MATHEMATICS EXERCISES 2º ESO

 
Unit 2: “NUMBERS ARE IN THE AIR ”

Name:

CONCEPT OF A FRACTION

A fraction is a part of a whole.

If we cut a cake into two equal pieces, then eat one of them, we say that
we have eaten 1/2 (half) a cake.

If we cut a cake into five equal pieces, then eat three of them, we say that
we have eaten 3/5 (three fifths) of a cake.

1
/2 (one over two or one half) and 3/5 (or three over five) are examples of
fractions - parts of a whole.

The top number is the numerator and the bottom one is the denominator.

1. What part of the shapes are shaded?

2. Colour the given fraction of each shape:

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 MATHEMATICS EXERCISES 2º ESO
 
3. In a martial arts course are 13 female and 15 male. What fraction of people
is male and what is female?

4. In a safari section of the zoo there are 7 zebras, 3 lions, 5 hippos and 1
giraffe.
(a) How many animals are there together?

(b) What fraction of the entries are zebras?

(c) What fraction of the entries are lions?

5.- Write down the way you read these fractions:

𝟑
a) :____________________________________________________
𝟓

𝟓
b) :___________________________________________________
𝟏𝟐

𝟏𝟐
c) :___________________________________________________
𝟐𝟎

𝟖
d) :___________________________________________________
𝟏𝟓

6.- What fraction of 1 hour is:

a) 5 minutes: b) 15 minutes: c) 40 minutes:

7.- If a TV programme lasts 40 minutes, what fraction of the programme is

left after:

a) 10 minutes: b) 15 minutes: c) 35 minutes:

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 MATHEMATICS EXERCISES 2º ESO
 
EQUIVALENT FRACTIONS

Cutting the cake into six equal pieces and eating two is equivalent to cutting
the cake into three equal pieces and eating one:

Sample question

If the cake is cut into 12 equal pieces, how many will we have to eat in
order to have the equivalent of 1/3 of the cake?

Did you get 4? If so, well done.

4
/12 = 2/6 = 1/3

4
/12 , 2/6 and 1/3 are all equivalent fractions:

Equivalent fractions are fractions that are equal value, even though they
look different. Starting with any fractions you like, you can make up a list
of equivalent fractions by simply multiplying or dividing both the numerator
and the denominator by the same number each time.

1
/3 is equivalent to 2/6, because we have multiplied both the numerator and
the denominator by 2.

4
/12 is equivalent to 1/3, because we have divided both the numerator and
the denominator by 4.

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 MATHEMATICS EXERCISES 2º ESO
 
8.- Write the missing numbers to make these fractions equivalent.
a) ¼ = 4/__ d) ¾ = 9/__ g) 1/3 =__/6

b) 2/3 = 8/__ e) 2/7 = 6/__ h) 6/18 = 1/__

c) 8/16 = __/2 f) 24/32 = 3/__ i) 10/60 = 5/__

9.- Verify if the following fractions are equivalent.

𝟑 𝟔 𝟖 𝟏𝟒
a)  𝒚   c)  𝒚  
𝟓 𝟏𝟎 𝟕 𝟏𝟓

𝟒 𝟏𝟐 𝟑 𝟗
b)  𝒚   d)    𝒚  
𝟕 𝟐𝟏 𝟒 𝟏𝟏

10.- Write two equivalent fractions to:

𝟏 𝟐
a) c)
𝟑 𝟓

𝟓 𝟑
b) d)  
𝟕 𝟐

SIMPLEST FORM OF A FRACTION

We know that 4/12 = 2/6 = 1/3

4 and 12 have a common factor (4), so 4/12 can be written as 1/3 (divide the
top and the bottom by 4).

2 and 6 have a common factor (2), so 2/6 can be written as 1/3 (divide the
top and the bottom by 2).

However, 1 and 3 have no common factors, so 1/3 is said to be the simplest

form of these fractions. This process is called “simplify” or “cancel down”.

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 MATHEMATICS EXERCISES 2º ESO
 
11.- Reduce these fractions to their simplest form:

30
a)
36

18
b)
27

45
c)
66

COMPARING FRACTIONS. PUTTING FRACTIONS OVER THE SAME

DENOMINATOR.

Ordering fractions

Which is bigger, 3/4 or 5/7?

It is hard to answer this question just by looking at the fractions.

However, if we write the fractions with the same denominator, the
question will be easy!

