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CHAPTER 1

1 Writing Pattern Rules

Goal Use rules to extend patterns and write pattern rules.

1. Steve learned that a year on Venus is about seven At-Home Help

Earth months long. A pattern is a group of numbers,
shapes, or objects that follow a rule
a) Complete the table for Venus.
while repeating or changing.
Venus
To extend a pattern you can use a
Number of years Number of months
on Venus on Earth table or a pattern rule that relates
the term number to the pattern rule.
1 7
2 14 A term number is the number
3 21 that tells the position of an item
4 28 in a pattern.
For example, the pattern 2, 4, 6,
b) Write a pattern rule to calculate the number of
8, 10, … can be shown in a table
Earth months in any number of years on Venus. like this:
Multiply 7 by the term number. Number
Term number in pattern
c) Use your pattern rule to calculate the approximate 1 2
number of Earth months in 12 years on Venus. 2 4
about 84 months 3 6
7 x 12 = 84 4 8
2. Bev saves $12 each month from her paper route. 5 10

a) Write a pattern of numbers that shows the A pattern rule to get any number
in the pattern is multiply 2 by the
amount Bev saves in 1 to 4 months. term number.
Number of months Amount 10th term  2  10
 20
1 $12
2 $24
3 $36
4 $48

b) Write a pattern rule to calculate the amount she saves in any number of months.
Multiply $12 by the term number.
c) Use your pattern rule to calculate the amount Bev saves in 10 months.
$12 x 10 = $120
d) Bev wants to buy a new hockey jersey for $100. For how many months
does she need to save?
about 9 months $12 x 9 = $108
Bev will have $108 after 9 months.
Copyright © 2006 Nelson Answers Chapter 1: Patterns in Mathematics 1
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CHAPTER 1

2 Relationship Rules for Patterns

Goal Write relationship pattern rules based on the term number.

1. At-Home Help
A recursive pattern rule is a
pattern rule that tells you the start
number of a pattern and how the
design 1 design 2 design 3 design 4
pattern continues.
For example, a recursive rule for the
a) Complete the table to show the number of dots pattern 5, 8, 11, 14, … is start with
in designs 1 to 4. 5 and add 3.
Design number Number of dots A common difference is the
1 2 difference between any two
2 5 consecutive terms in a pattern.
Not all patterns have a common
3 8
difference.
4 11
For example, the pattern
5, 10, 15, 20, …
b) Write the first term and the common difference.
The first term is 2. The common difference is 3. 5 5 5
has a common difference of 5.

c) How many dots are in design 8? The pattern

1, 4, 9, 16, …
23 dots
8th term = 2 + seven 3s 3 5 7
= 2 + 21 has no common difference.
= 23 An explicit pattern rule is a pattern
rule that tells you how to get any
2. Determine the 11th term in each pattern. Use a term in the pattern without listing
pattern rule. Show your work. all the terms before it.

a) 1, 5, 9, 13, … c) 2.2, 4.4, 6.6, 8.8, … For example, an explicit pattern rule
for 5, 8, 11, 14, … uses the first term
The first term is 1. The The first term is 2.2. The (5) and the common difference (3).
common difference is 4. common difference is 2.2.
To calculate the 20th term,
11th term = 1 + ten 4s 11th term = 2.2 + ten 2.2s
20th term  first term  [(term
= 1 + 40 = 2.2 + 22 number  1)  (common difference)]
= 41 = 24.2  5  (19  3)
b) 21, 26, 31, 36, … d) $1.25, $1.75, $2.25,  5  57
$2.75, …  62

The first term is 21. The The first term is $1.25.

common difference is 5. The common difference
11th term = 21 + ten 5s is $0.50. 11th term = $1.25 + ten $0.50s
= 21 + 50 = $1.25 + $5.00
= 71 = $6.25
2 Answers Chapter 1: Patterns in Mathematics Copyright © 2006 Nelson
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CHAPTER 1

3 Variables in Expressions
Goal Use variables in an expression.

1. Arpita is baking cookies for a school bake sale. At-Home Help

One batch of cookies uses 75 g of chocolate chips. A variable is a letter or symbol that
is used to show a quantity. This
a) Calculate the number of grams of chocolate
quantity can have different values.
chips in the first four batches of cookies.
For example, t is a variable that could
Suggested answer: be used to represent the amount of
time you surf the Internet each day.
Batch number Number of grams
of chocolate chips Variables are usually used when
writing explicit pattern rules to
1 75
make the rules easier to write.
2 150
3 225 For example, an explicit pattern rule
4 300 for the pattern 50, 100, 150, 200, …
is 50  n. The variable n is the
b) Write an explicit pattern rule for the number term number.
of grams of chocolate chips in the 10th batch. Term (n) Value (50  n)
10th term = 75 x 10 1 50  1  50
2 50  2  100
3 50  3  150

c) Write your pattern rule using a variable for the

batch number. Use the variable b.
75 x b

d) Calculate the number of grams of chocolate chips in the first four batches using
your answer in part c). Show your work.
Suggested answer: for b = 1, 75 x 1 = 75 g
for b = 2, 75 x 2 = 150 g
for b = 3, 75 x 3 = 225 g
for b = 4, 75 x 4 = 300 g

e) How many grams of chocolate chips does Arpita need to make 11 batches
of cookies?
825 g
Suggested answer: for b = 11, 75 x 11 = 825

Copyright © 2006 Nelson Answers Chapter 1: Patterns in Mathematics 3

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CHAPTER 1

4 Representing Patterns on a Graph

Goal Represent patterns in tables and on graphs.

1. George buys baseballs in packages of 6. At-Home Help

a) Complete the table to show the total number of Patterns can be represented in tables
or graphs.
baseballs in 0 to 6 packages.
For example: It costs $2.50 to buy a
Number of packages Number of baseballs package of juice boxes. To determine
0 0 the cost of 20 packages, you can
1 6 extend a table or graph, or use a
pattern rule.
2 12
3 18 Number of
packages Cost
4 24
0 0
5 30
1 $2.50
6 36 2 $5.00
3 $7.50
b) Graph the number of baseballs compared to 4 $10.00
the number of packages. 5 $12.50

Number of Baseballs Compared to Cost Compared to Number

Number of Packages of Packages
50 $15
45
40
Number of baseballs

$10
Cost

35
30 $5
25
20 0
0 1 2 3 4 5
15
Number of packages
10
5 A pattern rule to calculate the cost
0 for any number of packages is
0 1 2 3 4 5 6 7 8 9 10 $2.50  n.
Number of packages Cost of 20 packages  $2.50  20
 $50.00
c) Write a pattern rule to calculate the number of
baseballs in any number of packages. Use the
variable n in your rule.
6xn
d) Determine the number of baseballs in 15 packages.
6 x 15 = 90
There are 90 baseballs in 15 packages.

4 Answers Chapter 1: Patterns in Mathematics Copyright © 2006 Nelson

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CHAPTER 1

5 Patterns and Spreadsheets

Goal Create patterns using spreadsheets and compare the growth.

Pamela wants to know how much money she would At-Home Help
have if her bank tripled her money every day for Patterns can be represented using
30 days. She starts with $2. a spreadsheet. A spreadsheet is a
computer program that has columns
1. Complete the table or spreadsheet to show a of data that are related. Each number
pattern for Pamela’s money. Suggested answer: in a spreadsheet has its own cell.
To represent a pattern, enter
A B
information for the first term. Use
1 Day number Amount one or more operations to get the
2 1 $2 rest of the terms in the pattern.
3 2 $6
For example, the spreadsheet
4 3 $18
below shows a pattern. The
5 4 $54
first term is $2.

2. What is the formula for calculating the amount A B

on day 4? 1 Term number Cost
Suggested answer: amount = 3 x $18 or B5 = 3*B4 2 1 $2
3 2 $4
4 3 $8
3. a) Predict the amount Pamela would have on 5 4 $16

day 14. The formula to get the second

Suggested answer: term is B3  2*B2, the third term
I predict that she would have $1 000 000. is B4  2*B3, and so on.

b) Calculate the amount on day 14.

$3 188 646

c) How close was your prediction?

Suggested answer: My prediction was too low. Pamela would get over
$3 000 000 on day 14.

4. Describe the pattern in the amounts Pamela would have.

Suggested answer: The first term in the pattern is $2. This pattern does
not have a common difference. To get any term in the pattern, you have to
multiply the term before it by 3.

Copyright © 2006 Nelson Answers Chapter 1: Patterns in Mathematics 5

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CHAPTER 1

6 Solve a Simpler Problem

Goal Solve problems by using a simpler problem.

1. Use this pattern. At-Home Help

To solve some problems, it is easier
to solve a simpler problem.
Make a Plan
Organize data using the simpler
design 1 design 2 design 3 problem. If possible, use a table to
arrange numbers and drawings.
a) How many boxes are in design 8? Make a plan Carry Out the Plan
to solve the problem. Look for a pattern to relate the
columns in your table.
Suggested answer: I don’t want to draw design 8,
so I’ll solve a simpler problem. I’ll draw design 4. Try to find an operation that works
for all the rows in your table.
I’ll make a table to compare the design number with
the number of boxes. Write a pattern rule.

I’ll look for a pattern in the numbers in the table Check that your pattern rule works
and see if the number of boxes for design 4 matches for the next simple problem. Draw
a picture, if necessary, to check.
my drawing. Then I’ll extend the table to design 8.
Use the pattern rule to solve the
Carry out your plan. original problem.
Suggested answer:
Design number Number of boxes
1 1
2 4
3 9
4 16
design 4
I notice that if I multiply the design number by itself, I get the number of boxes.
1x1=1
2x2=4
3x3=9
4 x 4 = 16
For design 8, I predict that there will be 8 x 8 = 64 boxes.
b) How many boxes are in design 10?
Suggested answer:
10 x 10 = 100
100 boxes

6 Answers Chapter 1: Patterns in Mathematics Copyright © 2006 Nelson

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CHAPTER 1

7 Equal Expressions
Write equal expressions and determine the value of a missing term
Goal in an equation.

1. Which expressions are equal? Use an equals sign. At-Home Help

If they are not equal, change one expression to An expression is a mathematical
make them equal. statement made with numbers or
variables and operations.
a) 2  3 = 50
For example: 5  3  7 is an
expression with numbers only.
6  t is an expression with a
b) 1  7 25
variable.
Suggested answer: 0 + 7 = 2 + 5 An equation is a mathematical
statement that has an expression
c) 8  6 29 on each side of the equal sign.
Suggested answer: 8 + 6 = 5 + 9 Both expressions must be equal
in an equation.
d) 3  8 = 65

2. Replace each so the expressions are equal.

a) 5  76 c) 327

 8  3
b) 9  4  3 d) 12  43
 2  1
3. Isabelle has five swim practices and three soccer practices this month. Judy has
the same number of practices this month. Judy has two swim practices.

a) Write an expression for the number of practices Isabelle has.

5+3

b) Write an expression for the number of practices Judy has.

2+p

c) Write an equation with your expressions.

5+3=2+p

d) How many soccer practices does Judy have? Explain what you did.
Suggested answer: I know that 5 + 3 = 8. So 2 + p = 8. This means p is 6. Judy
has 6 soccer practices. An expression for the number of practices Judy has is
2 + 6. 5 + 3 = 2 + 6 Both expressions have the same value.

Copyright © 2006 Nelson Answers Chapter 1: Patterns in Mathematics 7

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CHAPTER 1

8 Variables in Equations
Goal Solve equations including symbols representing variables.

1. A gym has twice as many soccer balls as At-Home Help

basketballs. Altogether there are 36 balls. An equation can sometimes have
more than one variable.
a) Explain what is represented by the equation
S  B  36. For example, A  O  9 and
A  O  O are equations with
Suggested answer: It represents the total number the variables A and O.
of balls in the gym. S is the number of soccer balls.
To solve for A and O, use the
B is the number of basketballs. There are 36 balls.
expression O  O for A in the
first equation.
b) Explain what is represented by the equation
S  B  B. OOO9
Since three 3s are 9, O must be 3.
Suggested answer: It represents the relationship Use 3 for O in the second equation
between the number of soccer balls and the number to get A  3  3. Since 3  3  6,
of basketballs. The number of soccer balls is equal A must be 6.
to two times the number of basketballs.

c) How many basketballs are there? How many soccer balls are there?
Suggested answer:
S + B = 36 S = B + B, so I can replace S with B + B.
B + B + B = 36
12 + 12 + 12 = 36
B = 12 and S = 24 There are 12 basketballs and 24 soccer balls.

2. In a granola recipe, there is three times as much oats as coconut. The total mass of
oats and coconut is 600 g.

a) Explain what is represented by the equation O  C  600.

Suggested answer: It represents the total mass. O represents the mass of oats.
C represents the mass of coconut. The total mass is 600 g.

b) Explain what is represented by the equation O  C  C  C.

Suggested answer: It represents the relationship between the mass of oats and the mass
of coconut. The mass of oats is equal to three times the mass of coconut.

c) How many grams of each ingredient are there?

Suggested answer:
O + C = 600 I can replace O with C + C + C.
C + C + C + C = 600
I know 4 x 150 = 600, so there are 150 g of coconut and O = C + C +C
so there are 450 g of oats.

8 Answers Chapter 1: Patterns in Mathematics Copyright © 2006 Nelson

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CHAPTER 1

Test Yourself Page 1

Circle the correct answer.

1. One movie ticket costs $5.50. Which table shows the correct pattern?

A. Number C. Number
of tickets Cost of tickets Cost
1 $5.50 1 $5.50
2 $10.00 2 $6.50
3 $15.50 3 $7.50
4 $20.00 4 $8.50

B. Number D. Number
of tickets Cost of tickets Cost
1 $5.50 1 $0
2 $11.00 2 $5.50
3 $16.50 3 $11.50
4 $22.00 4 $16.50

2. Which pattern rule best represents the pattern in Question 1?

A. Add $5.50 to the term number. C. Multiply $5.50 by the term number.

B. Multiply $5.50 by 2. D. Add 1 to $5.50.

3. What is the cost of six movie tickets in Question 1?

A. $27.50 C. $33.00
B. $30.00 D. $33.50

4. Which pattern rule shows the total number of candies in any number of packages?

Number of Total number A. 2  n

packages of candies
1 3 B. 3  n
2 6
C. 2  n
3 9
4 12 D. 3  n
5 15

5. What is the common difference in the pattern 18, 21, 24, 27, …?

A. 2 C. 4

B. 3 D. 5

Copyright © 2006 Nelson Answers Chapter 1: Patterns in Mathematics 9

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CHAPTER 1

Test Yourself Page 2

6. What is the first term and the common difference in the pattern $1.50, $3.00,
$4.50, $6.00, …?

A. $1.50, $1.50 C. $3.00, $1.50

B. $1.50, $3.00 D. $1.50, $2.00

7. What is the 10th term in the pattern in Question 6?

A. $12.00 C. $14.00

B. $13.00 D. $15.00

8. Which expressions are not equal?

A. 2  8 and 6  4 C. 3  4 and 8  2

B. 9  5 and 2  2 D. 7  1 and 10  2

9. Tilo has two red baseball caps and five green baseball caps. Michael has the same
total number of baseball caps as Tilo. Michael has three green baseball caps.
Which equation would you use to solve this problem?

A. 3  5  2  c C. 2  c  5  3

B. 2  3  5  c D. 2  5  c  3

10. How many red baseball caps does Michael have in Question 9?

A. 2 C. 4

B. 3 D. 5

11. A closet has three times as many hats as sweaters. The total number of hats and
sweaters is 12. How many of each item is there?

A. 8 hats, 4 sweaters C. 7 hats, 5 sweaters

B. 9 hats, 3 sweaters D. 6 hats, 6 sweaters

10 Answers Chapter 1: Patterns in Mathematics Copyright © 2006 Nelson

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CHAPTER 2

1 Exploring Greater Numbers

Goal Compare numbers to one million.

A bumblebee can flap its wings about 200 times At-Home Help
per second. A million is a number that is
1000 thousands.
A dragonfly can flap its wings about 38 times
1 000 000
per second.
To estimate an answer to a problem,
1. Predict how many times a dragonfly flaps its wings use numbers that are close to the
in 1000 s. values in the problem that are easier
to work with.
Suggested answer:
For example, if a problem involves
about 40 000 times
comparing times in weeks to years,
I rounded 38 to 40 to estimate. use about 50 weeks in a year.
40 x 1000 = 40 000

2. About how many hours would it take for a dragonfly to flap its wings
1 000 000 times? Show your work.
Suggested answer:
A dragonfly would have to flap its wings for about 25 000 s.
1 000 000 ÷ 40 = 25 000
60 s x 60 min = 3600 s in an hour
I’ll round 3600 s to 4000 s to estimate.
25 000 ÷ 4000 = about 6
A dragonfly would take about 6 h to flap it’s wings 1 000 000 times.

3. a) About how many times can a bumblebee flap its wings in 1000 min?
Suggested answer:
In 1 min the bee flaps its wings about 200 x 60 = 12 000 times.
So, in 1000 min the bee flaps its wings about 12 000 000 times.

b) How many 1000 thousands is your answer in part a)?

twelve 1000 thousands

Copyright © 2006 Nelson Answers Chapter 2: Numeration 11

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CHAPTER 2

2 Reading and Writing Numbers

Goal Read, write, and describe numbers greater than 100 000.

1. Write each number in standard and expanded form. At-Home Help

a) Millions Thousands Ones To read and write large numbers, we
Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones group the digits in periods. A period is
a group of hundreds, tens, and ones.
For example, the place value chart
204 010 below shows three periods.
200 000 + 4000 + 10 third period second period first period

Millions Thousands Ones

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

b) Millions Thousands Ones

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

The number modelled above is

384 400 in standard form.
1 329 027 In expanded form, the number is
1 000 000 + 300 000 + 20 000 + 9000 + 20 + 7 300 000  80 000  4000  400.

2. Write each number as a numeral in standard form. The number in words is three hundred
eighty-four thousand four hundred.
a) four hundred forty thousand twenty-six
440 026

b) twenty-two thousand eight

22 008

c) seven hundred thirty-one thousand three hundred five

731 305

3. Write the words for each number.

a) 304 000 three hundred four thousand

b) 21 000 twenty-one thousand

c) 12 600 twelve thousand six hundred

4. The sun in our solar system takes about 240 million years to orbit once around
the centre of the Milky Way galaxy. Write that number of years in standard form.
240 000 000

12 Answers Chapter 2: Numeration Copyright © 2006 Nelson

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CHAPTER 2

3 Comparing and Ordering Numbers

Goal Compare and order numbers to 1 000 000.

1. Compare each pair of numbers. At-Home Help

Use an inequality sign. When comparing and ordering
numbers to 1 000 000, compare the
a) 602 589 < 640 077
digits in this order:
• hundred thousands
b) 314 806 < 409 116 • ten thousands
• one thousands
c) 584 192 < 521 009 • hundreds
• tens
2. Order the numbers in Question 1 from least • ones
to greatest. You can also compare and order
314806, 409 116, 521 009, 584 192, 602 589, 640 077 numbers by their positions on a
number line.
Inequality signs  and  show
that one number is less than or
greater than another.
For example, 8  5 is read “eight is
greater than five.” 5  8 is read “five
3. List three numbers between 216 534 and 242 189. is less than eight.”
Suggested answer:
218 965, 234 567, 240 139

4. a) The number 5 8 206 is between 96 872 and 512 093. The two missing digits
are different. What might they be?
Suggested answer:
0 for 508 206
4 for 496 872

b) Order the numbers from part a) from least to greatest.

496 872, 508 206, 512 093

Copyright © 2006 Nelson Answers Chapter 2: Numeration 13

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CHAPTER 2

4 Renaming Numbers
Goal Rename numbers using place value concepts.

1. Complete each statement. At-Home Help

a) 4 625 239 is about 5 millions. When a number is used in a
measurement, the way the number
b) 276 081 is about 0.3 millions. is written depends on the size of
the unit.
c) 3 910 245 is about 4000 thousands.
For example, 233 848 bytes can be
2. Irene takes pictures with her digital camera. written as about 0.2 MB.

The file sizes of four of her pictures are: 1 MB is the same as 1 000 000 bytes.
3.2 MB 720 kB 21500 bytes 408350 bytes 1 kB is the same as 1000 bytes.

a) Write the first two file sizes as a number of bytes. 1.4 kB can be written as 1400 bytes.

3 200 000 bytes, 720 000 bytes 3.13 MB can be written as

3 130 000 bytes.
To compare measurements,
b) Estimate each file size, except for the first one, compare values using the same units.
as millions of bytes or megabytes.
For example, if you use bytes
0.7 MB, 0.02 MB, 0.4 MB
3 130 000 bytes  233 848 bytes
 1400 bytes

c) Which photo uses the most bytes?

3.2 MB

3. Write each number in another form.

a) 1.9 million  1 900 000 ones

b) 4.6 million  4600 thousands

c) 0.28 million  2800 hundreds

14 Answers Chapter 2: Numeration Copyright © 2006 Nelson

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CHAPTER 2

5 Communicate About Solving Problems

Goal Explain your thinking when solving a problem.

A city produced 183 million kilograms of landfill waste At-Home Help

in 2003. In 2004, a composting program reduced the When writing a solution to a
landfill waste to 45 million kilograms. About how much problem, first write a rough copy.
less waste was taken to the landfill each day in 2004? • If the problem does not ask for an
Explain how you solved the problem. exact answer, use estimation.
• You can use estimation or numbers
that are easier to work with.
• Check if your answer is
reasonable.
Suggested answer:
I write both values on a place value chart. Then write a good copy explaining
all your steps.
Millions Thousands Ones
Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Remember to show all your work.

Communication Checklist
✓ Did you explain your thinking?
✓ Did you use correct math
language?
The difference is 138 million. ✓ Did you include enough detail?
There are 365 days in a year. I divide 138 million by 365 to
calculate how much less waste is taken to the landfill each day.
The problem asks “about how much” so my answer can be an estimate.
I use rounded numbers that are easy to calculate with.
160 000 000 ÷ 400 = 400 000
About 400 000 kg less waste was taken to the landfill each day in 2004.

Copyright © 2006 Nelson Answers Chapter 2: Numeration 15

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CHAPTER 2

6 Reading and Writing Decimal

Thousandths
Goal Read, write, and model decimals.

1. Write each fraction as a decimal. At-Home Help

29 503 790 Decimal numbers can be modelled
a)  b)  c) 
1000 1000 1000 using a grid.
0.029 0.503 0.790 For example, 203 thousandths can
be represented as
2. Colour a 1000ths grid to represent each fraction.
29 503
a)  b) 
1000 1000

203 thousandths is written as 0.203

in standard form.
3. Write a decimal for each number.
In expanded form, the decimal
a) fifty-two hundreths 0.52 number is 2 tenths  3 thousandths.

