BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. UNIT 1 NUMBER CONCEPTS AND OPERATIONS 1.1 Representing and Describing Whole Numbers to 1 000 000 1.2. Rounding and Estimation 1.3 Mental Mathematics 1.4 Multiplying 2-Digit Numbers 1.5 Dividing 2-Digit Numbers by 1-Digit NumbersBC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS. 1.1 Representing and Describing Whole Numbers ‘Word Numbers and Numerals = When we express an amount or quantity using words, we call it a word number (c.g. twenty five, one hundred thirty two, etc.). However, when we use symbols to represent a quantity, we call it a numeral (e.g. 25, 132, etc.). e.g. Two thousand one hundred fifty three OR 2153 WORD NUMBER NUMERAL Writing Word Numbers "When we write a word number to represent a whole number numeral, we don’t use the word “and.” (This word is reserved for decimals.) e.g. (i) 138 is written as one hundred thirty eight NOT one hundred and thirty eight. Gi) 4530 is written as four thousand five hundred thirty NOT four thousand five hundred and thirty. Numerals and Digits = Numerals are made up of digits. For example, the numeral 356 is made up of the digits 3, 5, and 6. Each one of these digits represents a certain value. To better understand the value of each digit, we need to understand place value. This topic is discussed in the next section. e.g. 5368 consists of the following digits, each with different values: 5, 3, 6, and 8. The value of each digit depends on its location or place in the numeral. For example, in the numeral 235, the digit 2 has a value of 200 (it is in the hundreds place), the digit 3 has a value of 30 (it is in the tens place), and the digit 5 has a value of 5 (it is in the ones place). Using Proper Spacing Instead of Commas in Numerals = Canada has adopted international rules for the metric system and as a result we do not use commas with whole numbers (in some countries commas stand for decimals). As a result, when a numeral has more than 4 digits, we leave a space instead of a comma between every three digits, working from right to left. In addition, we do not use a comma or leave a space if there are only four digits.BC Grade 5 Mathematics UNIT 1 — NUMBER CONCEPTS AND OPERATIONS Examples (i) Use 35 172 instead of 35,172. (ii) Use 534 873 instead of 534,873. (iii) Use 4215 instead of 4,215. (Leave a space three digits to the right.) (Leave a space three digits to the right.) (Since there are only 4 digits, do not leave a space.) Examples with Solutions 1. Write a numeral for each of the following word numbers. two hundred fifty three one hundred twenty . three thousand four hundred seventy six thousand fifty seven . five thousand six hundred two . fifty thousand three hundred six Answer a. 253 b. 120 ¢. 3470 d. 6057 e. 5602 f 50 306 Write a word number for each of the 509 3238 oP 4044 6305 8230 41 206 meas following numerals. Answer a. five hundred nine b. three thousand two hundred thirty eight c. four thousand forty four d. six thousand three hundred five e. eight thousand two hundred thirty ff. forty one thousand two hundred six 3. Write as many different numerals as 1,3 possible from the following digits. Solution "Possible numerals with one digit are 3 and7 Possible numerals with two digits are 37 and 73 All possible numerals are: 3, 7, 37, 73BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 4. Use proper spacing and the deletion of commas to rewrite each numeral shown incorrectly on the left. Incorrectly Written Numeral Correct Version a. 4,678 a. 4678 (remove comma, no space) b. 7349 b. 7349 (remove space) c. 10,348 c. 10 348 (remove comma, insert space) d. 72,431 d. 72 431(remove comma, insert space) e. 145,689 e. 145 689 (remove comma, insert space) Place Value = When we write numerals from 0 to 9, they involve only the “ones” digits. e.g. 1. 9 is equal to nine ones. 2. 2 is equal to two ones. = When we write numerals from 10 to 99, they involve both “tens” and “ones” digits. e.g. 1. 16 is equal to 1 ten and 6 ones. 2. 68 is equal to 6 tens and 8 ones. * When we write numerals between 100 and 999, they involve hundreds, tens, and ones digits. e.g. 1. 962 is equal to 9 hundreds, 6 tens, and 2 ones. * Numerals between 1000 and 99 999 can include the “ten thousands, thousands, hundreds, tens, and ones” digits. The number 23 417 is shown next with the place value for each digit next. 2 304 41 7 t+ kh kk ten thou. hum tens ones thousands sands dreds So 23 417 has 2 ten thousands, 3 thousands, 4 hundreds, | ten and 7 ones (bwenty three thousand four hundred seventeen) 4 Combine the thousands. Combine the tens and ones.BC Grade 5 Mathematics Examples with Solutions UNIT 1 — NUMBER CONCEPTS AND OPERATIONS 5 1. What is the value of the underlined digit in each of the following numerals? . 453 . 682 509 . 2345 » 5230 $4895 . 