shows the number of passengers who travelled
with bus each day. Using the data above calculate:
(1) The mean number of passengers

(2) The median number of passengers

(3) The modal number of passengers

2. The bar graph above shows the number of goals scored in a penalty
shootout. Using the data above calculate:
(1) The mean number of goals

(2) The median number of goals

(3) The modal number of goals

 HOMEWORK

The bar graph above shows the favorite sport by third and fourth
Graders. Using the data above calculate:
(1) the mean number of (a) Grade 3 students
(b) Grade 4 students
(2) The modal sport for (a) Grade 3 Students
(b) Grade 4 students

The bar graph above shows

participation in camping
activities by a group of
campers. Using the data above
calculate:

(1) the mean number of

campers.

(2) the number of campers for the modal activity.

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 5 REVIEW

Name: _______________________________________________ Date: ___________________

Solve the following problems:

1. Sam scored 98, 25, 105, 62 and 65 runs in 5 matches. What was the
average score per match?

2. The temperature of a town during a week was 35° C, 36°C, 34°C,

38°C, 40°C, 39°C and 44°C. What was the average daily temperature
of the town for the week?

3. Jack earns $ 100 on the first day, $ 60 on the second day, $ 150 on
the third day, $80 on the fourth day and $ 90 on the fifth day. What
was his average earnings?

4. Chad recently launched a new website. In the past six days, he has
recorded the following number of daily hits: 37, 29, 37, 56, 45, 38. He
is hoping by the weekend to have an average number of 40 hits per
day. To achieve this, how many hits must he have on the final day of
the week?

5. For the following groups of numbers, calculate the mean, median and
mode for each.

18, 24, 17, 21, 24, 16, 29, 18 Mean: _______

Median: _______
Mode: _______

75, 87, 49, 68, 75, 84, 98 Mean: _______

Median: _______
Mode: _______
6. The bar graph above shows the number of persons who sign up for
summer programmes. Using the data above calculate:
(i) the mean number of persons.
(ii) the median number of persons
(iii) the number of persons who signed up for the modal activity.

7. The bar graph above shows the number of persons and their favourite

Sport. Using the data above calculate:

(i) the mean number of persons

(ii) the median number of persons

(iii) the modal number of persons

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 1 Week 6
TOPIC: FRACTIONS: DEFINITION, TYPES, CONVERSION TO PERCENTAGE AND DECIMALS.
Name: _______________________________________________ Date: ___________________

OBJECTIVES: Define the term “fraction”.

List examples of fractions.
Identify and describe the types of fractions.
Convert improper fractions to mixed fractions and vice
versa.
Change fractions to decimals, and percentage and vice
versa.

FACTS/ TIPS

1. A fraction is a part of a whole or collection. The whole or

collection must always be divided into equal parts. E.g.

Fraction of a collection: Fractions also represent parts of a set or

collection. For example, there is a total of 5 children.
3
3 out of 5 are girls. So, the fraction of girls is three-fifths ( ).
5
2
2 out of 5 are boys. So, the fraction of boys is two-fifths ( ).
5
2. Fraction notation

A fraction has two main parts: (a) the numerator

(b) the denominator

3. Fractions can be represented on a number line as shown

below:
4. Types of fractions

There are three main types of fractions: (a) Proper fractions

(b) Improper fractions

(c) Mixed numbers/

fractions

5. To convert a mixed number to an improper fraction use the

following steps:
6. When converting a mixed number/fraction to an improper
fraction we divide the numerator by the denominator.

7. Fractions can be converted to decimals and percentages and

vice-versa. E.g.

8. To convert a fraction or decimal to a percentage we multiply

the fraction or decimal by 100.

9. To convert a percentage to a fraction, write the percent as a

fraction with a denominator of 100 then reduce to simplest
terms if possible.

10. To convert a fraction to a decimal, divide the numerator by

the denominator.
 PRACTICE EXAMPLES
Converting improper fractions to mixed fractions:

Follow the given steps to convert an improper fraction to a mixed

fraction:

Example: Convert 7⁄5 to a mixed

fraction.

Step 1: Divide the numerator by

the denominator.

Step 2: Write the quotient as the

whole number part.

Step 3: For the fractional part, keep

the denominator the same.

Step 4: Write the remainder as

the numerator.
Converting mixed fractions to improper fractions

Follow the given steps to convert a mixed fraction to an improper

fraction:

Example: Convert 1 3⁄5 to an improper fraction.

Step 1: Multiply the denominator and

the whole number.

Step 2: Add the numerator to the

product of step 1.
We get: 5 × 1 + 3 = 5 + 3 = 8.

This is the numerator.

Step 3: Keep the denominator the

same.
Converting fractions to decimals and percentages and vice-versa
Andrew scored 15 out of 25 marks for a Math Test. What
percentage did he score?
60
𝟏𝟓 𝟏𝟎𝟎 𝟏𝟓𝟎𝟎
x = = 60%
𝟐𝟓 𝟏 𝟐𝟓
1

Answer: Andrew scored 60 % in the math test.

Remember:
 ON YOUR OWN

1. Classify the following fractions as Proper, Improper and

Mixed.
7 9 75 5 13 2 4 53
, 3 , , , , , 5 ,
10 25 100 3 15 1 9 53

TYPES OF FRACTIONS
PROPER IMPROPER MIXED

2. Convert the following mixed fractions to improper fractions.

3. Change the following improper fractions to mixed numbers.

4. Complete the following table:
Fraction Decimal Percentage
𝟏
𝟓
0.4
𝟏𝟒
𝟐𝟓
0.5
75%
0.25
24%
0.60
𝟒
𝟗
90 %
𝟏𝟐
𝟏𝟓
50%

Word Problems

1. Philip scored 85% of the marks in an English Test. What

fraction of marks did he score?
4
2. In a class of 40 pupils, were present on Monday.
5

a. What percentage of the class had been present?

b. What percentage of the class was absent?
Word Problems

3. The enrolment of our school is 800. If 35 % are girls:

a. What fraction are girls?
b. What fraction are boys?

𝟓
4. A bucket contains 4 litres of drinking water. If of the water
𝟖

was used
a. what percentage of the water was used?
b. what percentage of water remains in the bucket?

5. A seamstress used 0.75 m of ribbon to complete a dress.

What fraction of ribbon did she use?

6. At a concert 29 % of the girls wore black hair ties. Write a

decimal fraction to represent this information.