0.052 0.203 can also be written as

b) fifty-two thousandths
a fraction.
4. Write a decimal to fit each description. 203
0.203  
1000
a) one-tenth less than 6.302
6.202
b) one-thousandth greater than 6.302
6.303
c) one-hundredth greater than 6.302
6.312
5. Write each answer in Question 3 in expanded form.

a) 6 ones + 2 tenths + 2 thousandths c) 6 ones + 3 tenths +1 hundredth + 2 thousandths

b) 6 ones + 3 tenths + 3 thousandths

6. List two fractions that are equivalent to 0.400.

4 400
Suggested answer:  and 
10 1000

16 Answers Chapter 2: Numeration Copyright © 2006 Nelson

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CHAPTER 2

7 Rounding Decimals
Interpret rounded decimals and round decimals to the nearest
Goal tenth or hundredth.

1. Round each decimal to the nearest hundredth. At-Home Help

a) 0.526 c) 0.078 Decimal numbers can be rounded
to the nearest tenth or hundredth.
0.53 0.08
For example, 0.286 rounds up to
0.29 (decimal hundredth) and 0.3
b) 0.896 d) 3.006 (decimal tenth).
0.90 3.01
A number line helps with rounding.
0.286
2. Round each decimal to the nearest tenth.

a) 0.72 c) 2.462 0.280 0.290 0.300

0.7 2.5

b) 1.073 d) 0.98
1.1 1.0

3. Which numbers below round to the same hundredth?

2.417 2.423 2.024 2.400
Suggested answer: 2.417 and 2.423 both round to 2.42.

4. Name a decimal thousandth that could be rounded as described below.

a) up to 0.35 or down to 0.3

Suggested answer: 0.348

b) down to 2.12 or down to 2.1

Suggested answer: 2.123

5. Maya cut strips of fabric to make a quilted design. Each piece measured 0.365 m.
If she had measured to the nearest centimetre instead, what might the length of
fabric be?
0.37 m

Copyright © 2006 Nelson Answers Chapter 2: Numeration 17

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CHAPTER 2

8 Comparing and Ordering Decimals

Goal Compare and order decimals to thousandths.

1. Which decimal is greater? At-Home Help

a) 2.03 or 2.4 c) 0.526 or 1.004 To compare and order decimal
numbers to thousandths, compare
2.4 1.004
the digits in this order:
• ones
b) 5.7 or 3.99 d) 0.403 or 0.067
• tenths
5.7 0.403 • hundredths
• thousandths
2. Order these decimal numbers from least to greatest. You can also compare and order
decimals by their positions on a
a) 2.108 0.053 0.872 1.096 number line.
0.053, 0.872, 1.096, 2.108

b) 2.085 2.008 3.004 2.805

2.008, 2.085, 2.805, 3.004

3. Which measurement is greater?

a) 0.087 kg or 0.800 kg
0.800 kg

b) 4.312 km or 3567 m
4.312 km

c) 450 g or 1.088 kg
1.088 kg

4. List the numbers of the form . between 1.3 and 1.5 that are greater than
140 hundredths.
Suggested answer: 140 hundredths is the same as 1.4.
The numbers greater than 1.4 are 1.41, 1.42, 1.43, 1.44, 1.45, 1.46, 1.47, 1.48, and 1.49.

18 Answers Chapter 2: Numeration Copyright © 2006 Nelson

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CHAPTER 2

Test Yourself Page 1

Circle the correct answer.

1. Which statement is true?

A. 1 million  100 thousands C. 1 million  1000 ten thousands

B. 1 million  100 000 hundreds D. 1 million  10 hundred thousands

2. Which is the expanded form for 2 506 084?

A. 2 000 000  50 000  6000  80  4

B. 2 millions  5 hundred thousands  6 hundreds  84 ones

C. 2 000 000  500 000  6000  80  4

D. 2 millions  56 hundreds  84 ones

3. Which inequality is incorrect?

A. 206 354  216 089 C. 907 645  980 004

B. 706 821  799 035 D. 625 138  739 156

4. What is the correct order of the numbers below from least to greatest?
871 052, 86 304, 280 546, 901 034, 807 621

A. 86 304, 280 546, 871 052, 807 621, 901 034

B. 86 304, 280 546, 807 621, 871 052, 901 034

C. 86 304, 901 034, 871 052, 807 621, 280 546

D. 280 546, 871 052, 807 621, 901 034, 86 304

5. Which estimate is correct?

A. 1.7 MB is about 2 million bytes. C. 3 230 050 bytes is about 300 kB.

B. 0.4 kB is about 1 thousand bytes. D. 89 400 bytes is about 1 MB.

6. Which description fits for the number 87 640?

A. eighty-seven thousand sixty-four

B. eight hundred seven thousand sixty-four

C. eight hundred seven thousand six hundred forty

D. eighty-seven thousand six hundred forty

Copyright © 2006 Nelson Answers Chapter 2: Numeration 19

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CHAPTER 2

Test Yourself Page 2

7. Which math statement is incorrect?

52 79
A.   0.052 C.   0.790
1000 1000
206 358
B.   0.206 D.   0.358
1000 1000
28
8. Which decimal represents the fraction ?
1000
A. 0.028 B. 0.280 C. 0.208 D. 2.800

9. Which fraction represents the decimal 0.403?

43 43 403 430
A.  B.  C.  D. 
100 1000 1000 1000

10. Which numbers below round to the same hundredth?

4.806 3.987 4.813 4.811

A. 3.987, 4.806, 4.813 C. 4.806, 4.811, 4.813

B. 3.987, 4.811, 4.813 D. 3.987, 4.806, 4.811

11. Which number would be 2.065 rounded to the nearest tenth?

A. 2.0 C. 2.5

B. 2.1 D. 2.6

12. What is the order of the numbers below from least to greatest?
1.804, 2.053, 1.692, 0.982, 1.086

A. 0.982, 1.804, 1.086, 1.692, 2.053 C. 0.982, 1.086, 1.692, 1.804, 2.053

B. 0.982, 1.086, 1.804, 1.692, 2.053 D. 0.982, 1.692, 1.804, 1.086, 2.053

20 Answers Chapter 2: Numeration Copyright © 2006 Nelson

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CHAPTER 3

1 Creating and Analyzing a Survey

Goal Collect, organize, and display the results of a survey.

Trudy wants to know about TV-watching habits At-Home Help

of students in her school. She wrote a question A survey is a list of questions to
for a survey. ask a group of people. The purpose
1. How often do you watch TV? of a survey is to learn specific
information about a topic.
a) never
b) once or twice a week Remember to survey an appropriate
group of people and a large enough
c) three times a week
number of people.
d) more than three times a week
Survey questions should be worded
e) every day so that you can get meaningful
1. What is another survey question Trudy could ask? answers from people.
Do not use questions that give
Suggested answer:
“yes” or “no” answers.
Question 2: What time of day do you watch TV?
a) morning b) midday c) afternoon Survey results are usually collected
using tally charts. You can display
d) evening e) late at night
survey results on a graph.

2. Trudy asked the students in her school for how long they watch TV at any one time.
She recorded the results in a tally chart.

About 1 h About 2 h About 3 h About 4 h More than 4 h

Sketch a graph to display the results.

Suggested answer: Length of Time Students
Watch TV at a Time
About
4h About
More than 1h
4h

About About
3h 2h

3. Explain why you chose the kind of graph you did.

Suggested answer: I chose a circle graph because I wanted to show how the possible
answers for the survey question compared to each other and to the whole. The circle
represents the total number of students surveyed.

Copyright © 2006 Nelson Answers Chapter 3: Data Management 21

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CHAPTER 3

2 Plotting Coordinate Pairs

Goal Plot points on a grid and locate them using coordinate pairs.

Yuri is plotting the shape of a stop sign he saw At-Home Help

on a street. A coordinate grid is a grid with
each horizontal line and vertical line
1. Plot the points (3, 4), (3, 5), (4, 6), and (5, 6) on
numbered in order. A coordinate pair
the grid. Connect the points in order. identifies a location on a coordinate
grid. Each pair describes where a
8
vertical line and a horizontal line meet.
The coordinate from the horizontal
7 axis is always written first.
For example, the vertices of the
6
triangle below have coordinates
(3, 1), (7, 8), and (10, 2).
5
vertical axis
10
4 9
8
7
3 6
5
4
3
2 2
1
0 horizontal
1 0 1 2 3 4 5 6 7 8 9 10 axis

0
0 1 2 3 4 5 6 7 8

2. Draw the rest of the sign on the grid above.

3. What coordinate pairs did you use to complete the sign?

(6, 5), (6, 4), (5, 3), and (4, 3)

4. What shape is the sign?

an octagon

22 Answers Chapter 3: Data Management Copyright © 2006 Nelson

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CHAPTER 3

3 Line Graphs
Goal Create and interpret line graphs.

1. Sui earns money shovelling snow from his At-Home Help

neighbour’s sidewalk. He wants to know the length A line graph is a graph of a line
of sidewalk he must shovel to earn $5.00. He recorded through points. This type of graph
the distance he shovelled and how much he earned. shows how the change in one value is
related to a change in another value.
Distance (m) 4 8 12 16 For example, the graph below is a
line graph showing the distance a
Earnings $1.00 $2.00 $3.00 $4.00 bicycle travels over time.
Distance Bicycle Travels Over Time
a) Use the data in the table to create a graph. 12
11
Suggested answer:
10
9
Earnings Compared to Distance Shovelled

Distance (m)
8
7
6
$4.00 5
4
Earnings

$3.00 3
2
$2.00 1
0
0 1 2 3 4 5 6 7 8 9 10
$1.00
Time (s)
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 To predict how far the bicycle will
Distance (m) travel in 20 s, you can either extend
the graph or use estimation. It takes
b) Describe how your graph appears. 4 s for the bicycle to travel 5 m.
So in 20 s the bicycle will travel
Suggested answer: The graph is a straight line about 25 m.
that shows earnings going up with distance.

c) Estimate how much Sui earns for a distance of 8.3 m.

about $2.10

d) Predict the distance Sui must shovel to earn $5.00. Explain your reasoning.
20 m
Suggested answer: Sui earns $2.00 when he shovels 8 m. He earns $3.00 when he shovels
12 m. So to earn $5.00, he must shovel 8 m + 12 m = 20 m.

Copyright © 2006 Nelson Answers Chapter 3: Data Management 23

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CHAPTER 3

4 Scatter Plots
Goal Create and interpret scatter plots.

The table below shows the low and high daily At-Home Help
temperatures in Victoria, British Columbia, for A scatter plot is a graph made by
two weeks. plotting coordinate pairs to show if
one set of data can be used to make
Low High Low High
temperature temperature temperature temperature predictions about another set of data.
Day (°C) (°C) Day (°C) (°C)
For example, the goals and wins of
Dec. 19 6 12 Dec. 26 5 8
several hockey teams are plotted
Dec. 20 1 10 Dec. 27 1 8
on the scatter plot below.
Dec. 21 1 10 Dec. 28 0 7
Dec. 22 0 8 Dec. 29 1 5 Wins Compared to Goals
50
Dec. 23 0 7 Dec. 30 4 8 45
Dec. 24 4 8 Dec. 31 1 6 40
Dec. 25 5 8 Jan. 1 0 4

Wins
35

30

25
1. Compare the high and low temperatures. 20
Use a scatter plot. High Temperatures Compared to 0
0 170 180 190 200 210 220 230 240 250 260 270
Suggested answer: Low Temperatures Goals
15
14 Each point on this scatter plot is
13 determined using the goals for the
12 first coordinate and the wins for
High temperature (°C)

11 the second coordinate. If a team

10 scored 262 goals and had 43 wins,
9 you would plot the point (262, 43)
8 on the scatter plot.
7
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12
Low temperature (°C)
2. Describe how the points appear on the scatter plot. Identify the most common
low and high temperatures.
Suggested answer: Most of the points are near the middle left of the scatter plot.
The most common low temperature is 1°C because it appears five times in the data.
The most common high temperature is 8°C because it appears six times in the data.

24 Answers Chapter 3: Data Management Copyright © 2006 Nelson

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CHAPTER 3

5 Mean and Median

Goal Use mean and median to compare sets of data.

1. Determine the mean and median of each set At-Home Help

of numbers. The median is the middle number in
a set of numbers arranged in order.
a) 8, 0, 2, 7, 1, 7, 3 mean: 4 median: 3
For example, the median of 4, 5, 2,
b) 2, 3, 6, 0, 0, 1, 1 mean: 1.9 median: 1 3, 4 is 4.

c) 7, 0, 9, 0 mean: 4 median: 3.5 2 3 4 4 5

If the set has an even number
d) 18, 11, 22, 9, 5, 0 mean: 9.2 median: 10
of items, the median is halfway
between the two middle numbers.
2. Zoë recorded how long each of her friends walked
on two days. For example, in the set 3, 2, 7, 8,
9, 11, the median is halfway
Student Time on Time on between 7 and 8.
day 1 (min) day 2 (min) 7.5

Clara 20 25
2 3 7 8 9 11
Jose 10 9
The mean is the sum of a set of
Tia 15 18 numbers divided by the number of
Nicolas 8 20 numbers in the set. For example,
the mean of 3, 4, 5, 2, 2, 3, 2
Mario 18 19
is 21  7  3.
Tim 5 17
Leah 12 8

a) Determine the median time for each day.

Day 1 mean: 12.7 min, median: 12 min
Day 2 mean: 16.6 min, median: 18 min

b) On which day did the most walking occur?

day 2

3. Sara said that the median does not have to be one of the numbers in a set.
Is her statement correct? Explain.
Suggested answer: Yes. If the median is not in a set of numbers, it must be between
the two numbers in the middle. The median cannot be less than the least value in a set.
Also, the median cannot be greater than the greatest value in a set.

Copyright © 2006 Nelson Answers Chapter 3: Data Management 25

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CHAPTER 3

6 Changing the Intervals on a Graph

Goal Describe how changing the number of intervals changes a graph.

Jinji recorded how much his family spent at At-Home Help

restaurants during the last year. He sketched An interval is the distance between
a graph of his data. two endpoints on a graph scale. All
Amount Spent per intervals should be the same size.
Month Amount Three-Month Interval
For example: Six students cycled
200
Jan. $40 190 between 0 and 4 km, and three
180 students cycled between 5 and
Feb. $80 170
160
9 km. The intervals on the graph
Mar. $30 150 are 0–4 and 5–9.
140
Amount spent ($)

Apr. $64 130 Cycling Distances

120
7
May $31 110
6
100

Number of
students
5
Jun. $35 90
4
80
70 3
Jul. $45 60 2
50 1
Aug. $46 40 0
30 0–4 5–9
Sept. $28 interval
20
10 Distance (km)
Oct. $48 0
r.– .
Ju un.

.
c.
ar

O ept
De

Nov. $30
–M

.–
l.–
n.

ct
Ap
Ja

Dec. $60 Month

1. Graph Jinji’s data. 2. Describe the difference between

Use one-month intervals. Jinji’s graph and your graph.
Amount Spent per Month Suggested answer:
100
On my graph, three of the bars are about
90
the same height.
80
On my graph, you can see the amount spent
70
Amount spent ($)

each month.
60 The amount spent each month cannot be
50 determined from Jinji’s graph.
40
30
20
10
0
Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sept. Oct. Nov. Dec.
Month

26 Answers Chapter 3: Data Management Copyright © 2006 Nelson

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CHAPTER 3

7 Changing the Scale on a Graph

Goal Describe how changing the scale changes a line graph.

Charmaine wants to know how fast a bowl of hot At-Home Help

soup cools. She measured the temperature of the
soup every minute. The scale of a bar or line graph
refers to the numbers on the
Time (min) 0 1 2 3 4 5 6 7 8 9 10 vertical and horizontal axes.

Temperature(°C) 70 68 65 62 58 55 53 51 49 46 45 The scale of a graph can affect

the appearance of data.
1. Sketch a line graph of Charmaine’s data. For example: On the first graph,
Suggested answer: the scale of the vertical axis goes
Temperature of Soup Over Time
from 0 to 200. There isn’t much
70
difference between the bars.
Temperature (°C)

60
50 On the second graph, the scale of
40 the vertical axis goes from 0 to 20.
30 There is an obvious difference
20 between the bars.
10
0 Favourite Colours
0 1 2 3 4 5 6 7 8 9 10 200
Time (min) Number of people 175
150
125
2. What scale did you use for the vertical axis?
100
Suggested answer: 0–70°C increasing by 10°C 75
50
25
What scale did you use for the horizontal axis? 0
Red Yellow Blue Green
Suggested answer: 0–10 min increasing by 1 min
Colour

3. Predict how your graph in Question 1 would change Favourite Colours

if you doubled the value of each unit on the scale 20
18
of the vertical axis. Sketch the line graph to check
Number of people

16
your prediction. 14
12
The graph will not go down as suddenly as in Question 1. 10
8
Suggested answer: Temperature of Soup Over Time 6
140 4
Temperature (°C)

120 2
100 0
Red Yellow Blue Green
80
Colour
60
40
20
0
0 1 2 3 4 5 6 7 8 9 10
Time (min)
Copyright © 2006 Nelson Answers Chapter 3: Data Management 27
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CHAPTER 3

8 Communicate About Conclusions

from Data Displays
Goal Use data presented in tables, charts, and graphs to create an argument.

1. A newspaper printed this scatter plot with the At-Home Help

headline “Drinking More Water Means Fewer Colds.” To determine if a conclusion drawn
about a table, chart, or graph is true
Volume of Water Consumed Compared
• carefully check the scale and
to Number of Colds in a Year
intervals on the graph
3.0
• look at what types of data are
Volume of water (L)

being compared, for example,

2.0 temperature compared to time
• ask yourself if there is a clear
1.0 relationship between the types
of data

0 For example, comparing the heights

0 1 2 3 4 5 6 7 8 of Grade 6 students to the distance
Number of colds in a year they walk to school makes no sense.
Comparing the heights of Grade 6
Write a letter to the editor about the students to the length of one stride
headline and the scatter plot. Use the makes sense.
Communication Checklist When creating an argument, use
the Communication Checklist to
Suggested answer: help you state your observations
Dear Editor, The points at the top left of the scatter and conclusions.
plot show that the people who drank 1.5 L of water
or more had fewer colds. The points at the bottom
Communication Checklist
right show that the people who drank less than 1.5 L ✓ Did you explain your thinking?
of water had more colds. The problem with these ✓ Did you include enough detail?
conclusions is that people who drank 2.0 L or 1.5 L of ✓ Did you use correct math
water had anywhere from 1 to 4 colds. Also, there are language?
✓ Does your argument make sense?
not enough data points so you can’t draw accurate
conclusions. There are many factors that affect a
person getting a cold. You can’t conclude that there
is a clear relationship between volume of water drunk
and number of colds from the scatter plot.

28 Answers Chapter 3: Data Management Copyright © 2006 Nelson

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CHAPTER 3

9 Constructing Graphic Organizers

Use Venn diagrams and Carroll diagrams to describe relationships between
Goal two sets of data.

Monique wants to know if many countries have At-Home Help

both yellow and red on their flags.
A Venn diagram is a drawing with
Country Colours on flag circles inside a rectangle. This type
Nigeria green, white of diagram is helpful when sorting
items in a set.
India orange, white, red, blue
Philippines yellow, red, white, blue For example, in the Venn diagram
Belgium black, yellow, red below, one circle represents “Dog”
Sweden blue, yellow and the other circle represents
Italy green, white, red “Cat.” Students who have both a
Canada red, white dog and a cat are listed where the
circles overlap. Since Victor does
Colombia yellow, blue, red
not have a dog or a cat, his name
is listed outside the circles but
1. a) Draw a Venn diagram to sort the countries
inside the rectangle.
by flag colour.
Students With Pets
Colours of Flags
Dog Cat
Red Yellow
Lise Tina Jim
IndiaPhilippines Franco Troy Stacey
Italy Belgium Sweden
Canada Colombia
Victor

Nigeria A Carroll diagram is a chart that

shows relationships using rows
b) Which countries have both yellow and and columns.
red on their flags? For example, a Carroll diagram for
Philippines, Belgium, and Colombia the data shown in the Venn diagram
above would be
c) Which country does not have yellow or red? Boy Girl
Nigeria Dog Franco, Troy Lise, Tina
Cat Jim, Troy Stacey, Tina
2. Use the data in the chart above to complete the
Carroll diagram.
1 or 2 colours More than 2 colours
Red Canada India, Philippines, Belgium, Italy, Colombia
Yellow Sweden Philippines, Belgium, Colombia

Copyright © 2006 Nelson Answers Chapter 3: Data Management 29

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CHAPTER 3

Test Yourself Page 1

Circle the correct answer.

1. Mia surveyed 20 students to find out Survey results

how many hours they surf the Internet each week. 2 5 4 10 5
8 1 3 4 6
7 5 2 3 6
9 3 4 6 7

Which tally chart best represents Mia’s data?

A. Hours Number of students C. Hours Number of students

0–2 h 0–2 h
3–4 h 3–4 h
5–6 h 5–6 h
7–8 h 7–8 h
9–10 h 9–10 h

B. Hours Number of students D. Hours Number of students

0–5 h 0–5 h
6–10 h 6–10 h

10
2. Which coordinates describe the shape to the right? 9
8
7
A. (3, 4), (5, 7), (3, 6), (5, 3), (7, 4), and (7, 6) 6
5
4
B. (4, 3), (7, 5), (6, 3), (3, 5), (4, 7), and (6, 7) 3
2
1
C. (4, 4), (6, 4), (7, 5), (3, 5), (4, 8), and (6, 8) 0
0 1 2 3 4 5 6 7 8 9 10

D. (4, 4), (4, 6), (5, 7), (5, 3), (8, 4), and (8, 6)

Denise filled a water pitcher with water and then emptied it. Volume Compared to Time
2.0
Use the line graph to answer Questions 3 and 4. 1.8
1.6
3. During which time interval is the pitcher being filled? 1.4
Volume (L)

1.2
A. 0–4 s C. 5–10 s 1.0
0.8
B. 0–5 s D. 6–10 s 0.6
0.4

4. About how long did it take to fill the pitcher with 0.2
0
1 L of water? 0 1 2 3 4 5 6 7 8 9 10
Time (s)

A. about 1 s B. about 2 s
C. about 3 s D. about 4 s

30 Answers Chapter 3: Data Management Copyright © 2006 Nelson

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CHAPTER 3

Test Yourself Page 2

5. What is the mean and median of this set of numbers?

5, 13, 9, 15, 8

A. 10 and 13 B. 5 and 9 C. 10 and 11 D. 10 and 9

6. Katrina timed the distance she cycled each day. Cycling Distance
Compared to Time
What would the graph look like if she decreased 1200
1000
the value of each unit on the vertical scale?

