as ia A list of learning outcomes is given at the start of flea ‘each topic to show the different areas of focus. Ff r Mahle In each section, comprehensive notes with worked examples are included to familiarise pupils with the methods used in problem-solving. incr Challenging questions which require pupils to think outof-the-box to solve problems are included. ‘Answers Provided ‘Answers ate provided for all he questions.Primary Maths Guide is a comprehensive study guide specially designed for pupils to gain an in-depth knowledge of the various topics taught in school. The guide adopts a creative yet systematic approach to the learning of Mathematics concepts. It is written in accordance with the latest Primary Mathematics Syllabus issued by the Ministry of Education for an extensive coverage. This book emphasises the need for an easy yet thorough treatment of the prescribed Mathematics topics to facilitate understanding and hence, boosting pupils’ confidence and competency in their preporation fortheir School Examinations. Special features in this guide help enrich pupils’ learning process by making the application of concepts identifiable and versotile. These features include: + Learning Outcomes A list of learning outcomes is given at the stort of each topic to show the different areas of focus. + Notes and Worked Examples In each section, comprehensive notes with worked examples are included to familiarise pupils with the methods used in problem-solving, * Thinking Questions Challenging questions which réquire pupils to think out-of-the-box to solve problems are included. Answers Provided Answers are provided for all the questions.© Educational Publishing House Pte Ltd ALL RIGHTS RESERVED. No part ofthis book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, or by any information storage and retrieval system, without permission in writing from the Publisher. First Published 2006 New Sytlabus Edition 2007 Reprinted 2007, 2009 ISBN 978-981-251-949-8 Published and distributed by: Educational Publishing House Pte Ltd a member of Popular Holdings Limited (CRN 199607189) 20 Old Toh Tuck Road Singapore 597655 Tel: 6462 9608 Website: [Link] Printed in SingaporeUnit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit & Unit 9 Unit 10 Numbers to 100 000... Answers to Unit 1 .... Approximation and Estimation............. 18 Answers to Unit 2 ....seescsesseessecsseesveneen ++ 30 Factors and Multiples .... 31 Answers to Unit 3 ... 42 Multiplication of Whole Numbers Answers to Unit 4 ... Division of Whole Numbers . Answers to Unit 5 .... Addition and Subtraction of Fractions .. 69 Answers to Unit 6 Product of a Proper Fraction and a Whole Numbe! Answers to Unit 7 Mixed Numbers and Improper Fractions ... Answers to Unit 8 .... -120 133 Tables and Graphs. Answers to Unit 9 . Perpendicular and Parallel Lines. 152 Answers to Unit 10 ...Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Unit 19 Angles and 8-point Compass Answers to Unit 11... Area and Perimeter ... Answers to Unit 12 Decimals ..... Answers to Unit 13 .. The Four Operations of Decimals , Answers to Unit 14 ..... Time... Answers to Unit 15 245 254 Answers to Unit 16 symmetry .... Answers to Unit 17 Rectangle and Square......... 10 267 Answers to Unit 18 ... 276 Tessellations .... .276 Answers to Unit 19 ... 284Numbers to 100 000 By the end of the unit, you should be able to: if : * Read numbers up to 100 000 2 * Write numbers up to 100 000 in numerals 2 ¢ Write numbers up to 100 000 in words 3 * Recognise the place values of numbers (ten thousands, thousands, hundreds, tens and ones) 2 * Compare and order numbers up to 100 000 Q° Complete number sequences up to 100 000 PA © Educational Publishing House Ple lid = 1gUNIT 1: Numbers to 100 000 Revision = Moy wa) A. Place value 98 765 is a 5-digit number. We can write this number in a chart as shown below according to each digit’s place value. 9 8 ri 98 765 = 90 000 + 8000 + 700 + 60+5 We read and write 98 765 as ninety-eight thousand, seven hundred and sixty-five. Read and write 42 173 in words. Answer: Forty-two thousand, one hundred and seventy-three Write thirteen thousand, five hundred and twelve in numerals. Answer: 13512 22 [© Educational Publishing House Pte LedUNIT 1: Numbers to 100 000 Fill in the blanks. (a) 71 243 = 70 000 + + 200 + 40 + 3 (b) + 8000 + 100 + 20+5 = 78 125 Answers: (a) 1000 (b) 70 000 B. Recognising place value In 54 321, the digit 5 stands for 50 000. L. ; the digit 4 stands for 4000. the digit 3 stands for 300. the digit 2 stands for 20. the digit 1 stands for 1. In the numeral 83 579, (a) the digit 3 stands for (b) the digit 7 stands for Answers: (a) 3000 © Educational Publishing House Pte Ltd =] 3gUNIT 1: Numbers to 100 000 In the numeral 64 027, (a) which digit is in the ten thousands place? (b) which digit is in the hundreds place? (c)_ which digit is in the ones place? Answers: (a) 6 (b) 0 () 7 In the numeral 19 764, (a) the value of the digit 9 is (b) the value of the digit 6 is (c) the digit 1 is in the place. (d) the digit 7 is in the place. Answers: (a) 9000 (b) 60 (c)_ ten thousands (d) hundreds Work out the following. 1. Read and write the following in words. CG) S107 2c eee eee eeeeeeeseeRn eee Cesare eee (05) 9 A ee eres eee (CESS 200 Fee Seer irre cirraeee eee eee eeeeeeeeeeae eH 24 [ © Educational Publishing House Pte LtdUNIT 4: Numbers to 100 000 iC) Hae [0061-3 Bede sossesncstesssstonsisnassssansesn-sistensioesassessssesisSsssssguitt UC) et: TEE |" Jesaqasssscssssestecsssetenrsssseessssssentosssesenesanieestasaiassoata CEOS Oye ee ee cece 2. Write the following in numerals. (a) Thirty-six thousand, nine hundred and fifteen (b) Eighty-three thousand and twenty-seven (c) Ninety thousand, six hundred and eighty-seven (d)_ Ten thousand and ten (e) Sixty-eight thousand, four hundred and one 3. Fill in the missing numbers in each of the following. (a) 57023 = 50000+___ + 2043 (b) 69 040 = 60 000 + 9000 + () 76315 =__.__ + 6000 + 1045 (d) 21578=_____s + 1000+ 500+70+ (e) 50910 =50000+____s + 900 + 10 4. Find the value of each of the following. (a) 60 000 + 5000 + 200 + 40+ 3 = (b) 80 000 - 7000 + 90-1 = © Ecucational Publishing House Pe Ltd = |S gUNIT 1: Numbers to 100 000 (c) 93 000 - 400+ 8 = (d) 30 000 + 6030-9 = (e) 70 000 + 3000 - 500 + 78 = 5. What does the digit 4 in each of the following numerals stand for? AG) 52018 1. Oe ett eceeee eae eee ECO HSPeE (b) 47 258 ee CC) 9 7A ee eee eee eee re reser CN) BETO eee (e) 68 104 ee 6. In the numeral 10 462, (a) which digit is in the tens place? (b) which digit is in the ten thousands place? (c)_ which digit is in the ones place? (d)_ which digit is in the thousands place? (e)_ which digit is in the hundreds place? | @6 [© Educational Publishing House Pte tidUNIT 1: Numbers to 100 000 7. Write the value of each digit in each of the following numerals. (a) 46 875 (b) 77 777 Li eee TREE __. LEEEHH ett) (c) 91 023 (d) 10 080 IC ae 8. Write the place value of the underlined digits in the following numerals: ten thousands, thousands, hundreds, tens or ones). (a) 92 023 (b) 46 817 (c) 31754 (d) 100 000 (e) 57 430 (f) 89.521 © Educational Publishing Howse Pte d= “| 7gI UNIT 1: Numbers to 100 000 9. Fill in the missing numbers to complete the following { cross-number puzzle. i 2000 | 3000 6000 3200 6020 3299 3301 |__| 6050 | 3004 3204 3404 Jac 13-104 L 3306 33 104 10. Fill in the blanks. (a) ______ is 10 less than 100 000. (b) 6589 is 11 less than (c) 2565 is_______ less than 6565. (d) _______ is 10 more than 52 440. (e) 15 680 is 1680 more than (f) 32 000 is_____ more than 30 000. 8 PF © Fducational Publishing House Pte LtdUNIT 1: Numbers to 100 000 C. Comparing and ordering numbers We can compare and order numbers by placing the digits in the numbers in a place-value table. For example, find out if 75 303 or 75 330 is greater. We put the digits of these two numbers in a table as shown below. Step 1: 75 303 —> 75 330 —>| Step 2: Starting with the digits in the highest place value, compare the digits in the same place value. Now, look at the digits in the ten thousands place. Step 3: Since the digits in the ten thousands place are the same, look at the digits in the thousands place. Since the digits in the thousands place are the same, look at the digits in the hundreds place. Since the digits in the hundreds place are the same, look at the digits in the tens place. The digit 3 is bigger than the digit 0. Thus, 75 330 is greater than 75 303. © Educational Publishing House Pte Lid = ]_9UNIT 1: Numbers to 100 000 Arrange the following numbers in order, beginning with the smallest, 39 123, 39 246, 39 146, 39 023 Answer: 3 9 1 3 9 2 3 9 1 3 9 0 Work out the following. 1, Arrange the following sets of numbers in order, | beginning with the smallest. (a) 65 300, 92 155, 36 986 (b) 73 040, 80 937, 26 163 (<) 73 087, 73 082, 74 082 (d) 56 413, 56 713, 56 703 2. Arrange the following sets of numbers in order, beginning with the greatest. 