24 305 Answer a. The digit 5 is in the tens place, so it is equal to 5x 10 = 50. b. The digit 2 is in the ones place, so it is equal to 2x 1 = 2. The digit 5 is in the hundreds place, so it is equal to 5 x 100 = 500. d. The digit 3 is in the hundreds place, 80 it is equal to 3 x 100 = 300. ° e. The digit 5 is in the thousands place, so it is equal to 5 x 1000 = 5000. ff The digit 4 is in the thousands place, so it is equal to 4 x 1000 = 4000. g. The digit 2 is in the ten thousands place, so it is equal to 2 x 10 000 = 20 000. a. Thave 5 tens, 4 hundreds, and 3 ones. Thave 2 thousands, 3 hundreds and 7 ones. Thave 9 hundreds, 7 thousands, and 8 ones. b. |. [have 6 ten thousands and 2 hundreds. . Ihave 3 ten thousands, 1 thousand, and 5 tens. Thave 6 thousands and 3 ones. . Lhave 3 hundreds and 7 thousands. Write each numeral described below. _ a. 453 b. 2307 c. 7908 d. 60200 e. 31050 f 6003 g. 7300BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 6 3. Write each numeral as a number word. Solution a. 25040 a. twenty five thousand forty b. 620 305 5. six hundred twenty thousand three hundred five c. 702 027 c. seven hundred two thousand twenty seven d. 800 808 d. eight hundred thousand eight hundred eight 4. Write each number word as a numeral. | a. three hundred twenty five a. 325 209 thousand two hundred nine b. one hundred twenty five b. 125 648 thousand six hundred forty eight c. two hundred thousand three c. 200 310 hundred ten c. six hundred thousand thirty five | d. 600 035 Expressing a Numeral using Expanded Notation * We can show a numeral as a sum of the values of its digits (called writing the numeral in expanded notation). For example, 526 is equal to 500 + 20 + 6 (keeping in mind the place values of the digits). eg. (i) 34=3x10+4x1=30+4 Gi) 793=7x 100+9x10+3x1=700+90+3 (iii) 8408 = 8 x 1000 + 4x 100+ 0x 10+8x 1 = 8000+ 400+8 Examples with Solutions {1. Write each numeral in expanded | notation. a. 5642 a. 5642 =5 x 1000+ 6 x 100+4x 10+2x 1 | | b. 4059 b. 4059 = 4x 1000+5x 10+ 9x1 | c, 24040 ¢. 24 040 = 2x 10 000+4 x 1000 +4x 10BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 7 2. Write the numeral that has 5 . thousands, 2 hundreds, 3 tens, and 0 ones. 5x 1000+ 2x 100+3x10+0x1 = 5000 + 200 + 30 + 0 = 5230 3. Write the word number for the = The numeral has 7 thousands, 2 numeral below. hundreds, 1 ten, and 5 ones. nis * The word number is seven thousand two hundred fifteen. 4, Write 30 574 in words. = The numeral has 3 ten thousands, 5 hundreds, 7 tens, and 4 ones. The word number is thirty thousand ‘five hundred seventy four. 5, Write three hundred thousand five | = hundred twenty as a numeral. There are 3 hundred thousands, 5 hundreds, and 2 tens. The numeral is 300 520. 6. Inthe numeral 70 218, a. What is the value of the 2? a. b. What is the value of the 1? b c. What is the value of the 7? c The 2 is in the hundreds column, so its value is 2 x 100 = 200. The one is in the tens column, so its value is 1x 10 = 10. The 7 is in the ten thousands column, so its value is 7x 10 000 = 70 000. Exercises 1.1 1. Write a numeral for each of the following word numbers. a. one hundred seventy c. four hundred twenty fou e. two thousand thirty six [. g. thirty thousand two hundred one [| b. five hundred nine d. six thousand fifteen f. twenty two thousand ten h. two hundred thousand six hundredBC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 2. Write a word number for each of the following numerals. a. 345 b. 304 | c. 1250| | a. 253] e. 32 753| f. 70 150| g. 125 34a] h. 333 303 3. Write as many different numerals as possible from the following digits. 4, Rewrite each numeral using proper spacing and deleting commas. a. 4,790 b. 7,666 ©. 5.585 d. 12,456 e. 30,148 — f. 22,088 g. 470,031 h 330,022 | (MORE QUESTIONS ‘wow. Math-Help.BC Grade 5 Mathematics = UNIT 1- NUMBER CONCEPTS AND OPERATIONS 5. Fill in each blank with the correct digit in the table below. ten thousands thousands hundreds tens ones a. 405 | L_ b. 2210 | L_ | L_ c. 6070 L_ d. 5055 L__ L_ e. 20245 — £ 31042 g. 78 103 | L L__ —— 6. Write each numeral using expanded notation. a. 4522 | 40250 | e. 38080 7. Write each numeral described below. a. Ihave 3 thousands, 2 tens, and 7 ones. c. [have 2 ten thousands, 3 hundreds, 5 tens, and 2 ones. b. 3022 l d. 12090. f. 120790 b. have 6 hundreds and 9 ones. d. Ihave 8 thousands, 3 tens, and 5 ones. | 8. What is the value of the digit underlined in each numeral? a. 5671 ¢. 63 697 b. 6092 | d. 54207BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 10 9. Draw an arrow to match the numeral in the left hand column with the number word in the right. The first one is done for you. a. 125 430 NN nine hundred eight thousand eight b. 750 209 one hundred twenty five thousand four hundred thirty ©. 300 025 four hundred ten thousand ten . 908 008 seven hundred fifty thousand two hundred nine e.410010 three hundred thousand twenty five f. 125 043 three hundred thousand two hundred fifty g. 300 250 one hundred twenty five thousand forty-three Extra for Experts WHAT NUMBER AMI? 10. have 3 thousands, 2 hundreds, 0 tens, and 2 ones. Answer: 11. Thave 2 hundreds, three times as many tens as hundreds, and half as many ones as hundreds. Answer | 12. [have 15 ones and 9 tens. Answer |BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS " 13. Ihave 30 tens and 2 ones. 14, Ihave 14 hundreds, 6 tens, and 18 ones. 15. Ihave twice as many thousands as tens, twice as many tens as ones, and 2 less than 4 ones. 16. I have 6 thousands, half as many hundreds as thousands, and the same number of tens and ones as hundreds. 17. Ihave the same number of thousands, hundreds, tens, and ones. The sum of my digits is 28. Answer Answer Answer| Answer Answer 18. List all of the 3-digit numerals that can be made from the digits 3, 6, and 9. 