7. A box has 70 cookies. 10 % are broken.

a. What fraction was broken?
b. What fraction remained whole?
 HOMEWORK

1. Draw fraction diagrams to represent the following fractions.

𝟒 𝟕
a. e.
𝟓 𝟏𝟐

𝟗 𝟏
b. f. 4
𝟏𝟎 𝟒

𝟏𝟒 𝟑
c. g. 5
𝟓 𝟓

2. Complete the following table.

Fraction Decimal Percentage

𝟐
𝟓

0.60

30%

𝟔
𝟗

0.55

𝟒
3. A bag holds 5 kg of flour. If of the flour is used to make bread,
𝟗
what percentage of flour remains?

𝟏
4. Henry gets $500 a week for his allowance. He spends of it on
𝟒
𝟗
sweets and on games.
𝟐𝟎
a. What decimal fraction does he spend on sweets?
b. What percentage does he spend on games?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 2 Week 6
TOPIC: FRACTIONS: ADDITION AND SUBTRACTION OF FRACTIONS WITH LIKE AND UNLIKE
DENOMINATORS.
Name: _______________________________________________ Date: ___________________

OBJECTIVE:

1. Add and subtract fractions with like and unlike denominators.

FACTS/ TIPS

1. When adding or subtracting fractions with like denominators

we rewrite the same denominator and then add or subtract
the numerators.

2. We can also add or subtract by using the number line or

fraction diagrams.
 PRACTICE EXAMPLES

1. When adding or subtracting we leave the denominator and

add or subtract the numerator.

𝟓 𝟏 𝟒 𝟓 𝟏 𝟔
E.g - = E.g. + =
𝟖 𝟖 𝟖 𝟕 𝟕 𝟕

2. We can use the number line when adding or subtracting.

5 1 4
- = We move to the left when subtracting.
8 8 8

1 1 2
+ = We move to the right when adding.
6 6 6
 3. Another method of adding or subtracting fractions with like
denominators is to use diagrams.

4. Mother used 5/9 of a cup of sugar to make cookies and 2/9

of a cup of sugar to make frosting. How much sugar did she
use altogether?
Amount used for cookies 5/9
Amount used for frosting: 2/9

5/9 2/9

2 5 7
Total amount of sugar used = + =
9 9 9
Adding and Subtracting fractions with unlike denominators
 3

Word problems:
3 1
1. Ann had a bar of chocolate. She gave to her sister and to
8 4
her best friend Jane.
a. How much chocolate did she share?
b. How much chocolate does she have remaining?
Word problems:
3 1
1. Ann had a bar of chocolate. She gave to her sister and to
8 4
her best friend Jane.
a. How much chocolate did she share?
b. How much chocolate does she have remaining?

Solution

Part A
3
Amount she gave her sister =
8
1
Amount she gave her friend =
4
3 1
Total amount shared = + Finding the LCM of 8 and 4
8 4
3 1
+ = 8 = 8,16,24, 4 = 4 , 8, 12
8 4
3:2 5
=
8 8
5
She shared of the chocolate.
8

Part B
8
Total amount of chocolate =
8
8 5 3
Amount used = - =
8 8 8
2
2. A tailor used of a metre of ribbon from a roll containing ¾
5
metres. How much ribbon remained?
3 3
- = Finding the LCM of 5 and 4
4 5
15;12 3
= 5= 5, 10, 15 ,20
20 20
4 = 4, 8, 12, 16, 20
3
Answer: m of ribbon remained.
20
 ON YOUR OWN

Solve the following.

7 4
1. +
12 12
5 3 7
2. + +
16 16 16
10 3
3. -
17 17
1 4 2
4. + +
9 9 9
5 2
5. -
6 5
3 3
6. +
10 5
14 6
7. -
18 9
4 3
8. -
5 4
7 1
9. -
8 2

5 2
10. For three consecutive days a vehicle used litres, litres
15 3
4
and litres of gasoline. How much gasoline did the vehicle
5
use for the three days?

5
11. Randy ordered a pizza. It was divided into 12 slices. If of
12
the pizza was eaten, what fraction was left?

12. Mom baked 3 pizzas. She cut each of them into six pieces. If
dad ate 5/6 of the pizza, how many slices are left?
 ON YOUR OWN

13. Emily gives her bird 1/8 cup of bird seed and 4/5 cups of
grain per day. How much food does she feed her bird in all?

7
14. It takes kg of flour to make one batch of playdough. If we
8

took the flour out of a 5 kg bag, how much flour is left after
making one batch of playdough?

1
15. Mark spent of his money on ice cream and ½ on a book.
3

What fraction of his money is left?

5
16. Jan uses ¼ teaspoon of nutmeg, teaspoons of clove and ½
12

teaspoons of cinnamom to bake a cake. How many

teaspoons of spices altogether does Jan use?

11
17. Dad went to the market and bought kg of fish. He used ¾
12

of the fish for dinner. What fraction of fish is left?

 HOMEWORK

1. Complete the following.

𝟒 𝟒 𝟒 𝟑 𝟓
a. + + f. -
𝟏𝟓 𝟏𝟓 𝟓 𝟕 𝟏𝟒

𝟗 𝟒 𝟐 𝟏
b. - g. -
𝟏𝟎 𝟏𝟎 𝟑 𝟐

𝟓 𝟒 𝟗 𝟓 𝟏
c. + + h. +
𝟐𝟓 𝟐𝟓 𝟐𝟓 𝟖 𝟓

𝟏𝟒 𝟗 𝟐 𝟑
d. - i. +
𝟐𝟎 𝟐𝟓 𝟗 𝟒

𝟒 𝟏 𝟗 𝟔 𝟓
e. + + j. +
𝟏𝟕 𝟏𝟕 𝟏𝟕 𝟖 𝟔

Word Problems
2. A bag holds 5 kg of sugar. If 2/9 of the sugar is used to make
donuts and 2/3 of the sugar is used for icing,
a. What fraction of sugar was used altogether?
b. What fraction of sugar remains?
3. Mandy got $2500 for her birthday. She spend 5/12 on
stationery, 1/6 on a new pencil case and spend the rest on
refreshments.
a. What fraction did she spend on stationery and the pencil
case?
b. What fraction did she use to purchase refreshments?

4. A plastic container of salted meat weighs 4/7 kg. If the

meat alone weighs 3/7 kg, what is the weight of the
container?

5. A butcher placed 4/12 kg of chicken, 5/6 kg of beef and

2/3 kg of pork into a box for an order. What is the total
weight of the meat in the box?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 3 Week 6
TOPIC: FRACTIONS: ADDITION AND SUBTRACTION OF MIXED NUMBERS WITH LIKE AND UNLIKE
DENOMINATORS.
Name: _______________________________________________ Date: ___________________

OBJECTIVES:

1. Add and subtract mixed numbers with like and unlike

denominators with and without regrouping.

FACTS/ TIPS

1. When adding mixed numbers with like denominators we first

add the whole numbers then add the fractions.