3
/4 has a denominator of 4, and 5/7 has a denominator of 7.

4 and 7 both divide into 28, so we will rewrite the fraction with a
denominator of 28.

3 21
/4 = /28

5 20
/7 = /28

21 20
It is easy to see that /28 is bigger than /28. Therefore 3/4 is bigger than
5
/ 7.

Remember: When comparing fractions, we must first write them with the
same denominator.

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 MATHEMATICS EXERCISES 2º ESO
 
! !! ! !
12.- Write in increasing order of size the fractions: , , ,
! ! ! !

13.- Which is bigger?

a) 1/5 or 2/10__________ b) 3/7 or 6/21___________

c) 10/15 or 4/6_________ d) 1/3 or 33/100_________

14.- Put these fractions in ascending order of size:

8/3, 6/4, 12/5

15.- Arrange the following in ascending order:

a) 7/10, 13/20, 2/3

b) 13/20, 11/15, 3/4

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 MATHEMATICS EXERCISES 2º ESO
 
OPERATING WITH FRACTIONS

ADDING AND SUBTRACTING FRACTIONS

If we add 1/2 and 1/3, it is hard to picture what the answer will be. However,
if we rewrite the fractions with a common denominator (in this case, 6), it
is easy to see what the answer is:

Remember: We can only add and subtract fractions when their

denominators are the same.

16.- Evaluate the following, expressing your answers in the simplest form.

1 5 4 5
a) + b) +
9 9 3 12

3 1 7 5
c) + d) −
8 6 8 6

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 MATHEMATICS EXERCISES 2º ESO
 
9 11 4 9
e) − f) −
10 15 15 30

17.- Evaluate the following:

23 5 1
a) − −
30 12 6

1 2 1 2
b) + − +
2 3 6 9

2 1
18.- Joe painted of a fence and Bill painted of it. What fraction of the
5 2
fence did the boys paint?

1 1
19.- In a school of the children eat school dinners, bring packed lunches
3 2
and the rest go home. What fraction of the children go home for lunch?

1 1
20.- Sue bought a record with of her allowance. She spent another to see
4 8
a movie. What part of her allowance did she spend?

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 MATHEMATICS EXERCISES 2º ESO
 
2
21.- A group of students went to a fast food restaurant. of them bought a
5
1
beef burger and of them bought a chicken burger. The rest of them just
3
bought drinks. What fraction of the group bought drinks?

MULTIPLYING AND DIVIDING FRACTIONS

Multiplying fractions

Multiply top and bottom separately. When we multiply fractions we multiply

the numerators and multiply the denominators, then simplify where
necessary.

Dividing fractions

Turn the second fraction UPSIDE DOWN and then multiply.

Fraction of a quantity

Worked example 1

What is 3/5 of 20?

Solution

To calculate 3/5 of 20 we look for 1/5 first, by dividing 20 by 5.

And we get 1/5 of 20 = 4.

But we need 3 times that (3/5 of 20), so we multiply the 4 by 3, and get 12.

So 3/5 of 20 = 12.

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 MATHEMATICS EXERCISES 2º ESO
 
Worked example 2

What is 4/7 of 35?

Solution

1
/7 of 35 = 35 ÷ 7 = 5

4
/7 of 35 = 4 x 5 = 20.

Sample question

What is 3/4 of 24?

Did you get 18? If so, well done!

If not, remember that 1/4 of 24 is 6, so 3/4 of 24 is 3 x 6 = 18

22.- Work out:

𝟑 𝟐 𝟓 𝟐 𝟐
a) · = b) · = c) 𝟑 · =
𝟓 𝟕 𝟔 𝟑 𝟕

𝟒 𝟕 𝟐 𝟏 𝟑 𝟕 𝟐
d) : = e) · · = f) : =
𝟓 𝟑 𝟑 𝟒 𝟓 𝟓 𝟏𝟏

23.- Evaluate the following:

5 2 7 3 9 2
a) ⋅ = d) ⋅ = g) ⋅ =
2 7 10 14 4 3

5 14 2 1 10 5
b) ⋅ = e) : = h) : =
7 3 3 3 9 3

5 1 7 2 8 6
c) : = f) : = i) : =
2 2 3 3 3 4

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 MATHEMATICS EXERCISES 2º ESO
 
24.- Work out
𝟏 𝟓
(a) of 72 (c) of 36
𝟖 𝟔

𝟒 𝟑
(b) of 63 (d) of 36
𝟗 𝟒

𝟐
25.- A chain store closed of its 345 shops. How many shops were closed?
𝟏𝟓

26.- Mum bought 1200 g of grapes. John ate 1 fifth of them, Betty ate 1
quarter of them and Charlie ate 1 third of them. Dad ate the rest. What
amount of grapes did each of them eat?