19. List all of the numerals containing one, two, or three digits than can be made from the digits 5, 2, and 3.BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 1.2 Using Estimation Estimating Values = Estimation is used often in day-to-day activities to determine approximate values. Several examples of where estimation is used are listed next. = Your height or that of your classmates * How much is needed to pay for groceries in your shopping cart * How much gas is needed for your car to travel between two towns = How much fertilizer is needed for the lawn = Other uses of estimation include: = Making predictions * Checking whether an answer is reasonable (This is particularly useful when you use a calculator.) Rounding Numbers = To get closer to the exact answer when we use estimation, sometimes we round a number either up or down first. Rules for Rounding = Use the following steps to round numbers. (i). Go to the column immediately to the right of the digit corresponding to the place value asked for. (ii). Round up if that digit is 5 or greater (5 to 9) or leave it the same if it is less than 5 (0 to 4). (iii). Replace digits to the right of the place value asked for with zero.BC Grade 5 Mathematics. UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 13 Rounding Examples Round 7382 to Estimated Answer a. the nearest ten | * Go to the ones column. 7380 = Itis 2 so leave the 10s digit and replace those to the right with 0. (Note: 7382 is closer to 7380 than to 7390.) b. the nearest 100 |= Go to the tens column. = Itis 8 so round the hundreds column up to 4 and replace those to the right with 0. (Note: 7382 is closer to 7400 than to 7300.) 7400 c. the nearest 1000 |* Go to the hundreds column. | 7999 = Itis 3 so leave the thousands column and replace those to the right with 0. (Note: 7382 is closer to 7000 than to 8000.) Estimating Operations between Two Numbers = When estimation is used to find the sum, difference, product, or quotient between two numbers, usé the following steps. (i). Round one number down to a convenient number. (ii). Round the other one up to a convenient number. (iii). Perform the operation between the numbers.BC Grade 5 Mathematics Examples with Solutions { 1. Round the number 4764 as follows: a. to the nearest hundred | b.to the nearest 1000 c. to the nearest 10 UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 4 "Go to the tens column. = There are 6 tens, so round the hundreds digit up. «Replace digits to the right of the hundreds with 0. = The number becomes 4800. = Go to the hundreds column. = There are 7 hundreds so round the thousands column up. = Replace digits to the right of the thousands with 0. "The number becomes 5000. = Go to the ones column. = There are 4 ones so leave the tens column the same. «Replace digits to the right of the tens with 0. = The number becomes 4760. 2. Estimate the following product by (i rounding the numbers first, and (ii) finding the resulting product. 289 x 11 * Round 289 up to 300 and round 11 down to 10. * The estimated product is 300 x 10 = 3000. Exercises 1.2 1. Round each number as follows. a. 63 to the nearest 10 b. 86 to the nearest 10 c. 161 to the nearest 100 Answer |_ Answer | Answer'BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 15 d. 12 249 to the nearest 100 . 18 708 to the nearest 1000 f, 2535 to the nearest 10- g. 71 900 to the nearest 1000 h. 1658 to the nearest 10 i. 90 909 to the nearest 100 j. 191919 to the nearest 10 k. 64 601 to the nearest 1000 Answer Answer Answer. Answer} Answer| Answer | _ Answer | Answer 2. Ifyou were going to estimate the product of each pair of numbers, what number would you round each factor estimate? a, 28 x 43 b. 109 x 295 c. 48x 103 d. 322 x 285 e. 1024x 95 to and then what would be your Rounded numbers x| Estimate| Rounded numbers |__x (Evins Rounded numbers |__ x |__ Estimate |__ i Rounded numbers\___x Estimate| Rounded mumbers|__x |_ EstimateBC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. 16 3. Round each separate number to the nearest 100 first and then estimate the sum. 281 322 Rounded numbe L_4 593 | Estimate of the sum 4. Ona recent vacation trip, the Wong family traveled 512 km on the first day, 620 km on the second day, 490 km on the third day, and 572 km on the fourth day. Round each distance to the nearest 100 and then estimate the total distance traveled. Answer 5. Mr. Coulson’s class had a raffle. Soeng sold 42 tickets, Pedro 58, Bob 71, and Hannah 114. Round each sale to the nearest 10 and then estimate the total number of tickets they sold. Answer ____— 6. Myra, Ron, Jack, and Sumi collect hockey cards. Myra has 312, Ron has 472, Jack has 225, and Sumi has 530. Round each to the nearest 100 and estimate how many cards they had altogether. Answer _BC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS 7 7. In Nand’s school, there were 74 students in Kindergarten, 69 in Grade 1, 42 in Grade 2, 73 in Grade 3, 94 in Grade 4, 89 in Grade 5, 88 in Grade 6, and 64 in Grade 7. Round the number in each grade to the nearest 10 and then estimate how many students there were in ‘Answer the school. Extra for Experts 8. If 15 680 had been rounded up to the nearest 10, what were all of the possible numerals that it could have originally been? Answer _ 9, If28 500 had been rounded down to the nearest hundred, what were all of the possible digits that could have been in the tens column? AnswerBC Grade 5 Mathematics UNIT 1- NUMBER CONCEPTS AND OPERATIONS. 