Distance (m)
800
A. The graph would look more flat. 600
400
B. The graph would go down more suddenly.
200
C. The graph would go up more suddenly. 0
0 5 10 15 20 25 30
D. The graph would look the same. Time (min)

7. Clive made a Carroll diagram to sort the numbers from 1 to 20.

What labels are missing in each column?

? ?
Less than or equal to 10 4, 8 1, 2, 3, 5, 6, 7, 9, 10
Greater than 10 12, 16, 20 11, 13, 14, 15, 17, 18, 19

A. Even numbers, Odd numbers

B. Multiples of 2, Not multiples of 2

C. Multiples of 3, Not multiples of 3

D. Multiples of 4, Not multiples of 4

8. Teresa boiled some water for Temperature of Tea Over Time

tea, then poured the tea and 100

let it cool down. When did 90

Teresa stop heating the water? 80

Temperature (°C)

70
A. from 0 min to 10 min 60
50
B. at 10 min
40
C. from 10 min to 30 min 30
20
D. from 0 min to 30 min
10
0
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
Time (min)

Copyright © 2006 Nelson Answers Chapter 3: Data Management 31

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CHAPTER 4

1 Adding and Subtracting Whole Numbers

Goal Use mental math strategies to calculate sums and differences.

1. Use mental math to calculate each sum. At-Home Help

Describe your strategy. Rounding is a mental math
strategy for adding and subtracting
a) 680  210  890
numbers. When you round, you will
Regroup 600 + 200 + (80 + 10) = 600 + 200 + 90, or 890. need to adjust your answer to get
the exact answer.
For example:
23  58 can be rounded to
b) 763  847  289  1899 20  60  80. 23 is 3 more than 20
Round 289 to nearest hundred, then regroup to get and 58 is 2 less than 60. So adjust
750 + (847 + 3) + (300 + 10) = 750 + 850 + 310, or 1910. your answer by adding 1.
The answer is 81.
289 is 11 less than 300. So subtract 11 from 1910.
76  40 can be rounded to
80  40  40. 76 is 4 less than 80.
So adjust your answer by
2. Use mental math to calculate each sum. subtracting 4. The answer is 36.

a) 545  655  1200 d) 715  903  422  2040 Regrouping is another mental math
strategy for adding and subtracting
b) 874  926  1800 e) 1822  428  650  2900 numbers. Regroup numbers into 5s
or 10s to make calculations easier.
c) 766  704  1470 f ) 2016  624  910  3550
For example:
3. Use mental math to calculate each difference. 43  92 can be regrouped as
(43  2)  90.
Describe your strategy. The answer is 45  90  135.
80  19 can be regrouped as
a) 680  490  190
(80  10)  9.
If the question was 690 – 490, the answer would be The answer is 70  9  61.
200. 680 is 10 less than 690. So subtract 10 from 200.

b) 1650  95  1555
Round 95 to nearest hundred to get 1650 – 100 = 1550. 95 is 5 less than 100.
So add 5 to 1550.

4. Use mental math to calculate each difference.

a) 820  450  370 c) 903  237  520 e) 3005  755  2250

b) 625  175  450 d) 1020  500  666 f ) 2103  487  1616

32 Answers Chapter 4: Addition and Subtraction Copyright © 2006 Nelson

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CHAPTER 4

2 Estimating Sums and Differences

Goal Estimate sums and differences to solve problems.

1. Which sums are greater than 2200? At-Home Help

a) 840  622  713 less than 2200 To solve problems, use estimation
if the problem does not ask for an
b) 372  923  987 greater than 2200 exact answer.
Round to the place value that gives
c) 565  834  879 greater than 2200
you numbers that are easy to add
d) 703  543  824 less than 2200 or subtract. You might adjust your
rounding up or down, depending
2. Which differences are less than 540? on the numbers.
Sometimes you may want to use
a) 1280  640 greater than 540
more than one strategy to solve
b) 6080  5590 less than 540 the problem.
Always check if your answer
c) 4608  3024 greater than 540
is reasonable.

d) 8146  7870 less than 540 Remember to show all your work.

3. A mountain-climbing contest had teams climb two different mountains. One team
climbed Mount Everest. It has a height of 8848 m. Another team climbed Mount Logan
in the Yukon Territory. It has a height of 5959 m. About how much higher did the
Mount Everest team climb? Describe your strategy.
About 2800 m. Round 8848 and 5959 to nearest hundred to get 8800 – 6000 = 2800.

4. Sam recorded the forms of transportation used by neighbourhood students to get

to school. The neighbourhood will win an award if more than 5000 students use a
physically active form of transportation to get to school.
Form of transportation Number of students
walk 3162
bicycle 1072
bus 2154
car 936
other (skateboard, inline skates, etc.) 636

Will Sam’s neighbourhood win the award? Describe your strategy.

No. Round numbers to nearest thousand or hundred to get 3000 + 1000 + 600 = 4600.
About 4600 students use a physically active form of transportation.

Copyright © 2006 Nelson Answers Chapter 4: Addition and Subtraction 33

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CHAPTER 4

3 Adding Whole Numbers

Goal Solve problems by adding four 3-digit whole numbers.

1. Calculate. At-Home Help

1 2 1 1
a) 2 0 6 b) 3 2 9 c) 4 2 1 To add numbers, add digits with the
same place value.
3 4 9 4 6 2 2 3 0
1 2 7 5 0 3 3 2 9 Check your answer using estimation.

 4 6 7 3 6 8 5 4 7 For example:
1 1
1 1 4 9 1 5 0 0 1 5 2 7 2 1 3 or 2 1 3
1 4 0 3 2 7 3 2 7
2 2 1 6 3 1 6 3
1 6 6 2  2 0 4 2 0 4
9 0 7 8 0 0
9 0
2. During summer camp, Cecilia’s group planted 1 7
trees on five days. The group planted 154 trees on 9 0 7
the first day, 183 trees on the second day, 189 trees Estimate:
200  300  200  200  900
on the third day, and 196 trees on the fifth day.
The group planted a total of 934 trees.

a) How many trees were planted on the fourth day? Show your work.
212 trees 3 2
154 934
183 –722
189 212
+196
722
b) Use estimation to check if your answer is reasonable.
Round 154 down and the other numbers up.
100 + 200 + 200 + 200 = 700 900 – 700 = 200
My estimate of 200 is close to 212. So my answer is reasonable.
3. Balvinder sells chocolate bars to raise money $130 $117 $676
for his school. From Monday to Friday, $130 –$546
Balvinder sold $676 worth of chocolate bars. $143 $130
On Monday he sold $117, on Tuesday he sold +$156
$130, on Wednesday he sold $143, and on 400
Friday he sold $156. Calculate how much 130
he sold on Thursday. Show your work. 16
$546

34 Answers Chapter 4: Addition and Subtraction Copyright © 2006 Nelson

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CHAPTER 4

4 Subtracting Whole Numbers

Goal Subtract whole numbers to solve problems.

1. Estimate and then subtract. Show your work. At-Home Help

a) 8702  6914 c) 64 902  5964 To subtract numbers, start subtracting
from the smallest place value.
Estimate: more or Estimate: more or
Regroup if you need to.
less than 2000? less than 60 000?
For example:
less less
10
7 0 12
5 8 1 2
16 9 13 18 9
7 6 10 12 5 3 8 10 12 2 6 4 9
8 7 0 2 6 4 9 0 2 3 1 6 3
–6 9 1 4 –5 9 6 4 You can also add a number to both
1 7 8 8 5 8 9 3 8 numbers to get numbers that are
easier to subtract.
For example, add 51 to both
b) 10 550  9845 d) 56 003  7894 numbers. 5812  51  5863
Estimate: more or Estimate: more or 2649  51  2700
less than 1000? less than 46 000? 5 8 6 3
less more 2 7 0 0
3 1 6 3
Add 155 to both numbers.
15 9 9 Check your answer using estimation
10 550 + 155 = 10 705 4 5 10 10 13 or addition.
9845 + 155 = 10 000 5 6 0 0 3
Estimate: 5800  2600  3200
– 7 8 9 4
1 0 7 0 5 4 8 1 0 9
–1 0 0 0 0
7 0 5

2. Rico’s home town had a population of 75 692 people in 1990. In 2000,

the population was 83 020 people. By how much did the population increase?
Determine if your answer is reasonable using estimation. Show your work.
7328 people
Add 8 to both numbers. 83 020 + 8 = 83 028
75 692 + 8 = 75 700
8 3 0 2 8
–7 5 7 0 0
7 3 2 8
Estimate: 85 000 – 75 000 = 10 000
My estimate of 10 000 is close to 7328. So my answer is reasonable.

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CHAPTER 4

5 Adding and Subtracting

Decimal Numbers
Goal Use mental math strategies to calculate sums and differences.

Samantha, Matthew, and Akira went to buy some At-Home Help

clothes from a charity fundraiser. To add or subtract money amounts
mentally, regroup the numbers to
$9.95
$8.75 make the calculations easier.
Remember to check if your
answers are reasonable.
$7.90
For example, to add
$0.80 $6.95  $3.25  $7.75, regroup.
$8.75
$2.80 7.00  0.05  3.00  0.25  7.00
 0.75  7.00  3.00  7.00  0.05
$7.90  0.25  0.75
 17.00  0.05  1.00
1. a) Samantha has $22.00. Choose three items she  18.00  0.05
can buy.  $17.95
Suggested answer: 1 jacket, 1 hat, and 1 sweater

b) Use mental math to calculate the total cost. What bills and coins can she use to
pay for the items?
(using answer above) $21.50 one $20 bill, one loonie, and two quarters

c) Use mental math to calculate Samantha’s change.

$0.50

2. Akira has $18.75 and Matthew has $24.50. How much more money does Matthew
have than Akira? Use mental math to calculate your answer.
$5.75

3. a) Choose three items that Akira can buy. Use mental math to calculate the
total cost.
Suggested answer: 1 pair of gloves, 1 sweater, and 1 shirt (total cost) $17.45

b) Use mental math to calculate Akira’s change.

$1.30

36 Answers Chapter 4: Addition and Subtraction Copyright © 2006 Nelson

04-NEM6 WBAns 8/8/05 3:17 PM Page 37

CHAPTER 4

6 Adding Decimals
Goal Add decimals using base ten blocks and pencil and paper.

1. Estimate and then add. Show your work. At-Home Help

a) 0.56  0.98 d) 3.498  2.635  0.384 Decimal tenths, hundredths, and
thousandths are added using the
Estimate: 0.5 + 1 = 1.5 Estimate: 3 + 3 + 0.3 = 6.3 same rules as whole numbers.
1 1 2 1 • It is easier to add vertically if
0 .5 6 3 .4 9 8 the decimal points are aligned.
+0 .9 8 2 .6 3 5 • Add place values that are
1 .4 0 +0 .3 8 4 the same.
0 .1 4 6 .5 1 7 • If the sum of a place value is
1 .5 4 10 or more, regroup using
the next greater place value.
• Check your answer using
estimation.
b) 2.804  0.426 e) 4.675  3.899  0.269 For example:
Estimate: 3 + 0.5 = 3.5 Estimate: 5 + 4 = 9 2 1 1
0 . 7 6 2 0 . 7 6 2
1 1 4 .6 7 5 0 . 4 5 0 . 4 5
2.8 0 4 3 .8 9 9 0 . 8 0 3 0 . 8 0 3
+0 .4 2 6 +0 .2 6 9 0 . 1 0 7 0 . 1 0 7
3.2 3 0 7 .0 0 0 2 . 1 2 2 2 . 0 0 0
1 .6 0 0 0 . 1 1 0
0 .2 2 0 0 . 0 1 2
0 .0 2 3 2 . 1 2 2
8 .8 4 3 Estimate:
0.8  0.4  0.8  0.1  2.1
To add a decimal number that has
only tenth and hundredth place
c) 0.897  5.824 f ) 4.8  3.152  0.59 values and a decimal number that
has a thousandth place value, add
Estimate: 1 + 6 = 7 Estimate: 5 + 3 + 1 = 9 a zero for the thousandth place value.
0 .8 9 7 1 1
For example, calculating
+5 .8 2 4 4 .8 0 0
1.34  0.379 is the same as
5 .0 0 0 3 .1 5 2
1.340  0.379. Answer is 1.719.
1 .6 0 0 +0 .5 9 0
0 .1 1 0 8 .5 4 2
0 .0 1 1
6 .7 2 1

Copyright © 2006 Nelson Answers Chapter 4: Addition and Subtraction 37

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CHAPTER 4

7 Subtracting Decimals
Goal Subtract decimals using base ten blocks and pencil and paper.

1. Estimate and then subtract. Show your work. At-Home Help

a) 5.0  2.3 d) 6.411  2.58 Decimal tenths, hundredths, and
thousandths are subtracted using
Estimate: 5 – 2 = 3 Estimate: 6.5 – 2.5 = 4 the same rules as whole numbers.
4 10 Add 0.42 to both numbers. • It is easier to subtract vertically if
5.0 6.411 + 0.42 = 6.831 the decimal points are aligned.
–2 .3 2.58 + 0.42 = 3.00 • Subtract place values that are the
2.7 same, starting from the smallest
6.8 3 1 place value.
–3 .0 0 0 • If you can’t find the difference for
3.8 3 1 a particular place value, regroup
using the next greater place value.
• Check your answer using
estimation or addition.
b) 8.21  3.63 e) 9.05  6.208 For example:
Estimate: 8 – 3 = 5 Estimate: 9 – 6 = 3
9 9
Add 0.37 to both numbers. 8 10 4 10 2 10 10 10
8.21 + 0.37 = 8.58 9.0 5 0 3.0 0 0
3.63 + 0.37 = 4.00 –6 .2 0 8 –0.7 5 7
2.8 4 2 2.2 4 3
8.5 8
–4 .0 0 You can also add a number to both
4.5 8 numbers to get numbers that are
easier to subtract.
For example, add 0.243 to
both numbers.

3.000  0.243  3.243

c) 4.020  1.989 f ) 3.8  0.058 0.757  0.243  1.000
Estimate: 4 – 2 = 2 Estimate: 4 – 0 = 4
3.2 4 3
9 11 Add 0.942 to both numbers.  1 . 0 0 0
3 10 1 10 3.8 + 0.942 = 4.742 2.2 4 3
4.0 2 0 0.058 + 0.942 = 1.000
To subtract a decimal number that
–1 .9 8 9 4.7 4 2 has only tenth and hundredth place
2.0 3 1 –1 .0 0 0 values from a decimal number that
3.7 4 2 has a thousandth place value, add
a zero for the thousandth place value.
For example, calculating 3.25  1.722
is the same as 3.250  1.722.

38 Answers Chapter 4: Addition and Subtraction Copyright © 2006 Nelson

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CHAPTER 4

8 Communicate About Solving

a Multi-Step Problem
Goal Explain a solution to a problem.

Twyla wants to add 1 kg of compost to two vegetable At-Home Help

gardens. One garden measures 6.00 m by 3.60 m. To solve problems, follow these steps.
The other garden measures 7.60 m by 5.30 m.
Understand the Problem
One kilogram of compost is needed for 43 m2. • What are you asked to find out?
Does Twyla have enough compost for both gardens? • What information is given?
Write a solution. Determine if your answer is • What information is necessary
reasonable. Use the Communication Checklist. to solve the problem?

Suggested answer: Make a Plan

• Is there more than one step
Understand the Problem needed to solve the problem?
I need to determine if Twyla has enough compost for • What calculations can be used?
both gardens. Make a Plan: This problem will take more than Carry Out the Plan
one step andmore than one operation to solve. First I need to • Show all your work.
multiply to find the area of each garden. Then I need to add Look Back
to find the total area. I can compare the total area with the • Check whether your answer
area that 1 kg will cover, or 43 m2. is reasonable.
Use the Communication Checklist.
Carry Out the Plan:
Area of one garden: 6.00 m x 3.60 m = 21.60 m2 2 1 . 6 0 m2
2 Communication Checklist
Area of other garden: 7.60 m x 5.30 m = 40.28 m2 + 4 0 . 2 8 m ✓ Did you explain your thinking?
Total area: 61.88 m2 > 43 m2 6 1 . 8 8 m2 ✓ Did you show how you
So Twyla does not have enough compost for both gardens. calculated each step?
✓ Did you explain how you
Look Back: Check whether calculations are reasonable. checked each answer?
Round all numbers in the problem to the nearest whole number. ✓ Did you show the right amount
Area of one garden: 6 m x 4 m = 24 m2 of detail?
Area of other garden: 8 m x 5 m = 40 m2
Total estimated area: 64 m2 > 43 m2
My estimated answer for the problem shows that Twyla does not have enough compost
for both gardens. So my calculated answer is reasonable.

Copyright © 2006 Nelson Answers Chapter 4: Addition and Subtraction 39

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CHAPTER 4

Test Yourself Page 1

Circle the correct answer.

1. Using estimation, which question has an answer greater than 1600?

A. 569  872  236 C. 379  406  765

B. 264  504  429 D. 596  604  366

Use the survey results to answer Questions 2 and 3.

Favourite food Number of students
chili 214
pizza 307
curried chicken 234
sushi 209

2. About how many students were surveyed?

A. about 850 B. about 980 C. about 800 D. about 950

3. How many more students chose pizza than sushi?

A. 86 students B. 89 students C. 98 students D. 96 students

4. Which calculation is not reasonable?

A. 604  392  850  723  2569 C. 356  147  520  801  1824

B. 824  368  456 D. 18 011  9234  7777

5. What are the missing numbers from top to bottom?

6 2 5 2
 7 3
3 2 8

A. 1, 8, 9, 5, 6 B. 1, 8, 9, 5, 7 C. 1, 8, 0, 5, 8 D. 1, 9, 9, 5, 7

Use the chart to answer Questions 6 and 7. Juice Volume (L)

orange 2.615
6. What is the total volume of juice?
apple 2.365
A. 10.300 L C. 10.090 L cranberry 2.130
mango 3.090
B. 10.200 L D. 9.090 L

7. How much more mango juice is there than orange juice?

A. 1.475 L C. 0.685 L

B. 1.685 L D. 0.475 L

40 Answers Chapter 4: Addition and Subtraction Copyright © 2006 Nelson

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CHAPTER 4

Test Yourself Page 2

Use the picture below to answer Questions 8 and 9.

$3.35
$1.75 5
$0.7
.85
$2
$1.
95

8. What is the total cost of the items shown?

A. $10.65 B. $7.45 C. $10.50 D. $11.05

9. Kittie bought a can of nuts, a package of dried fruit, and a muffin with a $10 bill.
How much change should she receive?

A. $1.75 B. $0.85 C. $1.85 D. $0.75

10. Jasmine is making a fruit cake. The recipe has a combination of fruits and nuts.
What is the total mass of fruit and nuts in the fruit cake?
Ingredient Mass (kg)
currants 0.450
raisins 0.525
almonds 0.175
candied peel 0.175

A. 1.200 kg B. 1.325 kg C. 1.550 kg D. 1.860 kg

11. Asgar hiked on two different trails during summer camp. One trail measures 2.863 km.
Asgar hiked a total of 5.501 km. How long is the other trail?

A. 3.738 km B. 3.648 km C. 2.748 km D. 2.638 km

Copyright © 2006 Nelson Answers Chapter 4: Addition and Subtraction 41

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CHAPTER 5

1 Measuring Length
Goal Select an appropriate measuring unit.

1. State an appropriate unit for each length. At-Home Help

a) the distance you travel to go to school The most common units for length
used in the metric system are
kilometres
millimetres, centimetres, metres,
and kilometres.
b) the thickness of a coin
When you measure a length, choose
millimetres a unit that is appropriate for the size
of the object.
c) the height of a house For example, to measure the height
metres of a tree, use metres or decametres.
To measure the length of a floor tile,
d) the width of a CD use centimetres.
centimetres To measure the thickness of a pencil,
use millimetres.
2. Explain why you chose the unit you did for one To measure the distance between
answer in Question 1. two cities, use kilometres.
Suggested answer: I chose centimetres for the
1 cm  10 mm
width of a CD because metres are too large to 1 dam  10 m
use and millimetres are too small to use. 1 m  100 cm
1 km  1000 m

3. Give an example of an item that might be measured in these units.

a) metres
Suggested answer: length of fabric

b) millimetres
Suggested answer: thickness of a DVD

c) centimetres
Suggested answer: length of a book

d) kilometres
Suggested answer: height of a tall mountain

42 Answers Chapter 5: Measuring Length Copyright © 2006 Nelson

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CHAPTER 5

2 Metric Relationships
Goal Interpret and compare measurements with different units.

1. Rename each measurement using the new unit. At-Home Help

a) 6.04 cm to millimetres Length measurements can be
compared when they are written
60.4 mm in the same units.
For example, to write a length in
b) 7.28 km to metres
metres as a length in centimetres,
7280 m use the fact that 1 m  100 cm.
3.48 m is the same as 348 cm.
c) 0.591 m to centimetres
If a problem gives you a shape that
59.1 cm
has side lengths in different units,
write all the measurements you
d) 2.006 km to metres are given in the same unit.
2006 m 1 cm  10 mm
1 dam  10 m
e) 4.13 m to centimetres 1 m  100 cm
413 cm 1 km  1000 m

f) 8.9 cm to millimetres
89 mm

2. A playground at a community centre is triangular in shape.

Calculate the length of the third side.
length of two sides = 0.1500 km + 57.4 m
57.4 m = 150.0 m + 57.4 m
= 207.4 m
0.1500 km length of third side = 320.2 m – 207.4 m
perimeter  320.2 m = 112.8 m

3. A box of chocolates is in the shape of a regular hexagon. The side length of the
hexagon is 6.2 cm. What is the perimeter of the box?
perimeter = 6 x 6.2 cm
6.2 cm = 37.2 cm

Copyright © 2006 Nelson Answers Chapter 5: Measuring Length 43

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CHAPTER 5

3 Perimeters of Polygons
Goal Measure perimeters of polygons and draw polygons with given perimeters.

You will need a ruler. At-Home Help

1. Measure the perimeter of each polygon. Perimeter is the distance around
a two-dimensional shape.
a) To determine the perimeter, measure
each side length as accurately as
you can using the same unit. Then
calculate the sum of the lengths.
perimeter = 1.6 cm + 2.3 cm + 2.8 cm
For example, for the triangle below,
= 6.7 cm
perimeter
 4.5 cm  3.0 cm  3.0 cm
b)  10.5 cm

3.0 cm 3.0 cm

perimeter = 2.0 cm +1.5cm +1.8cm + 3.0cm

= 8.3 cm 4.5 cm

c)

Suggested answer:
perimeter = 6 x 1.4 cm
= 8.4 cm
2. Draw two shapes with the same perimeter as the hexagon in Question 1.