3
27.- Joan earns £ 1800 a month. She spends of her salary every month. She
8
2
gives her parents of the remainder and saves the rest. How much money
5
does she save every month?

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 MATHEMATICS EXERCISES 2º ESO
 
1 1
28.- Mrs Holland spends of her money in the market and of the
4 3
remainder in a shop. What fraction of her money is left?

7
29.- You have to walk km to school. How far have you walked when you are
4
halfway?

3
30.- Harban was given £ 15 allowance each week. He spent of it. What
5
fraction did he save? How much did he save in pounds?

31.- In the summer three friends ran a car-cleaning service. They divided up
the profits at the end of the summer according to the proportion of cars each
had cleaned. Ali had washed 200 cars, Brenda had washed 50 and Chay had
washed 175. The profits were £ 1700. How much did each person get?

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 MATHEMATICS EXERCISES 2º ESO
 
DECIMAL NUMBERS

Our decimal system of numbers lets us write numbers as large or as small

as we want, using a secret weapon called the decimal point. In our number
system, digits can be placed to the left and right of a decimal point, to
indicate numbers greater than one or less than one. The decimal point helps
us to keep track of where the "ones" place is. It's placed just to the right
of the ones place. As we move right from the decimal point, each number
place is divided by 10.

As with whole numbers, a digit in a decimal number has a value which

depends on the place of the digit. The places to the left of the decimal
point are ones, tens, hundreds, and so on, just as with whole numbers. This
table shows the decimal place value for various positions:

Note that adding extra zeros to the right of the last decimal digit does not
change the value of the decimal number.

Place
Name of Position
(underlined)

Ones (units)
1.234567
position

1.234567 Tenths

1.234567 Hundredths

1.234567 Thousandths

1.234567 Ten thousandths

Hundred
1.234567
Thousandths

1.234567 Millionths

We can read the decimal number 127.578 as "one hundred twenty seven
and five hundred seventy-eight thousandths". But in daily life, we'd usually
read it as "one hundred twenty seven point five seven eight."

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 MATHEMATICS EXERCISES 2º ESO
 
Example:

In the number 3.762, the 3 is in the ones place, the 7 is in the tenths
place, the 6 is in the hundredths place, and the 2 is in the thousandths
place.

Example:

The number 14.504 is equal to 14.50400, since adding extra zeros to the
right of a decimal number does not change its value.

Whole Number Portion

The whole number portion of a decimal number are those digits to the left
of the decimal place.

Example:

In the number 23.65, the whole number portion is 23.

In the number 0.024, the whole number portion is 0.

COMPARING DECIMAL NUMBERS

Symbols are used to show how the size of one number compares to another.
These symbols are < (less than), > (greater than), and = (equals). To compare
the size of decimal numbers, we compare the whole number portions first.
The larger decimal number is the one with the lager whole number portion.
If the whole number parts are both equal, we compare the decimal portions
of the numbers. The left most decimal digit is the most significant digit.
Compare the pairs of digits in each decimal place, starting with the most
significant digit until you find a pair that is different. The number with the
larger digit is the larger number. Note that the number with the most
digits is not necessarily the largest.

Example:

Compare 1 and 0.002. We begin by comparing the whole number parts: in

this case 1>0, 0 being the whole number part of 0.002, and so 1>0.002.

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 MATHEMATICS EXERCISES 2º ESO
 
Example:

Compare 0.402 and 0.412. The numbers 0.402 and 0.412 have the same
number of digits, and their whole number parts are both 0. We compare
the next most significant digit of each number, the digit in the tenths
place, 4 in each case. Since they are equal, we go on to the hundredths
place, and in this case, 0<1, so 0.402<0.412.

Note:

Remember that adding extra zeros to the right of a decimal does not change its value:

2.4 = 2.40 = 2.400 = 2.4000.

32.- Arrange these numbers in order of size, smallest first:

6.21, 6.023, 6.4, 6.04, 2.71, 9.4

33.- The table gives the heights in metres of six girls.