18 10. Estimate how many days there are in 21 months. Explain how you did this. Answer. 11. List all possible numbers which meet the following conditions: a. These 2-digit numbers, when rounded to the nearest 10, are equal to 40 | Answer b. These numbers, between 8545 and 8555, when rounded to the nearest 100, are equal to 8600 Answer 12. Re-arrange the following number cards in the following ways. 8 2 4 9 a. to make the largest possible number Answer b. to make the smallest possible number AnswerBC Grade 5 Mathematics 1.3 Mental Mathematics for Multiplication UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS Review of Times Tables * Before looking at mental math strategies for multiplication and division, it is important to know the times tables. The grid below will help you with them. oflofolololololol|o 0 Jolifl2/3[4|[slol7/s 10 ol2l[4le 10 | 12 | 14 | 16 | 18 | 20 0 | 3 | 6 | 9 | 12| 15 | 18 | 21 | 24 | 27 | 30 o | 4 [8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 | 40 o | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 | 50 Jo | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 | 60 | o | 7 | 14] 21 | 28 | 35 | 42 | 49 | 56 | 63 | 70 o | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 | 80 0 | 9 | 18 | 27 | 36 | 45 | 54 | 63 | 72 | 81 | 90 0 | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 | 100 Exercises 1.3a 1. Fill in the gaps in the following number sequences. You can use the times table grid to find the answers. 6, 12,18 LL a, b. c. d. . 8, 16, 24, 401, 7,14,21,|__,| 42 9, 12, 15, 21,L_, | ‘MORE QUESTIONS www. Mat Help.caBC Grade 5 Mathematics 2. Link each product with the correct answer. The first one has been done for you. 4,8,12,__, 20,24, , = 4,6,8L2, 12, —— | — 27, 36, 45, sa, L 30, 36, 42,75 7X 8 = 6 x 7 4 3.x 4 | 5 xX 7 8 xX 3 4 X 7 4 2 xX 9 & 8 X 8 = 7X 7 4H 9 xX 5 4 X 9 8 xX 7 8 xX 9 & 56 \ UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS 35 24 49 36 45 56 42 56 12 72 64 18 28 20BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS at 3. Fill in the blanks in each grid. Three of them are done for you in question “a”.BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS Expanded Numbers and Products Expanded Numbers = Recall that a number can be broken apart and written as a sum, using place value and the value of the digit. This is called writing a number in expanded form. eg 1. 23 2. 37=30+7 3, 235=200+30+5 ‘The Distributive Property “When we multiply two numbers it is sometimes easier to write one of them in expanded form and then find the product of each of the expanded terms with the second number. Look at the following examples. Straight Multiplication Writing one number in Expanded 1. 5x 12=60 5(10+2)=5x10+5x2 2. 5x23=115 2. 7x31=217 7x31= 7304 1)=7x30+7x1 =210+7=217 = So we end up with the same value whether we multiply directly or expand one of them first. This property of numbers is called the distributive property of multiplication over addition. = When we use mental math, it is often faster and easier to use the distributive property to find the product of two numbers. eg. 5x97=5(90+7)=5x90+5x7=450 +35 = 485 22BC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS, Using the Distributive Property (breaking into smaller parts) = We can use the distributive property to break one of the numbers (factors) into smaller parts, to make the multiplication problem easier. e.g. 5 x 34 (Think 34 = 30 + 4.) So5x34=5x30+5x4=150+20=170 Rule 1. Break one of the numbers into smaller parts. 2. Find the products of each smaller part with the second number. 3. Find their sum. eg. 1. 46x20 (Think 46 = 40 + 6,) So 46 x 20 = 40x 20 + 6 x 20 = 800 + 120 = 920. 2. 20x 67 (Think 67 = 60 + 7.) So 20x 67 = 20x 60 + 20x 7 = 1200 + 140 = 1340 OR (Think 20 = 10 + 10.) ‘So 20x 67 = 10x 67 + 10x 67 = 670 + 670 = 1340 Properties of Zero = When multiplying by 0 Think, “How many apples are in a bowl with nothing in it?” ‘Answer: There are none (zero apples). “How many are in no (zero) groups of 7?” = Answer: 0x 7 = 0 (none) = When dividing by 0 Think “How many zeros are in a group of 5?” Answer: 5 + 0 =? We don’t know how many zeros are in a group of five. There is no answer (it is undefined). Examples with Solutions 1. Use the distributive property (breaking into smaller parts) to multiply each of the following. ; a, 7x43 7x43 =7x40 + 7x3 = 280+ 21 = 301 b. 12x15 12x15 = 12x10 + 12x5 = 120+ 60 80 ec. 3x 130 3x 130 x 100 + 3x30 = 300+ 90 590.BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 24 2. Use properties of zero to find each product. a. 45x0 45x0=0 b. 231x0 231x0=0 c. 0x45 Ox45=0 Exercises 1.3b 1. Write a multiplication number statement for each word statement. a. two groups of five b. five groups of seven c. eleven groups of twenty five d. nine groups of forty four e. seven groups of thirty three f. three groups of one hundred ten | 2. Write a word statement for each number statement. a, 34x8 b. 145x7 ce. 43x3 d. 215x8 e, 107x7 i, f. 132x22 [MORE QUESTIONS vies. Math-Help. ow oun weBsireBC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 25 3. Use the distributive property (breaking into smaller parts) to multiply each of the following, (Show your work.) a. 4x 63 b. 7x 82 * prs l 8x 110 e 7x 430 £ 4x 580 | 4. Sarah had 9 bags, each one with 14 apples in it. How many apples did she have altogether? Answer ___ 5. Jack and two of his friends each saved up $23. How much, in total, did they save? Answer| 6. There are 26 students in Julie’s class. Each student was given I1candies. How many candies, in total, were given out? Answer 7. Jim worked for 8 days and he eared $23 each day. How much, in total, did he earn? Answer |. 