1 | (e) 82 126, 21 862, 68 248 | (a) 78 887, 7888, 8778, 87 888 i (b) 90 001, 91 001, 19 999, 99 001 10 © Educational Publishing House Pte Ls (aL 7UNIT 1: Numbers to 100000 (c) 10 101, 11 001, 10 000, 11 111 (d) 25 161, 25 261, 25 216, 25 621 3. Fill in the blanks with ‘greater than’, ‘smaller than’ or ‘equal to’. (a) Sixty-three thousand, four hundred and eight is 63 480. (b) 50000 +7020+1is__ fifty thousand, seven hundred and twenty-one. (©) 32 608 is_____ 30 000 + 2000 + 600 + 8, (d) 42 442 is______s42. 242, (e) Eighty thousand, six hundred and twenty-four is —_____ 80 642. 4. Form the largest and the smallest 5-digit numbers that have the digit 3 in the hundreds place and the digit 7 in the ones place. You can only use each digit once. © Educational Publishing House Ple id] 11gE) —eaars mundus 10 60 | 5. Use the digits 3, 7, 6, 8 and 2 to form the largest even i number possible and the smallest odd number possible, | 6. Use the digits 0, 1, 5, 9 and 4 to form the smallest odd number and write your answer in words. @.12_[ © Educational Publishing House Pe UdUNIT 1: Numbers to 100 000 7. Write eighty-six thousand and forty-two in numeral and identify the place values of each digit. 8. 60 000 + 3000 + 900 + 60 + 3 = 63 963 Form a new addition statement that would also arrive at the same answer as above. © Educational Publishing House Pte Lid 13 8i i UNIT 1: Numbers to 100 000 9. Between 73 802 and 95 802, identify the bigger number and write the answer in words. 10. Arrange 40 040, 40 400, 40 440, 40 044 in order, beginning with the greatest. 2.14 [ © Educational Publishing House Pte LidUNIT 1: Numbers to 100 000 : jo QUESTIONS Work out the following. 1. Fill in the blanks with a single digit (same digit), and make sense out of the following sum. 93 482 = 532 —+1i1414+2__ 13 Hee eee eee eA 2. Complete the number pattern. 14, 28, 56, 112, 3. Write the following in numerals. (a) 160: tens (b) 3 thousands 9 hundreds (c) 68 hundreds (d) 7 thousands 12 hundreds (e) 52 thousands 1 one © Educational Publishing House Pte Ud = ]_‘15@) (e) (f) (a) (b) () @) fe) (a) (b) © (d) (e) @) (b) © (d) ) O) (b) Thirty: sixty-one Seventy-eight thousand, nine hundred and thirty Twenty thousand, five hundred ond seven 36915 83 027 90 687 10010 68 401 7000 40 70 000; 300 20 000; 0 65 243 73 089 92 608 36021 72578 4000 40.000 400 8 fe thousand and seventy-two Ninety-four thousand, one hundred and sixteen Eighty-three thousand, two hundred and nine en thousand, five hundred ond (b) ) (@) (a) (b) © (d) (e) cu) ‘thousands tens ones thousands hundreds ten thousands Liner aT S00 000 Caer] 3100- 6010. 3200. 6020. Cai 507 302 soe [e030] 10. (a) (b) © (a) (e) @ 73 104 23108 99 990 6600 4000 52 450 14000 2000 qphemereise eee eee eee eee eee D4 e146 (a) (b) () (d) (e) 36 986, 65 300, 92 155 26 163, 73 040, 80 937 73 082, 73 087, 74 082 56 413, 56 703, 56 713 21 862, 68 248, 82 126 © Educational Publishing House Pte Lid2. (0) 87 888, 78 887, 8778, 7888 {b) 99 001, 91 001, 90 001, 19 999 (c) 11.111, 11 001, 10 101, 10 000 (d) 25 621, 25 261, 25 216, 25 161 3. (@) smaller than (b) greater than (0 equal to (d) greater than {e) smaller thon 4. Largest: 98 367; Smallest: 12 347 Largest: 87 632; Smallest: 23 687 6. Ten thousand, four hundred ond fifty-nine 7. 86047 8. 32000 + 30 900 + 1041 + 22 = 63 963 (Any acceptable answer.) 9. Ninety-five thousand, eight hundred and two 10. 40.440, 40 400, 40 044, 40 040 3. (0) 1600 (b) 3900 (6800 (d) 8200 (e) 52001 © Educational Publishing House Pte Ltd Li7¢© Unit 2 Approximation and Estimation By the end of the unit, you should be able to: * Round off numbers to the nearest ten or hundred ¢ e Estimate the answers in calculations involving addition, : subtraction, multiplication and division * Double check your answers to ensure accuracy | ace © Educational Publishing House Pte Ltd i | I iUNIT 2: Approximation and Estimation Revision MN, tZe% A. Rounding off numbers You use estimation to check whether your answers are reasonable. To be able to estimate, you must first learn to round off numbers. You use a number line to help you understand the rounding-off concept. B. Rounding off numbers to the nearest ten For example, to round off 23 to the nearest ten using a number line, follow the 3 steps below. Step 1: Draw a number line between 20 and 30. 2% 2 2 B mM 3 Step 2: Indicate the position number line. L n t } T t 2 2 2 23 2 2% 2 23 is between 20 and 30. However, it is nearer to 20 than 30. In this case, you have to round down the number. So, 23 rounded off to the nearest ten gives 20. Besides using the number line, you can also round off a number to the nearest ten, by looking at the digit in the ones place. If the digit is less than 5, we round down the number. If the digit is greater than 5 or equal to 5, we round up the number. © Educational Publishing House Pte Ltd 19 ¢UNIT 2: Approximation and Estimation For example, to round off 47 to the nearest ten, look at the digit in the ones place. The digit 7 is greater than 5 so we round up the number. Thus, 47 rounded off to the nearest ten is 50. Round off each of the following to the nearest ten. (a) 18 (b) 65 () 92 (d) 421 (e) 10 246 (e) 9835 Answers: (a) 20 (b) 70 () 90 (d) 420 (e) 10 250 (e) 9840 C. Rounding off numbers to the nearest hundred To round off a number to the nearest hundred, look at the digit in the tens place. If the digit is less than 5, we round down the number. If the digit is greater than 5 or equal to 5, we round up the number. For example, to round off 104 to the nearest hundred, look at the digit in the tens place. Since the digit 0 is less than 5, we round down the number. Thus, 104 rounded off to the nearest hundred is 100. e20r © Educational Publishing House Pte LidUNIT 2: Approximation ond Estimation Round off the following to the nearest hundred. (a) 810 (b) 570 () 750 (d) 8142 (e) 77777 (e) 6756 Answers: | @ 800 (b) 600 (© 800 (d) 8100 i es (e) 77 800 (e) 6800 __ Rewlsion y, we) D. Approximation and estimation Now that we have learnt to round off numbers, we will be able to estimate the answers in calculations involving addition, subtraction, multiplication and division. For example, to estimate the value of 5604 — 189, we can first round off each of the numbers to the nearest hundred and then find an estimate. Rounding off the numbers first makes it easier to estimate its value. Step 1: 5604 rounded off to the nearest hundred is 5600, Step 2: 189 rounded off to the nearest hundred is 200. Step 3: Estimate the value of 5604 — 189, 5600 - 200 = 5400 © Educational Publishing House Pre Lid 214i 1 UNIT 2: Approximation and Estimation Estimation enables us to check the reasonableness of our answers. In the above example, the actual answer of 5604 - 189 is 5415. We check the answer by estimation: 5400. The estimated answer is quite close to the actual answer, so we know that our answer is reasonable or likely to be correct. Round off each of the following and estimate its value. (a) 7804 x 13 (a) 56x21 Solutions: (a) 7800 x 10 = 78 000 E. Use of approximation symbol The approximation symbol (=) is used when ‘equating’ using your best possible estimate. Estimate the value of 499 + 32. Solutions: 499 + 32 = e225 © Educational Publishing House Pte LudUNIT 2: Approximation and Estimation e Work out the following. 1, Round off each of the following to the nearest ten. (a) 24 (b) 17 (c) 55 (d) 847 (e) 7282 (f) 9999 Round off each of the following to the nearest hundred. (a) 555 (b) 745 (c) 984 (d) 1034 (e) 10 101 (f) 98 364 © Educational Publishing House Pte Ltd | 23gUNIT 2: Approximation and Estimation 3. The table below shows the number of stamps each girl has. Round off each number to the nearest ten and to the nearest hundred. (a) (b) © (d) (e) @ Ruzita 156 Geetha 701 Mabel 1005 [ Xiaoling | 2707 Annabelle 3955, Lee Yun 9784 | . Round off each of the following numbers to the nearest ten and estimate its value. (a) (b) © (d) (e) (f) (g) (h) (i) () 74 + 86 63 + 173 181 + 255 3576 + 825 174 - 29 874 - 142 5407 - 329 7007 - 321 21x 176 9x 201 2.24 [© Educational Publishing Hoise Pe LdUNIT 2: Approximation end Estimation (k) 13 x 212 (l) 48x74 | 5. Round off each of the following numbers to the nearest | hundred and estimate its value. | (a) 656 + 1930 | (b) 303 + 257 (c) 8901 + 901 (d) 59 691 - 1310 (e) 10 728 - 1009 | (f) 71 194-227 Work out the following. 1. Daniel is 172 cm tall. Rachel is 156 cm tall. Tony is 179 cm tall. Lynette is 163 cm tall. Arrange them in the table below from the shortest to the tallest. © Educational Publishing House Pte Lid 125 ¢UNIT 2: Approximation and Estimation 2. Estimate the following sums and then arrange those values in order, beginning with the greatest. 