Rachel Ira Sheila Naomi Latif Jean

1.56 1.74 1.78 1.65 1.87 1.7

Write the list of names in descending order of height, starting with the
tallest.

34.- Insert the symbols < or > between these pairs of numbers

a) 1.2_____0.62
b) 1.23______1.3
c) 4.008_______4.03
d) 0.24______0.204
e) 0.509_______0.6
f) 1.582_____1.59

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 MATHEMATICS EXERCISES 2º ESO
 
RECURRING DECIMALS

So far, we have considered divisions with a limited number of decimal

places in the quotient (i.e. answer).

These are examples of terminating decimals.

Sometimes when dividing, the division will never stop as there is always a
remainder.

It is clear that if 8 is divided by 3, then the sixes in the answer never

stop. This is an example of a recurring decimal.

This is written as:

(two point six repeating)

𝟓 𝟒 𝟔
35.- Write the fractions , , as recurring decimals using recurring
𝟔 𝟑 𝟏𝟏
decimal notation.

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 MATHEMATICS EXERCISES 2º ESO
 
𝟏 𝟐 𝟑 𝟒 𝟓 𝟔
36.- Write these fractions as recurring decimals: , , , , , . What do
𝟕 𝟕 𝟕 𝟕 𝟕 𝟕
you notice?

ROUNDING DECIMAL NUMBERS

To round a number to any decimal place value, we want to find the number
with zeros in all of the lower places that is closest in value to the original
number. As with whole numbers, we look at the digit to the right of the
place we wish to round to. Note: When the digit 5, 6, 7, 8, or 9 appears in
the ones place, round up; when the digit 0, 1, 2, 3, or 4 appears in the ones
place, round down.

Examples:

Rounding 1.19 to the nearest tenth gives 1.2 (1.20).

Rounding 1.545 to the nearest hundredth gives 1.55.

Rounding 0.1024 to the nearest thousandth gives 0.102.

Rounding 1.80 to the nearest one gives 2.

Rounding 150.090 to the nearest hundred gives 200.

Rounding 4499 to the nearest thousand gives 4000.

Round 12.49 to 1 d.p. (decimal place): 12.49 rounds up to 12.5

Round 8.735 to 2 d.p.: 8.735 rounds up to 8.74

Round 9.624 to 2 d.p.: 9.624 rounds down to 9.62

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 MATHEMATICS EXERCISES 2º ESO
 
37.- Round the following numbers to 2 decimal places:

a) 7.469 d) 10.042

b) 12.0372 e) 8. 1794

c) 9.365 f) 22.9999

38.- Complete the following table rounding the numbers:

to 2 decimal to 3 decimal to 4 decimal

places places places
4.2264
9.7868
0.4157
0.5838
15.5978

39.- Terry spent £37.52 on a new computer game. Round the cost to the
nearest pound.

OPERATIONS WITH DECIMALS

ADDING DECIMALS

To add decimals, line up the decimal points and then follow the rules for
adding or subtracting whole numbers, placing the decimal point in the same
column as above.

When one number has more decimal places than another, use 0's to give
them the same number of decimal places.

SUBTRACTING DECIMALS

To subtract decimals, line up the decimal points and then follow the rules
for adding or subtracting whole numbers, placing the decimal point in the
same column as above.

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 MATHEMATICS EXERCISES 2º ESO
 
When one number has more decimal places than another, use 0's to give
them the same number of decimal places.

MULTIPLYING DECIMAL NUMBERS

Multiplying decimals is just like multiplying whole numbers. The only extra
step is to decide how many digits to leave to the right of the decimal point.
To do that, add the numbers of digits to the right of the decimal point in
both factors.

Example:

4.032 × 4

We can multiply 4032 by 4 to get 16128. There are three decimal places in
4.032, so place the decimal three digits from the right:

4.032 × 4 = 16.128

DIVIDING DECIMALS BY DECIMALS

To divide by a decimal, multiply that decimal by a power of 10 great enough

to obtain a whole number. Multiply the dividend by that same power of 10.
Then the problem becomes one involving division by a whole number instead
of division by a decimal.