8. While on field trip, Ryan counted 27 squirrels. Erica and Charlene each counted the same number. How many squirrels were counted by all of them? Answer___,BC Grade 5 Mathematics 9. One DVD costs $29. How much would 11 of them cost? 10. Cindy delivers 112 papers each day. How many papers does she deliver in 9 days? Extra for Experts 13. 14, . Lama 2 When a 2-digit number is multiplied by a non-zero 1-digit number, what is the largest possible number? When a 2-digit number is multiplied by a non-zero 1-digit number, what is the smallest possible number? igit number whose tens digit is 6 times my ones digit. If | am multiplied by 9 what is my value? UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS 26 ansveh_ Answer Answer Answer: AnswerBC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS 1.4 Multiplying 2-Digit Numbers = In this section, we want to extend the multiplication of numbers to include the product of two 2-digit numbers. "= Recall how we used the distributive property of numbers to find the product of a 1-digit number with any other number. In this case, we expanded one of the other numbers and then found the sum of products of each term in the expansion with the second number. eg. 4x 35=4(30+ 5)=4x30+4x5=120+20= 140 5 x 115 = 5(100 + 15)=5 x 100+ 5 x 15 = 500 + 75 = 575 * We can also use the distributive property to find the product of two 2-digit numbers. The rules are as follows. Rule 1. Write both factors in expanded form. 2. Find the product of the first term in the first factor with each term in the second. 3. Find the product of the second term in the first factor with each term in the second. 4. Calculate the sums of each product. eg. 1. 15x12=(10+5)(10+2) |* Expand both factors. 10x 10+10x2=100+20 |" Find the product of the first term in the first factor with each term in the second. : Find the product of the second term in the first factor with each term in the second. 15x 12=100+20+50+10 |" Calculate the sums. = 180 5x10+5x2=50+10 |e eg. 2. 23x 15=(20+3)(10+5) |= Expand both factors. 20x 10+20x5=200+100 |" Find the product of the first term in a the first factor with each term in the second. 3x10+3x5=30+15 | * Find the product of the second term in the first factor with each term in the second. 00 + 100 +30 +.15 |" Calculate the sums.BC Grade 5 Mathematics Examples with Solutions UNIT 1 —NUMBER CONCEPTS AND OPERATIONS a. 17x 12=(10+7)(10 +2) 10x 10 +10 x 2= 100 +20 Tx10+7x2=70+14 17x 12= 100 + 20+70 + 14 | = 204 1. Use the distributive property to find each product. Expand both factors Find the product of the first term in the first factor with each term in the second Find the product of the second term in the first factor with each term in the second Calculate the sums | | b. 21x32 =(20+ 1)(30 + 2) | 20 x 30+ 20x 2=600+40 21x32=600+ 40+30+2 | 1x30+1x2=304+2 | | | =672 | Expand both factors Find the product of the first term in the first factor with each term in the second Find the product of the second term in the first factor with each term in the second Calculate the sums c. 45x 14=(4045\(10 +4) 40x 10+40.x4= 400 +160 | 5x10+5x4=50+20 | 45 x 14= 400 + 160 + 50 +20 = 630 | d. 36x24=G0+620+4) | 30 x 20 +30 x 4 = 600 + 120 | 6x20+6x4= 120424 36 x 24 = 600 + 120+ 120+ 24 = 864 Expand both factors Find the product of the first term in the first factor with each term in the second Find the product of the second term in the first factor with each term in the second Calculate the sums Expand both factors Find the product of the first term in the first factor with each term in the second Find the product of the second term in the first factor with each term in the second Calculate the sums 28BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS Exercises 1.4 1, Multiply each of the following numbers. Use the distributive property. I a 53x42 | b. 63x43 , 4) Answer BQ Answer 2520 —a c 81x64 a. 45x81 el Answer |. AS Answer! e. 62x45 f f. 78x35 AS a0 Answer Answer 2480 77 g. 34x34 h, 62x61 wy ~s Answer Answer Ye 4.0 4 i 45x45 j. 72x15 Answer Answer L140 x21 Answer. _ Answer n, 103 J x 35 Answe AnswerBC Grade 5 Mathematics . In one day, a restaurant sold 27 litres of milk, If it sold this amount of milk each day for 15 weeks, how much milk would it sell during all of that time? . Brenda was saving plastic cups. She collected 12 each day for a total of 21 days. How many cups did she buy altogether? Laila walked for 24 blocks each day, If she walked this distance for 15 days, how many blocks did she walk altogether? Jack helped to unload 35 sacks of potatoes. If each sack weighed 32 kg, how many kilograms of potatoes were unloaded altogether? Mr. Sanders drives a tow motor in a warehouse. He recently moved 26 pallet boards, each containing 65 sacks of salt. How many sacks of salt did he move altogether? Answer UNIT 1~ NUMBER CONCEPTS AND OPERATIONS Answer| Answer Answer" Answer 30BC Grade 5 Mathematics 7. Mrs. Rennie drives a distance of 46 km to and from work each day. How far does she drive to and from work in 31 days? 8. There are 32 rows of trees in an orchard, If each row has 16 trees, how many trees are there in total? 