Suggested answer:

2.0 cm 2.4 cm

4.0 cm 2.1 cm

44 Answers Chapter 5: Measuring Length Copyright © 2006 Nelson

05-NEM6 WBAns 8/8/05 3:16 PM Page 45

CHAPTER 5

4 Solve Problems Using Logical Reasoning

Goal Use logical reasoning to solve a problem.

1. a) How many numbers between 100 and 600 have At-Home Help
a 3 for at least one of the digits? Logical reasoning is a process for
Suggested answer: using information you have to reach
a conclusion.
Understand the Problem
I need to find how many numbers between 100 and For example, if you know all the
students in a class like ice cream
600 have one, two, or three 3s in them.
and that Jane is in the class, you
Make a Plan can logically reason that Jane likes
I can list the numbers between 100 and 199 that have ice cream.
at least one 3. I’ll count them. These will be numbers
with one or two 3s in them. These will be the same for numbers in the 200s, 400s, and 500s.
For the 300s, every number begins with a 3 so I have to count all of them.
Carry Out the Plan
100 to 200 103, 113, 123, 133, 143, 153, 163, 173, 183, 193 130, 131, 132,
134, 135, 136, 137, 138, 139

There are 19 numbers that have a 3 for at least one of the digits between 100 and 199.
I multiply by 4 for the 100s, 200s, 400s, and 500s. I add 100 for the 300s.
total = 4 x 19 + 100
= 76 + 100
= 176
Look Back
There are 176 numbers between 100 and 600 that have a 3 for at least one of the digits.

b) How many numbers between 100 and 600 have a 7 for at least one of the digits?
The reasoning is the same except there are no numbers that have a 7 in the hundreds
place. So I multply 19 by 5 for the 100s, 200s, 300s, 400s, and 500s.
total = 5 x 19
= 95
There are 95 numbers between 100 and 600 that have a 7 for at least one of the digits.

Copyright © 2006 Nelson Answers Chapter 5: Measuring Length 45

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CHAPTER 5

5 Exploring Perimeter
Goal Explore the relationship between perimeter and area measurements.

1. Vanessa drew a polygon inside a square. At-Home Help

Area is a measurement of the
amount of space a two-dimensional
(2-D) shape covers.

a) Determine the perimeter and the area of the polygon.

perimeter of polygon = 32 units area of polygon = 36 square units

b) Draw another polygon with the same area but a different perimeter.

Suggested answer:

c) Draw another polygon with the same perimeter but a different area.
Suggested answer:

46 Answers Chapter 5: Measuring Length Copyright © 2006 Nelson

05-NEM6 WBAns 8/8/05 3:16 PM Page 47

CHAPTER 5

Test Yourself Page 1

Circle the correct answer.

You will need a ruler.

1. Which unit would be the most appropriate to measure the length of a desk?

A. millimetres C. metres

B. centimetres D. kilometres

2. Which measurement is the same as 0.51 km?

A. 51 m C. 5100 cm

B. 510 m D. 510 000 cm

3. Which measurement is not the same as 407 m?

A. 407 000 mm C. 4.07 km

B. 40 700 cm D. 0.407 km

4. What is the length of the fourth side?

2.2 cm
perimeter  27.4 cm

5.0 cm 8.0 cm

A. 12.2 cm C. 12.4 cm

B. 12.3 cm D. 12.5 cm

Copyright © 2006 Nelson Answers Chapter 5: Measuring Length 47

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CHAPTER 5

Test Yourself Page 2

5. Patrick drew these polygons actual size. Which polygon has a perimeter of 7.5 cm?

A. C.

B. D.

6. What is the perimeter of the polygon shown below?

4.0 cm 3.0 cm

2.8 cm

4.4 cm

7.8 cm

A. 25.8 cm C. 26.2 cm

B. 26.0 cm D. 26.4 cm

7. The perimeters of two squares differ by 4.0 cm. The sum of the perimeters for the
two squares is 16.0 cm. What is the side length of the larger square?

A. 1.0 cm C. 2.0 cm

B. 1.5 cm D. 2.5 cm

8. When the side length of a regular pentagon is increased, its perimeter increases
by 12.5 cm. How much longer is the new side length?

A. 2.0 cm B. 2.5 cm C. 3.0 cm D. 3.5

48 Answers Chapter 5: Measuring Length Copyright © 2006 Nelson

06-NEM6 WBAns 8/8/05 3:27 PM Page 49

CHAPTER 6
Identify Factors, Primes,
1 and Composites

Goal Identify the factors of prime and composite numbers.

1. List all the factors of each number. At-Home Help

a) 16 d) 22 A factor is a whole number that
divides another whole number
1, 2, 4, 8, 16 1, 2, 11, 22
without a remainder.
For example, 2 is a factor of 8
b) 45 e) 18 because 2 divides 8 without a
1, 3, 5, 9, 15, 45 1, 2, 3, 6, 9, 18 remainder.
824
c) 31 f) 60 The factors of 8 are 1, 2, 4, and 8.
1, 31 1, 2, 3, 4, 5, 6, 10, A prime number is a number that
12, 15, 20, 30, 60 has only two different factors:
1 and itself.
2. Which numbers are prime and which are composite?
Show your work. For example, 2 is a prime number
because it has only two factors:
a) 41 1 and 2.
Prime because the factors of 41 are 1 and 41. A composite number is a number
that has more than two different
factors.
b) 15 For example, 4 is a composite
Composite because the factors of 15 are number because it has more than
1, 3, 5, and 15. two factors: 1, 2, and 4.
The numbers 0 and 1 are neither
c) 21 prime nor composite.
Composite because the factors of 21 are 1, 3, 7, and 21.

d) 12
Composite because the factors of 12 are 1, 2, 3, 4, 6, and 12.

e) 19
Prime because the factors of 19 are 1 and 19.

f) 25
Composite because the factors of 25 are 1, 5, and 25.

Copyright © 2006 Nelson Answers Chapter 6: Multiplication and Division 49

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CHAPTER 6

2 Identifying Multiples
Goal Solve problems by identifying multiples of whole numbers.

1. List five multiples of each number. At-Home Help

a) 4 A multiple is a number that is the
product of two factors.
Suggested answer: 8, 12, 16, 20, and 24
For example, 8 is a multiple of 2
because 2  4  8.
b) 10
Suggested answer: 20, 30, 40, 50, and 60 To find the multiples of a number,
use skip counting or multiplication.

c) 22 For example:
Suggested answer: 44, 66, 88, 110, and 132 3 3 3

d) 9 0 3 6 9
Suggested answer: 18, 27, 36, 45, and 54 or 3  1  3
326
e) 11 339
3  4  12
Suggested answer: 22, 33, 44, 55, and 66 and so on.
The multiples of 3 are 3, 6, 9, 12, ….
f) 40
Suggested answer: 80, 120, 160, 200, and 240

2. Sergio has 30 gifts numbered from 1 to 30. There is a kite in each gift with a
number that is a multiple of 4. There is a baseball cap in each gift with a number
that is a multiple of 6.

a) Which gifts have a kite?

Suggested answer: The multiples of 4 are 4, 8, 12, 16, 20, 24, 28, ….
So gifts with numbers 4, 8, 12, 16, 20, 24, and 28 have a kite.

b) Which gifts have a baseball cap?

Suggested answer: The multiples of 6 are 6, 12, 18, 24, 30, ….
So gifts with numbers 6, 12, 18, 24, and 30 have a baseball cap.

c) Which gifts have both a kite and a baseball cap?

Suggested answer: The multiples 12 and 24 are in the answers for parts a) and b).
So gifts with numbers 12 and 24 have both a kite and a baseball cap.

50 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 6

3 Calculating Coin Values

Goal Use the relationship between coin values to simplify calculations.

1. Zak has 24 quarters in his coin collection. Sketch At-Home Help

an array of these coins to calculate 24  25. Multiplication can be used to
Suggested answer: calculate the value of coins.
24 x 25 = 600 For example, to calculate the value
of 12 quarters, multiply 12  25.
Use an array to make the
multiplication easier.
For example, two possible arrays
for 12 quarters are

2. Calculate the value of each number of coins.

a) 80 nickels 80 x 5 = 400¢ or $4.00

b) 80 quarters 80 x 25 = 2000¢ or $20.00

c) 50 dimes 50 x 10 = 500¢ or $5.00

3. a) Ramona has 16 nickels, 15 dimes, and 20 quarters.

In the first array, the value of each
Show one way to arrange each of these coins to row is 50¢, so the multiplication can
calculate the total value of Ramona’s coins. be done as 6  50  300.
Suggested answer:
In the second array, the value
of each column is 100¢, so the
multiplication can be done as
3  100  300. Both arrays show
that 12  25  300¢.

b) Calculate the value for each coin arrangement in part a).

(using answer above):
nickels 4 x 20 = 80

dimes 3 x 50 = 150

quarters 5 x 100 = 500

Total: 730¢ or $7.30

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CHAPTER 6

4 Multiplying by Hundreds
Goal Use multiplication facts and regrouping to multiply by hundreds.

1. Calculate. At-Home Help

a) 100  40  4000 To multiply hundreds, you can use
regrouping and number facts.
For example, to multiply 200 by 300,
14 000 you can multiply 200  3  100.
b) 70  200 
You can use the number fact
2  3  6 to calculate 200  3  600.

c) 30  500  15 000 Then, to multiply 600 by 100,

regroup to a different place value.
Thousands Ones
Hundreds Tens Ones Hundreds Tens Ones
d) 800  600  480 000

600  100  60 000

e) 700  900  630 000 So 200  300  60 000

f) 6000  60  360 000

2. Jake’s class baked 20 batches of cookies.

Each batch contained 200 cookies. How many
cookies did Jake’s class bake? Show your work.
20 x 200 = 4000
4000 cookies

3. Marlie needs to fill 400 cups with juice. Each cup holds 200 mL. How much juice
does she need? Show your work.
200 x 400 = 80 000
Marlie needs 80 000 mL or 80 L of juice.

52 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 6

5 Estimating Products
Goal Estimate to check the reasonableness of a calculation.

1. Check if each answer is reasonable. At-Home Help

Use estimation. To check the reasonableness of
a calculation, estimate the answer
a) 64  36  3204
using one or more mental math
Not reasonable because 60 x 30 = 1800 strategies.
and 70 x 40 = 2800. 3204 is not between For example: To check if
1800 and 2800. 57  52  2964 is reasonable,
use rounding or a range.
b) 122  38  4636
60  50  3000
Reasonable because 100 x 40 = 4000. The product 2964 is reasonable.
or 50  50  2500
60  60  3600
The answer should be between
c) 44  1045  66 980 2500 and 3600. The product 2964
is reasonable.
Not reasonable because 40 x 1000 = 40 000 and
50 x 1100 = 55 000. 66 980 is not between 40 000
and 55 000.

d) 78  2196  171 288

Reasonable because 80 x 2000 = 160 000.

2. a) Nirmala rides her bicycle 56 days during the school year. Each of those days,
she rides 540 m. Calculate the distance she rides during the school year.
56 x 540 m = 30 240 m

b) Show that your answer is reasonable. Use estimation.

Suggested answer:
I know that 60 x 500 = 30 000
30 000 is close to 30 240.
So my answer is reasonable.

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CHAPTER 6

6 Multiplying by Two-Digit Numbers

Goal Use pencil and paper to multiply a whole number by a two-digit number.

1. Calculate. At-Home Help

a) 34  123 c) 81  3699 To multiply a whole number by a
two-digit number, you can use
1 5 7 7 regrouping or partial products.
1 2 3 3 6 9 9
x 3 4 x 8 1 For example:
4 9 2 3 6 9 9 6 6 5
3 6 9 0 2 9 5 9 2 0 1 7 7 6
4 1 8 2 2 9 9 6 1 9  1 9
1 5 9 8 4
1 7 7 6 0
3 3 7 4 4
b) 58  256 d) 77  6908
or
1 4 6 5 1000  700  70  6
2 5 6 6 9 0 8 10 10 000 7000 700 60 17 760
x 5 8 x 7 7 
2 0 4 8 4 8 3 5 6 9 9000 6300 630 54 15 984
1 2 8 0 0 4 8 3 5 6 0 19000 13300  1330  114  33 744
1 4 8 4 8 5 3 1 9 1 6

2. Rose delivers newspapers in a seniors’ residence. She delivers 23 papers on each

floor. There are 12 floors in the building. She makes deliveries 15 times per month.

a) Do you think Rose delivers more than 3000 newspapers in a month?

Explain how you know.
Suggested answer:
I round all the numbers in the problem to the nearest ten.
20 x 10 = 200 and 200 x 20 = 4000
Since 4000 is greater than 3000, I think Rose delivers more than 3000 newspapers.

b) Calculate the number of newspapers Rose delivers in a month. Show your work.

4140 newspapers 3 3
2 3 2 7 6
x 1 2 x 1 5
4 6 1 3 8 0
2 3 0 2 7 6 0
2 7 6 4 1 4 0

54 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 6

7 Dividing by 1000 and 10 000

Goal Use mental math to divide whole numbers by 1000 and 10 000.

1. Calculate. Use mental math. At-Home Help

a) 19 000  1000  19 To multiply a whole number by 1000,
move all digits to the left three
places. You can see the pattern by
b) 36 000  1000  36 multiplying by 10, 100, or 1000.
For example,
3  10  30 13  1000  13 000
c) 2 080 000  10 000  208 3  100  300 130  1000  130 000
3  1000  3000 1300  1000  1 300 000

1620 To divide a whole number by

d) 1 620 000  1000 
1000, move all digits to the right
three places.

e) 805 000  1000  805 For example,

9000  10  900 98 000  1000  98
9000  100  90 980 000  1000  980
f) 40 000  1000  40 9000  1000  9 9 800 000  1000  9800

g) 90 000  10 000  9

h) 6000  1000  6

2. Leo’s binoculars can magnify an object 1000 times.

a) How tall would an object be if the image in the binoculars is 44 000 mm tall?
44 000 ÷ 1000 = 44
The object would be 44 mm tall.

b) How tall would the image in the binoculars be if the object is 5 mm tall?
5 x 1000 = 5000
The image would be 5000 mm tall.

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CHAPTER 6

8 Dividing by Tens and Hundreds

Goal Use renaming and a division fact to divide by tens and hundreds.

1. Calculate. Use multiplication to check each answer. At-Home Help

a) 3000  50  60 To divide a whole number by tens
or hundreds, you can use renaming.
Check:
60 x 50 = 3000 For example: To divide 60 000
by 200, rename both numbers
as hundreds.
b) 14 000  200  70 60 000  6 ten thousands
Check:  60 thousands
70 x 200 = 14 000  600 hundreds
200  2 hundreds

c) 45 000  300  150 60 000  200 is the same as

600 hundreds  2 hundreds.
Check:
150 x 300 = 45 000 600 ÷ 2  300
So 60 000 ÷ 200  300
Check the answer using
d) 200 000  400  500 multiplication.
Check: 300  200  60 000
500 x 400 = 200 000

2. a) Kyle and his brother Joe have 24 000 family photos. They saved 600 photos
on CD each month. How many months did it take to save the photos?
24 000 ÷ 600 = 40
It took 40 months.

b) Use multiplication to check your answer.

40 x 600 = 24 000

56 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 6

9 Estimating Quotients
Goal Use multiplication and rounding to check the reasonableness of a quotient.

You will need a calculator. At-Home Help

1. Check if each answer is reasonable. Use estimation A quotient is the answer to a
division question.
and multiplication.
For example, 90 is the quotient
a) 2170  31  70 of 6300  70.
Reasonable. Round 31 to nearest ten. 6300  70  90
30 x 70 = 2100, which is close to 2170. To check if a quotient is
reasonable, you can use
b) 6888  28  194 rounding and multiplication.

Not reasonable because 28 x 100 = 2800 and For example,

check if 4500  24  267
28 x 200 = 5600. 6888 is not between 2800 and 5600. is reasonable. If it is reasonable,
4500 should be between 200  24
132 and 300  24.
6
c) 58756
 200  24  4800
300  24  7200
Reasonable. Round 58 and 132 to nearest ten.
4500 is not between 4800 and
60 x 130 = 7800, which is close to 7656. 7200. The quotient should be less
than 200. So a quotient of 267 is
256 not reasonable.
2
d) 72880

Not reasonable because 72 x 200 = 14 400. 8280 is less

than 14 400 so the quotient should be less than 200.

2. Choose the best estimate for each quotient.

a) 874  26  30 10 20 30 40

b) 657  55  10 10 20 30 40

c) 834  44  20 10 20 30 40

3. The Grade 6 students in Pedro’s school are hoping to raise $4000 to buy food
for homeless people. There are 84 Grade 6 students in Pedro’s school.
a) Calculate the amount of money each student is hoping to raise. Use a calculator.
$4000 ÷ 84 = $47.62

b) Show that your answer is reasonable. Use estimation and multiplication.

Suggested answer: Round 84 and 47.62 to the nearest ten.
50 x 80 = 4000 So my answer is reasonable.

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CHAPTER 6

10 Dividing by Two-Digit Numbers

Goal Divide a four-digit number by a two-digit number.

1. Calculate. Show your work. Check your answers At-Home Help

using multiplication. To divide a four-digit number by a
two-digit number, use estimation
a) 1088  16 c) 63 4
4
7
3

and multiplication.
Check: Check: For example: To divide 2365 by 43,
68 4 71 7 1 round 43 to the nearest ten.
16 1 0 
   8 8 6 8 63 
44
7 3 x 6 3
960 x 1 6 4410 2 1 3 43 is close to 40. Use 40 to estimate.
128 4 0 8 63 4 2 6 0 40  50  2000 is low.
128 6 8 0 63 4 4 7 3
0 1 0 8 8 0 40  60  2400 is high but
very close.
55
b) 2278  34 5
d) 81 73
3
 3
43 26
5

Check: Check: 2150 43  50  2150
67 2 93 2 215
34 
22 78 6 7 81 
75
3 3 9 3 215 43  5  215
2040 x 3 4 7290 x 8 1 0
238 2 6 8 243 9 3 To check if a quotient is reasonable,
238 2 0 1 0 243 7 4 4 0 use multiplication or estimation.
0 2 2 7 8 0 7 5 3 3 For example:
5 5
2. Jamal’s class ordered 28 sets of coloured pencils  4 3
1 6 5
for art projects during the school year. They ordered 2 2 0 0
1820 pencils altogether. 2 3 6 5

a) How many coloured pencils are in a set? Estimate: 60  40  2400

65 pencils
65
28 
18
2 0
1680
140
140
0

b) Use estimation to check if your answer is reasonable.

Suggested answer: 70 x 30 = 2100
2100 is close to 1820. So my answer of 65 is reasonable.

58 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 6

11 Communicate About Creating

and Solving Problems
Goal Create and explain how to solve multiplication and division problems.

Kiki’s family has an energy-efficient washing At-Home Help

machine. The machine uses 4620 L of water a year To create a problem, read the
to wash all the laundry. The family washes 7 loads information given. Think about
of laundry a month. how the situation could be about
multiplying or dividing. Then create
1. a) Create a multiplication or division problem using your question.
the information about Kiki’s family. To explain how to solve a
Suggested answer: How many litres of water does multiplication or division problem,
use the problem-solving model.
the washing machine use for each load?
• Understand the Problem
• Make a Plan
• Carry Out the Plan
b) Explain the solution to your problem in part a). • Look Back
Use the Communication Checklist.
(using answer above): Communication Checklist
Understand the Problem ✓ Did you show all the steps?
I need to determine the number of litres of water ✓ Did you check your answers?
✓ Did you show the right amount
for each load.
of detail?
Make a Plan
This problem will take more than one step and more
than one operation to solve. First I need to multiply 7 by 12 to estimate the number of
loads washed in one year. Then I need to divide 4620 by the product to estimate the
number of litres used for each load.
Carry Out the Plan 55
total loads in a year: 7 x 12 = 84 loads 84
46
2 0
number of litres used for each load: 55 L 4200
420
420
Look Back 0
I’ll use multiplication to check my answer.
5 5
x 8 4
2 2 0
4 4 0 0
4 6 2 0
The product I get is the same as the total number of litres in the problem.
So my answer is reasonable.

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CHAPTER 6

12 Order of Operations
Determine whether the value of an expression changes when the order of
Goal calculating changes.

You will need a calculator. At-Home Help

1. Determine the value of each number statement. In math, a number statement can
have only one correct answer.
Using a calculator, enter each number and
operation from left to right. If a number statement has only
addition or multiplication, you get
a) 16  12  8  20 only one answer no matter what
order you do the operations.
b) 9  11  3  33
For example:
c) 16  4  2  5  13 8  12  5 or 8  12  5
 20  5  8  17
d) 22  9  12  8  17  25  25
5  4  11 or 5  4  11
2. a) Sonya entered a contest to win a trip to Mexico.
 20  11  5  44
She had to answer this skill-testing question:  220  220
18  2  3  7
Show how Sonya could get an answer of 30.
18 ÷ 2 + 3 x 7
= 9 + 21
= 30

b) Drake had to answer this skill-testing question to win a DVD player:

3  5  21  7
Show how Drake could get an answer of 12.
3 x 5 – 21 ÷ 7
= 15 – 3
= 12

c) Tilly said the answer to the skill-testing question 45  3  7  2 is 1.

Show how she could have got this answer.
45 ÷ 3 – 7 x 2
= 15 – 14
=1

60 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 6

Test Yourself Page 1

Circle the correct answer.

1. What are the factors of 24?

A. 1, 24 C. 1, 2, 3, 4, 6, 8, 12, 24

B. 1, 2, 4, 6, 12, 24 D. 1, 3, 4, 6, 8, 24

2. Which arrangement best represents 16  25?

A. C.

B. D.

3. During a charity event, 8000 packages of candy were sold.

Each package had 40 candies. How many candies were sold?

A. 12 000 candies C. 32 000 candies

B. 120 000 candies D. 320 000 candies

4. Using estimation, which answer is not reasonable?

A. 68  68  4624 C. 312  96  18 352

B. 82  47  3854 D. 23  1867  42 941

5. Which product is the correct answer to 2481  14?

A. 21 050 C. 52 901

B. 34 734 D. 68 437

6. Which quotient is incorrect?

A. 3600  30  120 C. 45 000  50  90

B. 81 000  900  90 D. 49 000  70  700

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CHAPTER 6

Test Yourself Page 2

7. Using estimation and multiplication, which answer is reasonable?

A. 1998  37  54 C. 36
43 240
    8

B. 4191  33  217 D. 67
68 319
    6

6
8. Which quotient is the correct answer to 5449
8
?

A. 87 C. 69

B. 38 D. 45

9. Which numbers are multiples of 12?

A. 35, 36, 40, 45 C. 30, 40, 50, 60

B. 24, 48, 60, 72 D. 24, 44, 64, 84

10. What are the answers to 502 000  1000 and 14  1000?

A. 5020, 1400 C. 502, 14 000

B. 502, 14 D. 5020, 140

11.
Mohammed spends 560 min on the Internet each month. How many hours
does he spend on the Internet in a year?

Which explanation is best to solve the problem?