N.B If we arrive at an improper fraction in our answer, we

change it to a proper fraction and add it to the whole number.

2. When subtracting, we also subtract the whole numbers first,

then subtract the fractions.
3. When adding or subtracting mixed numbers with unlike
denominators follow the steps below.
i. Add/ subtract the whole numbers.
ii. Then find the LCM of the fractional part and solve.
iii. Remember to write your answer with the whole
number!
iv. Simplify to the lowest terms if necessary.

4. Alternatively we can
i. Change all the mixed numbers to improper fractions.
ii. Find the LCM/LCD and solve.
iii. Simplify your answer, changing it back to a mixed
number.
 PRACTICE EXAMPLES

1. When adding or subtracting we leave the denominator and

add or subtract the numerator.
5 1
3 -1 = first we subtract the whole numbers.
8 8
3 -1 = 2
5 1 4
2 - =2 next we subtract the fractions.
8 8 8

2 3
2. 4 + 3 =
7 7
4+3=7 first add the whole numbers.
2 3 5
7 + =7 next we add the fractions.
7 7 7
3. For some fractions, when adding we may need to regroup.
3¾ +2¾=
3+2=5 first add the whole numbers
6
5¾+¾=5 next add the fraction
4
6
=1½ then change the improper fraction to a
4
mixed number by dividing the numerator by the denominator.
5+1½=6½ lastly add these two fractions to get
your answer.

Word Problem
2 4
3. A baker used 5 kg of flour to make cakes and 2 kg of flour
7 7
to make donuts. How much flour did she use altogether?
2
Amount used for cakes: 5 kg
7
4
Amount used for donuts: 2 kg
7
Total amount of flour used =
2 4
5 +2 =
7 7
5+2=7
2 4 6
5 + =5 kg
7 7 7
𝟔
Answer : 5 kg of flour was used.
𝟕
Adding or subtracting mixed numbers with unlike denominators.

4. When subtracting
5 1
3 -1 = First we subtract the whole numbers.
8 4
3 -1 = 2 Then find the LCM of 8 and 4 = 8
5 1
2 - = Next we solve the fractional parts.
8 4
5;2 3
2 =2 finally write your answer as a mixed number
8 8

For some fractions we may need to regroup after adding.

2 3
5. 4 + 3 =
3 4
4+3=7 First add the whole numbers.
2 3
7 + = Next find the LCM of 3 and 4
3 4
6:12 18
7 = Then we add the fractions.
12 12
18
7+ = Finally we simplify the fraction.
12
7 + 1 ½ =8 ½

Word Problem
2 7
4. A baker used 5 kg of flour to make bread and 2 kg of
5 10
flour to make pastries. How much flour did she use
altogether?
2
Amount used for bread: 5 kg
5
7
Amount used for donuts: 2 kg
10
Total amount of flour used =
2 7
5 +2 =
5 10
5+2=7
2 7
7 + =
5 10
4:7 11
7 =
10 10
1 1
7+1 =8
10 10
𝟏
Answer : 8 kg of flour was used.
𝟏𝟎
 ON YOUR OWN

Solve the following.

5 3 3 7
a. 4 +6 f. 12 +15
12 12 4 5
1 2 5 3 4
b. 1 +4 +5 g. 18 –9
16 16 16 10 5
10 8 3 7 1
c. 12 -5 h. 4 + 16 +5
17 17 8 16 4
1 4 9 5
d. 24 +12 i. 23 - 16
7 7 12 6
5 3 2 1
e. 15 – 7 j. 5 – 3
6 6 5 6
5 2
f. For three consecutive days a vendor sold 12 litres, 11 litres
15 5
2
and 6 litres of coconut oil. How much coconut oil did she sell
3
in three days?
g. Martha bought 12 ¾ m of cloth to sew a dress. She used 8 ¼ m
to complete the dress. What fraction of material remained?
14 4
h. At a sale 25 kg of ice cream was to be sold. Only 15 kg
15 15
was sold. How much ice cream was left?
5 1
i. During his studies Brian spent 1 hours studying Math, 2
6 5
1
studying Language and 1 studying Science.
3
a. How much time was spent studying Math and Science?
b. What is the difference in the time spent studying Language
and Science?
c. What is the total amount of time spent studying language
and Science?
d. How much time did he spend studying in all?
2
j. Sam bought 2 ½ kg of sugar from one shop and 6 kg of sugar
3
from the other shop. How much sugar did he buy in all?
3
k. Mike bought 2 ½ kg of tomato, 1 kg of onion and 5 ¼ kg of
8
eggplant. How much vegetables did he buy in all?
 HOMEWORK

1. Complete the following.

4 3 1
a. 4 +12 + 11
5 15 3

1 4
b. 15 -6
4 10

5 4 2
c. 3 +7 + 5
6 5 3

5 9
d. 25 - 16
8 12

4 1 1
e. 2 +16 +10
7 7 3

f. 4 ¾ + 5 ¾ + 8 ¾
4
6. A bag holds 25 kg of peas. If 4 kg of the peas is used to make
7
3
soup and 12 kg is used for salad
4

a. How much peas was used altogether?

b. What fraction remains?

5 1
7. The gas tank of a car holds 55 litres of gas. If 32 litres is
6 3
poured into it, how much more gas is needed to fill the tank?
1
8. A roll of wire is 36m long. A man used 33 m to fence his yard.
3
What fraction remains?
4 4
9. A seamstress has 22 m of ribbon. She used 12 m to make a
5 5
3
dress and 4 m to make a hat.
5
a. How much ribbon did she use in all?
b. How much ribbon remains?
10. Ron walked 3 ¾ km on Monday, 4 1/3 km on Tuesday and 2
7/12 km on Wednesday. What distance did he walk in all?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 4 Week 6
TOPIC: PRIME AND COMPOSITE NUMBERS
Name: _______________________________________________ Date: ___________________

OBJECTIVES: Define the terms prime and composite.

Identify prime numbers and their factors.
List composite numbers and their factors.
.
FACTS/ TIPS
Natural numbers are the set of numbers we use when we count
e.g. {1, 2, 3, 4, 5, 6, 7, …}
Prime Numbers
- A prime number is a natural number that can be divided by one and
itself without leaving any remainder.
- A prime number has only two factors, one and itself.
- For example, 3 can be divided, without leaving a remainder, only by 3
and 1. That means 3 only has two factors: 1 and 3. Hence 3 is a prime
number.

Composite Numbers
- A composite number is a natural number that can be divided by more
than two other numbers without leaving any remainder.
- Composite numbers have more than two factors.
Example: 8 can be divided by 1, 2, 4, and 8.
8 is therefore a composite number.
We can use our knowledge of factors to determine whether numbers are
prime or composite.
 PRACTICE EXAMPLES

1. Study the following table.

Number Factors Prime Composite

2 1,2 √
3 1,3 √
4 1,2,4 √
5 1,5 √
9 1,3,9 √

The numbers with only two factors are prime numbers. The
number 2 is the only even prime number.