9. When June works at her part time job, she earns $33 per day. How much would she eam if she worked for 21 days? 10. If one CD costs $18, how much would 24 cost? i * a \7 ae 11. Rick works for 38 hours each week. How many hours would he work in 53 weeks? 12. Toddy is paid $245 per week. How much would he make in 15 weeks? UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS Answer novel Answer| Answer Answer Answer 31BC Grade 5 Mathematics —_ UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 32 Extra for experts 13. What number, when multiplied by 26 is equal to 312? Answer 14. The product of two numbers is 507. If one number is three times the other, what are the numbers? Answer 15, The product of three numbers is 210. If the second largest number is one more than the first and the third is one more than the second, what are the numbers? Answer 16. Jim has 12 times as many CDs as Joe and Bob has 3 times as many as Jim, If Jim has 24 CDs, how many do they have altogether? Answer, 17. What is the smallest possible | product when a 2-digit number is multiplied times a 2-digit number? Answer 18. What is the largest possible product when a 2-digit number is multiplied times a 2-digit number? Answer \__BC Grade 5 Mathematics. — UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 1.5 Dividing 2-Digit Numbers by 1-Digit Numbers Dividing with Patterns = Val and three of her friends planned to divide a container of 24 almonds equally among themselves. So each took turns taking one almond out of the container until there were none left. So they divided the 24 almonds into four equal groups. Ca As shown above, each of them received 6 almonds. They had solved a division question that asked, “How many times does 4 go into 24?” It can be shown with a division number sentence as shown below. 24+4=6 divisor quotient = Since division is an inverse operation to multiplication, the answer can be checked by finding the product of the divisor and the quotient. e.g. Check 6x4=24 V The Remainder * Suppose there were only 22 almonds in the container. Val and her three friends would have each received 5 and there would be 2 left over (the remainder). The number equation is shown below, followed by its check. 22 +4 =5 R2 (R=remainder) Check 5x 4+2=22BC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS Division as the Opposite of Multi * Division can be thought of as the opposite (inverse) of multiplication. For example, if 3 x 9 = 27 (three times nine is equal to 27), then 27 divided by 3 equals 9 (How many 3s are in 27?) or 27 divided by 9 equals 3 (How many 9s are in 27?). Example: Jennie has 18 cards. If she wants to put them into groups of 6, how many groups does he have? 18 Cards / Cards put into Groups of 6 = How many groups of 6 in 18? OR 18+6=3 OR 6)I8=3 Writing Division and Multiplication Sentences * Multiplication and division are inverse operations, so we can write number sentences either way. = For example, 7 x 15 = 105 is a multiplication sentence that could be written as either of the following two division sentences. 105 + 15=7 or 105 + 7=15 Two more examples follow. Multiplication Sentence Division Sentences 7x 20=140 _ 140 + 20=7 120+7 =20 5x32=160 sl eee 160 + 32=5 160 + 5 =32BC Grade 5 Mathematics Examples with Solutions UNIT 1 — NUMBER CONCEPTS AND OPERATIONS 1. Rewrite each division number sentence as a multiplication number shared equally with two of his friends. How many pop bottles did each receive? sentence. Answer a. 30+5=6 5x6 =30 b. 12+6=2 6x2=12 ce. 22+2=11 11x2=22 d. 40 +8=5 8x5=40 2. Rewrite each multiplication number sentence as two different division number sentences. a. 7x4=28 28 +4=7or28+7=4 b. 4x 20=80 80 + 20=4 or 80 + 4=20 c. 3x31=93 93 + 31 =3 or 93 + 3=31 d. 8x 25=200 200 + 25 = 8 or 200 + 8=25 3. Answer each division question. Check each of your answers. a. How many 3s are in 30? 30+3=10 Check 10x3=30 There are 10 threes in 30. b. How many 7s are in 35? 35+7=5 Check5x7=35 There are 5 sevens in 35. i © 444 4)44 Check 4x 11 = 44 5 4. 35+7 7/35 Check 5x 7 = 35 4. Jerry had 15 pop bottles thathe |* Jerry and his two friends want to divide 15 bottles equally. The question is “How many 38 are in 15?” 5 = 3)5 Check 5x3 = 15 "Each received 5 bottles. 35BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. Division with Remainders "Sometimes when we divide one number into another there is some left over. This left over number is called a remainder. e.g. There were 17 apples in a basket. If they were to be shared equally by 5 friends, how many would each get and how many would be left over? * How many groups of 5 are in 17 and how many would be left over? © 5x3 = 15 and there are 2 left over. * Everyone would get 3 apples each (5x3 = 15) and there would be 2 left over (17-15 = 2). A Process for Division To divide 42 by 5 1. Write as 5)42 542. Write in this form. (42 + 5) we could follow the steps onthe 2, Estimate how many 5 fe How many 5s in 42? right. 5s are in 42 and put it on the top. 8 3. Multiply the top by 5)42 and subtract from 42." 