A. First I need to multiply 560 by 60 to determine the number of hours

Mohammed spends in a month. There are 12 months in a year. So I
need to multiply the product by 12.

B. First I need to multiply 560 by 12 to determine the number of minutes

Mohammed spends in a year. There are 60 minutes in each hour. So I
need to divide the product by 60.

C. First I need to divide 560 by 12 to determine the number of minutes

Mohammed spends in a year. There are 60 minutes in each hour. So I
need to divide the quotient by 60.

D. First I need to divide 560 by 60 to determine the number of hours

Mohammed spends in a month. There are 12 months in a year. So I
need to divide the quotient by 12.

62 Answers Chapter 6: Multiplication and Division Copyright © 2006 Nelson

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CHAPTER 7

1 Estimating Angle Measures

Goal Compare and estimate angle measures.

You will need a protractor. At-Home Help

1. Estimate the size of each angle. You can estimate the size of an angle
by comparing it to an angle that
a) c) you know, such as 45°, 60°, or 90°.

45º

Suggested answer: Suggested answer:

about 60° about 90°

b) d) 60º

Suggested answer: Suggested answer:

about 80° about 45° 90º

2. Which angles that you know did you use to help you estimate the angles in Question 1?
Give reasons for your choices.

a) Suggested answer: I used a 60° angle c) Suggested answer: I used a 90° angle
because the angle in part a) looks like because the angle looks like it is very
it is greater than 45°. close to 90°.

b) Suggested answer: I used a 60° angle d) Suggested answer: I used a 45° angle
because the angle looks like it is greater because the angle looks like it is very
than the angle in part a). close to 45°.

3. Measure the angles in Question 1. How close were your estimates?

a) 50° c) 87°

b) 70° d) 39°

Suggested answer: All my estimates were within 10° of the actual angle measurements.

Copyright © 2006 Nelson Answers Chapter 7: 2-D Geometry 63

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CHAPTER 7

2 Investigating Properties of Triangles

Goal Investigate angle and side relationships of triangles.

You will need a ruler and a protractor. At-Home Help

1. a) Without using a protractor, label these angles on In a triangle, the largest angle is
opposite the longest side and the
the triangles: 60°, 80°, 20°, 80°, 60°, and 60°.
smallest angle is opposite the
M shortest side.
D

60°
20°

5 cm 5 cm 5.0 cm 5.0 cm In equilateral or isosceles triangles,

the sides opposite the equal angles
are also equal.

60° 60° 80° 80° 60º

F 5 cm E O 1.7 cm N
60º 60º
b) Explain how you know the angle sizes for
equilateral
both triangles.
Suggested answer: I know that an equilateral triangle
has all angles the same size. So the angles must be 60°.
I know that an isosceles triangle has two angles that
are the same size and the third angle is different. So
the two angles that are the same size are 80°. The
third angle must be 20°.
isosceles

c) Measure the angles with a protractor to check your answer.

P Suggested answer:
2. The angles in triangle PQR are 90°, 35°, and 55°.
The side lengths are 5.8 cm, 7.0 cm, and 4.0 cm.
35°
a) Without using a ruler or protractor, label
the angle sizes and side lengths.

b) Measure the angles and side lengths 5.8 cm 7.0 cm

to check your answers.

90° 55°
R 4.0 cm Q

64 Answers Chapter 7: 2-D Geometry Copyright © 2006 Nelson

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CHAPTER 7

3 Communicate About Triangles

Goal Communicate and explain geometric ideas.

1. At-Home Help
90º
110º
A hypothesis is a statement that
50º 20º 45º 45º
you think you can test. For example,
A B
a hypothesis for the triangles below
might be:
60º
When I add the lengths of two sides
80º
of a triangle, the sum is always
greater than the length of the other
60º 60º 50º 50º
side. I think this is always true.
C D
2 cm 4 cm
A
a) Add the angle measures for each triangle. 5 cm
A: 110° + 50° + 20° = 180°
5 cm 3 cm 5 cm
B: 90° + 45° + 45° = 180° B
3 cm C
C: 60° + 60° + 60° = 180°
4 cm
D: 50° + 50° + 80° = 180° 5 cm
A hypothesis must be checked with
b) Make a hypothesis about the sum of all the other examples to see if it is still true.
angles in a triangle. Use the Communication Use the Communication Checklist.
Checklist.
Suggested answer: Communication Checklist
When I add all the angles in a triangle, the sum ✓ Did you use math language?
✓ Did you explain your thinking?
is always 180°. I think this is always true. ✓ Did you include diagrams?
2.
25º 30º
35º
60º 45º 40º
90º 30º 75º 25º 50º 105º 100º 10º
A B C D

a) Add the angle measures on each line.

A: 30° + 60° + 90° = 180°
B: 25° + 45° + 35° + 75° = 180°
C: 105° + 25° + 50° = 180°
D: 10° + 40° + 30° + 100° = 180°

b) Make a hypothesis about the sum of the angles on a straight line.

Use the Communication Checklist.
Suggested answer:
When I add all the angles on a straight line, the sum is always 180°.
I think this is always true.

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CHAPTER 7

4 Constructing Polygons
Goal Construct polygons based on angle measures and side lengths.

You will need a ruler and a protractor. At-Home Help

1. Draw each polygon. Label all side lengths and To draw a scale diagram of a
polygon, use appropriate tools.
angle measures.
When angle measures and side
a) equilateral triangle with side lengths of 3 cm lengths are given, use a ruler and
a protractor.
and angle measures of 60°

60°
3 cm 3 cm

60° 60°
3 cm

b) scalene triangle with side lengths of d) parallelogram with angle measures

3 cm, 4 cm, and 5 cm and one angle of 120° and 60° and side lengths
measure of 90° of 4 cm and 5 cm
4 cm
120° 60°
90°
4 cm 3 cm
5 cm 5 cm
37° 53°
5 cm

60° 120°
4 cm
c) rectangle with side lengths e) regular hexagon with side lengths of
of 3 cm and 5 cm 2 cm and angle measures of 120°
2 cm
5 cm
120º 120°
90° 90°
2 cm 2 cm

3 cm 3 cm 120° 120°

2 cm 2 cm
90° 90°
120° 120°
5 cm 2 cm

66 Answers Chapter 7: 2-D Geometry Copyright © 2006 Nelson

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CHAPTER 7

5 Sorting Polygons
Goal Sort polygons by line symmetry.

You will need a ruler. At-Home Help

1. a) Name each polygon. Draw all the lines of Many polygons have lines of
symmetry. Different polygons
symmetry you can find.
have different numbers of lines
of symmetry.
For example:

3 0 4 1
scalene triangle equilateral triangle isosceles triangle
You can check for lines of symmetry
using a transparent mirror.

quadrilateral parallelogram trapezoid rectangle square

kite rhombus pentagon hexagon

b) Sort the polygons using a Venn diagram. Choose categories from the property list.
Suggested answer:
Property list
Sorting Polygons
number of lines of symmetry
At least four lines At least two number of equal sides
of symmetry equal sides number of equal angles
equilateral triangle number of sides
square isosceles triangle number of angles
pentagon parallelogram
hexagon rectangle
kite
rhombus

scalene triangle quadrilateral trapezoid

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CHAPTER 7

6 Investigating Properties
of Quadrilaterals
Goal Sort and classify quadrilaterals by their properties.

You will need a ruler and a protractor. At-Home Help

1. a) Name each quadrilateral. The diagonals of quadrilaterals have
certain properties.
Squares have diagonals that are
equal and meet at 90°. Kites and
rhombuses have unequal diagonals
that meet at 90°.
quadrilateral square rectangle
Rectangles have diagonals that are
equal lengths that do not meet at 90°.
Parallelograms and some trapezoids
have unequal diagonals that do not
meet at 90°.
rhombus kite
parallelogram

trapezoid

b) Draw all the diagonals in each quadrilateral above. Mark any right angles you find
where the diagonals meet.

2. Sort the quadrilaterals using a Venn diagram. Choose categories from the property list.

Suggested answer:

Property list
Sorting Quadrilaterals
equal diagonals
Equal Diagonals that unequal diagonals
diagonals meet at 90° diagonals that meet at 90°
diagonals that do not meet
kite at 90°
rectangle square rhombus

parallelogram irregular quadrilateral trapezoid

68 Answers Chapter 7: 2-D Geometry Copyright © 2006 Nelson

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CHAPTER 7

Test Yourself Page 1

Circle the correct answer.

1. Which angles that you know would you use to estimate these angles?

A. 180°, 90°, 45° B. 45°, 120°, 90° C. 45°, 90°, 60° D. 90°, 60°, 60°

2. The side lengths of the triangle are 10 cm and 14 cm.

X
Which side lengths are correct?
90º
A. XZ  14 cm, XY  10 cm, YZ  10 cm

B. XZ  10 cm, XY  14 cm, YZ  10 cm
45º 45º
C. XZ  14 cm, XY  14 cm, YZ  10 cm Z Y

D. XZ  10 cm, XY  10 cm, YZ  14 cm

3. Which polygons have more than two lines of symmetry?

a b c d e f

A. b, c, f B. a, b, f C. c, d, e, f D. c, e, f

4. What information do you need to construct a regular polygon?

A. all side lengths and all angle measures

B. one side length and one angle measure

C. two side lengths and one angle measure

D. two side lengths and two angle measures

Copyright © 2006 Nelson Answers Chapter 7: 2-D Geometry 69

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CHAPTER 7

Test Yourself Page 2

Use the polygons below to answer Questions 5 to 7.

a b c d e f g

5. Which quadrilaterals have equal diagonals?

A. d, e, f B. b, c, g C. b, c, f, g D. a, d, e

6. Which quadrilaterals have diagonals that do not meet at 90°?

A. a, b, d B. a, b, c, d C. c, e, g D. c, e, f, g

7. Which quadrilaterals have diagonals that are unequal but meet at 90°?

A. b, c, d B. c, e C. a, b D. a, f, g

70 Answers Chapter 7: 2-D Geometry Copyright © 2006 Nelson

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CHAPTER 8

1 Unit Relationships
Goal Identify relationships between and among linear and square metric units.

1. Express each area in square centimetres. At-Home Help

2 2
a) 8 m2  80 000 cm c) 3.5 m2  35 000 cm Lengths in metres and centimetres
are related.
2 7000 cm2
b) 12 m2  120 000 cm d) 0.7 m2  1 m  100 cm
2. Express each area in square metres. To express a length in metres as
2 2 centimetres, you multiply by 100.
a) 90 000 cm2  9 m c) 43 000 cm2  4.3 m
For example, 16 m is the same
2 2
b) 660 000 cm2  66 m d) 6000 cm2  0.6 m as 16  100  1600 cm.
To express a length in centimetres
3. Calculate the area of each shape in square
as metres, you divide by 100.
centimetres and square metres. Show your work.
For example, 240 cm is the same
a) 25 cm area = length x width as 240  100  2.4 m.
= 60 cm x 25 cm Areas in square metres and square
= 1500 cm2 centimetres are also related.
1 m2  1 m  1 m
60 cm  100 cm  100 cm
 10 000 cm2
area  1500 cm2
To express an area in square metres
which is the same as 0.15 m2 as square centimetres, you multiply
by 10 000.
For example, 7 m2 is the same
as 7  10 000  70 000 cm2.
b) area = length x width To express an area in square
=8mx7m centimetres as square metres,
you divide by 10 000.
8m = 56 m2
For example, 1300 cm2 is the same
as 1300  10 000  0.13 m2.

area  56 m2
7m
which is the same as 560 000 cm2

4. Tina made a paper lantern from a 2 m2 sheet of paper. She used a 160 cm by 36 cm
piece of the paper. What is the area of paper left over?
area = length x width area left over = 2 m2 – 0.576 m2
= 160 cm x 36 cm = 1.424 m2
= 5760 cm2, which is the same as 0.576 m2

Copyright © 2006 Nelson Answers Chapter 8: Area 71

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CHAPTER 8

2 Area Rule for Parallelograms

Goal Develop and use a rule for calculating the area of a parallelogram.

You will need a ruler and a protractor. At-Home Help

1. Calculate the area of each parallelogram. A parallelogram is a four-sided
shape that has two pairs of
Show your work.
parallel sides.
a)

area = base x height

= 7 cm x 4 cm
4 cm = 28 cm2

To determine the area of a

parallelogram, draw a line that
is perpendicular to the base.
7 cm
Perpendicular means forms a
90° angle. This perpendicular line
b) area = base x height is the height of the parallelogram.
= 6 cm x 12 cm
= 72 cm2
12 cm height

base
6 cm The general rule for the area
of a parallelogram is
2. Anand drew three parallelograms. Measure the area  base  height
dimensions and calculate the area of each
parallelogram. Show your work.

a) b) c)

area = base x height

= 2 cm x 3 cm
= 6 cm2 area = base x height
= 5 cm x 4 cm
= 20 cm2 area = base x height
= 2 cm x 5 cm
= 10 cm2
72 Answers Chapter 8: Area Copyright © 2006 Nelson
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CHAPTER 8

3 Geometric Relationships
Goal Identify relationships between triangles and parallelograms.

You will need a ruler. At-Home Help

1. Complete the chart by sketching parallelograms Congruent means identical
in shape and size.
made up of two congruent triangles.
An equilateral triangle has all
Sketch of sides of equal length.
Type of triangle parallelograms

equilateral

An isosceles triangle has two

4 cm 4 cm 4 cm sides of equal length.

4 cm 4 cm

isosceles A scalene triangle has all sides of

different lengths.

5 cm
5 cm 5 cm
5 cm

3 cm A right-angled triangle has one right

3 cm angle. A right angle measures 90°.

5 cm

2. How is the area of a triangle related to the area of

a parallelogram? Explain.
Suggested answer:
Each parallelogram is made up of two identical triangles.
So the area of one triangle is equal to half the area of the parallelogram.

Copyright © 2006 Nelson Answers Chapter 8: Area 73

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CHAPTER 8

4 Area Rule for Triangles

Goal Develop and use a rule for calculating the area of a triangle.

You will need a ruler and a protractor. At-Home Help

1. Calculate the area of each triangle. Show your work. To determine the area of a triangle,
draw a line perpendicular to the
a) area = (base x height) ÷ 2 base and through the vertex across
= (4 cm x 5 cm) ÷ 2 from it. This perpendicular line is
the height of the triangle.
= 20 cm2 ÷ 2
= 10 cm2 To calculate the area of a triangle,
multiply the base by the height
5 cm
and divide by 2.

height

4 cm height
b) area = (base x height) ÷ 2 base base
= (6 cm x 5 cm) ÷ 2
= 30 cm2 ÷ 2
= 15 cm2
height
5 cm
base

6 cm

2. Measure each triangle and calculate the area.

a) b)

area = (base x height) ÷ 2

= (4 cm x 2 cm) ÷ 2
= 8 cm2 ÷ 2
= 4 cm2
area = (base x height) ÷ 2
= (3 cm x 4 cm) ÷ 2
= 12 cm2 ÷ 2
= 6 cm2
74 Answers Chapter 8: Area Copyright © 2006 Nelson
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CHAPTER 8

5 Solve Problems Using Open Sentences

Goal Use open sentences to solve problems.

1. Penelope made a fabric flower At-Home Help

using triangles. Each petal has a To solve a problem involving area,
base of 5 cm and a height of 8 cm. use the problem-solving model.
She wants to make another flower Understand the Problem
with twice the area. What base • Draw a sketch to help you visualize
the problem. Label any dimensions
and height could she use for the
you are given on the sketch.
new petals? Write an open sentence • Determine what you are asked
to solve the problem. Show your work. to find.

Suggested answer: Make a Plan

area of one original petal area of one new petal • Use mathematical relationships
that can help you solve the
= base x height ÷ 2 = 20 cm2 x 2
problem. For example, to find
= 5 cm x 8 cm ÷ 2 = 40 cm2 the area of a parallelogram, use
= 20 cm2 area  base  height.
possible base of triangle = 10 cm • Write an open sentence
(10 cm x ) ÷ 2 = 40 cm2 if possible. For example,
I know that 80 ÷ 2 = 40 and 10 x 8 = 80.  8  96 is an open sentence.
So the height is 8 cm. Carry Out the Plan
The possible dimensions of the triangle is a base • You can guess, estimate, or use
number facts to solve the open
of 10 cm with a height of 8 cm.
sentence. For example, from the
8 times table, 12  8  96. So
the missing number in the open
sentence above is 12.
2. Matt’s house has a basement room with an area of
92 m2. Matt’s parents are planning to build a bathroom Look Back
in the room. The area of the room will then be 88 m2. • Check that your answer makes
sense with the information in
List two possible sets of whole number dimensions the problem.
and shapes for the bathroom. Write an open sentence • Remember to include the
to solve the problem. Show your work. appropriate units in your answer.

Suggested answer: area of bathroom = 92 m2 – 88 m2

= 4 m2
The bathroom could be a square or a rectangle.
area = length x width
4 m2 = x
2
4m =2mx2m
4 m2 = 1 m x 4 m
Possible dimensions of the bathroom are a 2 m by 2 m square or a 1 m by 4 m rectangle.

Copyright © 2006 Nelson Answers Chapter 8: Area 75

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CHAPTER 8

6 Areas of Polygons
Goal Calculate the area of polygons by breaking them into simpler shapes.

You will need a ruler. At-Home Help

1. Justin drew a boat using different polygons. The area of a complex shape can
sometimes be determined by dividing
Calculate the area of the shape. Show your work.
it into several smaller parts. The
total area is equal to the sum of
the areas of the smaller parts.

For example, to determine the

area of the shape above, divide
it into five triangles.

Suggested answer: area of triangle (base  height)  2

area of small sail = (base x height) ÷ 2  (2 cm  1 cm)  2
 1 cm2
= (1 cm x 1 cm) ÷ 2
total area  5  area of triangle
= 1 cm2 ÷ 2  5  1 cm2
= 0.5 cm2  5 cm2
area of large sail = (base x height) ÷ 2
= (2 cm x 2 cm) ÷ 2
= 4 cm2 ÷ 2
= 2 cm2
area of small mast = length x width
= 3 cm x 0.5 cm
= 1.5 cm2
area of large mast = length x width
= 5 cm x 0.5 cm
= 2.5 cm2
area of bottom of boat = base x height
= 6 cm x 1 cm
= 6 cm2
total area = 0.5 cm2 + 2 cm2 + 1.5 cm2 + 2.5 cm2 + 6 cm2
= 12.5 cm2

76 Answers Chapter 8: Area Copyright © 2006 Nelson

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CHAPTER 8

Test Yourself Page 1

Circle the correct answer.

You will need a ruler.

1. Which measurement is the same as 13 m2?

A. 1300 cm2 C. 130 000 cm2

B. 13 000 cm2 D. 1 300 000 cm2

2. Which measurement is the same as 20 000 cm2?

A. 0.2 m2 C. 20 m2

B. 2 m2 D. 200 m2

3. Which statement is not correct?

A. 80 000 cm2 is the same as 8 m2.

B. 0.1 m2 is the same as 10 000 cm2.

C. 2500 cm2 is the same as 0.25 m2.

D. 31 m2 is the same as 310 000 cm2.

4. What is the area of the parallelogram

in square centimetres?
4 cm
A. 12 cm2 C. 32 cm2

B. 16 cm2 D. 36 cm2 8 cm

5. How many different parallelograms can

you make using these triangles?

A. 1 C. 3 3 cm 3 cm 3 cm 3 cm

B. 2 D. 4
2 cm 2 cm

Copyright © 2006 Nelson Answers Chapter 8: Area 77

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CHAPTER 8

Test Yourself Page 2

6. Which area relationship is not true?

A. Two congruent triangles can be used to form a parallelogram.

The area of one triangle is half the area of the parallelogram.

B. A parallelogram can be used to form a rectangle if it is cut along its height.

The area of the parallelogram is equal to the area of the rectangle.

C. The area of a rectangle is equal to the length times the width.

D. Two congruent triangles can be used to form a parallelogram.

The area of one triangle is double the area of the parallelogram.

7. What is the area of the triangle?

A. 10 cm2 C. 20 cm2

B. 12 cm2 D. 24 cm2

8. Nadia designed a logo using different polygons.

What is the area of the logo?

A. 14 cm2 C. 22 cm2

B. 15 cm2 D. 36 cm2

78 Answers Chapter 8: Area Copyright © 2006 Nelson

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CHAPTER 9

1 Estimating Products
Estimate products of decimal tenths and money amounts using a
Goal variety of strategies.

1. Estimate each product. Show your work. At-Home Help

a) 3.6  $29.55 d) 5.7  $12.77 There are several ways to estimate
the cost of an item.
Suggested answer: Suggested answer:
4 x $30 = $120 or 6 x $12 = $72 or For example, to estimate the cost
2 3 of 1.3 kg of salmon that costs
3 x $30 plus  of $30 5 x $12 plus  of $12 $17.61 per kilogram, use one of
3 4
= $90 + $20 = $60 + $9 these methods.
= $110 = $69 1  $20  $20 or
b) 2.4  $16.59 e) 6.6  $24.41 1
1  $18 plus  of $18
3
Suggested answer: Suggested answer:  $18  $6
 $24
3 x $16 = $48 or 7 x $25 = $175 or
1 2
2 x $16 plus  of $16 6 x $24 plus  of $24 Use rounding or numbers that are
2 3 easier to work with.
= $32 + $8 = $144 + $16
= $40 = $160
c) 4.3  $18.86 f) 8.4  $49.48
Suggested answer: Suggested answer:
4 x $20 = $80 or 8 x $50 = $400 or
1 1
4 x $18 plus  of $18 8 x $50 plus  of $50
3 2
= $72 + $6 = $400 + $25
= $78 = $425
2. Estimate each cost. Use a method that will give the answer closest to the actual cost.

a) 1.2 kg at $16.88 per kilogram d) 4.3 kg at $29.10 per kilogram

Suggested answer: Suggested answer:
1
1 x $17 = $17 4 x $30 plus  of $30
3
= $120 + $10
= $130
b) 0.6 kg at $21.77 per kilogram e) 5.4 kg at $31.74 per kilogram
Suggested answer: Suggested answer:
2 1
 of $21 = $14 5 x $32 plus  of $32
3 2
= $160 + $16
= $176
c) 1.8 kg at $18.45 per kilogram f) 8.7 kg at $39.25 per kilogram
Suggested answer: Suggested answer:
3
2 x $18 = $36 8 x $40 plus  of $40
4
= $320 + $30
= $350

Copyright © 2006 Nelson Answers Chapter 9: Multiplying Decimals 79

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CHAPTER 9

2 Multiplying by 1000 and 10 000

Goal Multiply decimal tenths, hundredths, and thousandths by 1000 and 10 000.