Numbers such as 4 and 9 have more than two factors. They are
composite numbers.

Composite numbers may be odd or even.

 ON YOUR OWN

1. Study the following numbers.

18 15 27 35 17

a. Which is the greatest prime number?

b. Which is the smallest composite number? List the factors of that

number.

2. Use the hundred square grid below to identify prime and

composite numbers. Colour the prime numbers in red and the
composite numbers in blue!

Remember : use your knowledge of factors to help you!

 HOMEWORK.

1. Complete the table below.

Number Factors Prime Composite

11
12
15
21
25
27
30

2. State two similarities and two differences between prime and

composite numbers.
Prime Numbers Composite Numbers

3. List the factors of the following numbers, then state whether

they are prime (P) or composite (C).
a. 35
b. 42
c. 47
d. 28
e. 21
f. 18
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 5 Week 6
REVIEW

Name: _______________________________________________ Date: ___________________

1. Using fractional diagrams or the number line, solve the following.

7 4
a. +
11 11

5 3 6
b. + +
15 15 15

10 3
c. -
13 13

11 9
d. -
19 19

2. Change the following mixed numbers to improper fractions.

3 4 7
a. 3 b. 7 c. 5
7 5 9

3. Change the following improper fractions to mixed number.

33 23 25
a. b. c.
7 4 5

4. Complete the following table.

Fraction Decimal Percentage
½
0.60
4/5 80%
5/6
1.67
5. Solve the following.

7 2 1
a. 3 + 7 – 9
8 3 6

1 12 5
b. 11 + 14 - 15
5 15 7

18 5 4
c. 22 - 15 +12
21 7 9

1 4
d. 17 +12
3 9

5 1
e. 15 – 9
8 4

5 5 4
6. In three hours a vendor sold kg of raisins, kg of prunes and kg of
8 6 4

cherries. How much fruits did she sell in all?

7. Josh ordered a cake for his friend’s birthday. It was divided into 12
7
slices. If of the cake was eaten, what fraction was left?
12

1 3
8. During the weekend, Amaya spent 2 hours practising singing, 2 at
4 4
3
dance class and 1 hours playing tennis.
4
a. How much time was spent singing and at dance class?
b. What is the difference in the time spent at dance class and that
spent playing tennis?
c. How much time did she spend doing activities in all?

6 1
9. When full, a barrel holds 65 litres of drinking water. If 52 litres are
7 3
poured into an empty barrel, how much more water is needed to fill
the barrel?
 5
10. A recipe needs 5 cups of chocolate chips to make cookies. If Annie
8
3
only has 1 cups of chocolate chips, how much more does she need
4
to make the cookies?

11. My brother has gained ½ kg each month for the past three months. If
he now weighs 7 kg, what was his weight three months ago?

12. When painting a room, the painter used 3 ½ tins of red paint and 2 ¼
tins of blue paint. How much paint did the painter use in all?

13. In my first triathlon, I ran for 5 ¼ km, swam for 2 ½ km and rode my bike
7
for 4 km. What is the total distance I completed?
8

14. Complete the following table.

Number Factors Prime Composite

13
14
17
23

15. Place a tick in the appropriate box to identify whether the number is
prime or composite.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 7: LESSON 1 TERM TWO
TOPIC: FRACTIONS

Name:______________________________________________ Date:______________

OBJECTIVE:
To explore fractional parts of given quantities.

FACTS/TIPS:

Fractional Part of a Set / Quantity

The fractional part of a set is a fraction of a set of objects.

Finding the Fractional Part of a Set

A fraction, a/b, of something is a portion, or part, of something. In

the fraction a/b, we call „a’ the numerator and „b’ the
denominator.

Method 1:

To find the fractional part, a/b, of a set with n objects, we use

the following steps:
 Divide the number of objects in the set into b equal groups,
or parts.

 Take „a’ of those groups.

 The total number of objects in the a groups that you took in

 step two is the fractional part, a/b, of the set with n objects.

Example:

The market vendor needs of 40 oranges to fill a bag to meet

his customer order. How many oranges does he need?

 The fractional part is , so the denominator is 4, and the

numerator is 3.

 The number of oranges in the set is 40.

 To find the fractional part, , of 40, we first divide 40 into 4

equal groups, or parts.

 Step 2 tells us to take three of these groups. Then, of 40 is

equal to how many objects there are in total in those three
groups.
Therefore, 3/4 of 40 is 30. The market vendor needs 30 more
oranges.

Method 2:
We can also do this algebraically.
To find the fractional part, a/b, of a set with n objects, we use
the following steps:
 Divide n by b.
 Multiply the result you got in step 1 by a.
Example:
What is of 40?
We would first divide 40 by 4.
40 / 4 = 10
Then, we would multiply that result by 3.
10 × 3 = 30

ON YOUR OWN
1.

2. There are 72 pizzas. of the total number of pizzas is?

 3. If there are 25 cupcakes and Raj ate of it. How many
cupcakes did he eat?

4. Mason's car has a gas tank that holds 28 litres of gas. The
tank is exactly full. How many more litres of gas Mason
needs to full the gas tank?

5. Ella has 11 picture books and 7-chapter books in a box. She

gives of these books to her younger cousin. How many
books did Ella give to her cousin?

6. There are a dozen apples in a basket. of them are green.

The rest are red. How many apples are green?

7. Jeremiah has 32 toy cars. of them are made of metal. The

rest are plastic. How many metal toy cars does he have?

8. Naomi has 30 recipes in her notebook. of the recipes

require sugar as an ingredient. How many recipes do not
have sugar as an ingredient?

9. Dr. Smith will see 18 patients today. of them will come

before noon. The others will come after noon. How many
patients will Dr. Smith see after noon?

10. There are 70 tropical fish swimming in a large aquarium.

of them are guppies. How many guppies are there in the
tank?
 HOMEWORK
1. Find of 20.

2. There are 21 cakes in the bakery. of them are sponge

cakes. are black cakes.

a. How many sponge cakes are there?

b. How many black cakes are there?

3. What is of 24?

4. Clarissa picked 50 lemons from a tree. of them were

yellow. were green. How many yellow lemons did she
pick?

5. Salim has a picture book with 124 pages in it. He read of

the book to his little brother. How many pages did he read?

6. Kevin has a rock collection with 100 rocks in it. of his rocks
are sedimentary. of his rocks are metamorphic. of his
rocks are igneous.

a. How many sedimentary and metamorphic rocks does he

have?