40 Take 8 ofthe 5s away. R=2 There are 2 left over. Examples with Solutions 1. Use mental math to divide and show a check for your answer. a. 2344 a, How many 4s are in 23? There are 5 fours and 3 left over. 23 +4=S5R3 Check 5x 4+ 3 = 23 b. 1445 b. How many 5s are in 14? There are 2 fives and 4 left over. 14+5=2R4 Check 2x 5+4=14 36BC Grade 5 Mathematics UNIT 1 NUMBER CONCEPTS AND OPERATIONS c. 19+6 d. 27+8 b. How many 6s are in 19? There are 3 sixes and 1 left over. 19+6=3R1 Check 3x6 +1 = 19 b. How many 83 are in 27? There are 3 eights and 3 left over. 27 + 8=3R3 Check 3x8 + 3= 27 2. Use the process for division to divide each and check your answer. a. 29+7 7)29. Write in this form. 4 7)29 How many 75 in 29? 4 7/29 28 Take 4 of the 7s away. R=1 There is 1 left over. Check 4x7+1=29 4. There were 23 players and coaches on the school soccer team. They needed to travel by car to an away game. If each car held 5 members of the team, how many cars were needed to transport the team? = We want to know how many 58 are in 23. 4 = 5)23 R=3 Check 4x5 +3 =23 = In this case 4 cars are not enough to take them all, so round up. "They need 5 cars in total. 5. Jana and Mirriam had 40 candies to put into bags to give out at a party. If each bag held 6 candies, how many bags were filled? = We want to know how many 6s are in 40. 6 = 6)40 R=4 Check 6 x 6+4 = 40 = In this case only 6 bags can be filled. The remainder is not part of the final answer. "They filled 6 bags with candy. 37BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 38 Exercises 1.5 le Rewrite each division number sentence as a multiplication number sentence. a. 28+4=7 b. 42 +7=6 (MORE QUESTIONS. www.Math-Help.c ON OUR wessite c. 36=9=4 : 4.55 +11=5 Rewrite each multiplication number sentence as two different division number sentences. a. 4x22=88 b. 41x3= 123 c. 6x30= 180 d. 21x5=105 Answer each division question. Check each of your answers. a. How many 5sarein30? ——»b,_ How many 7s are in 56? c. 4442 d. 77411 owBC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 39 e. 4545 £.°63 + 9 g. 66+6 h. 72+9 4. Divide the following questions to find the quotient and the remainder. Check your answers. 8 b. 33 +6 a 41 ce 25474 d. 27+5 f. 82495 g. 3225 h. 7548 Solution 5. Jim, Jerry and Janet saved a total of $42. If they want to share the amount equally, how much would each get? 6. Marie bought 124 kg of potatoes. They were put into 4 bags of equal weight so they were easier to carry. How much did each bag weigh?BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. 48 7. Kathy divided 39 oranges into 3 equal piles. How many oranges were in each? 8. Tama number less than 10 who, when divided by 5, have a remainder of 1. Who am I? 9. Mr. Wong has 376 apple trees in his orchard. If there are an equal number of trees in each of 8 rows, how many trees are in each row? 10. A jet plane flew 4520 km in 8 hours. At this rate of speed, how far did it fly in 1 hour? LI. Twenty five sacks of flour weigh 350 kg. How much does each sack weigh? 12. A container used in a fish cannery held 1020 kg of salmon. If the average weight of each salmon was 4 kg, about how many salmon were in the container?BC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS. a Extra for Experts 13. Twenty three students and one teacher went on a field trip in cars provided by parents. If five of them went in each car, how many cars were needed? 14. When one number is divided by another, the answer is 3. If the larger number is 12 more than the smaller, what are the smallest possible numbers? 15. A number is divided by 3 and the answer is then divided by 3 again. If the final quotient (answer) is 4, what was the original number? 16. Tam all numbers less than 20 who, when divided by 3, have a remainder of 1. What numbers am I? MORE QUESTIONS wew.Math-Help.c ‘ON OUR WEBSITEBC Grade 5 Mathematics | UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. 42 ABORIGINAL APPLICATIONS THE SALMON Artist: T. Isaac The Salmon is an extremely important contributor to the lifestyle and culture of Coastal First Nations people. Its importance as a food source and its impact on the way of life of Aboriginals gives the Salmon a position of special honour and respect. Through different methods of preserving food, such as smoking, canning, and drying, the Salmon provides food throughout the year. The Salmon is an important figure in special gatherings and artwork, and it serves as a symbol of renewal and prosperity. Math Applications 1. If 22 salmon each had a mass (weight) of 4 kg. What would their total mass (weight) be in kilograms? 2. A bin of salmon at a cannery had a total mass of 132 kg. If each salmon had a mass of 6 kg, how many salmon were in the bin? Answers 1. 22x4=88 2, 132 +6 =22 The total mass would be 88 kg. There were 22 salmon in the bin.BC Grade 5 Mathematics —_ UNIT 1 - NUMBER CONCEPTS AND OPERATIONS, 43 Representing Numbers 1. Write a numeral for each of the following word numbers. a. two hundred thirty b. seven hundred two c. six hundred thirty nine d. four thousand twelve e. twenty thousand seventy six f. two hundred thousand three 2. Write a word number for each of the following numerals. a. 615 . b. 707 c. 4980 d. 4078 e. 332044 £. 80.005 3. Write as many different numerals as possible from the following digits. a. 5,6 b. hSR 4, Rewrite each numeral using proper spacing and deleting commas. t 25,066 b. 4,550 c. 202,003 d. 43,005BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS Place Value and Expanded Notation 5. For the following numeral, give the value for each digit. 