UNIT 3

WHOLE NUMBERS 3
Multiplying 4-digit number by 1-digit number

- Multiply the digit in the ones place by the multiplier. Regroup the ones if required.
- Multiply the digit in the tens place by the multiplier. Regroup the tens if required.
- Multiply the digit in the hundreds place by the multiplier. Regroup the hundreds if
required.
- Multiply the digit in the thousands place by the multiplier. Regroup the thousands
if required.
Multiply 3-digit number by 2-digit number
Method 1
If the multiplier is in tens, break down the multiplier into smaller parts for easy
multiplication.
Example:
420 x 40 = 420 x 4 x 10 = 1680 x 10 = 16 800
Method 2
Step 1: Multiply the digit in the ones place by the digit in the ones place of the
multiplier. Regroup the ones if required.
Multiply the digit in the tens place by the digit in the ones place of the
multiplier. Regroup the tens if required.
Multiply the digit in the hundreds place by the digit in the ones place of the
multiplier. Regroup the hundreds if required.
Step 2: Multiply the digit in the ones place by the tens of the multiplier. Regroup the
ones if required.
Multiply the digit in the tens place by the tens of the multiplier. Regroup the
tens if required.
Multiply the digit in the hundreds place by the tens of the multiplier.
Regroup the hundreds if required.
Step 3: Add the results obtained in step 1 and 2 to get the final answer.

Dividing 4-digt number by 1-digit number

Step 1: Divide the digit in the thousands place by the divisor. If there is a
remainder, regroup the hundreds.
Step 2: Divide the hundreds by the divisor. If there is a remainder, regroup the tens.
Step 3: Divide the tens by the divisor. If there is a remainder, regroup the ones.
Step 4: Divide the ones by the divisor. Find the remainder if there is any.
Multiply.
1.) 4 1 2 2.) 8 4 3 7 3.) 2 8 1
x 4 x 8 x 5 3

4.) 9 1 5.) 3 8 0
x2 7 x 3 6
Divide.

1.) 5 1 3 5 5 2.) 2 9 8 0 4 3. 8 6 0 8 8
Solve the following word problems.
1.) There are 255 balloons in a packet. How many balloons are there in a dozen such

packets?

2.) A factory manufactures 2275 watches in a week. How many watches does it
manufacture in 3 days?

3.) A baker bakes 840 loaves of bread in a day. How many loaves of bread will he bake in 6
weeks?
 UNIT 4

Line Graphs and Tables

Tables
A table can consolidate data in a clear or organized manner. We use
the data collected from a bar graph to complete a table. We can also
use the data given in the table to solve problems.
Examples:

Types of dessert Number of customers

Black sesame paste 22
Almond paste 30
Peanut paste 10
Yam paste 8
Line Graphs
A line graphs is another way to present data in an organized manner. We can use
the information given in a line graphs to solve problems.
The tables shows the number of stamps and coins Dora collected from four
different countries. Study the table below and answer the questions.

Country Stamps Coins

Malaysia 394 127

Indonesia ? 245

Thailand 125 169

Philippines 178 88

1. If Dora collected a total of 947 stamps, how many Indonesian stamps did she collet?
2. What was the total number of coins collected by Dora?
3. How many more stamps then coins did Dora collect?
The line graph shows Felecia’s test score in Mathematics from February to May.
Study the line graphs and answer the questions.

1. What was Felicia’s test score in Mathematics in March?

2. What was the difference between Felicia's test score in mathematics in February and in May?
3. In which month did Felicia's score the highest in mathematics?
 UNIT 5

FRACTIONS
Fractions
A mixed number consists of a whole number and a fractions.
Examples: 1 , 2 , 5
An Improper fraction is a fraction where its numerator is greater than
denominator.
Examples: , ,
Reducing fractions to their simplest form
Used the method to cancellation to reduce a fraction to its lowest term. Just divide
both numerator and denominator by the same number. Ensude that such does not
have any remainder.
Example: 3 = 3
Convert a mixed number to an improper fractions
- Break the mixed number down into whole number and fractions.
- Convert the whole number to an improper fractions. Ensure both fractions have
the same denominator.
- Add the numerator of both fractions.
- Reduce to its simplest form if needed.

Example: 6 = 6 + = + =
Convert an improper fraction to a mixed number

Method 1
- Break the improper fractions down into whole number and fraction.
- Convert the whole number in fractional form to a whole number.
- Reduce the other fraction to its simplest form if needed.
- Add the whole number and fractions.

Example: = + = 3 + = 3
Method 2
- Divide the numerator by denominator.
- The quotient will be the whole number.
- The remainder will be numerator of the fraction.
- The divisor will be denominator of the fraction.

Example: = 27 ÷ 7 = 3
Adding fractions
- Make sure the denominator of all fractions are common.
- Add all numerator
- Reduce the final fraction to its simplest form.
- Convert improper fraction to mixed number if needed.

Example: + = + = = 1
Subtracting fractions
- Make sure the denominator of all fractions are common.
- Subtract all numerators.
- Reduce the final fraction to its simplest form.
- Convert improper fractions to mixed if needed.

Example: 4 - = 3 - = 3
Finding the fraction of a set
- Multiply the numerator by the whole number.
- The denominator remains the same.
- Reduce the fraction to its simplest form if needed.