1. Calculate. At-Home Help

a) 1000  0.501  501 To multiply a decimal tenth,
hundredth, or thousandth by 1000,
b) 14.82  1000  14 820 move all digits to the left three places.
To multiply by 10 000, move all
c) 10 000  29.086  290 860 digits to the left four places. You
58 000 can see the pattern by multiplying
d) 5.8  10 000  by 10, 100, 1000, or 10 000.

e) 1000  67.3  67 300 For example,

29.8  10  298
f) 4.01  1000  4010 29.8  100  2980
29.8  1000  29 800
2. Determine the distance in metres. 29.8  10 000  298 000

a) 51.42 km  51 420 m

b) 0.986 km  986 m

c) 8.023 km  8023 m

d) 18.7 km  18 700 m

e) 30.002 km  30 002 m

f) 84.06 km  84 060 m

3. Jamie rides 4.26 km on his bicycle each day.

About how far does he ride in 3 years?
Suggested answer:
One year has about 300 days.
So 3 years have about 1000 days.
I estimate 4.26 km x 1000 = 4260 km.

4. Dana walks about 0.76 m in each step. How far could she travel if she takes
10 000 steps?
0.76 m x 10 000 = 7600 m

80 Answers Chapter 9: Multiplying Decimals Copyright © 2006 Nelson

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CHAPTER 9

3 Multiplying Tenths by Whole Numbers

Multiply decimal tenths by whole numbers using models, drawings,
Goal and symbols.

1. Multiply. Show your work. At-Home Help

a) 14.3  5 c) 20.7  3 To multiply a decimal tenth by
a whole number, you can use
21 2 regrouping or partial products.
1 4. 3 2 0 .7 For example:
x 5 x 3
2 2
7 1. 5 6 2 .1
3 5 .6
 4
b) 2.8  6 d) 82.4  9 1 4 2 .4
Suggested answer: Suggested answer: or
4 23
2 2
2 8 tenths 8 2 4 tenths 3 5 6 tenths
x 6 x 9  4
168 tenths 7 4 1 6 tenths 1 4 2 4 tenths
= 16.8 = 741.6  1 4 2.4

2. A fruit pie uses 1.3 kg of peaches, 50.5 g of ground almonds, and 2 packages
of ricotta. Serina needs to make 4 pies for a family gathering.

a) How much of each ingredient is needed?

Suggested answer:
peaches almonds ricotta
1 2
1 . 3 kg 5 0 . 5 g 2 packages
x 4 x 4 x 4
5 . 2 kg 2 0 2 . 0 g 8 packages

b) One kilogram of peaches costs $6. What is the total cost of the peaches needed?
Suggested answer:
1
5. 2
x 6
31.2
The total cost of the peaches is $31.20.

Copyright © 2006 Nelson Answers Chapter 9: Multiplying Decimals 81

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CHAPTER 9

4 Multiplying by 0.1, 0.01, or 0.001

Goal Multiply by 0.1, 0.01, or 0.001 using mental math.

1. Multiply. At-Home Help

a) 245  0.01  2.45 To multiply a whole number by 0.1,
0.01, or 0.001, move the digits to
the right.
b) 312  0.1  31.2
For example,
298  10 000  2 980 000
c) 405  0.001  0.405 298  1000  298 000
298  100  29 800
298  10  2980
d) 67  0.01  0.67 298  1  298
298  0.1  29.8
298  0.01  2.98
e) 89  0.001  0.089
298  0.001  0.298

f) 42  0.1  4.2

g) 540  0.01  5.4

h) 30  0.001  0.03

2. Determine the missing measurement.

a) 45 g  0.045 kg d) 202 m  0.202 km

b) 57 mm  5.7 cm e) 368 g  0.368 kg

c) 62 cm  0.62 m f) 250 mm  25 cm

3. What is each measurement?

a) a line of 804 cubes, each 0.01 m long, c) a 480 g bag of sunflower seeds,
in metres in kilograms
8.04 m 0.48 kg

b) a line of 62 boxes, each 0.1 m wide, d) a 22 g candy, in kilograms

in metres 0.022 kg
6.2 m

82 Answers Chapter 9: Multiplying Decimals Copyright © 2006 Nelson

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CHAPTER 9

5 Multiplying Multiples of Ten by Tenths

Goal Multiply to calculate the decimal portion of a multiple of 10.

1. Calculate. Show your work. At-Home Help

a) 0.3  250  75 d) 0.6  800  480 To multiply a decimal tenth by a
whole number, you can write the
Suggested answer: Suggested answer:
decimal tenth as a multiple of 10.
0.1 x 250 = 25 0.1 x 800 = 80
3 x 25 = 75 6 x 80 = 480 For example, 0.4  0.1  4
To multiply 0.4  320, multiply
b) 0.1  850  85 e) 0.5  640  320 0.1  320  32.
Then multiply 4  32  128.
85 Suggested answer:
0.4  320  128
0.1 x 640 = 64
5 x 64 = 320

c) 0.4  530  212 f) 0.8  2650  2120

Suggested answer: Suggested answer:
0.1 x 530 = 53 0.1 x 2650 = 265
4 x 53 = 212 8 x 265 = 2120

2. At Neil’s family picnic, 10 people ate 0.6 of 6400 g of roast chicken and 0.5 of
a 4500 mL container of potato salad.

a) How much roast chicken did Neil’s family eat?

Suggested answer: 0.1 x 6400 g = 640 g
6 x 640 g = 3840 g

b) How much potato salad did Neil’s family eat?

Suggested answer: 0.1 x 4500 mL = 450 mL
5 x 450 mL = 2250 mL

c) Each person ate the same amount of potato salad. How much potato salad
did each person eat?
Suggested answer: 2250 mL ÷ 10 = 225 mL

3. Students from two schools worked at a food bank. One school had 450 students.
The other school had 360 students. Eight-tenths of the students in each school
participated. How many more students participated from the school of 450 than
the school of 360? Suggested answer:
(school of 450) 0.1 x 450 = 45 (school of 360) 0.1 x 360 = 36
8 x 45 = 360 8 x 36 = 288
difference = 360 – 288
= 72 students
Copyright © 2006 Nelson Answers Chapter 9: Multiplying Decimals 83
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CHAPTER 9

6 Communicate About Problem Solving

Goal Explain how to solve problems involving decimal multiplication.

1. Janice exercises for 360 min each week. At-Home Help

She walks for 0.6 of the time, and rides When writing a solution to a problem,
her bicycle for the rest of the time. use the problem-solving model.
• Understand the Problem
a) For how many minutes does Janice walk? • Make a Plan
Suggested answer: • Carry Out the Plan
• Look Back
Understand the Problem
I need to find out how many minutes Janice spends Make sure you communicate
your thinking clearly. Use the
walking.
Communication Checklist.
Make a Plan
6
I will model 0.6 using a rectangle. 0.6 is the same as . Communication Checklist
10 ✓ Did you model the problem-
So I divide the rectangle into 10 equal parts and
solving process?
shade 6 of them. ✓ Did you show all your steps?
360 min ✓ Did you use a model or diagram?
✓ Did you explain your thinking?
✓ Did you state your solution clearly?
I will determine how many minutes are represented by
each part. Then I will multiply that number by 6, because 6 parts are shaded.
Carry Out the Plan
Since 360 is divided into 10 parts, each part represents 360 ÷ 10 = 36 min.
6 x 36 min = 216 min
Janice walks for 216 min each week.
b) For how many minutes does Janice ride her bicycle?
Suggested answer:
Understand the Problem
I need to find how many minutes Janice rides her bicycle.
Make a Plan
I know that the total time Janice exercises is 360 min. Since she walks for 216 min, the rest
of the time she rides her bicycle. So I need to subtract.
Carry Out the Plan
360 min – 216 min = 144 min
Janice rides her bicycle for 144 min.

84 Answers Chapter 9: Multiplying Decimals Copyright © 2006 Nelson

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CHAPTER 9

7 Choosing a Multiplication Method

Goal Justify the choice of a multiplication method.

1. Multiply. Did you use mental math, pencil and At-Home Help
paper, or a calculator? If numbers are simple to multiply,
you can use mental math. Multiplying
a) 0.6  5 e) 2.9  4
by 0.001, 0.01, 0.1, 10, 100, and
3 Suggested answer: 1000 can be done mentally.
mental math 2x4=8
For example, 5.7  100  570.
0.9 x 4 = 3.6
8 + 3.6 = 11.6 If you can multiply numbers without
a lot of partial products, use pencil
pencil and paper
and paper.
b) 1.8  9 f) 5.7  100
For example, 8.2  6  49.2.
7 570
1 .8 mental math If you have to use a lot of partial
x 9 products, use a calculator.
1 6 .2 For example,
pencil and paper 79.523  91  7236.593.

c) 0.52  4 g) 0.04  100

0 .5 2 4
x 4 mental math
2 .0 8
pencil and paper

d) 0.37  100 h) 0.8  7

37 5.6
mental math mental math

2. Explain why you chose the method you did for three parts in Question 1.
Suggested answer:
Part a): I used mental math because I know that 6 x 5 = 30. So 0.6 x 5 = 3.
Part b): I used pencil and paper because the numbers were too hard to multiply in my head.
Part e): I used pencil and paper because I had to keep track of the partial products. Then I
added the partial products in my head.

Copyright © 2006 Nelson Answers Chapter 9: Multiplying Decimals 85

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CHAPTER 9

Test Yourself Page 1

Circle the correct answer.

1. Which estimate would be closest to the actual product? 8.3  21.20

1
A. 8  21 C. 8  21 plus  of 21
3
1
B. 9  22 D. 9  24 plus  of 24
3
2. Which is the best estimate for 0.8 kg at $28.95 per kilogram?

A. $16 B. $18 C. $29 D. $32

3. What is the product of 1000 and 25.064?

A. 250.64 B. 2506.4 C. 25 064 D. 250 640

4. What is the product of 0.891 and 1000?

A. 8.91 B. 89.1 C. 891 D. 8910

5. What is 5.007 km in metres?

A. 50 007 m B. 50.07 m C. 500.7 m D. 5007 m

6. What is the product of 6.2 and 7?

A. 42.2 B. 43.4 C. 44.4 D. 42.9

7. What is the product of 503 and 0.01?

A. 0.503 B. 5.03 C. 50.3 D. 503

8. What is the product of 0.1 and 827?

A. 8270 B. 827 C. 8.27 D. 82.7

9. One muffin has a mass of 0.025 kg. What is the mass in grams?

A. 250 g B. 0.25 g C. 2.5 g D. 25 g

10. What is the product of 0.4 and 3260?

A. 652 B. 978 C. 1304 D. 1448

86 Answers Chapter 9: Multiplying Decimals Copyright © 2006 Nelson

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CHAPTER 9

Test Yourself Page 2

11. A library has 5460 books. Three-tenths of the books are mysteries. How many
mystery books are there?

A. 546 books B. 1638 books C. 1820 books D. 2730 books

12. Jason wants to multiply 0.6 by 920. He wrote

0.1  920 

 92 

What are the missing numbers?

A. 92, 6, 552 B. 9.2, 6, 55.2 C. 92, 60, 5520 D. 92, 60, 552

13. Lina saved $240 planting trees. She spent 0.4 of that amount on a new jacket. How
much did she spend on the jacket?

A. $60 B. $96 C. $120 D. $9.60

14. Which product is greatest?

A. 1000  0.6 B. 1000  0.105 C. 1000  0.92 D. 1000  0.033

15. Mitch bought 0.6 kg of grapes.

$ 3.00
One kilogram cost $3.00 on sale.
The regular price was $4.00 per kilogram.
How much did Mitch save?

A. $1.80 C. $2.40

B. $0.80 D. $0.60

Copyright © 2006 Nelson Answers Chapter 9: Multiplying Decimals 87

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CHAPTER 10

1 Estimating Quotients
Goal Estimate quotients when dividing decimal numbers.

1. Estimate each quotient. Show your work. At-Home Help

a) 8.4 ÷ 5 To estimate a quotient when dividing
a decimal number by a one-digit
Suggested answer: Round 8.4 to 8.0. number, use one of these methods.
Rename 8 ones as 80 tenths. • Round the decimal number to the
80 tenths ÷ 5 = 16 tenths nearest whole number.
8.4 ÷ 5 is about 1.6. For example: 5.9  3
Round 5.9 to 6.
b) 13.7 ÷ 7 632
Suggested answer: Round 13.7 to 14. 5.9  3 is about 2.
14 ÷ 7 = 2 • Rename the decimal number.
13.7 ÷ 7 is about 2.
For example: 2.8  3
2.8 is close to 2.7, which is an
c) 18.3 ÷ 4 easier number to divide by 3.
Suggested answer: 4 x = 18.3 Rename 2.7 as 27 tenths.
27 tenths  3  9 tenths, or 0.9
4 x 4.0 = 16.0
2.8  3 is about 0.9.
4 x 5.0 = 20.0
4 x 4.5 = 18.0 • Rewrite the division as a
multiplication question.
18.3 ÷ 4 is about 4.5.
For example: 7.7  6
d) 24.2 ÷ 3 6  7.7
Suggested answer: Round 24.2 to 24. 6  1.0  6.0
6  1.1  6.6
24 ÷ 3 = 8
6  1.5  9.0
24.2 ÷ 3 is about 8.
7.7  6 is between 1.1 and 1.5,
or about 1.3.
2. Ray bought 15.5 m of wire to make four sculptures
with equal lengths of wire. Estimate the length of
wire for each sculpture.
Suggested answer:
The problem can be solved by calculating 15.5 m ÷ 4.
4 x = 15.5
4 x 3.0 = 12.0
4 x 4.0 = 16.0
4 x 3.5 = 14.0
The answer is between 3.5 and 4.0.
15.5 m ÷ 4 is about 3.75.
Ray needs about 3.75 m of wire for each sculpture.

88 Answers Chapter 10: Dividing Decimals Copyright © 2006 Nelson

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CHAPTER 10

2 Dividing Money
Goal Solve problems by dividing money.

You will need a calculator. At-Home Help

1. Use a calculator to divide. Use multiplication To solve division problems involving
money, use multiplication or
to check your answers. 2 estimation to check your answers.
a) $27.84  3  $9.28 $ 9 .2 8
For example: Four friends share the
x 3 cost of three DVDs equally. The DVDs
$ 2 7 .8 4 cost $26.99, $22.99, and $16.99.
What is the cost for each person?
1 3
$7.37 $ 7 .3 7 (total cost)
b) $36.85  5  $26.99  $22.99  $16.99  $66.97
x 5
$ 3 6. 8 5 $66.97  4  $16.74
Check by multiplying:
1 1
c) $29.50  2  $14.75 $ 1 4 .7 5 22 1

x 2 $16.74
 4
$ 2 9 .5 0 $66.96
3 3 Check by estimating:
d) $45.96  6  $7.66 $ 7 .6 6 Estimated total cost:
x 6 $27  $23  $17  $67
$ 4 5 .9 6 Estimated cost per person:
67  4 is close to 68  4  17,
2 5
or about $17
e) $51.66  7  $7.38 $ 7 .3 8
x 7
$ 5 1 .6 6

2. Lara and two friends bought a book for $28.95, a CD for $22.99, and
a DVD for $26.85. Each person paid the same amount.

a) What was the cost for each person? Use a calculator.

Suggested answer: (total cost) $ 2 8 .9 5
2 2 .9 9
+ 2 6 .8 5
$ 7 8 .7 9 $78.79 ÷ 3 = $26.26
b) Use estimation to show that your answer is reasonable.
Suggested answer: Estimated total cost: 30 + 23 + 27 = 80
Estimated cost per person: 80 ÷ 3 is close to 81 ÷ 3 = 27
My estimate of $27 is close to $26.26. So my answer is reasonable.
Copyright © 2006 Nelson Answers Chapter 10: Dividing Decimals 89
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CHAPTER 10

3 Dividing Decimals by One-Digit Numbers

Goal Express quotients as decimal numbers to tenths.

1. Divide. Check two answers using multiplication. At-Home Help

a) 23.4  3 d) 6 37
.2
 To divide a decimal tenth by
a whole number, use the same
7 .8 6 .2
procedure as dividing two
3 23.4
 6 3 
7 .2 whole numbers.
21 36
For example:
2 .4 1 .2
2 .4 1 .2 8 .5
0 0 9 7
65
.
72 9  8  72
4 .5
b) 30.4  4 e) 44.5 ÷ 5
4 .5 9  0.5  4.5
7 .6 8 .9 0
4 30.4
 5 4 
4 .5
4 To check if a quotient is reasonable,
28 40
use multiplication or estimation.
2 .4 4 .5 8 .9
2 .4 4 .5 x 5 For example:
0 0 4 4 .5 4
8.5
 9
c) 7 41.3
 f) 8 25
.6
 76.5
5 .9 3 .2
Estimate:
7 41.3
 8 2 
5 .6 8  10  80 or 80  10  8
35 6 24
6 .3 5 .9 1 .6
6 .3 x 7 1 .6
0 4 1 .3 0

2. Sheila has 3.0 kg of raisins. She keeps one-half for herself. She divides the
remaining amount equally among three friends. How many kilograms of raisins
does each person get? Show your work.
Suggested answer:
(Sheila) 3.0 kg ÷ 2 = 1.5 kg
(each friend) 1.5 kg ÷ 3 = 0.5 kg
0 .5
3 1.5

1 .5
0 .0

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CHAPTER 10

4 Dividing by 10, 100, 1000, and 10 000

Goal Divide whole and decimal numbers by 10, 100, 1000, and 10 000
using mental math.

1. Calculate. Use mental math. At-Home Help

a) 321  100  3.21 To divide a decimal tenth by 10, 100,
or 1000, move the digits to the right
b) 25  10  2.5 one, two, or three places.

0.45 For example,

c) 4.5  10 
553  10  55.3
d) 321  10 000  0.0321
553  100  5.53
e) 18  1000  0.018 553  1000  0.553

0.607 553  10 000  0.0553

f ) 60.7  100 
55.3  10  5.53
g) 58 240  1000  58.24
55.3  100  0.553

h) 58 240  10 000  5.824 55.3  1000  0.0553

55.3  10 000  0.005 33

2. Chris has 12.3 L of juice. He wants to pour equal amounts of juice

into 10 glasses. How many litres of juice will be in each glass?
Suggested answer:
12.3 L ÷ 10 = 1.23 L

3. 56.2 kg of rice is divided equally into 100 containers. How many kilograms
of rice are in each container?
Suggested answer:
56.2 kg ÷ 100 = 0.562 kg

4. Concert organizers ordered 3550 L of water for an audience of 10 000 people.

How many milliltres of water will be available for each person?
Suggested answer:
3550 L ÷ 10 000 = 0.355 L
0.355 x 1000 = 355 mL

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CHAPTER 10

5 Solving Problems by Working Backward

Goal Use a working-backward strategy to solve problems.

Lynne has 17.2 m of ribbon to wrap two sizes of gifts. At-Home Help
There are four small gifts and one larger gift. She needs Some problems can be solved
4.8 m to wrap the larger gift. How much ribbon does she by working backward.
need to wrap each smaller gift? Use the problem-solving steps
Understand the Problem, Make
Suggested answer:
a Plan, Carry Out the Plan, and
Understand the Problem Look Back.
I need to determine the length of ribbon for each of the
smaller gifts. I know the total length of ribbon and the length
needed for the larger gift.
Make a Plan
I’ll draw a diagram to represent the problem.
17.2 m

? ? ? ? 4.8 m

The diagram shows four lengths of ribbon added to the length of 4.8 m. The total length is 17.2 m.
I can work backward to estimate and calculate the length needed for each of the four small gifts.
Carry Out the Plan
I estimate the length needed for each small gift is greater than 3 m.
Step 1: I subtract the length used for the larger gift from the total length. The length needed
for all four smaller gifts is 12.4 m.
Step 2: I divide the length needed for the four gifts to determine the length for each gift.
12.4 m ÷ 4 = 3.1 m
The length needed for each of the smaller gifts is 3.1 m.

92 Answers Chapter 10: Dividing Decimals Copyright © 2006 Nelson

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CHAPTER 10

Test Yourself
Circle the correct answer.
1. Which quotient is the closest estimate for 14.6  3?
A. 4 B. 5 C. 6 D. 7
2. Miranda got 4.94 when she divided 34.58 by 7. Which method is incorrect to use
to check her answer?
A. Multiply 34.58 by 4.94. C. Round 4.94 to 5. Then multiply by 7.
B. Multiply 4.94 by 7. D. Use a calculator to divide 34.58 by 7.
3. Which quotient answers the question $46.32  4?
A. $11.58 B. $11.98 C. $12.58 D. $12.98
4. Royce and four friends bought a CD and a DVD. The CD cost $16.99 and the DVD
cost $24.96. Each person paid the same amount. What was the cost for each person?
A. $11.39 B. $10.75 C. $10.48 D. $8.39
5. Yvette paid $26.08 for eight different flags. Each flag cost the same amount.
How much did each flag cost?
A. $2.61 B. $3.00 C. $3.26 D. $3.50
6. What is the quotient of 67.2  3?
A. 21.8 B. 22.4 C. 24.3 D. 25.4
7. Nigel bought 4.5 kg of trail mix. He kept 2 kg for himself. He divided the remaining
amount equally among five friends. How many kilograms of trail mix did each friend get?
A. 0.3 kg B. 0.4 kg C. 0.5 kg D. 0.6 kg
8. Which quotient is incorrect?
A. 40.3  10  4.03 C. 3.5  100  0.35
B. 690  1000  0.69 D. 7  1000  0.007
9. 20.4 L of fruit punch is divided equally into 100 containers. How many litres
of punch are in each container?
A. 204 L B. 2.04 L C. 0.204 L D. 0.024 L
10. Nemil added 0.6 years to his age, and divided that result by 4. The final answer
was 2.4. How old is Nemil?
A. 8 B. 9 C. 10 D. 11

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CHAPTER 11

1 Visualizing and Constructing

Polyhedrons
Goal Visualize and build polyhedrons from 2-D nets.
At-Home Help
A. B. A polyhedron is a closed three-
dimensional shape with polygons
as faces. Pyramids and prisms are
two kinds of polyhedrons.
For example:
C. D.

pyramid

net of pyramid
1. Which are nets of pyramids? How can you tell?
nets A and D
Suggested answer: Pyramids have triangular faces,
except for the base. Both these nets have triangles.

2. Which are nets of prisms? How can you tell? prism

net of prism
nets B and C
Suggested answer: Prisms have rectangular faces, except
for the top and base. Both these nets have rectangles.

3. What nets can you make from these shapes?

Sketch each net and name the polyhedron
it would make.

square-based hexagonal cube hexagonal rectangular hexagonal

pyramid prism prism prism pyramid

94 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2006 Nelson
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CHAPTER 11

2 Surface Area of Polyhedrons

Goal Determine the surface area of triangular and rectangular prisms.