612 057 a. the value of the digit 1 b. the value of the digit 6 c. the value of the digit 5 d. the value of the digit 2 6. Write each numeral using expanded notation. a. 4057 . b. 23 642 p c. 15309 206 174 7. Write each numeral described below. a. I have 2 thousands and 7 Thave 9 hundreds and 5 ones. ones. s c. [have 5 ten thousands, 8 d. [have 4 thousands, 1 ten, hundreds, and 2 ones. and 6 ones. e. Ihave 29 hundreds and 12 f. Ihave 32 thousands, 3 ones. hundreds, and 15 ones.BC Grade 5 Mathematics Rounding and Estimating 8. Round each number as follows. a. 4634 to the nearest 10 c. 4634 to the nearest 1000 e. 37 258 to the nearest 100 g. 47258 tothe nearest 10 000 UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 45 b. 4634 to the nearest 100 d. 37258 to the nearest 10 f, 37258 to the nearest 1000 h. 60 008 to the nearest 10 Po 9. Ifyou were going to estimate the product of cach pair of numbers, what number would you round each factor to and then what would be your estimate? a. 41x 69 b. 204 x 307 c. 69x 101 10. Re-arrange the followifig digits 61732 a. to make the largest possible number Rounded numberd_x__ Estimate! Rounded numbers|__x\__ Estimate Rounded numbers |. Estimate | b. to make the smallest possible numberBC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS 46 Multiplying Numbers 11. Write a multiplication number statement for each word statement. a. four groups of nineteen b. seven groups of seventeen c. twenty one groups of thirty d. eleven groups of one five hundred seven 12. Write a word statement for each number statement} a 55x9 | b. 105 x3 ec. 143x 11 d. 1205 x 44 13. Use a multiplication strategy to find the product of each of the following pairs of numbers. a. 31x9 b. 4x51 ce. 7x45 d. 33x42 e. 60x43 f. 65x71 14, Bill delivered 67 papers each day for 8 days. How many papers, in total, did he deliver? MORE QUESTIONS wow. Math-Help.ce ‘ON OUR WEBSITE Cy dNBC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS a7 15. Erica ran for 6 km every day for 23 days. How far did she run altogether? 1 s John earned $9 each day for 44 days. How much did he earn in total? 17. Marie made $15 per hour. How much did she make in 24 hours? 18. Charlene picked 12 rows of strawberries. She averaged 24 kg of berries from each row. How many kilograms of berries did she pick altogether? 19. What number, when multiplied by 30 is equal to 270? 20. The product of two numbers is 128. If one number is twice as large as ‘the other, what are the numbers? 21. Find the quotient for each division question. a, How many 5s in 125%| b. How many 7s in 777 c. 126 +9 d. 315 e. 336+8 f. 144+6BC Grade 5 Mathematics UNIT 1 ~ NUMBER CONCEPTS AND OPERATIONS 48 22. 24, 25. 26. 27. 28. Find the quotient and the remainder for each division question. a. 162 +5| b. 80+7 c. 155 + 6} d. 95+ e, 15443 f. 159 +5 . Cindy divided 27 kg of sugar into three bags. If each bag weighed the same, how much sugar did she put in each? Po Laura ran a total distance of 105 km over 7 days, If she ran the same distance each day, how many kilometres did she run each day? [| Tf one container can hold 6 kg of potatoes, how many containers are needed to hold 45 kg of potatoes? | June received a free pass for every 20 movie tickets that she sold. If she sold 165 tickets, how many free passes did she receive? Tam a number less than 5 who has a remainder of 1 when I am divided into 106. Who am I? I am a number between 5 and 10 who has a remainder of 3 when I am divided into 157. Who am I?BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. 49 1, Write each word number as a numeral. a, . five thousand three hundred —_b. twenty seven hundred forty five two | e . four thousand twenty d. six thousand six . eleven thousand one hundred eleven 2. Write each numeral as a word number. 9 a, 2305 b. 150 420 ce. 11042 d. 4005"7| 3. Rewrite each of the following numerals correctly, deleting commas and using the proper spacing. a. 4,305 b. 650,009 c. 61,003 d. 333,333 4, Given the following numeral, find the Galue)pf each digit. 37425 a. the 7 digit b. the 4 digit c. the 2 digit d, the 3 digit |__BC Grade 5 Mathematics UNIT 1- NUMBER CONCEPTS AND OPERATIONS 50 5. Round each number as requested. a. Round 2563 to the nearest b. Round 3454 to the nearest 10. 100. | c. Round 7629 to the nearest d, Round 21 671 to the nearest 1000. 1000. | | 6. Re-arrange the following digits to make the largest possible number. 347279 7 Re-arrange the following digits to make the smallest possible number. 4813 8. Write as many 3-digit numerals as possible from the following digits. 562 9, Find each product. a. 345 b. 411 x22 x9 10. Find each quotient. a. 6)138 b. 8)138BC Grade 5 Mathematics UNIT 1 - NUMBER CONCEPTS AND OPERATIONS. 12. 13. 14, c. 7 )448 d. 296+4 | . Find the quotient and the remainder in each of the following division questions. a. 653} b. 9028 ©. 100+94 d. 109+ 5 Tom likes to collect sports cards. He has 48 baseball cards and three times as many hockey cards. How many cards does he have altogether?| As part of a math project, each student in Mr. Gill’s class brought 21 newspaper clippings to class, showing different kinds of numbers and graphs, If there were 28 students in Mr. Gill’s class, how many clippings were brought altogether? l Ryan and five of his friends went on a bottle drive. Altogether they collected 204 bottles. If they all collected the same number of bottles, how many did each of the six boys collect? . How many cars are needed to transport a group of 53 students if each car could take 5 students? 51