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

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

sedimentary and metamorphic _______ igneous and metamorphic

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 7: LESSON 2 TERM TWO
TOPIC: FRACTIONS

Name:______________________________________________ Date:_____________

OBJECTIVE:
To know how to multiply fractions by using multipliers of varying
value.

FACTS/TIPS:

MULTIPLYING FRACTIONS

FACTS ABOUT MULTIPLYING

Fraction = number of parts / total parts

Every fraction has a numerator that equals the number of parts

we have; and a denominator equaling the total number of parts
in a whole.

Any Number Can Be Written as a Fraction

Write any whole number over 1 to make it a fraction since the

total number of parts in any undivided whole is one.
Multiply Fractions Straight Across

Multiplying fractions is easy, just multiply straight across

Note: Mixed numbers must be turned into improper fractions first,

read on for more about this.

Multiply by Any Form of One Anytime

The number 1 is called the multiplicative identity because we

can multiply it by any number and the number remains the
same.

For example, I can change 1/3 into the equivalent fraction 3/9
by multiplying by 3/3.

Change Out Mixed Numbers First

A mixed number is the combination of a whole number and a

fraction.
Example of a Mixed Number

Mixed numbers do not play well with other fractions. It is a good

idea to convert them into improper fractions first.

Note: An improper fraction is a fraction whose numerator is

larger than its denominator therefore having a value greater
than one.

Cancelling Fractions Using the Cross Product

Or by:

How to Multiply Proper Fractions

Proper fractions are fractions where the numerators are less than
the denominators. For example, or .

When multiplying fractions, you apply the following rule:

1. Multiply the top numbers – the numerators.

2. Multiply the bottom numbers – the denominators.

The answer is .

Sometimes, you can simplify the resulting fraction. Simplifying – or

reducing – a fraction means to make that fraction as simple as
possible.

Here is an example:
1. Multiply the numerators.

2. Multiply the denominators.

3. Simplify the fraction.

SOLVING PROBLEMS WITH PROPER FRACTIONS

Example: From a bottle of juice containing L, Mark was given
of it for lunch drink. How much juice did he get?

Amt. of juice in bottle = L

Amt. given at lunch =

Amt. of juice he rec. =

= L

ON YOUR OWN
Find:
1. 2.

3. 4.

5. 6.
Solve these:
1. There was of a pone left in the fridge. Daniel ate of the
leftover pone. How much of the pone did he have?

2. There are kilograms of salt in the kitchen. Mrs. Jackson

used of the salt when she was preparing dinner. How
much salt did she use?

3. According to a recipe, g. of sugar is needed to make 6

fudges. Ashley decided to use only a third of the sugar to
make it healthier. How much sugar did Ashley use?

Multiplying a Fraction by a Whole Number

Point to Note:

When working with both fractions and whole numbers, it is useful

to write the whole number as an improper fraction (a fraction
where the numerator is greater than or equal to the
denominator). All whole numbers can be written with a “1” in the

denominator. For example: , , and .

Remember that the denominator tells how many parts there are in
one whole, and the numerator tells how many parts you have.

Multiplying a Fraction and a Whole Number

Example:
Often when multiplying a whole number and a fraction the
resulting product will be an improper fraction. It is often desirable
to write improper fractions as a mixed number for the final answer.
You can simplify the fraction before or after rewriting as a mixed
number. See the examples below.

Example
Problem Multiply. Simplify the answer and write as
a mixed number.

Rewrite 7 as the improper fraction .

Multiply the numerators and multiply the
denominators.
Rewrite as a mixed
number. .
Answer =4

Example
Problem Multiply. Simplify the answer and write as a
mixed number.

Rewrite 4 as the improper fraction .

Multiply the numerators and multiply the
denominators.

Simplify.
3
Answer
 ON YOUR OWN
1. Read and answer each question: At a school, there are 864
students and 80 staff members. of the students are boys.

A. How many girls are there in the school?

B. Every Wednesday, a meeting for all the teaching staff is

held. If of the staff members are teaching staff, how
many staff members are invited to the meeting?

C. On a rainy day, only of the students attend school. How

many pupils did not attend school?

2. There are 8 water bottles, and each bottle is filled with

water. If we pour all the water together, how many water
bottles can be filled up?

3. At a birthday party, there are 15 children. Each child will eat

of a pizza. How many pizzas should the host order?

4. If each dozen cookies needs of a bag of flour to make,

how many bags of flour does grandma need to buy if she is
making 10 dozen cookies?

5. Sean spent hour each day to work on the garden. How

many hours did he spend in a week working on the garden?

6. Farmer Joe uses bag of seeds on each acre of land. If

there are 6 acres of land, how much seed does he use?

7. Farmer Joe uses bag of fertilizers every week. How many

bags of fertilizers does he use every month?

8. Grandma uses of a pumpkin to make a pumpkin pone.

How many pumpkins should she buy to make 4 pumpkin
pones?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 7: LESSON 3 TERM TWO
TOPIC: FRACTIONS

Name: ______________________________________________ Date: _____________

FACTS/TIPS:

MULTIPLYING MIXED NUMBERS

If you want to multiply two mixed numbers, or a fraction and a

mixed number, you can again rewrite any mixed number as an
improper fraction.

So, to multiply two mixed numbers, rewrite each as an improper

fraction and then multiply as usual. Multiply numerators and
multiply denominators and simplify. And, as before, when
simplifying, if the answer comes out as an improper fraction, then
convert the answer to a mixed number.

Example
Multiply. Simplify the answer and write as a
Problem mixed number.

Change to an improper fraction. 5 x 2

+ 1 = 11, and the denominator is 5.

Change to an improper fraction. 2 x 4

+ 1 = 9, and the denominator is 2.
Rewrite the multiplication problem, using
the improper fractions.
 Multiply numerators and multiply
denominators.
Write as a mixed number.

Answer

Example
Problem Multiply. Simplify the answer and write as a
mixed number.

Change to an improper fraction. 3 x 3

+ 1 = 10, and the denominator is 3.
Rewrite the multiplication problem, using
the improper fraction in place of the
mixed number.
Multiply numerators and multiply
denominators.
Rewrite as a mixed number.
with a remainder of 4.
Simplify the fractional part to lowest terms
by dividing the numerator and
denominator by the common factor 2.

Answer

ON YOUR OWN

1. On Wednesday, the farmer picked 2 barrels of tomatoes.

Thursday, the farmer picked as many tomatoes as on
Wednesday. How many barrels of tomatoes did the farmer
 pick on Thursday?

2. Joy uses 3 cups of flour in her roti recipe. How much flour
would Joy use to make 4 recipes?

3. Romario buys 2 kg of potatoes from shop. Bonita bought

4 times as much potatoes as Rafi. How many kg of
potatoes did Bonita buy?