7320 + 90, 688 + 971, 7010 + 540 3. Raintree A was 230 cm tall last month. Raintree B was 241 cm tall last month. If the raintrees grew by 15 cm and 4m respectively, which tree would be the taller one now? | 226 © Educational Publishing House Pte LidUNIT 2: Approximation and Estimation 4. Wei Ming achieved a score of 88 for his Maths test last year, 11 marks lesser than the year before, and 89 marks this year. Arrange his scores in order, beginning with the greatest. 5. Form the biggest even number possible with the digits 1, 8, 7, 5 and 6, and write your answer in words. © Educational Publishing House Pte Ltd 1274unt 2: Approximation and Estimation Work out the following. 1. 32 751 + 1939 = 2. 29991 + 86 = 3. 7544 +113 = \ 4. 13.807 + 4554 = 5. 2181147111 = 228 © Educational Publishing House Pte LidUNIT 2: Approximation and Estimation me QUESTIONS Work out the following. 1, Identify a number that is 26 bigger than 2050. Subtract that number from 11 333. Round off the number to the nearest ten. 2. Find a number that is bigger than 130 but smaller than 150, which is also divisible by 13. Round off the number to the nearest ten. 3. Ais bigger than B by 1051. C is smaller than A by 760. If the sum of the 3 numbers is 4189, find the value of A. © Educational Publishing House Pte Ltd 12947500, 7400, 1700 They would be of the some height now. 99, 89, 88 Eighty-seven thousand, five hundred ‘and sixteen Exercise 2.17 : 1. (@) 20 : yaen (o) 20 © 60 (@) 350 Exercise 2.3, (e) 7280 1, 34690 (f) 10.000 2, 3090 2. (0) 600 3. 7650 () 700 4, 18350 (© 1000 5. 28920 (d) 1000 () 10 100 () 98.400 ‘Thinking Questions 1. 9560 2. 140 3. 2000 Ruste 156 ‘Gear | 704 ‘abet | 005 Roping | 2707 ‘Annabels | 3955 teovun | 9780 4, (a) 160 (b) 230 () 440 (d) 4410 (e) 140 (f) 730 (g) 5080 (h) 6690 (i) 3600 {j) 2000 (k) 2100 () 3500 5. (a) 2600 {b) 600 (9800 (d) 58 400 (e) 9700 (71.000 Exercise 2.2. 1. EE Rachel tynette Danie! ‘Teng e307 © Educational Publishing House Pte Ltd. By the end of the unit, you should be able to: Factors and Multiples Determine if a 1-digit number is a factor of a given whole number : List all the factors of a whole number up to 100 Determine if a whole number is a multiple of a given 1-digit whole number List the first 12 multiples of a given 1-digit whole number Find the common multiples of two given numbers up to 12 © Educational Publishing House Pie Ltd 1314UNIT 3: Factors and Multiples Revisi a Moy ZZ A. Recognising factors and multiples Just as how we classify numbers as odd or even, whole or mixed fractions, we can classify numbers in sets of multiples and factors. B. Factors A factor is a number that can be multiplied together to make another number. To find the factors of a number, follow the steps below. Step 1: List all the possible combinations of multiplication that will give 24. 1x 24,2x 12,3x8,4x6 Step 2: All the digits that can be multiplied together to give 24 are the factors of 24. Arrange these factors in order beginning with 1. Thus, the factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24. ee am i List all the factors of the following. (a) 10 (b) 15 () 36 (d) 96 Solutions: (a) 1x10,2x5 Factors of 10 are 1, 2, 5 and 10. (b) 1x 15,35 Factors of 15 are 1, 3, 5 and 15. ear © Educational Publishing House Pte Ltd(©) (d) | | | @) 35 (b) 72 | © 12 (d) 13 | @) 25 (f) 86 /@ 91 (h) 17 | | Solutions: | (a) 1x35,5x7 i Factors of 35 are 1, 5, 7 and 35. | (b) 1x 72, 2x 36, 3x24, 4x 18, 6x 12, 8x9 | Factors of 72 are 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36 and | 72. () 1x 12,2x6,3x4 Factors of 12 are 1, 2, 3, 4, 6 and 12. | @ 1x13 | Factors of 13 are 1 and 13. | | (e) 1x25,5x«5 | Factors of 25 are 1, 5 and 25. | |) 1x 86,2 43 Factors of 86 are 1, 2, 43 and 86. (g) 1x91 Factors of 91 are 1 and 91. (h) 1x17 | L List all the factors of the following. UNIT 3: Factors and Multiples 1 x 36, 2 x 18,3 x 12,4x9,6x6 Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18 and 36. 1x 96, 2 x 48, 3 x 32, 4x 24,6 x 16, 8x 12 Factors of 96 are 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48 and 96. Factors of 17 are 1 and 17. © Educational Publishing House Pte Lid 13 ¢UNIT 3: Factors and Multiples Find all the common factors for the following pairs of (c) 27 and 81 (d) 39 and 93 (e) 21 and 42 (f) 17 and 63 (g) 12 and 69 (h) .11 and 83 Solutions: (a) 1x 16,2x8,4x4 Factors of 16 are®,@, @,@and 16. 1x 24,2x«12,3x8,4x6 Factors of 24 are®,@, 3, @, 6,@, 12 and 24. Common factors of 16 and 24 are 1, 2, 4 and 8. | i numbers. (a) 16 and 24 (b) 14 and 36 | (b) 1x 14,27 Factors of 14 are@,@, 7 and 14. 1 x 36, 2x 18,3 x 12,4x9,6x6 Factors of 36 are ©, @, 3, 4, 6, 9, 12, 18 and 36. | Common factors of 14 and 36 are 1 and 2. (c) 1x27,3x9 Factors of 27 are®,@,@ and @D. 1x 81,3x27,9x9 Factors of 81 are@,@, ©, @ and 81. Common factors of 27 and 81 are 1, 3, 9 and 27. (d) 1x39, 3x 13 Factors of 39 are, @, 13 and 39. 1x 93,3 x 31 Factors of 93 are®,@, 31 and 93. Common factors of 39 and 93 are 1 and 3. (e) 1x21,3x7 Factors of 21 are@,@, Oand @). 1x 42,2 21,3x14,6x7 Factors of 42 are, 2,0, 6,0, 14,@) and 42. Common factors of 21 and 42 are 1, 3, 7 and 21. e334 © Educational Publishing House Pte utdj UNIT 3: Factors and Multiples (f) 1x17 Factors of 17 are@and 17. 1x 63,3x21,7x9 Factors of 63 are, 3, 7, 9, 21 and 63. Common factor of 17 and 63 is 1. (g) 1x 12,2x6,3x4 Factors of 12 are@, 2,@, 4, 6 and 12. 1x 69, 3 x 23 Factors of 69 are@,@), 23 and 69. Common factors of 12 and 69 are 1 and 3. (hy) 1x 11 Factors of 11 are@ and 11. 1x 83 Factors of 83 are@ and 83. Common factor of 11 and 83 is 1. C. Multiples The multiples of a number are simply the numbers that you get when you multiply the number by 2, 3, 4, etc consecutively — just like in a multiplication table. For example, to list the first 5 multiples of the number 5, follow the steps below. Step 1: Multiply 5 by 1. Step 2: Multiply 5 by 2. Step 3: Multiply 5 by 3. Step 4: Multiply 5 by 4. Step 5: Multiply 5 by 5. The answers to the multiplication are the multiples of 5. Thus, the first 5 multiples of the number 5 are 5, 10, 15, 20 and 25. © Educational Publishing House Pte Lid 35¢UNIT 3: Factors and Multi List the next 10 multiples of the following numbers. (a) (b) () (d) (e) (f) (g) (h) BUBANWNOD Answers: (a) (b) () (d) {e) (f) (g) (h) Find the first 2 common multiples for the following pairs of numbers. (a) (b) (©) (d) (e) (f) (g) (h) 12, 18, 24, 30, 36, 42, 48, 54, 60 and 66 18, 27, 36, 45, 54, 63, 72, 81, 90 and 99 4, 6, 8, 10, 12, 14, 16, 18, 20 and 22 6, 9, 12, 15, 18, 21, 24, 27, 30 and 33 14, 21, 28, 35, 42, 49, 56, 63, 70 and 77 16, 24, 32, 40, 48, 56, 64, 72, 80 and 88 10, 15, 20, 25, 30, 35, 40, 45, 50 and 55 8, 12, 16, 20, 24, 28, 32, 36, 40 and 44 6 and7 14 and 21 3 and 17 9and5 12 and 15 8 and 9 12 and 18 23 and 2 e367 ‘© Educational Publishing House Pte LidUNIT 3: Factors and Multiples Answers: (a) 42 and 84 (b) 42 and 84 (c) 51 and 102 (d) 45 and 90 (e) 60 and 120 (f) 72 and 144 (g) 36 and 72 (h) 46 and 92 Revision, D. Factors and multiples Take note that factors and multiples are linked to each other. Let us examine the case of 2 x 7 = 14. We can say that 2 is a factor of 14 and 14 is a multiple of 2. We can also say that 7 is a factor of 14 and 14 is a multiple of 7. Therefore, if a multiple of a certain number is divided by a factor of that same number, there is no remainder. re Work out the following. 1. Kelly read 4 times as many storybooks as Hilda. If Kelly read 39 more storybooks than Hilda, how many storybooks did the two girls read altogether? | © Educational Publishing House Pte Lid 374UNIT 3: Factors and Multiples 2. Two men baked as many cakes as 3 women. If 6 men and 11 women baked 4400 cakes altogether, how many cakes did each man bake? 3. Vince had 15 more stamps than Ron. Chris had 3 times as many stamps as Vince. If the 3 children had 455 stamps altogether, how many stamps did Vince have? 238 © Educational Publishing House Pte LtdUNIT 3: Factors and Multiples 4, Sheena swims 450 m a day. Vigil swims double the distance of Sheena’s. How far would they swim in 1. week? 5. Monkey A and Monkey B pick 192 coconuts a:day. If Monkey A picks twice the number of coconuts as Monkey B, how many coconuts does Monkey A pick? © Educational Publishing House Pte Lid 139 ¢UNIT 3: Factors and Multiples 6. Anne sleeps 8 hours a day. How many hours does she sleep in a year? (Assume there are 365 days in a year.) 7. A bicycle wheel makes 3 turns per second. A toy car wheel makes 8 turns per second. How many turns would both wheels have made in 1 minute? 