Example: of 20 = x 20 = = 16
Express each mixed number as an improper fraction.
(a) 1 = (b) 3 = (c) 4 =

Express each improper fraction as a mixed number.

(a) = (b) = (c) =
Add. Express each answer in its simplest form.
(a) + = (b) + = (c) + + =

Subtract. Express each answer in its simplest form.

(a) 6 - = (b) - = (c) 7 - - =
Find the value of the following.

(a) of 21 = (b) of 48 = (c) of 84 =

(d) of 72 = (e) of 65 = (f) of 52 =

Solve the following word problems.
1. Sally baked a cake. She gave of it to her neighbour. What fraction of the cake was left?

2. An empty tin has a mass of kg. When it is filled with sand, it has a mass of kg. Find the mass of
the sand in the tin.

3. What is the total mass of the three boxes if Box A has a mass of kg. Box B has a mass of kg
and Box C has a mass of kg?
4. After cutting a length of ribbon and giving m of ribbon to her daughter, Mrs Drew had m of ribbon
left. If she had m of ribbon at first, what was the length of ribbon Mrs Drew had cut?

5. Maggie, Joyce and Lina each prepared different amounts of orange syrup for a party. Maggie
prepared ʵ of orange syrup and Joyce prepared ʵ of orange syrup. If they had prepared a total of 1
ʵ of orange syrup, how much orange syrup did Lina prepare?
6. There are 16 red beads, 24 green beads and 20 blue beads in a box. What fraction of the beads
in the box are blue?

7. The distance from Town A to Town B is 18 km. Andy starts his journey from Town A and travels of
the total distance. How much further does he have to travel in order to reach Town B?

8. There were 32 chocolates in a box. After eating some chocolates, Tara found that she had of the
chocolates left. How many chocolates did Tara eat?
4. After cutting a length of ribbon and giving m of ribbon to her daughter, Mrs Drew had m of ribbon
left. If she had m of ribbon at first, what was the length of ribbon Mrs Drew had cut?

5. Maggie, Joyce and Lina each prepared different amounts of orange syrup for a party. Maggie
prepared ʵ of orange syrup and Joyce prepared ʵ of orange syrup. If they had prepared a total of 1
ʵ of orange syrup, how much orange syrup did Lina prepare?
UNIT 6

ANGLES
Vertex is a point whereby two lines meet to form an angle. The lines and vertex are labelled using
a capital letter.
Example:

a
X Y

We can name the angle as ∠XYZ or ∠ZYX. Alternatively, we can also use a small letter to
represent on angles. In this example, it will be ∠a.
Measuring an angle
Use protractor to measure an angle.
Symbol: degrees (º)
Step 1: Place the base line of a protractor on one of the lines of an angle.
Step 2: Place the centre of the protractor at the vertex.
Step 3: Always read from 0º. The reading is obtained when the second line of the angle coincides
with the marking on the protractor.

Drawing an angle
Step 1: Draw a horizontal line and mark a point centrally.
Step 2: Place the base line of a protractor on the line and the centre of the protractor on the mark
point.
Step 3: Measure from 0º. Mark a dot at the correct measurement. Draw a straight line through the
dot to meet the horizontal line. An angle is formed.
Turns and right angle
1 right angle of a complete turn 90º
2 right angles of a complete turn 180
3 right angles of a complete turn 270º
4 right angles 1 complete turn 360º

Clockwise moves in the same direction as the movement of the clock.

Anticlockwise moves in the opposite direction as the movement of the clock.
8-point compass
Fill in the blank with the correct answer.
1. A _______ -turn equals to 1 right angle.
2. A half-turn equals to _______º.
3. A _______-turn equals to 270º.
4. A complete turns equals to _______ right angles.
5. _______ of a complete turn is 180º.
6. _______ of a complete turn is 90º.
7. Which direction is each child from X?
Look at the picture carefully and fill in each blank with the correct answer.

(a) The circle is _______________ of the triangle.

(b) The semicircle is _______________ of the star.

(c) The square is _______________ of the triangle.

(d) The cross is _______________ of the star.

(e) The square is _______________ of the semicircle.

(f) The circle is _______________ of the rectangle.

(g) The triangle is _______________ of the cross.

(h) The star is _______________ of the circle.

 Unit 7
Perpendicular
and Parallel Lines
Drawing a pair of perpendicular Lines.
Step 1: Use a ruler to draw a straight line. Label this line as XY.
Step 2: Place a set-square on the line and draw a vertical line. Label this line as AB.
Drawing a pair of parallel lines
Step 1: Use a ruler to draw a straight line. Label this line as AB.
Step 2: Place a set-square on the line. Next place a ruler next to the se-square.
Step 3: Move the set-square along the ruler. Draw a line along the set-square. Label this line as CD.

Horizontal line is a straight line that is level and flat.

Vertical line is a line that is upright and pointing up.
 UNIT 8
RECTANGLES
AND SQUARES
Properties of a square
1. A square has four sides.
2. All four sides are equal.
3. It has two pails of parallel lines.
4. All four angles are right angles.

Properties of a rectangle
1. A rectangle has four sides.
2. Its opposite sides are equal.
3. It has two pairs of parallel lines.
4. All four angles are right angle.