4. The cats at the farm are fed of a basket of fish each day.
The dogs are fed 2 times as much fish as the cats. How
many baskets of fish are the dogs fed each day?

5. Devina bought 5 kg of onions. She bought 1 times as

much potatoes as onions. How many pounds of potatoes
did she buy?

6. Onika rode her bike for 1 km on Wednesday. On Thursday,

she biked 2 times as far as on Wednesday. How many km
did Onika bike on Thursday?
 HOMEWORK

Solve these:

1. Rocky finished a 200-meter race in of a minute. The

winner of the race used of Rocky‟s time to finish the race.
How many seconds of time did the winner use to finish the
race?

2. Shaahid decided to run every day to keep himself healthy.

He ended up running of a km every day. How many km
did he run in a week?

3. Sarah usually rides her bike about 1 hours every day. The
distance between the library and school is km. Yesterday
the bike had a problem and Sarah only rode her bike of
the way from school to the library and walked the rest of
the way. How far did she ride her bike?

4. It takes Morris one minute to swim km. How far can he

swim in 12 minutes?

5. The tallest basketball player in the school‟s basketball team

is 6 feet tall. Tamesh‟s height is of the height of the tallest
basketball player. What is Tamesh‟s height?

6. Shiv is a professional cricketer. He spends 38 hours each

week training. He spends of his training time running and
of his training time in the gym. How many hours does he
spend in the gym every week?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 7: LESSON 4 TERM TWO
TOPIC: FRACTIONS

Name:______________________________________________ Date:_____________

FACTS/TIPS:

MIXED OPERATIONS

Remember:

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

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

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

Example:

Problem

First, we identify which sign we must solve first

by writing.

BODMAS

So, we will start with multiplication.

We cancel 4 and 6 with 2.

Then cancel 2 and 10 with 2.
And cross multiply
Then, add

Find the LCM of the denominators to make

them like because they are unlike

Divide the LCM by the denominators and

multiply the answer by the numerators.
Add the numerators

Answer
Word Problem

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

Solve:

Planted with bora =

farmland remained =1-
= =

farmland planted with ochro = = =

farmland planted with pumpkin = = =

=

ON YOUR OWN
Solve these:

1. 2.

3. 4.

Read and answer each question:

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

2. To stay healthy, Emily decided to walk for mile every day.

 She walked mile to work and walked mile at lunchtime.
How much further does she need to walk after dinner if she
wants to meet her target distance?

3. Olivia is an athlete. During training this morning, she ran

three laps. It took her minute to finish the first lap. The
second lap took her more minutes than the first lap. The
third lap took her less minutes than the second lap. How
many seconds did it take her to finish the third lap?

4. Kyle is a football player. His bottle was full of water at the

beginning of the game. At the end of the first session, he
drank of the water from the bottle. A coach filled up his
bottle for him during the second session. At the end of the
second session, he drank some more water and left only
of water in the bottle. How much water did he drink during
the game?

5. Emma is a professional cyclist. For the past year, she has

been practicing riding as far as she can in a minute. At the
beginning of the year, her personal record was of a km in
one minute. After six months, she improved her record by
of a km. After a year, she further improved her record by
of a km. What is her best record?

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

Solve:

1. 2.

3. 4.

Solve these:

2. Mary gave of her birthday cake to her friends, of the

remainder to her neighbours and kept the rest for her
family. What fraction of cake did she keep for her family?

3. An athlete training for a sports meeting jogged km on

Monday and on Tuesday. How many more km did he jog
on Tuesday than on Wednesday?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 7: LESSON 5 TERM TWO
TOPIC: PRIME NUMBERS
Name:______________________________________________ Date:_____________

OBJECTIVES:
To understand the concept of prime factors.

To appreciate the use and function of prime factors.

Write numbers up to 144 as a product of Prime Factors

FACTS/TIPS:

PRIME NUMBERS

What are Prime Numbers?

In math, prime numbers are whole numbers greater than 1,

that have only two factors – 1 and the number itself.
Prime numbers are divisible only by the number 1 or itself.

Facts
 1 is neither a prime number nor a composite number.
 The only even prime number is 2.
 No prime number greater than 5 ends in a 5.
 List of all the prime numbers up to 240.

2 3 5 7 11 13 17 19 23 29
31 37 41 43 47 53 59 61 67 71
73 79 83 89 97 101 103 107 109 113
127 131 137 139 149 151 163 167 173 179
181 191 193 199 211 223 227 229 233 239

FINDING PRIME FACTORS OF NUMBERS

Example: What are the prime factors of 12?

How to solve:
Step 1: find the factors of 12

Factors of 12 are:

12
1 12
2 6
3 4
Step 2: identify which of the factors are Prime Factors.

Factors of 12 = 1, 2, 3, 4, 6, 12.

Prime Factors of 12 = 2 and 3

Let’s Practice what we learn.

ON YOUR OWN

1. Circle the Prime numbers from the list below.

11 22 35 43 59 61 78 83 91
2. What are the Prime Factors of:
a. 10
b. 95
c. 45
d. 27
e. 30
f. 51
PRIME FACTORIZATION

"Prime Factorization" is finding which prime numbers multiply

together to make the original number.

Here are some examples using different methods:

Method 1:

Example 1: What are the prime factors of 12?

It is best to start working from the smallest prime number, which is

2, so let us check:

12 ÷ 2 = 6

Yes, it divided exactly by 2. We have taken the first step!

But 6 is not a prime number, so we need to go further. Let us try 2

again:

6÷2=3

Yes, that worked also. And 3 is a prime number, so we have the

answer:

12 = 2 × 2 × 3

As you can see, every factor is a prime number, so the answer

must be right.

Note: 12 = 2 × 2 × 3

It can also be written using exponents as 12 = 22 × 3

Method 2:

We showed you how to do the factorization by starting at the

smallest prime and working upwards.

But sometimes it is easier to break a number down into any

factors, you can then work those factors down to prime numbers.

Example: What are the prime factors of 90?

Break 90 into 9 × 10
The prime factors of 9 are 3 and 3
The prime factors of 10 are 2 and 5
So, the prime factors of 90 are 3, 3, 2 and 5

Which is 90 = 2 x 32 x 5

Method 3:

Factor Tree
A "Factor Tree" can help: find any factors of the number, then the
factors of those numbers, until we can't find any more factor.

Example: 48

48 = 4 × 12, so we write down

"4" and "12" below 48
Now we continue and factor
4 into 2 × 2
Then the factors of 12 which
are 2 x 6
And lastly 6 into 3 × 2
We can't factor anymore, so
we have found the prime
factors.