2407 © Educational Publishing House Pte Lidud UNIT 3: Foctors and Multiples ay QUESTIONS : Work out the following. tt A farm has 45 chickens. Each chicken lays an average of 7 eggs a day, The farmer collects these eggs on a weekly basis. There is always an average of 49 spoilt eggs at each collection. How many eggs does the farmer collect per month, on an average? (Assume there are 4 weeks in a month.) . A mobile phone can store a total of 50 messages in both its ‘Inbox’ and ‘Sent items’. It will automatically clear the messages in the ‘Sent items’ each time its storage reaches its limit. The owner received a total of 70 messages today. Assuming he started with zero messages and he replied to every message, how many times did the phone automatically clear the messages in its ‘Sent items’ before he had to manually clear his ‘Inbox’? Find the remainder when (a) 1225 is divided by 4. (b) 4455 is divided by 9. (c) 8579 is divided by 7. (d) 6098 is divided by 5. © Educational Publishing House Pte Lid 416Each man baked 330 cakes. Ron Vince Chris 15 a 5 units + (15 x 4) —» 455 stamps 5 units —» 455 - 60 = 395 stamps T unit —~ 395+ 5 = 79 stamps 79+15=94 Vince had 94 stamps. CEMENT «4. 450m PORES 23 Exercise 3 eae Hist Vigil < 38 > . reaty [ 3 units —» 3 x 450 m = 1350m ao 1 day —> 1350 m 3 units —+ 39 storybooks 7 days (1 week) —> 7 x 1350 m T unit —> 39 «3 = 9450 m = 13 storybooks They would swim 9450 m in 1 week. 5 units —> 13x 5 7 : = 65 storybooks — The two girls read 65 storybooks morkeva[ |_| altogether. 192 verse] : 3 units —+ 192 coconuts 4400 + Tunit —> 192 +3 = 64 coconuts . 2 units —» 64x 2 : = 128 coconuts 40 units — 4400 cakes 7 i pen aan 2 Monkey A picks 128 coconuts = 440 cokes 16. 1doy —> 8h Tunit — 440 + 4 : 365 days—> 8h x 365 = 110 cokes : = 2920h 3 units —9 1103 ‘Anne 2920 h sleeps in 0 year. = 330 cakes 7. In 1 second, both wheels make 11 turns. 1s—» 11 turns 60s —> 11x60 = 660 turns In 1 min, both wheels would have made 660 turns. Thinking Questions 1. Each chicken fays 7 eggs a doy (on an overage). 45 chickens loy (7 x 45 =) 315 eggs 0 doy (on an average). In 1 week, 45 chickens lay (315 x 7 =) 2205 eggs o week (on on average). At each collection in a week, 49 eggs are spoilt. Number of eggs that are good ina week are (2205 - 49 =) 2156 eggs (on an average). ear © Educational Publishing House Pte Ltd3. © Educational Publishing House Pte Lid In one month, 2156 x 4 = 8624 eggs are good (on an average). Twice 206 43 @ 4 4225) ®) 9) 4455 <4 143 _¢? By the end of the unit, you should be able to: * Multiply numbers of up to 4-digits by a 1-digit number ¢ Multiply numbers of up to 3-digits by a 2-digit number * Solving up to 3-step word problems PPR PRIS PRAIRIE A A P —____] e447 © Educational Publishing House Pte Ltd |UNIT 4: Multiplication of Whole Numbers A. Multiplying a 4-digit number by a 1-digit number We have already learnt multiplication. Now, let us explore multiplying a 4-digit number by a 1-digit number. For example, to multiply 3165 by 8, follow the steps below. Step 1: Multiply the digits from right to left. You multiply the digit in the ones place first. 5 x 8 = 40 or 4 tens 3165 x8 0 Multiply the digits in the tens place and then add 4 tens. 6 tens x 8 = 48 tens 48 tens + 4 tens = 52 tens or 5 hundreds 2 tens 3165 8 20 Multiply the digits in the hundreds place and then add 5 hundreds. 1 hundred x 8 = 8 hundreds 8 hundreds + 5 hundreds = 13 hundreds or 1 thousand 3 hundreds oa 3165 8 320 © Educational Publishing House Pte Ltd 1456UNIT 4: Multiplication of Whole Numbers Step 4: Multiply the digits in the thousands place and then add 1 thousand. 3 thousands x 8 = 24 thousands 24 thousands + 1 thousand = 25 thousands 14. 3165 x eee 25320 Thus, 3165 x 8 = 25 thousands 3 hundreds 2 tens or 25 320. Multiply the following. (a) 123x3 | (b) 964 x 8 | (c) 9147x2 i (d) 8101 x9 Solutions: (2) 123 (b) 964 x 3 x 8 369 7712 © 9147 () 101 x 2 x 9 18294 72909 p46 © Educational Publishing House Pte Ltdication of Whole Numbers Estimate the following and find their values. (a) 627x8 (b) 135x9 () 1307x5 (d) 4210x3 Solutions: @ 630 (b) 140 x 8 x 9 5040 1260 (} 1310 () 4200 x 5 x 3 | 6550 12600 B. Multiplying a 3-digit number by a 2-digit number Now, let us move on to multiplying a 3-digit number by a 2-digit number. For example, to multiply 108 by 34, follow the steps below. Step 1: Multiply 108 by 4. 108 x 4 = 432 pea 432 © Educational Publishing Howse Pe td “47gUNIT 4: Multiplication of Whole Numbers Step 2: Multiply 108 by 30. h 108 x 30 = 3240 + 3240 | Hl] Step 3: Sum up the products for the answer. i 3240 + 432 = 3672 i 108 x 34 432 + 3240 3672 Thus, 108 x 34 = 3672. Multiply the following. (a) 373 x 21 855 x 50 (c) 101 x 17 167 x 57 Solutions: (@) ; 855 x 50 42750 24a © Educational Publishing House Pte LtdUNIT 4: Multiplication of Whole Numbers Estimate the following and find their values. (a) 968 x 10 (b) 464 x 31 (c) 895 x27 (d) 351 x 30 Solutions: (a) 970 (b) x 10 9700 (©) 900 (d) Work out the following. 1. Find the product of the following. (a) 1731x3 (b) 6501 x9 | (c) 8477 «x6 (d) 4009 x7 (e) 3124x4 f | [ Educational Publishing House Pte Ltd 149 ¢UNIT 4: Multiplication of Whole Numbers _ 2. Find the product of the following. (a) 401 x 27 (b) 356 x 81 (c) 107 x 63 (d) 911x514 (e) 487 x 34 3. Mr Peh and Mrs Yeo each had the same amount of money. Mr Peh spent $800 while Mrs Yeo spent $1500. In the end, Mr Peh had twice as much money as Mrs Yeo. How much money did they each have at first? 250 fr © Educational Publishing House Pte Lid ———-UNIT 4: Multiplication of Whole Numbers 4. Box A contains some 20-cent coins and Box B contains some 50-cent coins. There are a total of 48 coins in both boxes. If I transfer 12 coins from Box A to Box B, the number of coins in Box B will be thrice the number of coins in Box A. (a) How many coins are there in Box A at first? (b) What is the total value of all the coins in the 2 boxes? 5. There are 143 customers in a shop and each of them spends $25. How much will the shop collect at the end of the day? © Educational Publishing House Pte Lid [S51 ¢UNIT 4; Multiplication of Whole Numbers 6. Asilver fork cost $8 but Ying sold it at $7 each. If she sold 30 forks altogether, how much would she have lost? 7. Atank can hold 500 / water. How much water is there if there are 69 such tanks? e527 © Educational Publishing House Pte LidUNIT 4: Multiplication of Whole Numbers 8. Yina and Zhi have 378 stickers altogether. Yina has 102 stickers fewer than Zhi. How many stickers does Zhi have? L © Educational Publishing House Pte itd 153 ¢UNIT 4: Multiplication of Whole Numbers TESS QUESTIONS Work out the following sums. 1. Making sense out of numbers. Select the most suitable number from the box below and fill in each blank. 1662 16 1623 39 3 Elaise Pascal was born in ______. His mother passed away when he wos —_____ years old. Pascal enjoyed mathematics tremendously. When he was _______, he invented the first calculating machine. Later in life, he went on to invent many more machinery. In —_____, Pascal died after a long struggle with ill health. He was only ______- years old. Professor E Vil had been sentenced to 60 days in prison. The warden agreed that for each day he worked repairing chairs he would receive $7, but for each day he didn’t work, he must pay $3 towards the upkeep of the prison. At the end of the prison term, Professor E Vil earned a total of $170. How many days did he work? John’s father earns $2500 a month. Bill’s father earns 27 times more than John’s father. How much does Bill's father earn a month? 54 © Educational Publishing House Pte Ltd(b) Value of coins in Box A — 24 x 20¢ Exercise 4 = 480¢ 1. @) 5193 : = et (b) 58509 a Value of coins in Box B (0) 50.862 : > 24 x 50¢ (a) 28 063 7 = 1200¢ (e) 12.496 7 = $12.00 2. (0) 10827 : Total value—+ $4.80 + $12 (b) 28 836 = $16.80 (6741 : (d) 46 461 The total value is $16.80. (©) 16558 15. 143 x $25 = $3575 3. At first The shop will collect $3575 at the end of the day, 6. Difference —» $8 ~ $7 wre) Mrs Yeo = $1 Amount of money lost —> $1 x 30 = $30 In the end She would have lost $30, a Een 7. 500 x 69 = 34 5001 There is 34 500 / of water. 2 units —»> 378 - 102 = 276 stickers Tunit —> 276 +2 = 138 stickers Zhi's stickers —> 138 + 102 = 240 Zhi hos 240 stickers. Thinking Questions 1. 1623; 3; 16; 1662; 39 Mrs Yeo 1 unit —s $1500 - $800 = $700 Mrs Yeo (At first) —» $700 + $1500 = $2200 They each had $2200 at first. 4 (@) Inthe end 378 Box A PY fe oxe [| De From the model, units —+ 48 coins unit —» 48+ 4 2. Using guess-and-check method = 12 coins : | 2units —+ 12x2 : i aoe : x $7%30- 930= 9120 i There are 24 coins in Box A at + 32 $7 32~ $3x28 «$140 | first. : ED G7 n34- $9526 = 160 | 7 35 $735 $9525 4970 : He worked for 35 days. Eee $2500 x 27 = $67 500 © Educational Publishing House Pte Lid 58.