40.- Complete the following addition problems.

a) 26.86 + 9.25= b) 19.034 + 2.67=

41.- Complete the following subtraction problems.

a) 20 - 11.95= b) 0.34 - 0.287=

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 MATHEMATICS EXERCISES 2º ESO
 
42.- Complete the following multiplication problems.

a) 0.38 x 1.6= b) 24.55 x 0.004=

43.- Complete the following division problems.

a) 52 : 2.6 = b) 0.005 : 0.2=

44.- Tom earns a basic weekly wage of £ 180 for 36 hours work.

a) How much does Tom earn for one hour at the basic rate?

b) Overtime pay is one and a half times the basic rate. How much is
Tom paid for one hour of overtime?

c) Overtime is paid for each hour over the basic 36 hours. How
much does Tom earn if he works 43 hours in one week?

45.- A Maths teacher buys 92 text books, costing £ 3.85 each. Work out the
exact total cost.

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 MATHEMATICS EXERCISES 2º ESO
 
46.- 17 tickets cost £ 21.25. If they all cost the same, find the cost of one
ticket.

47.- The cost of a calculator is £ 6.79.

a) Work out the cost of 28 of these calculators.

A college wants to buy 570 calculators. They are sold in boxes of 50.

b) Work out the number of boxes the college should buy.

48.- Find the cost of carpeting a corridor of length 3.6m if the price of the
carpet is £7.50 per metre.

49.- A pile of exercise books is 12 cm high. If each book is 0.8 cm thick, how
many are there in the pile?

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 MATHEMATICS EXERCISES 2º ESO
 
50.- How many pies can be made from 0.5 kg of flour if each pie requires 0.02
kg of the flour?

51.- A bottle contains 0.9 litres of lemonade. How many glasses, each of a
capacity 0.15 litres, can be filled from it?

52.- A milkman is carrying a crate which contains 12 bottles and weighs 11.5 kg.
If the empty crate weighs 0.7 kg, what is the weight of each bottle of milk?

53.- On 1 litre of petrol, a car can travel 14.3 km. Which calculation, 14.3 x
0.85 or 14.3 / 0.85 gives the distance the car will travel on 0.85 litres of
petrol?

54.- When travelling by air my luggage allowance is 20 kg. If my two cases have
masses of 12.47 kg and 6.38 kg, how many kilograms of my allowance is unused?

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 MATHEMATICS EXERCISES 2º ESO
 
55.- READING ACTIVITY

The sides of the Great Pyramid of Giza in Egypt are about 230.5 m long.
Although it was built thousand of years ago by thousands of slaves, the lengths
of its sides vary by no more than 11.5 cm!

Look for some information on your computer related to the Great Pyramid
of Giza:

– Height:

- Built:

- Architects:

- Total mass:

- Chambers inside:

56.- How should the following be written numerically as "one hundred thirty
four and twenty-six thousandths." ?

(a) 100.3426 (b) 134.026 (c) 130.426 (d) 134.26

57.- What is the value of the decimal 0.47351 rounded to the tenths place?

(a) .4 (b) .47 (c) .5 (d) .5351

58.- What is the value of the decimal 2.078 rounded to the hundredths
place?

(a) 2.1 (b) .08 (c) 2.07 (d) 2.08

59.- How would the fraction 4/32 be written as a decimal?

(a) .0125 (b) 1.25 (c) .125 (d) 8.00

60.- How would the decimal 0.35 be expressed as a simplified fraction?

(a) 35/100 (b) 7/100 (c) 3/10 (d) 7/20

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 MATHEMATICS EXERCISES 2º ESO
 

61.- HEALTH EDUCATION

FEWER CHILDREN PLAY SPORT

A survey by Sport England has shown that the number of young people not
participating in sports activities during school time has risen. In 1994, 15% of
young people did not take part in sports activities. This has risen to 18% in
2002.

a) According with this survey, if there were 9000 students in Jaen in 1994,
how many students participated in sports activities?

b) In 2002, there were 11700. Same question.

LOW CONSUMPTION OF FRUIT AND VEGETABLES

The annual health survey for England, just published, suggests that people are
still not eating enough fruit and vegetables. Department of Health guidelines
suggest five portions of fruit and vegetables a day, a target currently being
met by only one person in four. The survey shows that people in the most
deprived areas of the country are most at risk from illness associated with low
consumption of healthy food. Only 18% of men and 20% of women in deprived
areas eats enough fruit and vegetables, compared with 30% of men and 35% of
women in the most affluent areas of England. Findings are based on interviews
with over 18,000 across England.

Deprived areas Affluent areas

Men 5,000 4,000 9,000
Women 5,000 4,000 9,000
10,000 8,000 18,000

Work out the number of men and women eating healthy food.

Unit 2 Fractions. Decimals. Page 24