Which reveals that 48 = 2 × 2 × 2 × 2 × 3

(or 48 = 24 × 3 using exponents)

Let’s Practice what we have learnt.

ON YOUR OWN
Choose a Method that you find easy for you to use and
complete the exercise.

Express the following numbers as a product of prime

factors.

1. 20
2. 45
3. 102
4. 64
5. 140
HOMEWORK:
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 8: LESSON 1 TERM TWO
TOPIC: FRACTIONS
Name:______________________________________________ Date:_____________

OBJECTIVES:
To develop an understanding of reciprocals.
To know how to form reciprocals from given fractions and numbers.

FACTS/TIPS:

Reciprocals

To get the reciprocal of a fraction, just turn it upside down. In

other words, swap over the Numerator and Denominator.

Remember:
A Fraction (such as ) has two numbers:

Numerator
Denominator

We call the top number the Numerator, it is the number of parts

we have.
We call the bottom number the Denominator, it is the number of
parts the whole is divided into.

Reciprocal of a Fraction

To get the reciprocal of a fraction, just turn it upside down. In other

words, swap over the Numerator and Denominator.
Examples:

Fraction Reciprocal

=2

That last example was interesting. The reciprocal of is 2. Likewise,

the reciprocal of is 3 and so on.

Multiplying a Fraction by its Reciprocal.

When we multiply a fraction by its reciprocal, we get 1:

Examples:

=1

=1

Reciprocal of a Mixed Fraction.

To find the reciprocal of a Mixed Fraction, we first convert it to

an Improper Fraction, then turn that upside down.

Example: What is the reciprocal of (two and one-third)?

1. Convert it to an improper fraction: =

2. Turn it upside down:

The Answer is:

 ON YOUR OWN

1. What is the reciprocal of ?

2. What is the reciprocal of 2 ?

3. Find the reciprocals of the fractions and mixed numbers

and write them in the space provided.

a. ________________

b. ________________

c. ________________

d. ________________

e. ________________

f. ________________
 HOMEWORK
Find the reciprocals of the fractions and mixed numbers and
write them in the space provided.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 8: LESSON 2 TERM TWO
TOPIC: FRACTIONS
Name:______________________________________________ Date:_____________

OBJECTIVE:
To apply the principle of reciprocals to divide whole numbers and
fractions

FACTS/TIPS:

DIVIDING FRACTIONS BY WHOLE NUMBERS AND PROPER FRACTIONS

DIVIDING FRACTIONS BY PROPER FRACTIONS

Dividing Fractions

Simple:

Turn the second fraction upside down, then multiply.

There are 3 Simple Steps to Divide Fractions:

 Step 1. Turn the second fraction (the one you want to

divide by) upside down (this is now a reciprocal).

 Step 2. Multiply the first fraction by that reciprocal.

 Step 3. Simplify the fraction (if needed)

Example:
Step 1. Turn the second fraction upside down (it becomes
a reciprocal):
Step 2. Multiply the first fraction by that reciprocal:
 (multiply tops ...)

(... multiply bottoms)

Step 3. Simplify the fraction: =3

ON YOUR OWN

1. 2.

3. 4.

5. 6.

Fractions and Whole Numbers

Remember: Make the whole number a fraction, by putting it

over 1.

Example: 5 is also

Dividing Fractions by Whole Numbers

To divide proper fractions by whole number, follow these simple

steps:

 Step 1 - Converting the whole number into a fraction. To

convert the whole number into a fraction, then you must
change the division operation into the multiplication
operation.
  Example:

convert 5 into a fraction by putting it over 1

change division into multiplication and change the last

fraction into its reciprocal.

 Step 2 - Multiply the Final Fractions - Multiply the numerators

of both fractions and multiply the denominators of both
fractions.

 Step 3 - Simplification - The next step is to simplify the final

fraction to get the right answer.

Why Turn the Fraction Upside Down?

Because dividing is the opposite of multiplying!

A fraction says to:

multiply by the top number
divide by the bottom number

But for DIVISION we:

 divide by the top number
 multiply by the bottom number

Example: dividing by 5/2 is the same as multiplying by 2/5

So instead of dividing by a fraction, it is easier to turn that
fraction upside down, then do multiplication.

ON YOUR OWN

Solve the word problems.

1. Walker collected 1/2 of a kg of grapes. He must divide

them equally among 5 wooden baskets. How many kg of
grapes did Walker put in each wooden basket?

2. For a family function, a florist used 1/2 of a basket of flowers

to decorate 3 windows. He used the same number of
flowers for each window. How many baskets of flowers did
he use for each window?

3. On the last day of exams, our teacher had 1/2 of a bundle

of blank paper left. She gave the paper to her 3 students
equally. How much of the bundle did every student take
home?

4. An oil factory used 1/2 of a tin of peanuts to prepare 3

drums of peanut oil. How many tins of peanuts does the
factory use to fill in each drum?

5. Jackson made 1/3 of a kg of milk cake. He cuts the cake

into pieces to share with his 3 friends. What was the weight
of each piece?
 HOMEWORK

1. Ethan ordered 4 sandwiches for a party. ½ sandwich is one

serving. Does he have enough to serve 7 friends?

2. A street baker needs 8 chocolates to paste on each case

of a Chocó roll. How many chocolates will he need for ½ of
a case?

3. Wilson has a tray of cherries. His daughter ate 1/2 of the

cherries left on the tray. She ate those cherries in 3 equal
parts. What fraction of cherries did she eat each time?

4. Each day, Jordan uses 5 bags of mangoes for mango

shakes for her family and tenant. How much of her usual
can she make with 1/2 of a bag of mangoes?

5. Paul snatched 1/5 of a kg of grapes from his fridge. He

gave them equally to 2 friends. How many pounds of
grapes did Paul give to each friend?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
Week 8: Lesson 3 Term Two
TOPIC: FRACTIONS
Name:______________________________________________ Date:_____________

OBJECTIVES:
To apply the principle of reciprocals to divide whole numbers and
fractions.
To know to divide fractions using reciprocals.

FACTS/TIPS

DIVIDING MIXED NUMBERS

To divide proper fractions by mixed number, follow these simple

steps:

 Step 1 - Converting the mixed number into an improper

fraction. To convert the mixed number into fraction, then you
must change the division operation into the multiplication
operation.

Example:

convert by multiplying the whole number by the

denominator and add it to the numerator

change division into multiplication and change the last

fraction into its reciprocal
 Step 2 - Multiply the Final Fractions - Multiply the numerators
of both the fractions and multiply the denominators of both
fractions.

 Step 3 - Simplification - The next step is to simplify the final

fraction to get the right answer.

ON YOUR OWN

1. A stack of boards is 21 m high. Each board is 1¾ m thick.

How many boards are there?