¢ a¢ Unit 5 Division of Whole Numbers By the end of the unit, you should be able to: * Divide numbers up to 4 digits by a 1-digit number * Divide numbers up to 4 digits by 10 * Solving up to 3-step word problems se EE ES EE ET 256 © Educational Publishing House Pte LtdUNIT 5: Division of Whole Numbers = ton yy wes A. Division When a number or a quantity is divided, that number or quantity is being made into smaller portions. The portions that the quantity is divided into is known as a divisor. The portion formed is known as the quotient and the portion left is known as the remainder. This is illustrated as follows: 783 <— quotient divisor —>3) 2351 -21 25 -24 11 -9 2 <— remainder B. Dividing numbers up to 4 digits by a 1-digit number When dividing numbers, begin from left to right. Divide numbers in the thousands place first, then in the hundreds place and so on until you reach the numbers in the ones place. For example, when dividing 2365 by 4, we can follow the steps below. Step 1: Divide 23 hundreds by 4. 23 hundreds + 4 = 5 hundreds and a remainder of 3 hundreds 5 4 Erie 3 © Educational Publishing House Pte Lid 574 kUNIT 5: Division of Whole Numbers Step 2: Divide 36 tens by 4. 36 tens + 4 = 9 ten iS (Divides exactly with no remainder) 59 4) 2365 ~20y : Divide 5 ones by 4. 5 ones + 4 = 1 one and a remainder of 1 Thus, the division of 2365 by 4 gives us a quotient of 591 and a remainder of 1. 258 © Eiducational Publishing House Pte LtdUNIT 5: Division of Whole Numbers Solutions: (a) 2394 (b) 1124 4) 3578 2) Baa 15 2TT -12 = 24 37 4 ~ 36 = 4y 18 8 -16 = 8 2 0 © 3077 (d) 998 3) 9231 6) 3988 23 58 -21 - 54 21 48 =21 - 48 0 0 (e) 223 (f) 571 5) 11s 7) 3997 11 49 =10 ~49 15 7 =15 aed: 0 0 © Educational Publishing House Pte Ltd 139 ¢UNIT 5: Division of Whole Numbers (a) 2235 +5 () 6612 +7 (@) 9952 +3 Solutions: (a) 447 5) 2235 = 20 23 - 20 35 = 35 0 © 944 7) 6612 ~ 63 31 - 28 Find the remainder of the following. (b) 1207 +4 (d) 8912+6 (f) 4965 +2 301 (b) 4) 1207 (f)UNIT 5: Division of Whole Numbers C. Dividing numbers up to 4 digits by 10 If given a certain number that is a multiple of ten, to divide it by ten, we can easily divide the number by cancelling the ‘0’ in the ones place. For example, divide 2040 by 10. Cancel the ‘0’ in the ones place in the divisor and the number to give the answer. Thus, the division of 2040 by 10 gives 204. 2049 + 18 = 204 Divide the following by 10. (a) 570 (b) 60 (c) 9800 (d) 10 000 Answers: (a) 57 (b) 6 (<) 980 (d) 1000 Work out the following. 1. Find the quotient of the following. (@) 5) 965 (b) 3.372 () 7) 952 (d) 10) 370 (e) 10) 810 (f) 10) 9070 © Educational Publishing House Pte Lid Lst1¢UNIT 5: Division of Whole Numbers 2. Find the quotient of the following. (a) (3) (e) (g) (i) (a) (b) (©) (d) (e) ) (9) 4385 (>) 9) 7077 7) 2555 (d) 3) 2553 7) 4466 (f) 8) 5136 ay 3736 (h) 2) 7486 7) 5558 G) 6) 5622 3, Estimate the following and find its quotient. 237 +3 540 +4 5430 = 10 2724 +2 8637 = 3 9401 + 10 4724 +5 211147 (h) ee2p © Educational Publishing House Pte LidUNIT 5: Division of Whole Numbers 4. Find the quotient of the following. (a) 528+ 6 (b) 1270 + 2 (c) 2667 +3 (d) 1770+5 (e) 8649 +9 (f) 9027 + 3 (g) 6062 +7 (h) 3940+ 4 (i) 9700 + 10 () 360+ 10 Work out the following. 1. Tony earned $980 this month. He spent $68 on food, $47 on DVDs, $90 on computer games and $199 on clothes. (a) How much money did he have left for the month? (b) He then bought a present for his sister and had $480 left. How much did the present cost? © Educational Publishing House Pte Lid 1836UNIT 5: Division of Whole Numbers 2. Daniel bought a piano for $4890. He wanted to sell it to Xinyi at $5480 but Xinyi managed to bargain and purchased the piano at $250 less. How much did Daniel earn in the end? 3. Adnan is 172 cm tall. Lim is 3 cm shorter than Adnan but 14 cm taller than Angel. What is their total height in centimetres? (Round off your answer to the nearest 10 cm.) 64 [© Educational Publishing Howe Pe LeUNIT 5: Division of Whole Numbers 4. A jug holds 8 /. How many such jugs will be needed if there is 789 / of water? (Round off your answer to the nearest whole number.) 5. Dad had 89 one-dollar coins. He gives half of them to Mom and divides the rest equally between his two siblings. How much money will one of his siblings receive? © Educational Publishing House Pte Lid 85 ¢UNIT 5: Division of Whole Numbers me QUESTIONS Work out the following. 1. 10 balls are placed in a row with equal spacings between them. If the distance between the first ball and the seventh ball is 156 cm, what is the distance between the third ball and the eighth ball? 2. What is the missing number in this number pattern? 20, 80, 76, 19, 23, 92, 88, 3. A turtle is 10 times as old as a tiger. The tiger is 6 times as old as a hamster. If the turtle is 180 years old, how old is the hamster? 266 © Educational Publishing House Ple Ltd@) ) 4. (9) © (e) 237 +3 ~ 240+3 = 80 540 + 4 = 135 5438+ 10 = 543 2724 +2 = 2720+2 = 1360 8637 + 3 ~ 8640+ 3 = 2880 9401 + 10 = 9408 + 18 = 940 A724 +5 ~ 472045 = 944 211127 ~ 2100+7 = 300 3) s027” ~ 8h ) 54 7 54 =27 9 o eee o (g) 86 (hy 985 DET er J ageo 1§ a 45 3a ~42 = 32 42 20 42 = 20 0 0 @ 9708+ 19 = 970 @) 36R+ = 36 Exercise 5.2 {1 @_ Amount of money spent on food and DVDs —> $68 + $47 = $115 Amount of money spent on games and clothes —> $90 + $199 = $289 Total amount of money spent — > $115 + $289 = $404 Amount of money left — > $980 - $404 = $576 He had $576 left, (b) Cost of present —> $576 ~ $40 96 The present cost $96. 2. Cost of the piano that Xinyi paid! — $5480 - $250 = $5230 Amount of money Daniel earned in the end—» $5230 - $4890 = $340 He earned $340 in the end. oo a anget |] Lim's height —s 172 cm ~ 3 em = 169 cm Angel's height —> 169 cm ~ 11cm = 168 cm Total height —> 172 cm + 169 «m + 168 cm = 509 cm = 510 cm (rounded off to the nearest ten) * Their total height is 510 cm.4. 789+8 =98R5 99 such jugs will be needed. 5. Amount of money both siblings receive 9 $89 +2 = $44.50 Amount of money each sibling receives — $44.50 + 2 $22.25 22 One of his siblings will receive $22. Thinking Questions QOO0000000 156 cm Number of spaces between the 1st ‘ond 7th ball —> 6 6 spaces —> 156 cm 1 space —> 156+ 6 = 26cm 5 spaces —s 26 cm x 5 = 130 cm 2. 20, 80, 76, 19, 23, 92, aa ee 3. Tiger's age —+ 180 + 10 = 18 years old Hamster's oge —>18 + 6 =3 years old 268 © Educational Publishing House Pte Lidi Addition and Subtraction of Fractions i By the end of the unit, you should be able to: * Add and subtract like fractions * Add and subtract related fractions wt NAINA PARADA ARARI APTS ree TS ETE Sts © Educational Publishing House Pte Lid 189 ¢UNIT 6: Addition and ‘Subtraction of Fractions Ze A. Like fractions They are fractions that have common denominators like 1 3 —and -. and f B. Adding like fractions To add like fractions, we simply add the numerators. For example, + When the numerator and the denominator is a multiple of each other, you can reduce the answer to its simplest form. For example, Eevee ieeet ca 8 8 8 2707 © Educational Publishing House Pte Lidi Work out the following. atte: a) 142 @) Z+5 tee py eg te ) 744 2,4 545 oH @ gts 1,204 e) ot te €) 70 * 70 * 70 Ona a @ JPG Jebe Solutions: 1, 2_ 142 a) 2425142 () 575 5 =3 5 b) 142,142 () 3 4° 4 an 4 2,4 Ota © Educational Publishing House Pre Lid UNIT 6: Addition ond Subtraction of Fractioris 71¢UNIT 6: Addition ond Subtraction of Fractions i 3. 2_ 342 @M sts a2 8 1,2,4 _14+244 ©) 36 * 79 * 0 = 10 oe ~ 10 3, 2,5 _ 34245 f) =+ eros O atahth Ti eae rr 1,3, 3_14+3+3 Seat @ stars 8 eae 8 (hyo one ee 77777 7 Joanne was given : of a bar of chocolate. Kent was given 2 of it. What fraction of the chocolate bar did they have altogether? aay © Educational Publishing House Ple LtdUNIT 6: Addition ond Subtraction of Fractions | Solution: | METHOD I: METHOD II: | 142223 2 5°55 ——— CJ They had 2 of the chocolate bar altogether. They had of the | chocolate bar altogether. | L ——— Joanne Kent Work out the following. 1, Add the following. () 2+ ze (b) 2425 (3) ; + ; = (@) 24+8= © atm tie eyed (@) {+243 (h) 2 + Fa + 2 ] © Educational Publishing House Pte Ltd 1234UNIT 6: Addition and Subtraction of Fractions 2. Samantha drank : of the orange juice in a carton. Her sister drank z of it. What fraction of the orange juice in the carton did they drink altogether? 3. Anthony ate ; of the pizza while his sister ate z of it. What fraction of the pizza did they eat altogether? ee © Educational Publishing House Pte LidUNIT 6: Addition and Subtraction of Fractions 4. Mr Lee bought x kg of grapes. Mrs Lee bought another < kg of grapes. How many kilograms of grapes did they buy altogether? 5. 