5 cm 8 cm
6 cm At-Home Help
5 cm 4 cm
The surface area of a polyhedron
7 cm 9 cm
is the total area of all of the faces,
or surfaces, of that polyhedron.
For example, the surface area of
1. a) Sketch a net for the triangular prism. this cube is 24 cm2 because each
Label the dimensions. face has an area of 4 cm2.

Suggested answer:
4 cm

5 cm 5 cm 2 cm
6 cm
2 cm
7 cm 7 cm 2 cm

6 cm
4 cm

b) Determine the surface area of the triangular prism.

area of prism = area of 2 triangles + area of one 7 cm by 6 cm rectangle + area of two
7 cm by 5 cm rectangles
= 2 x (6 cm x 4 cm ÷ 2) + (7cm x 6 cm) + 2 x (7 cm x 5 cm)
= 24 cm2 + 42 cm2 + 70 cm2
= 136 cm2
8 cm
2. a) Sketch a net for the rectangular prism.
5 cm 8 cm 5 cm 5 cm
Label the dimensions.
9 cm 9 cm 9 cm 9 cm

5 cm 8 cm
8 cm
b) Determine the surface area of the rectangular prism.
area of prism = area of two 5 cm by 9 cm rectangles + area of two 8 cm by 9 cm rectangles
+ area of two 5 cm by 8 cm rectangles
= 2 x (9 cm x 5 cm) + 2 x (9 cm x 8 cm) + 2 x (8 cm x 5 cm)
= 2 x 45 cm2 + 2 x 72 cm2 + 2 x 40 cm2
= 90 cm2 + 144 cm2 + 80 cm2
= 314 cm2

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CHAPTER 11

3 Volume of Rectangular and

Triangular Prisms
Goal Calculate the volume of rectangular and triangular prisms.

1. Determine the volume of each rectangular prism. At-Home Help

6 cm Suggested answer: Volume is the amount of space an
a) 5 cm
area of base object takes up.
4 cm = length x width
You can calculate the volume of a
= 5 cm x 6 cm prism using the rule
= 30 cm2 Volume  area of base  height.
volume of prism 3 cm
4 cm
3 cm 2 cm
= area of base x height
= 30 cm2 x 4 cm 5 cm 4 cm
= 120 cm3

7 cm
b) 3 cm Suggested answer:
Volume of rectangular prism
volume of prism
 area of base  height
= length x width x height  (length  width)  height
= 7 cm x 3 cm x 9 cm  (4 cm  3 cm)  5 cm
= 189 cm3  12 cm2  5 cm
 60 cm3
9 cm
Volume of triangular prism
 area of base  height
 (3 cm  2 cm  2)  4 cm
 3 cm2  4 cm
2. Determine the volume of each triangular prism.  12 cm3

a) 4 cm b) 6m

5 cm 3m

8 cm
5m

Suggested answer:
volume of prism = area of base x height
Suggested answer:
= (4 cm x 5 cm ÷ 2) x 8 cm
volume of prism = area of base x height
= 10 cm2 x 8 cm
= (6 m x 3 m ÷ 2) x 5 m
= 80 cm3
= 9 m2 x 5 m
= 45 m3

96 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2006 Nelson
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CHAPTER 11

4 Solve Problems by Making a Model

Goal Make models to solve problems.

You will need centimetre cubes. At-Home Help

1. Jared is building rectangular prisms with Sometimes making a model is a
good way to solve a problem.
12 centimetre cubes.
For example: A rectangular prism
a) Which prism has the least surface area? has a volume of 24 cm3 and a
Suggested answer: surface area of 56 cm2. What are
the dimensions of the prism?
Understand the Problem
You can use centimetre cubes to
I need to determine the dimensions of the rectangular
make a model. Experiment with
prism with the least surface area. different prisms to find the one
Make a Plan that has a surface area of 56 cm2.
I’ll model the prism using 12 centimetre cubes. The prism that is 6 cm long, 2 cm
I’ll make rectangular prisms with the cubes and wide, and 2 cm high has a volume of
calculate the surface area of each one. 24 cm3 and a surface area of 56 cm2.
I’ll record my results in a chart.
Carry Out the Plan

Prism Surface area

surface area = 50 cm2

surface area = 40 cm2

surface area = 38 cm2

surface area = 32 cm2

The prism that is 3 cm long, 2 cm wide, and 2 cm high has the least surface area.
The surface area of this prism is 32 cm2.
b) What is the volume of the prism in part a)?
Suggested answer: volume of prism = length x width x height
= 3 cm x 2 cm x 2 cm
= 12 cm3

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CHAPTER 11

5 Creating Isometric Sketches

Goal Sketch a polyhedron built from cubes.

You will need linking cubes. At-Home Help

a) c) An isometric drawing is a three-
dimensional view of an object that
can be drawn on isometric dot
paper. All equal lengths on the
cubes are equal on the grid.
For example, the vertices of this
cube are placed on the dots.
b) d)

1. Build the cube structures shown. Sketch each structure on isometric dot paper.
a) c)

b) d)

2. a) Build a structure using

up to 10 linking cubes.

b) Sketch your structure on

isometric dot paper.
Suggested answer:

98 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2006 Nelson
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CHAPTER 11

6 Creating Cube Structures

from Sketches
Goal Create cube structures based on an isometric sketch.

You will need linking cubes. At-Home Help

It is possible to build cube structures
based on isometric drawings.
For example, the isometric drawings
below represent a cube structure.

1. a) Build a cube structure based on the isometric

drawing. How many cubes did you use? Two cube structures that match the
7 drawing would be
cubes

b) Sketch at least two views of your cube structure so

someone else could build it exactly as you did.
Suggested answer:

In order to know exactly how many

cubes to use, you need more than
one drawing to show what the cube
structure looks like.

2. a) Build another cube structure using more cubes than you used in Question 1.

How many cubes did you use? 8 cubes

b) Sketch at least two views of your cube structure so someone else could build it
exactly as you did.
Suggested answer:

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CHAPTER 11

7 Different Views of a Cube Structure

Goal Draw top, front, and side views of a cube structure.

1. Sketch the top, front, right, and left views of this At-Home Help
cube structure. Cube structures can be represented
accurately if their top, front, and
side views are shown.

For example, the cube structure

above can be represented by top,
front, and side views.
change in depth

top view front view right view left view

top view front view right view left view

2. a) Sketch the top, front, right, and left views of this

cube structure.

top view front view right view left view

b) Why is it important to include both side views?

Suggested answer: The right view shows changes in depth, which means there are steps.
If you don’t draw the left view, you might think that there are steps on that side too.
The structure does not have any changes in depth on the left view. So the left view looks
different from the right view.

100 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2006 Nelson
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CHAPTER 11

8 Creating Cube Structures

from Different Views
Goal Make cube structures when given their top, front, and side views.

You will need linking cubes. At-Home Help

A cube structure can be constructed
when its top, front, and side views
are given.

top view front view right view left view

For example, if you are given these
views, you can build the appropriate
1. a) Make three different cube structures that match cube structure.

the top view. Suggested answer:

top view front view right view left view

b) Make three different cube structures that match

the right view. Do any of your cube structures
match both the top and right views?
Suggested answer:

None of my cube structures for part b) has a top view that matches.

c) Make several different cube structures that match the front view. Do any of your
cube structures match all four views?
Suggested answer:

Yes, my first structure in part c) matches all four views.

Copyright © 2006 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 101
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CHAPTER 11

Test Yourself Page 1

Circle the correct answer.

Use the polygons below to answer Questions 1 and 2.

1. Which combination of shapes would make a pyramid?

A. 3 triangles, 1 square C. 5 triangles, 1 hexagon

B. 4 triangles, 1 rectangle D. 6 triangles, 1 hexagon

2. Which combination of shapes would not make a prism?

A. 2 hexagons, 3 rectangles, 3 squares C. 2 triangles, 3 rectangles

B. 2 hexagons, 6 rectangles D. 2 triangles, 3 squares

Use the prism below to answer Questions 3 and 4.

4 cm 5 cm

6 cm

3. What is the surface area of the rectangular prism?

A. 74 cm2 B. 120 cm2 C. 148 cm2 D. 240 cm2

4. What is the volume of the rectangular prism?

A. 74 cm3 B. 120 cm3 C. 148 cm3 D. 240 cm3

102 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2006 Nelson
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CHAPTER 11

Test Yourself Page 2

Use the prism below to answer Questions 5 and 6.

20 cm

12 cm 16 cm 9 cm

5. What is the surface area of the triangular prism?

A. 624 cm2 B. 424 cm2 C. 570 cm2 D. 1040 cm2

6. What is the volume of the triangular prism?

A. 960 cm3 B. 2800 cm3 C. 864 cm3 D. 2240 cm3

7. All of the cube structures below are made with seven cubes. Which ones are the same?

a c e

b d f

A. a, d B. b, c C. b, e D. a, f

8. Which top, front, and side views match cube structure c in Question 7?

A. C.

top view front view side view

top view front view side view

B. D.

top view front view side view

top view front view side view

Copyright © 2006 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 103
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CHAPTER 12

1 Comparing and Ordering Fractions

Goal Compare and order fractions on number lines.

1. Compare. Write >, <, or . At-Home Help

1 To compare fractions, use a
0 1 11 2 21 3
2 2 2 number line to mark the positions
of the fractions.
The order of the fractions can
be read from the number line.
4
a)  >
2
 d) 1
1
< 1
4 For example, to order 34, 38,
3 3 3 6
and 23, use a number line.
2 4 3 1
b)  =  e) 1 < 2 3 2 3
5 10 4 2 8 3 4

7 3 1 1 0 1
c)  >  f) 2 > 2
4 8 5 10

2. Order each set of numbers from least to greatest. The order from least to greatest
is 38, 23, and 34.
Use a number line.
3 1 3 5
a) , 1, , 
8 4 4 8
3 5 3 11
0 1 2 3 5 3 1
8 8 4 4 , , , 1
8 8 4 4

1 2 8 3
b) 2, 1, , 1
3 3 3 6
13 12 21 8
3 2 1 8
1 6 3 2 3 3 3 1, 1, 2, 
6 3 3 3

4 1 2 7 5
c) , 1, , , 1
4 8 4 4 8
2 11 15 7
0 1 8 2 2 4 1 5 7
4 8 4 , , 1, 1, 
4 4 8 8 4
4
4

5 2 1 1 6
d) , , , 1, 
6 3 6 3 3
1 2 5 11
0 1 2 1 2 5 1 6
6 3 6 3  ,  , , 1  , 
6 3 6 3 3
6
3

104 Answers Chapter 12: Fractions, Decimals, Ratios, and Percents Copyright © 2006 Nelson
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CHAPTER 12
Comparing Fractions with
2 Unlike Denominators

Goal Compare fractions when the denominators are different.

1. Compare. Write >, <, or . At-Home Help

1 4 3 2 To compare fractions with unlike
a)  <  d)  > 
3 5 4 3 denominators, draw a number line
2 1 6 on grid paper.
b)  <  e)  = 3
5 2 10 5
Choose a whole that you can easily
3 1 1
c)  >  f) 1 > 5 divide by each denominator.
8 3 2 8
For example, to compare 34, 23,
2. Which amount is greater? Tell how you know. and 32, choose a whole with
1 3 12 sections.
a)  or  of a bag of popcorn
3 8
Then mark the fractions on the
3
 number line.
8
2 3
Suggested answer: 3 2
I used grid paper to draw a number line. I chose 0 1 2
a whole with 24 sections.
3 1
 is past 3 on the number line. 3
8
4
2 2
b)  or  of a container of juice The order from least to greatest
5 3
is 23, 34, and 32.
2

3
Suggested answer:
The numerators are the same, so the fraction with
the lower denominator is greater.

5 1
c)  or  of a length of string
7 2
5

7
Suggested answer:
I used grid paper to draw a number line. I chose a
whole with 14 sections.
5 1
 is past  on the number line.
7 2

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CHAPTER 12

3 Fraction and Decimal Equivalents

Goal Relate fractions to decimals and determine equivalents.

1. Write an equivalent fraction for each decimal. At-Home Help

34 To write a fraction as a decimal,

a) 0.34  100 find an equivalent fraction with a
denominator of 10, 100, or 1000.
6 Then use place value to write the

b) 0.6  10 decimal equivalent.

7 For example:

c) 0.07  100 2 4
  
5 10
3
1  4 tenths
d) 1.3  10  0.4
37 To write a decimal as a fraction,
2
e) 2.37  100 use place value.

4 For example:
3
f) 3.04  100 2.1  2 ones 1 tenth
1
 2 
10
4
2. Explain how to write  as a decimal.
5
Suggested answer:
I could divide a rectangle into 10 equal sections.

4
If I shade 4 rows, that represents .
5
4
 of the rectangle is 8 sections.
5
4
So  is the same as 0.8.
5

106 Answers Chapter 12: Fractions, Decimals, Ratios, and Percents Copyright © 2006 Nelson
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CHAPTER 12

4 Ratios

Goal Identify and model ratios to describe situations.

1. Write the ratio of grey items to white items. At-Home Help

a) 5 : 6 A ratio is a comparison of two
numbers or quantities measured
in the same units.
If you mix juice using 1 can of
concentrate and 3 cans of water,
the ratio of concentrate
to water is 1 : 3, or
1 to 3.

b) 2 : 5

c) 8 : 3 d) 0 : 6

2. Write the ratio of white to grey for each situation in Question 1.

a) 6 : 5 b) 5 : 2 c) 3 : 8 d) 6 : 0

3. a) What is the ratio of oats to raisins?

3:2
3 parts oats
b) What is the ratio of coconut to oats? 1 part coconut
1:3
2 parts raisins

c) What is the ratio of raisins to coconut?

2:1

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CHAPTER 12

5 Equivalent Ratios
Goal Determine equivalent ratios and use them to solve problems.

1. Determine the missing number to make an At-Home Help

equivalent ratio. Equivalent ratios are two or
more ratios that represent the
a) 5 to 8  10 to 16
same comparison.

b) 12 : 100  3 : 25

1:3 2:6 3:9

c) 21 to 33  7 to 11

d) 18 : 6  9 :3

e) 75 : 24  25 : 8

f) 24 to 60  2 to 5

2. Kenton makes salsa by mixing tomatoes and peppers in a ratio of 5 to 2.

a) Write ratios equivalent to 5 : 2 in the ratio table.

Tomatoes 5 10 15 20 25 30
Peppers 2 4 6 8 10 12

b) If Kenton has 40 tomatoes, how many peppers does he need?

5 : 2 = 40 : 16
16 peppers

c) If Kenton has 20 peppers, how many tomatoes does he need?

5 : 2 = 50 : 20
50 tomatoes

3. Stacy makes one batch of muffins using muffin mix and water in a ratio of 3 : 1. She
needs to make 4 batches for school. How many cups of muffin mix will she need?
3 : 1 = 12 : 4
12 cups of muffin mix

108 Answers Chapter 12: Fractions, Decimals, Ratios, and Percents Copyright © 2006 Nelson
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CHAPTER 12

6 Percents as Special Ratios

Goal Understand the meaning of percent.

1. Write each as a ratio, a fraction, and a percent. At-Home Help

a) 10 to 25 c) 13 out of 20 A percent is a part-to-whole ratio
that compares a number or an
10 : 25 13 : 20 amount to 100.
10 40 13 65
 =   = 
25 100 20 100 25%  25 : 100
= 40% = 65% 25
 
100
b) 0.07 d) 0.18 Percents are written with a percent
sign (%). The percent sign is like
7 : 100 18 : 100 writing “of each 100.” 25% is read
7 18
 = 7%  = 18% “25 percent” and means “25 of
100 100 each 100.”

2. Write each ratio as an equivalent fraction with 100% means the whole.
a denominator of 100, a decimal, and a percent.
9 33
a)  = 45 b)  = 66 c) 2 out of 5 d) 8 out of 25
20 100 50 100
= 0.45 = 0.66 2 40 8 32
 =   = 
= 45% = 66% 5 100 25 100
= 0.40 = 0.32
= 40% = 32%

3. A survey at Jennifer’s school showed that 19 out of 25 students chose

pizza as their favourite lunch food.

a) What percent of students chose pizza?

19 out of 25 = 19 : 25
19
= 
25
76
= 
100
= 76%
b) What percent of students did not choose pizza?
Suggested answer: Out of 25 students, 25 – 19 = 6 students did not choose pizza.
6 out of 25 = 6 : 25
6
= 
25
24
= 
100
= 24%
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CHAPTER 12

7 Relating Percents to Decimals

and Fractions
Goal Compare and order percents, fractions, and decimals.

1. Write each number as a percent. Order the At-Home Help

numbers from least to greatest. To compare fractions, decimals,
7 8 and percents, write all numbers
a) 0.6, , 0.07, 
10 20 in the same form.
6 7 70 7 8 40 1
0.6 =   =  0.07 =   =  For example, to compare , 0.11,
4
10 10 100 100 20 100 1
, and 30%, write each number as
60 = 70% = 7% = 40% 5
=  a percent.
100
= 60% 1 25 11 1 20
   0.11     
4 100 100 5 100
8 7  25%  11%  20%
Order is 7%, 40%, 60%, 70% or 0.07, , 0.6, .
20 10
The order from least to greatest is
4 16 11%, 20%, 25%, 30% or
b) , 0.12, , 0.85
5 25 1 1
0.11, , , 30%.
5 4
4 80 12 16 64 85
 =  0.12 =   =  0.85 = 
5 100 100 25 100 100
= 80% = 12% = 64% = 85%
16 4
Order is 12%, 64%, 80%, 85% or 0.12, , , 0.85.
25 5

2. An art show has paintings, sculptures, and sketches. Thirty-five percent

of the items are paintings and 0.13 of the items are sketches. What fraction
of the items are sculptures?
Suggested answer:
35% paintings
13
0.13 = 
100
= 13% sketches
Percent of sculptures = 100% – (35% + 13%)
= 100% – 48%
= 52%
52
52% = 
100
13
= 
25
13
The fraction of items that are sculptures is .
25

110 Answers Chapter 12: Fractions, Decimals, Ratios, and Percents Copyright © 2006 Nelson
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CHAPTER 12

8 Estimating and Calculating Percents

Goal Estimate and calculate percents.

1. Estimate the percent of each number. At-Home Help

Show your work. To estimate the percent of a
number, use benchmarks such
a) 40% of 180
as 10%, 25%, 50%, and 75%.
Suggested answer: 1
10% is the same as .
50% of 180 is half of 180, or 90. 10
1
So 40% of 180 is a little less than 90 or about 75. 25% is the same as .
4
1
50% is the same as .
2
3
b) 30% of 90 75% is the same as .
4
Suggested answer: 100% is the same as 1 whole.
10% of 90 is 9. For example, to estimate 25% of
30% of 90 is 9 x 3 = 27. 500 km, use a number line.

0% 25% 50% 75% 100%

c) 50% of 412 0 about 250 500

100
Suggested answer:
50% of 500 km is half of 500
50% of 412 is half of 412, or about 200.
or 250 km.
So 25% is half of 250 km or
about 100 km.

d) 75% of 208
Suggested answer:
50% of 208 is half of 208, or about 100.
25% of 208 is about half of 100, or 50.
So 75% of 208 is about 100 + 50 = 150.

2. A store has a sign saying, “15% off all jackets.” Kenny wants to buy a leather
jacket that has a regular price of $360. About how much will Kenny save?
Suggested answer:
1
25% of $360 is  of $360, or $90.
4
15% is about halfway between 0 and 25% but closer to 25%. So 15% of $360 is about half
of 90, or about $50.
So Kenny will save about $50.

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CHAPTER 12

9 Unit Rates
Goal Represent relationships using unit rates.

1. Calculate the unit rate for each item. At-Home Help

a) 5 guitar picks for $1.00 A unit rate is a comparison of two
quantities where the second one is
Suggested answer: 20¢/pick described as one unit.
For example, a unit rate might be
30 km in 1 h or 4 tomatoes for $1.00.
Rates often have words like “per”
or “for” in them. A slash (/) is
b) 2 CDs for $15.00 sometimes used instead.
Suggested answer: For example, you read 100 km/h
2 : 15 = 1 : as “100 km per hour.”
= 7.5
$7.50/CD

c) 8 mini-muffins for $2.40 d) 3 tickets for $3.00

Suggested answer: 30¢/muffin Suggested answer:
3:3=1:
=1
$1.00/ticket

2. a) What is the price of one scoop of each type of ice cream?

Ice cream
Suggested answer:
Vanilla
(vanilla) 3 : 150¢ = 1 : (mango) 4 : 4 = 1 : 3 scoops for $1.50
= 50 =1
Chocolate
50¢/scoop $1.00/scoop 2 scoops for $1.40
Mango
(chocolate) 2 : 140¢ = 1 : (strawberry) 4 : 360¢ = 1 : 4 scoops for $4.00
= 70 = 90 Strawberry
70¢/scoop 90¢/scoop 4 scoops for $3.60

b) Which ice cream is the least expensive?

vanilla

c) Which ice cream is the most expensive?

mango

112 Answers Chapter 12: Fractions, Decimals, Ratios, and Percents Copyright © 2006 Nelson
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CHAPTER 12

10 Solving Problems Using Guess and Test

Goal Use a guess and test strategy to solve problems.

The ratio of flowers to herbs in Babak’s garden is 6 : 2. At-Home Help

He started with 80 plants. He wants to increase the Sometimes using a guess and
number of herbs in his garden so that 40% of his plants test strategy is a good way to
are herbs. How many more herb plants must he get? solve a problem.

Suggested answer: Use a chart to help you organize

the information you are given and
Understand the Problem what you want to calculate.
Babak started with 80 plants that made 100% of his garden. Remember to check if your answer
If Babak had 8 plants, 6 of them would be flowers and 2 is reasonable after guessing.
would be herbs.
0% 25% 50% 75% 100%

0 20 40 60 80

Make a Plan
I’ll set up a chart and use a guess and test strategy to determine how many
more herb plants Babak needs.
Carry Out the Plan

Number Number Total number of

Guess of flowers of herbs flowers and herbs Percent of herbs
20 1
start with 60 20 80  =  = 25%
80 4
30 1
add 10 herbs 60 30 90  = 
90 3
or about 30%
40
add 20 herbs 60 40 100  = 40%
100

Look Back
Babak will need 20 more herb plants to make his garden have 40% herbs.
I’ll check if my answer is correct. Babak started with 80 plants.
If he adds 20 plants, then he will have 80 + 20 = 100 plants altogether.
40% of 100 is 40. So he should have 60 flowers and 40 herbs.
He started out with 20 herbs. So 20 more herb plants will give 40 herb plants.

Copyright © 2006 Nelson Answers Chapter 12: Fractions, Decimals, Ratios, and Percents 113
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CHAPTER 12

Test Yourself Page 1

Circle the correct answer.