2. A satellite makes 4 revolutions of the earth in one day. How

many revolutions would it make in 6½ days?

3. A bolt has 16½ turns per m. How many turns would be in 2½

m of threads?

4. If a bookshelf is 8 1/28 m long, how many 1 7/8-inch-thick

books will it hold?

5. Deborah needs to make 16 costumes for the school play.

Each costume requires 4 1/2 yards of material. How many
yards of material will she need?

6. DJ Gabe is going to serve ⅓ of a whole pizza to each guest

at his party. If he expects 24 guests, how many pizzas will he
need?
 HOMEWORK
Practice the word problems on division of mixed fractions. We
know to solve the problems on dividing mixed fractions, first we
need to convert them into improper fractions and then we
divide as usual.

1. The product of two numbers is 1 . If one of them is 7 , find

the other number.

2. Rex walks 3 km in 1 ¼ hours. At the same speed, how long

will he go in 1 hour?

4. Sam constructs ¾ of the wall in 1 days. How many days will

he need to construct the wall?

5. Jack cuts 1 m ribbon into pieces of m each. How many

pieces did he cut?

6. Mike completes of a work in 25 ½ hours. How many hours

does he need to finish the whole work?

7. Adam reads part of a book in 2 hours. How much time will

he need to read the whole book?

8. David bought 5 kg of sugar and consumed it in 45 days.

How much did he consume each day?

9. Maria consumed 4 l oil in 30 days. If she consumed the

same quantity of oil each day, how much did she consume
each day?

10. Benton cuts a 25 cm long ribbon into some pieces. Each

piece was 1 cm long. How many pieces did she cut?

11. Clive worked hard but could complete only of his work in
5 days. How many more days does he need to finish the
whole work?

12. Find the number that gives 2 when multiplied by 2 .

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 8: LESSON 4 TERM TWO
TOPIC: FRACTIONS
Name:______________________________________________ Date:_____________

FACTS/TIPS:
MIXED OPERATIONS
Remember:

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

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

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

Example:

Problem

First, we identify which sign we must solve first

by writing

BODMAS

So, we will start with bracket

Add the two fractions in the bracket

Find the LCM of the denominators to make

them like because they are unlike

Divide the LCM by the denominators and

multiply the answer by the numerators.

Add the numerators

Now divide

Change the sign to multiplication then

change the last fraction to its reciprocal

Then cancel and cross multiply

 Simplify

Answer

ON YOUR OWN
Solve these:

1. 2.

3. 4.

Read and answer each question:

1. At the fun fair, the pony rides take about 1/6 of an hour to
finish. If there are 3 ponies and 24 kids in front of Emma,how
long does Emma need to wait before it is her turn for the
pony ride?

2. 2/3 of the houses in our village have telephones. If there are

60 houses, how many do not have telephones?

3. 2/5 of the money in my purse is $1500.00. What is the amount

of money I have in my purse?
 HOMEWORK

Solve:

1. Thomas decides to go on a vacation. He can go on leave for

of a month. Assuming a month is 30 days, how many days
of vacation can he have?

2. Thomas decides on a destination for his vacation. If he takes

the train there, it will take him 5 hours to get there. If he
takes the plane, it will take him 2 hours. How many hours
does the plane save?

3. Thomas decided to take the plane to save some time.

Unfortunately, the plane was delayed for 1 hours. How long
did the trip finally take?

4. Thomas buys 6 souvenirs for his friends and family. Each gift
takes up of his suitcase. If he has two suitcases, how much
room is left for his own belongings in his suitcases?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE 6 WORKSHEET
SUBJECT: MATHEMATICS
WEEK 8: LESSON 5 TERM TWO
TOPIC: LEAST COMMON MUTLIPLE
Name:______________________________________________ Date:_____________

OBJECTIVE:
Find the L.C.M of given numbers using sets of multiples and factors.

FACTS/TIPS:

Least Common Multiple (L.C.M.)

What is the Least Common Multiple?

The smallest positive number that is a multiple of two or more

numbers.

Finding the L.C.M. of numbers

Method 1:

Example

Least Common Multiple of 3 and 5:

Step 1: List the Multiples of each number,

The multiples of 3 are 3, 6, 9, 12, 15, 18, ... etc.
The multiples of 5 are 5, 10, 15, 20, 25, ... etc.

Step 2: Find the first Common (same) value:

The Least Common Multiple of 3 and 5 is 15

(15 is a multiple of both 3 and 5 and is the smallest number like
that.)

Quick Reminder:

What is a "Multiple”?

We get a multiple of a number when we multiply it by another

number, such as multiplying by 1, 2, 3, 4, 5, etc., but not zero.

Here are some examples:

The multiples of 4 are: 4,8,12,16,20,24,28,32,36,40,44,...
The multiples of 5 are: 5,10,15,20,25,30,35,40,45,50,...

What is a "Common Multiple"?

Say we have listed the first few multiples of 4 and 5: the common
multiples are those that are found in both lists:

The multiples of 4 are: 4,8,12,16,20,24,28,32,36,40,44,...

The multiples of 5 are: 5,10,15,20,25,30,35,40,45,50,...
Notice that 20 and 40 appear in both lists.

So, the common multiples of 4 and 5 are: 20, 40

What is the "Least Common Multiple”?

It is simply the smallest of the common multiples.

In our example, the smallest of the common multiples is 20 so

the Least Common Multiple of 4 and 5 is 20.
Method 2:
Example: find the Least common multiple of 6 and 10.
Step1: List the numbers
Step 2: Identify the smallest Prime
Number that can divide either one
or both numbers
Step 3: Then identify the next prime
number to divide the numbers
remaining. Continue step 3 until 1 is
the only number remaining
Step 4: multiply the prime numbers.
The product of these prime number ``
is the Least Common Multiple.
L.C.M. of 6 and 10 = 2 x 3 x 5
The L.C.M. of 6 and 10 = 30 = 30

ON YOUR OWN
Find the lowest common multiple.

1. 7 =_________________ L.C.M. = _____________

25 =_________________

2. 4 =_________________ L.C.M. = _____________

21 =_________________

3. 27=_________________ L.C.M. = _____________

8 =_________________

4. 7 =_________________ L.C.M. = _____________

3 =_________________
 5. 26 =_________________ L.C.M. = _____________

25 =_________________

6. 16 =_________________ L.C.M. = _____________

26 =_________________

7. 2 =_________________ L.C.M. = _____________

10 =_________________

8. 21 =_________________ L.C.M. = _____________

7 =_________________

9. 9 =_________________ L.C.M. = _____________

21 =_________________

10. 19 =_________________ L.C.M. = _____________

7 =_________________

11. 2 =_________________ L.C.M. = _____________

5 =_________________