2 of the beads in a bag are red. 3 of the beads are’blue and the rest are white. What fraction of the beads in the bag are not white? © Educational Publishing House Pte Ltd L735 ¢UNIT 6: Addition and Subtraction of Fractions Reuisio, = ui Mo, So C. Subtracting like fractions To subtract like fractions, we subtract the smaller numerator from the bigger numerator. For example, When the numerator and the denominator of the answer is a multiple of each other, you can reduce the answer to its simplest form. Subtract the following and express your answer in its simplest form. | 3-3 oo | @ 2-2 @ 8-3 | © i" w eee | @1-§-3 ty) 1-3-2 276 © Educational Publishing House Pte id Jai Solutions: 72 ) 3-3* =5 8 3_2_3-2 eS TI 9 (c) ene 10 3_ 10-3 @ 27a 12 oan ~ 12 (e) (f) © Educational Publishing House Pte Ltd UNIT 6: Addition ond Subtraction of FractionsUNIT 6: Addition and Subtraction of Fractions a a (@) I-g-57 57375 _ 9-4-2 re: = 572 9 = 9 ae 3 Bases ogi Sete 4-2-i=25-i-2+ h) Teeeey eye Pee. _ 7-3-1 7 aa 7 =3 mcd Gerald has to read 2 of a chapter for homework today. He has already read 2 of it. How much more of the chapter has he left to read? Solution: METHOD I: re Step 1: : COIN 278 © Educational Publishing House Pte LidUNIT 6: Addition and Subtraction of Fractions Step 2: Convert to simplest form. | 2_1 a4 He has ; of the chapter left to read. METHOD II: 3 of the chapter to read EET Read Left ala 2. 8 He has ; of the chapter left to read. Ise Work out the following. 1. Subtract the following and express your answer in its simplest form. (a) 1-25 © 5} @ id @ 3-4 © Educational Publishing House Pte Ltd 79 ¢UNIT 6: Addition and Subtraction of Fractions (e) 1-75 (f) 1-25 @) 1-2-2= 2. Gayle used 3 of his allowance to buy a deck of cards and saved the rest. What fraction of his allowance did he save? 3. Mr Lim had a full tin of paint. After using 2 of it to paint a door and 4 of it to paint a bookshelf, what fraction of the tin of paint did he have left? 280 © Educational Publishing House Pte LtdUNIT 6: Addition ond Subtraction of Fractions 4, Sarah ran z km. Sally ran 2 km less than Sarah. How many kilometres did Sally run? 5. Andrew ate 3 of a cake. Delia ate = less than Andrew. Whot fraction of the cake was left? z © Educational Publishing House Pte Lid 181 ¢UNIT 6: Addition ond Subtraction of Fractions Revision 5 GE ze, D. Unlike/Related fractions Unlike/related fractions are fractions with different denominators. Two unlike fractions are said to be related when the denominator of one fraction is a multiple of the other. For example, i can also be expressed as 2. E. Addition of related fractions When adding related fractions such as ; and Step 1: Express ; as a like fraction of denominator 8. Step 2: Add using the like fractions. 2,3_5 8° 8 8 Thus, the addition of ; and 2 gives 3. When two related fractions are added and give an improper fraction, change the answer to a mixed number. For example, when 2 and i are added, Step 1: Express 3 as a like fraction of denominator 4. es © Educational Publishing House Pte LtdUNIT 6: Addition and Subtraction of Fractions Add using the like fractions. Beets 4° 4° 4 Change the answer to a mixed number. =1 a 4 Work out the following. 1. Add the following and express your answer in its simplest form. | (a) ; + z = (b) 2 tis @ j+2s © Educational Publishing House Pte Lid 1839UNIT 6: Addition and Subtraction of Fractions @ 3+3= (e) 5+ ale 0 ) Zs Ble Nis g) 4+75 (h) alo 2. Arrange the following sets of fractions in order, beginning with the smallest. 1 (a) : alo Nia (b) NIN IN Il © colw Niw 3. Arrange the following sets of fractions in order, beginning with the greatest. (a) aiw nie wis 284 © Educational Publishing House Pe'LtdUNIT 6: Addition and Subtraction of Fractions 4. Cynthia ate = i of a cheesecake, Ally ate 3 2 of a butter cake. What fraction of both cakes did they eat? 5, Find the sum of 1, 3 ang 5 2' 4 © Educational Publishing House Pte Lid 85 ¢re Revision a Noy ia F. Subtraction of related fractions When subtracting related fractions such as 2 and 2 Step 1: Express 2 as a like fraction with a denominator of 9. Subtract 4 from 3. 2 4 Solution: 2 86 © Educational Publishing House Pte LidUNIT 6: Addition and Subtraction of Fractions Find the difference between 3 and 2. Solution: ae 4 Work out the following. 1, Find the missing numbers in the following boxes. AL ie an % Gti te 6) eee aE 10 it 10 10 7.7 dp See ety O ota ata @ 1414,2.1,0,0 12 4 4 12 12 1 © Educational Publishing House Pte Ltd 874UNIT 6: Addition and Subtraction of Fractions 1,2,1,1,0,0 ® iots ts 7i0* wo * 70 Reece atte nate Cele @ gtata se * e728 1.3,.2_01,3,0 ) 3+5t537 9 *o* oO 2. Find the missing number in the following. 2iteee et iiee @ 3-67 6 6 ) 1-2-O-2 2.10 10 10 Seeeeeeee eget © g-q73° 8 @ 2-1-2-8 Aes aaa, (e) 71.2,7.0.0 2 ieee eee (f) 91.3.9 0.0 jo 5 5 10 10 10 1.1_8_E) 1 @ I-5-g*3° 8 8 i 1-2-228-O-3 3. 72 12° «12—~«2 © Educational Publishing House Pte UtdUNIT 6: Addition and Subtraction of Fractions . 3. Find the sum of the following. (a) Bete ede (b) g+3= +32 (C) pttedee = (a) 3+ (e) ptitzede_ioe = (f) atgee= 42s (a) ee ee (h) Vege Se + + Se 4, Subtract the following. 3 (a) 7 = 3 3 3 b) 2-2 -is (b) 5 10 —— 10 — 10 1 10 © 7g % p> tL ‘© Fducational Publishing House Pte Lid 189_¢UNIT 6: Addition and Subtraction of Fractions Ce @ f-bbee- a (9) 1-2-2200 - ge 0 a : Work out the following. 1. William has = 2 kg of sweets. Jane has ~ 4 kg of sweets. How many eneyicnn of sweets do they have altogether? gor © Educational Publishing House Pte LtdUNIT 6: Addition and Subtraction of Fractions 2. Paula spends 2 of her daily allowance on food and 1 of it on transport. What fraction of her daily allowance does she have left? 3. 2 of James’ classmates wear glasses with metal frames, 2 of his classmates wear glasses with plastic frames. What fraction of James’ classmates wear glasses? © Educational Publishing House Pte Lid 91 8UNIT 6: Addition and Subtraction of Fractions e i 4. There was j Lof milk left in the bottle. Debra drank 2 1 of it. How much milk was there left? 5. Kevin ate ; kg of hotdogs in a competition. Adnan ate ; kg more than Kevin. How many kilograms of hotdogs did they eat in all? po © Educational Publishing House Pte Ltd a eeeUNIT 6: Addition and Subtraction of Fractions 6. Jane used : kg of flour to bake her cake. Melissa used 3 kg less flour than Jane. How much flour did they use altogether? 7. 3 of the walls in Sue’s house are painted white. 3 of the walls are painted blue. What fraction of the walls are not painted white or blue? © Educational Publishing House le Lid. 93 gUNIT 6: Addition and Subtraction of Fractions 8.. Uncle John bought a new computer with 2 of his salary. He spent s of his salary on a new printer. What fraction of his salary was left? 9. Gina, Huali and Hugo shared a strawberry ‘pie. Gina ate : of the pie. Huali ate ; of the pie. Hugo ate the rest of the pie. What fraction of the pie did Hugo eat? 24 © Educational Publishing House Me LidUNIT 6: Addition and Subtraction of Fractions 10. A white ribbon is 2 m long. A red ribbon is z m longer than the white ribbon. A blue ribbon is ; m shorter than the red ribbon. What is the total length of the ribbons? © Educational Publishing House Pte Ltd L358 ¢UNIT 6: Addition ond Subtraction of Fractions TEES QUESTIONS Work out the following. 1. How many triangles can you find in the figure below? 2. Form 5 squares with these 6 matchsticks. 3. Two identical cylindrical glasses are filled with water. Glass A is filled to the brim. Glass B is only partially filled. After pouring i of the water from Glass A to Glass B, both glasses contain the same amount of water. What fraction of Glass B was filled with water at first? p96 © Educational Publishing House Pte Lid |lie 1 @ (b) © (d) @ 3+4 @ (@) (h) They drank 2 of the orange juice in the carton. METHOD I: Carton of orange juice <—__, Drank teft © Educational Publishing House Pte Ltd 97 ¢ They drank 2 of the orange juice in ‘the carton. METHOD I; 2 ez a They ate 3 of the pizza. METHOD II: Pizzo ee Anthony Sister Left, They ate 3 of the pizza. METHOD I: They bought z kg of grapes. METHOD I: 1g of grapes -<—__tkaof gopes__ il Melee Wistee They bought 4 kg of grapes. METHOD I: 2,3,203 pets teeter 5 “3 3 of the beads in the bog are not white, METHOD I: Beads Red Blue WhiteExe Exercise 6.2 1 3 ‘of the beads in the bag are not white. ercise 6.2 @) 1-8 (b) © «) 2 a tt Epa ) 1-2=! ( act “9 223 @ t-375 2 (hy aaa He saved 4 of his allowance. METHOD II: Allowance EEA } aa seed He saved 4 of his allowance. METHOD I: He had 2 of the tin of paint left. METHOD II Full tin of point _L Left CT] Door Bookshelf He had 2 of the tin of point left. METHOD I: 1-2 km 2 2 km = 2 km 3 3 5 = Skm 3 Hl 2 km. Sally ran 3 km. © Educational Publishing House Pte LtdMETHOD II: soos ESET Sally ran 3 km. METHOD I: F of the cake wos left. METHOD II: IEE] ‘Andrew Della 4 of the cake was left. Exercise 6.3 1 @ } (b) aN oe + © Educational Publis 3434348 (0 2430348 2 3 1! ay 1434243 @ 3430242 & @ 2,5.8,5 © staat 2 2 2 2 O atare =2 a eit 3 2 g) 0 212 et ait 3 tty te2 4 th) - +o 4 - ei ei gb ) G 2*3 state 2 3 (a) (bo) 1 32 Owes(b) o (d) ) @ (9) (h) PANN ANUA wHaw aaNe an i 6.5 540 £8 i 6.3 5 oO es : 4. 