1. Which fraction is greatest?

4 2 3 3
, , , 
5 3 4 8
4 2 3 3
A.  B.  C.  D. 
5 3 4 8

2. What is the correct order of these fractions from least to greatest?

2 1 1 7 2
, , 1, , 
3 6 5 8 5
2 2 1 7 1 1 2 2 7 1
A. , , , , 1 C. , , , , 1
5 3 6 8 5 6 3 5 8 5
1 2 2 7 1 2 2 1 7 1
B. , , , , 1 D. , , , , 1
6 5 3 8 5 3 5 6 8 5

3. What is 1.03 as a fraction?

13 3 3 103
A.  B. 1 C. 1 D. 
100 10 100 1000

4. What is the ratio of white counters to grey counters?

A. 4 : 3 C. 4 : 7

B. 3 : 7 D. 3 : 4

5. Which ratios are equivalent to 6 out of 15?

i) 2 : 5 ii) 3 out of 10 iii) 4 out of 10 iv) 10 : 25 v) 20 : 45

A. i, ii, iii B. ii, iv, v C. i, iii, iv D. ii, iii, iv

6. What is the correct order of these numbers from least to greatest?

8 2
, 0.14, 30%, , 8%, 0.09
25 5
8 2 2 8
A. 8%, 0.09, 0.14, 30%, ,  C. 0.09, , 0.14, , 8%, 30%
25 5 5 25

2 8 2 8
B. 0.09, 0.14, , , 8%, 30% D. 8%, 0.09, , 0.14, , 30%
5 25 5 25

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CHAPTER 12

Test Yourself Page 2

7. What is 0.3 as a ratio, a fraction, and a percent?

3
A. 3 : 100, , 30%
100
3
B. 3 : 10, , 30%
10
3
C. 3 : 10, , 3%
10
3
D. 3 : 10, , 3%
100
12
8. What is  as an equivalent fraction with a denominator of 100, a decimal,
25
and a percent?
12
A. , 0.12, 12%
100
40
B. , 0.4, 40%
100
48
C. , 0.48, 48%
100
16
D. , 0.16, 16%
100
9. What is the best estimate for 25% of 212?

A. about 30 B. about 40 C. about 50 D. about 60

10. Which type of muffin is the least expensive?

Muffins
A. cinnamon raisin
Blueberry bran . . . . . 5 for $3.50
B. maple pecan Cranberry orange . . . 6 for $3.60
Crunchy oat . . . . . . . 8 for $3.20
C. cranberry orange
Maple pecan . . . . . . 3 for $2.70
D. crunchy oat Cinnamon raisin . . . . 5 for $2.50

11. A brand of light cheese says “20% less fat” on the label.
The regular version of the cheese has 85 g of fat. About
how many fewer grams of fat are in the light cheese?

A. about 10 g B. about 20 g C. about 30 g D. about 40 g

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CHAPTER 13

1 Conducting Probability Experiments

Goal Compare probabilities in two experiments.

Game 1 Game 2 At-Home Help

1. Place a shuffled deck 1. Place a shuffled deck Probability refers to the likelihood
of cards face down. of cards face down. that an event will happen.
2. Turn over the top card. 2. Turn over the top card. For example, if you flip a coin, there
3. If the card is an ace, 3. If the card is a red card are two possible outcomes. You
you get 4 points. (heart or diamond), you can get either heads or tails.
get 2 points. The probability of getting heads is
A player wins if he or she
the same as the probability of
has at least 10 points A player wins if she or he getting tails.
after 4 turns. has at least 6 points after
4 turns.

1. Predict which game you are more likely to win. Justify your prediction.
Suggested answer: I think I’m more likely to get a red card than an ace. There are only 4 aces
in the deck, but there are 26 red cards. I think I’m more likely to win Game 2.

2. Tammy played both games three times.

Which game are you more likely to win? Use probability language to explain why.

Game 1 Points Game 2 Points

Turn number 1 2 3 4 Turn number 1 2 3 4

Ace?    ✓ 4 Red card? ✓ ✓  ✓ 6
Turn number 1 2 3 4 Turn number 1 2 3 4
Ace?   ✓  4 Red card?  ✓ ✓ ✓ 6
Turn number 1 2 3 4 Turn number 1 2 3 4
Ace?     0 Red card? ✓  ✓ ✓ 6

Suggested answer: You’re more likely to win Game 2. Tammy won Game 2 three times but lost
Game 1 every time. For Tammy to win Game 1, she would have to turn over 3 aces. Since there
are only 4 aces in the deck of 52, getting 3 of them would be very unlikely.
For Tammy to win Game 2, she would have to turn over 3 red cards. Since there are 26 red
cards in the deck of 52, it is more likely that Tammy can flip 3 of them to win.

116 Answers Chapter 13: Probability Copyright © 2006 Nelson

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CHAPTER 13

2 Using Percents to Describe Probabilities

Goal Conduct experiments and use percent to describe probabilities.

1. Siegfried rolled a die 20 times. At-Home Help

Roll 1 2 3 4 5 6 7 8 9 10 Probabilities can be written
as percents.
Number
2 3 1 4 2 6 3 5 2 1 For example, if you rolled a die
on die
10 times and got a 4 three times,
Roll 11 12 13 14 15 16 17 18 19 20
the probability of rolling a 4 would
Number 3
5 3 1 2 6 4 1 3 2 4 be 3 out of 10, or .
on die 10
3
To express  as a percent, find an
10
Record the probability of each event as a percent. equivalent fraction.
3 30
a) rolling a 1 c) rolling an odd number   
10 100
4 20 10 50  30%
 =   = 
20 100 20 100
= 20% = 50%
b) rolling a multiple of 3 d) rolling a 7
6 30 0 0
 =   = 
20 100 20 100
= 30% = 0%
2. The probability of winning a game is 40%. Predict how many times you expect
to win in each situation.

a) if you play 10 times b) if you play 25 times c) if you play 50 times

40 4 40 10 40 20
 =   =   = 
100 10 100 25 100 50
4 times 10 times 20 times
3. a) Roll a die 25 times and record each roll.
Suggested answer:
Roll 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Number
on die 2 1 3 4 2 5 1 6 3 2 1 3 4 5 2 1 6 4 2 3 5 4 1 6 2

b) Record each probability as a percent.

i) rolling an even number ii) rolling a number iii) rolling a number less
less than 5 than 10
13 52 19 76 25 100
 =   =   = 
25 100 25 100 25 100
= 52% = 76% = 100%

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CHAPTER 13

3 Solving a Problem by
Conducting an Experiment
Goal Use an experiment as a problem solving strategy.

Jessica and her brother use a die to decide who will At-Home Help
help with dinner each night. An even number means To determine the probability in a
it is Jessica’s turn. An odd number means it is her problem, conduct an experiment.
brother’s turn. Conduct an experiment to determine All of the events in the experiment
the probability that Jessica will help with dinner more should be random. A result is
than 3 times in the next week. random if what happens is based
on chance. Something that is not
Suggested answer: random has to happen a certain way.

Understand the Problem For example, the day after Tuesday

I need to calculate the fraction of the days that Jessica will is always Wednesday. That is not
random. If you put the names of the
help with dinner in a week.
days of the week in a bag and pick
Make a Plan one name, the result is random.
I’ll conduct an experiment. I’ll roll a die 7 times. Each roll Remember to conduct many
represents a day of the week. I’ll record the results of experiments before determining
each roll in a chart. the probability in the problem.

I’ll do the experiment 20 times and see what fraction of the

days Jessica will help with dinner. If I get more than 3 even numbers in an experiment,
Jessica will help with dinner more than 3 times that week.
Carry Out the Plan
These are my results.
Experiment 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Roll 1 2 6 1 6 3 4 3 5 3 2 4 4 5 1 2 6 2 1 2 5
Roll 2 1 5 1 2 1 2 1 3 2 3 3 2 4 2 4 2 1 3 4 3
Roll 3 3 2 4 1 2 3 5 2 1 1 1 3 2 3 1 3 1 2 3 4
Roll 4 5 4 3 3 1 1 6 1 1 5 3 1 1 1 3 5 3 4 3 2
Roll 5 4 2 2 1 5 2 2 4 6 5 6 4 3 5 4 3 5 3 5 3
Roll 6 6 3 2 2 5 6 3 3 4 4 5 6 4 6 5 4 6 5 6 2
Roll 7 1 1 5 4 4 5 4 1 2 1 1 5 2 1 6 1 2 1 2 4
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

I got more than 3 even numbers in 9 of the 20 experiments. So the probability of Jessica helping
9 45
with dinner more than 3 times in a week is . That is equivalent to  or 45%.
20 100
Look Back
There are 3 even numbers and 3 odd numbers on a die. So if I roll a die, there is a 3 in 6 chance
of getting an even number. If I roll a die 7 times, I expect to get an even number either 3 or 4 times.
My result of 45% looks reasonable
118 Answers Chapter 13: Probability Copyright © 2006 Nelson
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CHAPTER 13

4 Theoretical Probability
Goal Create a list of all possible outcomes to determine a probability.

1. If you shuffle a deck of cards, what is the theoretical At-Home Help

probability of each event? Theoretical probability is the
probability you would expect when
a) picking an ace c) picking a face card
you analyze all of the different
4 1 12 3
 or   or  possible outcomes.
52 13 52 13
For example, the theoretical
b) picking a spade probability of flipping a head on a coin
1
13 1 is , since there are 2 equally likely
 or  2
52 4 outcomes and only 1 is favourable.
Experimental probability is the
probability that actually happens
2. If you roll a die two times, what is the theoretical when you do the experiment.
probability of each event?
5 2 1
a) sum of 6  c) difference of 5  or 
36 36 18
Roll 1 Roll 1
1 2 3 4 5 6 1 2 3 4 5 6
Roll 2 1 2 3 4 5 6 7 Roll 2 1 0 1 2 3 4 5
2 3 4 5 6 7 8 2 1 0 1 2 3 4
3 4 5 6 7 8 9 3 2 1 0 1 2 3
4 5 6 7 8 9 10 4 3 2 1 0 1 2
5 6 7 8 9 10 11 5 4 3 2 1 0 1
6 7 8 9 10 11 12 6 5 4 3 2 1 0

b) sum of 10 3 1 d) difference of 2 8 2
 or   or 
36 12 36 9

1 2
Spin 1
3. Imagine spinning this spinner twice. 4 3 1 2 3 4
a) What is the theoretical probability Spin 2 1 2 3 4 5
that the sum of the two spins is 10 5 2 3 4 5 6
 or 
greater than 4? 16 8 3 4 5 6 7
b) What is the theoretical probability 4 5 6 7 8
8 1
 or 
that the sum is an odd number? 16 2

Copyright © 2006 Nelson Answers Chapter 13: Probability 119

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CHAPTER 13

5 Tree Diagrams
Goal Use a tree diagram to determine a theoretical probability.

1. a) Use a tree diagram to list At-Home Help

2 3
the possible outcomes if A tree diagram is a way to record
this spinner is spun twice. 4 and count all combinations of events,
using lines to form branches.
Spin 1 Spin 2
2 For example, the tree diagram
2 3 below shows all the possible
4 outcomes if you flip a coin twice.
2
3 3 1st flip 2nd flip Outcome
4
H HH
2
4 3 H
4 T HT

b) Determine the theoretical probability H TH

that the difference of the numbers is 0. T
T TT
Tree diagram for parts b) and c):
Spin 1 Spin 2 Difference Product
2 0 4
2 3 1 6
4 2 8
2 1 6
3 1
3 3 0 9  or 
4 1 12 9 3
2 2 8
4 3 1 12
4 0 16

c) Determine the theoretical probability that the product of the numbers

is greater than 6.
6 2
 or 
9 3

2. Nathan and Jay are playing a game with the spinner in Question 1.
Nathan wins if his two spins give a sum greater than 5. Otherwise,
Jay wins. Use a tree diagram to explain if this game is fair. Spin 1 Spin 2 Sum
2 4
Suggested answer: The theoretical probability of getting a sum 2 3 5
6 2 4 6
greater than 5 is  or . A game is fair if each player has an
9 3 2 5
equal chance of winning. If there are two players, each player 3 3 6
should have a 50% chance of winning. In this game, Nathan is 4 7
2 6
more likely to get a sum greater than 5. So the game is not fair. 4 3 7
4 8

120 Answers Chapter 13: Probability Copyright © 2006 Nelson

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CHAPTER 13

6 Comparing Theoretical and

Experimental Probability
Compare the theoretical probability of an event with the results
Goal of an experiment.

1. Two green marbles, two blue marbles, and one At-Home Help
yellow marble are placed in a bag. The marbles To determine the theoretical
are mixed up and two marbles are picked, one probability of an event, you
at a time, without looking. can use a tree diagram to list
all possible outcomes.
a) What is the theoretical probability of picking
To determine the experimental
a green marble and then a yellow one? probability of that event, conduct
Use a tree diagram. an experiment.
Tree diagram for parts a) and b): Before comparing theoretical and
1st marble 2nd marble Experimental experimental probabilities, make
results sure the experiment was conducted
G2 1 many times.
G1 B1 2 Usually experimental probabilities
B2 2
are not the same as theoretical
Y 1
probabilities. If you do a great
G1 3
B1 1 enough number of experiments,
G2
B2 the experimental probability will
Y be the same as or very close to
G1 1 the theoretical one.
B1 G2 1
B2
Y 1
G1 1
B2 G2 1
B1 1
Y
G1 1
Y G2
B1 2
B2 1
2 1
 or 
20 10
b) Conduct an experiment 20 times. What is your experimental probability for this
event? Record your results beside your tree diagram in part a).
1
Suggested answer: 
20

c) Why might the experimental probability be different from the theoretical probability?
Suggested answer: The experimental probability was different because I only did
the experiment 20 times. Also, I might not have mixed up the marbles well enough
between experiments.

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CHAPTER 13

Test Yourself Page 1

Circle the correct answer.

Use the chart to answer Questions 1 and 2.
Nazir’s Rolls of a Die
First 5 rolls 2 1 6 3 5

Next 5 rolls 1 1 4 2 5

Next 5 rolls 3 2 4 5 1

1. What is the probability of Nazir rolling an even number in the first 10 rolls?
3 4 7 3
A.  B.  C.  D. 
10 10 10 5
2. What is the probability of Nazir rolling a number greater than 4 in all 15 rolls?
4 1 7 11
A.  B.  C.  D. 
15 3 15 15
3. What is the theoretical probability
of spinning blue on this spinner? red blue

1 2 yellow green
A.  C. 
6 3
blue purple
2 1
B.  D. 
6 2
4. Renata spun the spinner in Question 3 10 times. What is the probability of
Renata spinning blue?

Spin number 1 2 3 4 5 6 7 8 9 10

Colour blue yellow green red green green purple blue blue red

A. 10% B. 20% C. 30% D. 40%

5. What is the theoretical probability of flipping a coin three times and getting heads
all three times?
1 1 3 1
A.  B.  C.  D. 
8 4 8 2
6. What is the theoretical probability of picking an ace from a shuffled deck of cards?
1 4 1 3
A.  B.  C.  D. 
52 52 2 4

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CHAPTER 13

Test Yourself Page 2

7. One red counter, one blue counter, one green counter, and one yellow counter are
placed in a bag. The counters are mixed up and two counters are picked, one at a
time, without looking. Each time a counter is picked, it is not replaced in the bag.
Which tree diagram represents all possible outcomes?

A. 1st counter 2nd counter C. 1st counter 2nd counter

R B
R
B G
R
G
Y R
B
Y
R
B B
B G
G Y
Y
R
Y
R B
G B
G
Y
R
Y B
G
Y

B. 1st counter 2nd counter D. 1st counter 2nd counter

R B
R B R G
G Y

B R
B R B G
G Y

G R
G R G B
B Y

Y R
Y R Y B
B G

8. What is the theoretical probability of picking a green counter and a yellow counter
(in any order) for the situation in Question 7?
1 2 1 1
A.  B.  C.  D. 
12 12 4 3

Copyright © 2006 Nelson Answers Chapter 13: Probability 123

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CHAPTER 14

1 Describing Rotations
Perform and describe the rotation of a shape around a centre that
Goal is on the shape.

You will need a ruler and a protractor. At-Home Help

1. Describe the rotation of this shape. A rotation is a turn of a shape. A
rotation is described by the centre
of rotation, the angle of rotation,
and the direction of the turn.
The centre of rotation is the point
that a shape rotates around. Each
Suggested answer: The black dot on the letter “F” is the point in the shape must stay an equal
distance from the centre of rotation.
centre of rotation. The letter was rotated 90° CCW
about the centre of rotation. The angle of rotation is how much
the shape moved about the centre
2. a) Describe how to rotate the letter so that it ends of rotation. The direction of rotation
up in the same position. can be described as clockwise (CW)
or counterclockwise (CCW).
For example, the shape below is
rotated 90° CW about vertex A.

Suggested answer: I choose the centre of rotation

to be at one vertex. If I do two rotations of 180° A
about the centre of rotation, it will look the same 90°
as it was to start with.

b) Describe a rotation that will change how the

letter looks. Sketch the rotation.
Suggested answer: If I choose the same
centre of rotation and I rotate the letter 90°
90° CCW about the centre of rotation,
the letter will be in a different position.

3. Rotate the letter 90° CW several times. What do you notice about the results?

Suggested answer:
I get the same results as the original letter.

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CHAPTER 14

2 Performing and Measuring Rotations

Goal Perform and describe rotations of shapes about centres not on the shape.

You will need a ruler, scissors, and a protractor. At-Home Help

1. Describe each rotation. Include the centre of Shapes can be rotated about centres
that are not on the shape itself.
rotation, angle, and direction.
For example, this triangle is rotated
a) 90° CCW about point P. Point P is
the centre of rotation and is outside
the triangle.

A 90° CCW

Suggested answer: P
The rotation is 90° CW about point A.

b)
B

Suggested answer:
The rotation is 180° CCW about point B.

2. Trace the hexagon and cut it out. Rotate the hexagon 90° CW about point X.
Sketch the final position.

90°
X

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CHAPTER 14

3 Rotational Symmetry
Goal Determine whether and how a shape can be turned to fit on itself.

1. a) Predict the order of rotational symmetry At-Home Help

for this shape. Rotational symmetry exists when
a shape can fit on itself exactly more
than once in one complete rotation.
For example, a square can fit on
itself four times during one
complete rotation.

Suggested answer: I predict that when I rotate the

star around its centre, I’ll get the same shape five
different ways. Order of rotational symmetry is
the number of times a shape will
fit on itself exactly during one
complete rotation.
A shape that can fit on itself only
b) Trace and cut out the shape. Determine the once during one complete rotation
order of rotational symmetry. has no rotational symmetry, but we
say that it has an order of rotational
5 symmetry of 1.
A square has an order of rotational
2. Name each shape.
symmetry of 4.
List its order of rotational symmetry.

trapezoid: 1 pentagon: 5 square: 4

equilateral triangle: 3
parallelogram: 1

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CHAPTER 14

4 Communicate Using Diagrams

Goal Use clear, labelled diagrams to communicate.

You will need a ruler and a protractor. At-Home Help

1. a) Melanie said that if you reflect shape K in A clear, labelled diagram can be
used to communicate information.
the line of reflection A, then in the line of
reflection B, then in the line of reflection A, If you are showing a rotation,
mark the centre of rotation, the
then in the line of reflection B, you get the
angle of rotation, and the direction
same shape you started with. Draw a diagram of rotation.
to check Melanie’s prediction. Use the
Use the Communication Checklist.
Communication Checklist.
Suggested answer: My diagram shows that Communication Checklist
Melanie’s prediction is true. ✓ Is your diagram easy to
understand?
A ✓ Did you include measurements for
all important sides and angles?
✓ Did you use a general enough
example or use many examples?
✓ Did you give enough information?
K
B

b) What other transformations could you perform on shape K to get the same shape
you started with? Draw a diagram to show your transformation(s).
Suggested answer: Rotate K 180° CW and again 180° CW.
A

K
180° B

centre of rotation

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CHAPTER 14

5 Exploring Transformation Patterns

with Technology
Goal Relate number patterns to translation, rotation, and reflection patterns.

You will need a ruler. At-Home Help

20 Some translations create number
18 patterns.

16 For example, the coordinate pair of

the bottom vertex shows a pattern.
14
10
12
9
10 8 (4, 8)
8 7
6 6
5
4
4 (2, 4)
2 3
0 2
(1, 2)
0 2 4 6 8 10 12 14 16 18 20 1
0
1. a) Describe the pattern for the bottom left vertex 0 1 2 3 4 5 6 7 8 9 10
if the translations continue the same way.
The first and second coordinates
Suggested answer: are doubled.
The pattern is (2, 2), (6, 6), (10, 10), ….
The pattern rule is start at (2, 2) and add 4 to
each coordinate.

b) What would be the 10th term in the pattern?

Suggested answer:
The first term is 2. The common difference is 4.
10th term = 2 + nine 4s
= 2 + 36
= 38
The 10th shape will have its bottom left vertex at (38, 38).

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CHAPTER 14

6 Creating Designs
Goal Create a design by performing transformations on a basic shape.

You will need scissors and a protractor. At-Home Help

1. a) Trace this shape and cut it out. Create a design Designs can be created by
transforming a basic shape.
by transforming this shape. Use translations,
reflections, or rotations. For example, a shape can be
translated.
Suggested answer:

A shape can be reflected.

line of reflection

b) Describe the transformations you used.

Suggested answer:
I rotated the shape four times. Each rotation A shape can be rotated.
is 90° CCW. The centre of rotation is the
bottom right vertex.

c) Can you get the same design by doing different

transformations?
90°
Suggested answer: X
Yes. I can reflect the shape along the vertical line By performing a series of
and then along the horizontal line. That will make transformations, you can create
the shape at the lower left. I can rotate both shapes a design.
90° CCW to get the third and fourth shapes.

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CHAPTER 14

Test Yourself Page 1

Circle the correct answer.

1. What is the best description of this rotation?

A. The triangle is rotated 90° CW.

B. The centre of rotation is A and the angle of rotation is 90°.

C. The triangle is rotated 90° CW about A.

D. The triangle is rotated 90° CCW about A.

2. What is the best description of this rotation?

A. The shape is rotated 90° CW.

B. The centre of rotation is X and the angle of rotation is 90°.

C. The shape is rotated 90° CW about X.

D. The shape is rotated 90° CCW about X.

3. What is the order of rotational symmetry of this regular pentagon?

A. 3 B. 4 C. 5 D. 6

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CHAPTER 14

Test Yourself Page 2

4. Which shape has no rotational symmetry?

A. equilateral triangle

B. square

C. kite

D. regular hexagon

5. What will be the 10th figure in this pattern?

Figure 1

Figure 2

Figure 3

A. C.

B. D.

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