6 ot 1 @ H gory : 6.4 DO RE : ceaan 2 © ao io ie : 3,3, 4 ot 1 O yagi a 9.6.2 1 @ Fea i 8.2.3 1M Bais 2 Exercise 6.5 + 1. METHOD LE D 2agetkg =? : 5 Ka+ 5 ka = 5 ko 7 al : 3 ko a They have i kg of sweets. iat METHOD II: : tka of sweets : Ee T : Ss 1 iter Sone + They have 3 kg of sweets. Z 2. METHOD I: 100 Food Transport. Left She has 3 of her daily allowance left. © Educational Publishing House Pte ttd3. METHOD I: 342258 5 0 ad 0 of James’ classmates wear glasses. METHOD I: <— Metal frames Plostic frames 2 cof James’ classmates wear glasses. METHOD There was 4 1 of milk left. METHOD II: Be <— Dronk Left There wos 3 1 of milk left. 5. Pkt thos Akos kg =ikg Bhat than Zkge Akg = itkg They ate 2 kg of hotdogs in all. © Educational Publishing House Pte Ltd > 6. fkg- Dkg=2kg - 2 kg atk koe iko pr kg ute They used 3. kg of flour altogether. opts tia ate ate ait 2 pon aan Be "a 4 of the walls are not painted white or blue. Hugo ate z of the pie. L101 ¢Beeeeee ana 2m+im=atmsetm : pmtemaem es a 5 =im é Sm-1m=Sm-2m em gm em Gs 7 =im f é 2meSmetmetmes : 2meimeim=tmseim Fadia quiets tunes sniery : : : +2m : é : = 2m : é : =2m : The total length of the ribbons is 2m. inking Questi 45 triangles Gloss 8 was 2-filled with water ot first. 2102p © Educational Publishing House Pte LidProduct of a Proper Fraction and a Whole Number 3 By the end of the unit, you should be able to: ; * Recognise and name fractions as parts of a set of objects * Calculate the product of a proper fraction and a wholeUNIT 7: Product of a Proper Fraction ond a Whole Number, Revision y eZ" A. Multiplying a fraction and a whole number When 3 is multiplied by 8, it means the same as ee ststs 2*2*2 This can also be illustrated as follows: DDDD .. DOD DDDD “OO When 5 is multiplied by 4 it means the same as 1 ofs. p 4 4 OD OD GA a a QD QW WW WY (dleaue él nee a q 5 A A XN a a 104 ‘© Educational Publishing House Pte LidUNIT 7: Product of a Proper Fraction and a Whole Number You can also find the product of a fraction and a whole number by calculation. For example, 1_ 5x1 5x ss 4 4 You also need to remember that 5 multiplied by i is the same as i multiplied by 5. You may write them as follows: aay Sx pagxs Find the values of the following and express your answer | in its simplest form where necessary. () 3x16 (b) 2x35 (9 3xa9 @ 2x60 (e) 2 x 40 () 2 x42 | @ 3x21 (h) Zx6 ia 2x24 @ £x20 © Educational Publishing House Pte Ltd L105 ¢LUNIT7: Product of a Proper Fraction and a Whole Number 1 _ 1x 16 3 _ 3x35 (a) 3 x 16 = 5 (b) 5 35= 5 = 16 = 105 ar “5 =8 =21 4 _ 4x49 bit — 420 () $xag= 288 (d) 5 x60 = = = 16 = 42 7 = 28 5 _ 5x40 5 = 5x42 (e) 3X 40= 3 (f) gx a2= z oo ee 8 6 =25 =35 3 _ 3x21 Tg e 7x6 (9) 7X2t= 7 (h) 3g *O= 36 ote2 oa 7 - 36 =9 eed _ 2x24 4 _ 4x20 (i) 3x 245 = (j) 5 X20 = : a8: ae rs "5 = 16 = 16 106 © Educational Publishing House Pie Ltd 8UNIT 7: Product of a Proper Fraction and a Whole Number Work out the following. 1. Express each of the following as an improper fraction in its simplest form. (a) 4 quarters = (b) 7 eighths = (©) 12 fifths = (d) 2 halves = (e) 8 thirds = (f) 4 wholes and 3 eighths = 2. (a) How many halves are there in 3 (b) How many quarters are there in B) (c) How many fifths are there in 2 3. (a) 7 of 144 = (b) £ of 210 = © Educational Publishing House Pte Ltd 1107 ¢UNIT 7: Product of a Proper Fraction ond a Whole Number 4 oe () 3 of 500 = 3 a (d) 7 of 160 = 4. (a) 3 of $150 = 2 (b) 2 of 180 km = (0) & of 3h= @) Zoft4ar= 5. If 2 of the figure were to be shaded, how many more squares must be shaded? qtos © Educational Publishing House Pte LidUNIT 7: Product of a Proper Fraction and @ Whole Number B. Fraction of a set i Fractions such as 2 can also represent 2 out of 3 equal parts which make up a whole. Here the whole can be: * A geometrical figure Z of the figure is shaded. © Aset 2 of the apples below are shaded. Here, the set of apples is divided into 3 equal sets. 2 means 2 out of 3 of the equal sets. There are 3 apples in ; of the set. There are 6 apples ind of the set. You can write 3 of 9= 3. 2 of 9=3x2=6 © Educational Publishing House Pte Ltd 109 ¢UNIT 7: Product of a Proper Fraction and a Whole Number ¢ A quantity To illustrate 12 kg x 2, you draw a bar to represent 12 kg and divide the bar equally into 3 parts. Then shade 2 parts of the bar. 12kg 2 of a whole —> 12 kg 1 of awhole—> Mx 1 =4kg 2 of a whole —> 4x 2 =8 kg Look at the fruits and answer the questions. Express your answer in its simplest form where possible. (a) What fraction of the fruits are apples? (b) What fraction of the fruits are oranges? (c) What fraction of the fruits are pears? Answers:UNIT 7: Product of a Proper Fraction and @ Whole Number Jeremy has 4 black pens and 8 red pens. (a) What fraction of the pens he has are black? (b) What fraction of the pens he has are red? Answers: (@) + b) win © Educational Publishing House Pte Ltd Work out the following. 1. Find the value of 3 of 64. 2. James collected 48 stamps. If he gave 4 of them away, how many stamps did he have left? 111UNIT 7: Product of a Proper Fraction and a Whole Number 3. There are 56 pairs of socks. ‘ of them are white socks and the rest are coloured socks. How many pairs of coloured socks are there? 4. Marc had $576. He used some of it to buy a pair of shoes. He had ; of his money left. How much did the pair of shoes cost? ei © Fducational Publishing House Ple Lidalt UNIT 7: Product of a Proper Fraction ond @ Whole Number 5. Find the product of 105 and 2. 6. Mrs Tan baked 36 muffins. 2 of the muffins were eaten and the rest were thrown away. How many muffins were eaten? © Educational Publishing House Pte Ltd 113UNIT 7: Product of a Proper Fraction and a Whole Number 7. Cecilia’s age is ; that of her mother’s. If Cecilia is 12 years old, how old is her mother? 8. There is 6 J of juice. 3 of it is made up of apple juice, 3 of it is made up of orange juice and the rest is made up of lime juice. How many litres of lime juice is there? ear © Educational Publishing House Pte Lid |UNIT 7: Product of a Proper Fraction and a Whole Number 9. How many grams are there in : of a kilogram? S 0. Simplify } x 4. © Educational Publishing House Pte Lid L115 ¢UNIT 7: Product of a Proper Fraction and a Whole Number mas QUESTIONS Work out the following. 1. This model shows how three juices are combined to make a drink. pineapple orange _ grape ee What fraction of the drink is made from grapes? How many eighths are there in 4? Arrange the numbers in order, beginning with the greatest. 6 1,3 4 7 2 2" 3 eer © Educational Publishing House Pe Lid200 (9 2390 = 4x 100 : = 400 EUROS Exercise 1. (0) 4 quarters = 7 @ 3x 760 = 3x20 =1 : i = 60 (b) 7 eighths = 7 x 4 :4@ } x $150.= $50 =? 7 = $75 : 7 2. oeqastiate 5) 2x TQ km= 2x 60 km 5 . = 120km ce : 1 os + © Sx\heSh =22 : % 5 : ith () 2halves =2x 4 : : z : 2yyre? i : @ ou zt . =3ly (ec) Bthirds = 8x ? : z : 3h =! D5. gage axs 2 Ht 215 aaa 1S-4=11 (8 Awholes dnd 3 eighths 11 more squares must be shaded. xercise 7.2 sAas3xt 3 1. fx6ae8 2. METHOD I: 2 x 48 = 32 He had 32 stamps left. METHOD II: 48 ———— “co a ‘owoy 3 units —+ 48 stamps Tunit — 4843 = 16 2 units —> 16 x2 = 32 stamps He hod 32 stamps left. (b) © (b) Lx 210 = 22 © Educational Publishing House Ple Ltd L117 ¢3. METHOD I: 3 777 8 X3Q=3x8 =24 There are 24 pairs of coloured socks. METHOD It: 56 aaa Coloured tie 7 units —> 56 pairs 1 unit —» 56 +7 = 8 pairs > 8x3 = 24 pairs ‘There ore 24 pairs of coloured socks. 4, METHOD I: 2 3 192 x $192 384 The pair of shoes cost $384. METHOD I: $576 ea ———— aa! Shoes left 3 units —>» $576 1 unit —s $576 + 3 = $192 2 units —» $192 x 2 = $384 ‘The pair of shoes cost $384, 5. 18 x3 1x2 = 42 6. METHOD I: 3 x3 =3x9 =27 27 muffins were eaten. METHOD II: 6 EEE — Eaten Thrown away 4 units —> 36 muffins unit —» 36 + 4=9 muffins 3 units > 9 x 3 = 27 muffins 27 muffins were eaten. rays old 1 unit —> 12 yeors Bunits —> 3x 12 = 36 yeors Her mother is 36 years old. METHOD I: S_aL ~5.3.4 Rn a =! 3 pata] sy rhle2e There is 2 / of lime juice. METHOD IL 6 fea Ea ‘Applejuice Orange juice Lime juice 12 units —> 61 tunit —> 6+ 12= 37 4units—> }x4=21 There is 2 1 of lime juice. x tkg 200 = x T0868. g x 200, = 8009 4 There are 800 g in # of kilogram, © Educational Publishing House Pte Lid1 6 i 8 1 whole =8x 4 wholes = 4x 8x 2 = 32x 1 a win © Educational Publishing House Pre Lid 1119¢ itINP DAL a PRA L LIV INDI ILLS WY fe | Mixed Numbers and Improper Fractions By the end of the unit, you should be able to: ° Express an improper fraction as a mixed number and vice versa © Write the sum of a whole number and a proper fraction as a mixed number 9.120 © Educational Publishing House Pte Ltdke UNIT &: Mixed Numbers and Improper Fractions A. Mixed numbers A mixed number such as 22 is made up of 2 wholes and 2. It is made up of a whole number and a fraction, AAS 22 is made up of 2 wholes and 3 of a whole. To perform an addition of mixed numbers where their fractions are related, such as 24 and 1 3, follow the steps below: Step 1: Add the whole numbers first. 1 3 aS See oot 14143 2atiy 2+ aaa =34+142 4°4 Step 2: Add the fractions. 1,3 23,4 3+a+9 S345 =3+1 =4 Thus, the sum of 24 and 2 is 4. © Educational Publishing Howse le td 121gUNIT 8: Mixed Numbers and Improper Fractions Revision y Za" % B. Improper fractions Improper fractions are fractions with a numerator equal to or larger than its denominator. A fraction such as 2 represents part of a whole, i.e. 8 ~ 8 fifths 5 2 = 5 fifths = 1 5 Take note that the number 5 gives the number of equal parts into which a whole is divided. Each part is 1 fifth. The numerator 8 gives the number of parts in consideration. 2 is 8 fifths of the whole. There are two ways to write an improper fraction as a whole number or as a mixed number. ¢ Group unit fractions to make a whole number. For example, 3 2343 35 Fee + i 4 i 4 4 quarters = 1 8 quarters = 2 12 quarters = 3 pap © Educational Publishing House Pte LdUNIT 8: Mixed Numbers and Improper Fractions * Divide 20 by 3 The result can be expressed as a whole number quotient with a remainder. 20 26R2 3 or as a fraction quotient Express the shaded parts as (a) a mixed number, and (b) an improper fraction. Solutions: (a) Mixed number = 12 (b) Improper fraction = 2 + © Educational Publishing House Pte Ltd 1123 ¢UNIT 8: Mixed Numbers and Improper Fractions Express. 12 ds an improper fraction. Solution: Express 2 as a mixed number. Solution: 6 sixths = 1 12 sixths = 2 54 sixths = 9 55 : : Thus, a expressed as a mixed number is 92. 2.124 ——_O Educational Publishing House Pte LidUNIT 8: tdixed Numbers and Improper Fractions RC Manders ond Improper Fractions | : : | Danny took 7 minutes to complete a quiz. If Khalid took | half that time, how long did Khalid take to complete the b quiz? i Solution: | Danny —>7 min | Khalid — 2x7 | | | vo = mi z min Hee =3= min 3 mi Khalid took 3} min to complete the quiz. Work out the following. 1. Fill in the missing numbers in the following boxes. (a) 1-0 3 (b) 45 2 xq () 6= x3 -O (d) 5= = (e) tier 2. Fill in the missing numbers. (a) ats = BEE 8 © Educational Publishing House Pte Lid “L125 ¢UNIT 8: Mixed Numbers ond Improper Fractions _ w gep De 0 Fe} @ eGo ageaeg Deed 3. Convert the following mixed numbers to improper fractions. () 32 1 (b) 1s 5 | 2 at 10 () 6 (d) 9 (e) sz 4. Convert the following improper fractions to mixed numbers. (a) (b) S s aly la IS ee wis z e126 © Educational Publishing House Pte LtdUNIT 8: Mixed Numbers and Improper Fractions: Work out the following. 1. In a basket of 8 fruits, there are 6 apples. Express the number of apples as a fraction of the total number of fruits in the basket. 2: Chelsea’s mother earns a total of $1200 a month. If z of her income goes to Chelsea's school fees every month, how much is Chelsea's school fees per month? \ © Educational Publishing House Pte Ltd L127 ¢UNIT 8: Mixed Numbers and Improper Fractions 3. Tony has 8 marbles. Kevin has i more marbles than Tony. How many marbles do they have altogether? 4. Daniel's music lesson fees will increase to 1 3 of its original amount. If Daniel is paying $140 per month now, how much more will he have to pay next month? 128 © Educational Publishing House Pte LtdUNIT 8: Mixed Numbers and Improper Fractions 5. Jingle works 4 days a week. Her pay is 3 of $120 every day. How much does she earn in 2 weeks? 6. Najif's height is 12 times of Renner’s height. If Nojif is 182 cm tall, how tall is Renner? © Educational Publishing House Pte Lid 129UNIT 8: Mixed Numbers ond Improper Fractions 7. There are 7 apples and 3 oranges in Basket A. There are 5 oranges and 5 pears in Basket B. Basket C has 3 times more oranges than the total number of oranges in Basket A and Basket B. How many oranges are there in Basket C? 8. The total mass of Rebecca and her brother is 100 kg. If her brother is 18 times as heavy as she is, how heavy is Rebecca? 2130 © Educational Publishing House Pte LtdUNIT 8: Mixed Numbers and Improper Fractions 9. David spent 33 times as much money as April. If April spent $20, how much more money did David spend than April? 10. The total mass of 10 calculators is 12 kg. If the mass of each of the first 9 calculators is 3 kg, what is the mass of the tenth calculator? © Educational Publishing House Pte Lid 131UNIT 8: Mixed Numbers and Improper Fractions Work out the following. 1. 2 of the plants in the garden do not bear flowers. Out of + 5 5 rs those which bear flowers, aa are roses, er are carnations and 15 are orchids. How many plants are there altogether in the garden? 2. What must be added to 98 to make 1129 3. What fraction of this figure is shaded? 4 2 1 54-2 eg 4 5 10 Bs — What is the missing fraction in the blank? Give your answer in its simplest form. 5. How many fifths are there in the sum of 3t and an 32 © Educational Publishing House Pte Lid(b) © 2) 5 © sya5e2 : 847 : : pias: 2@ 5 . 2 3 : a2 3 L947 : O s5ts 54 @ % ale : > 4 : 3 © aaa (d) fs : @ (e) = © Educational Publishing Howse Ped] 133.6 opples Since 6 out of 8 fruits are apples, we a con soy that $ or ¢ of the total number of fruits are apples. . Schaal fees foo $1200 £ of whole —» $1200 20 + of awhole —> S28 é Ls = $200 Chelsea's school fees is $200 per month. B morbles tony t ite i Kevin[ plo i E Total froction of marbles —lstet 4 of a whole —» 8 marbles 9 Peter 2 of a whole —,¢ 8" = 18 morbles They have 18 marbles altogether. 4. Now —> $140 » Next month —> 1g. x S140, 2 By x $140 $200 Difference — $200 - $140 = $60 0 Daniel has to poy $60 more next month. “0 5, Jingle's pay per day —> gx tea = $320 2 weeks = 8 working days 2. 8 x $320 = $2560 She earns $2560 in 2 weeks. 3 —> 182 «m — 182m a = 262x4 7 104 cm Renner is 104 cm tall. 7. Total number of oranges in Baskets A and B—33+5 #8 ay ‘times more = 2h times the original i 2ix8e 2EXB = Axe =20 There ore 20 oranges in Basket C. —> 100 kg — 100 kg — 100+ 20 = 5kg SS 7xKS win = 35kg Rebecca is 35 kg. © Educational Publishing House Pte Lid J25 9. Dovid spent 25 times as much money 5. April. April spent 2» $20 8 BT $20 B__, we B— Bas = $62.50 $62.50 - $20 = $42.50 David spent $42.50 more than April. 10. First 9 calculators——> 9 x Z kg =8 = Big 3 ig. 38 10th coleulator —> 13 kg- #8 kg 2 = Pkg The mass of the tenth calculator is 2 2 kg. Thinking Questions 1 Roses Carnations ee aE Do not Orchids bor flowers 5 units —> 15 plonts 1 unit —> 15+ 5 =3 plants 28 units —> 3 x 28 = 84 plants There are 84 plants altogether in the garden, © Educational Publishing House Pte Ltd 1135 ¢ Total number of triangles > 10 Number of shaded triangles —> 6 Fraction of figure that is shaded Twhole =5x 3 8 wholes = 8x 5x } = 40x! 5© Unit 9 Tables and Graphs By the end of the unit, you should be able to: 7 5 © Complete a table from the given information 5° Read and interpret tables D « Solve problems using information presented in tables * Read and interpret line graphs l 3 * Solve problems using information presented in line graphs I 2 2 2 5 6 5 5 Se = 2.1367 © Educational Publishing House Pte Lid| UNIT 9: Tables ond Grophs A table is a good way to display data or information in an organised manner. By putting data in tables, you can easily set up a graph to illustrate the data. Tables have several features in common. First, all tables as well as graphs should have a title to let the reader know the subject of the table or graph. Look at the example of a table shown below. Favourite drinks of pupils 200 | 180 90 120 Most tables consist of a series of rows and columns. These rows and columns intersect to form cells, in which a piece of data is placed. A row is a series of cells going horizontally across the table. A column is a series of cells going vertically up or down the table. You can tell where a particular piece of data is by describing the row and column of the cell that the data is located. A whole table with the crossed lines forming the rows and columns is sometimes referred to as a grid. © Educational Publishing House Pie Lid 137.9UNIT: Tables ond Grophs Column We will examine some sample tables below and then discuss how the data might be used for a graph. B. Complete a table using the given information When you are given a piece of information containing a lot of data, it would be easier to extract the data to form a table. For example, read the information below. Music School A has 73 violins, 8 pianos and 90 guitars. Music School B has 46 violins, 19 pianos and 81 guitars. Music School C has 22 violins, 3 pianos and 120-guitars. The information can be extracted to form a table as follows: Types of musical instrument in schools After information has been extracted and put in a table, it would then be easier to answer questions based on the given information. 91387 © Educational Publishing House Pte Ltd