4

GRADE
COACHING VIDEOS INCLUDED!

CATCH-UP
Get your child back on track!

ition S ubtraction
Whole Numbers Add
Multiplication Division Fractions
Decimals Measurement Area
Classifying Angles Time
 CATCH-UP
Get your child back on track!

um be rs Add ition S ubtraction

Whole N
Multiplication Division Fractions
Decimals Measurement Area
Classifying Angles Time
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Standards
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
© Copyright 2007–2023 Texas Education Agency (TEA). All Rights Reserved.
© 2023 TESOL International Association
© 2023 Board of Regents of the University of Wisconsin System

The classroom teacher may reproduce copies of materials in this book for
classroom use only. The reproduction of any part for an entire school or school
system is strictly prohibited. No part of this publication may be transmitted, A division of Teacher Created Materials
stored, or recorded in any form without written permission from the publisher.
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Website addresses included in this book are public domain and may be subject
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Education does not take responsibility for the future accuracy or relevance and www.tcmpub.com/shell-education
appropriateness of website addresses included in this book. Please contact the ISBN 979-8-7659-7013-3
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author(s) or the publisher.
 CONTENTS

About Catch-Up Math . . . . . . . . . . . . . . . . . . . . . . . . 5 4. MU LT IP LICAT IO N

How to Use the QR Codes in Catch-Up Math. . . . . 6
Groups and Rows . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 78
Math Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Repeated Add ition to Solve Multiplicatio
n . . . . . . . . . . . . . . 80
Commutative Property . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 82
Inverse Operations of Multiplication and
1. WH OLE NU MB ER S Factors and Multiples . . . . . . . . . . . . . .
Division . . . . . . 84
. . . . . . . . . . . . . . . 86
. . . . . . . . . . . . . . . . 9
Three-Digit Numbers . . . . . . . . . . . . . . Multiplyi ng Two-Digit Numbers by
. . . . . . . . . . . . . . . . 11 Sing le-D igit Numbers . . . . . . . . . . . . .
Place Value to 1,000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
. . . . . . . . . . . . . . . 13 Multiplication Review . . . . . . . . . . . . . .
Value and Three-Digit Numbers . . . . . . . . . . . . . . . . . . . . . 91
bers . . . . . . . . . . 15
Number Expanders and Three-Digit Num
. . . . . . . . . . . . . . . . 17
Expanded Three-Digit Numbers . . . . . .
. . . . . . . . . . . . . . . 19
Four-Digit Numbers . . . . . . . . . . . . . . . 5. DI VI SI ON
. . . . . . . . . . . . . . . 21
Place Value and Four-Digit Numbers . . . . . . . . . . . . . . . . . 95
. . . . . . . . . . . . . . . 23 Grouping . . . . . . . . . . . . . . . . . . . . . . . .
Value and Four-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . 97
bers . . . . . . . . . . . 25 Equal Rows . . . . . . . . . . . . . . . . . . . . . .
Number Expanders and Four-Digit Num . . . . . . . . . . . . . . . 99
. . . . . . . . . . . . . . . 27 Repeated Subtraction to Solve Division
Expanded Four-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . 101
. . . . . . . . . . . . . . . 29 Standard Algorith m . . . . . . . . . . . . . . .
Ordering Four-Digit Numbers . . . . . . . . . . . . . . . . . . . . . 103
. . . . . . . . . . . . . . . 31 Division with Remainders . . . . . . . . . . .
Greater Than, Equal To, Less Than . . . . . . . . . . . . . . . . . 105
. . . . . . . . . . . . . . . 35 Division Review . . . . . . . . . . . . . . . . . .
Rounding to 100 and 1,000 . . . . . . . . . .
. . . . . . . . . . . . . . . 37
Five-Digit Numbers . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 39
Place Value to 100,000 . . . . . . . . . . . . 6. FR ACT ION S
. . . . . . . . . . . . . . . 41
The Value of Numbers to 100,000 . . . .
Greater Than, Equal To, Less Than: Numerators and Denominators . . . . . . . . . . . . . . . . .
. . . . . 110
. . . . . . . . . . . . . . 43
Numbers to 100,000 . . . . . . . . . . . . . . Fractions—Halves . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 112
. . . . . . . . . . . . . . . 45
Rounding to 10,000. . . . . . . . . . . . . . . . Fractions—Quarters and Eighths. . . . . . . . . . . . . . .
. . . . . 114
. . . . . . . . . . . . . . . . 47
Whole Numbers Review . . . . . . . . . . . . . Fractions—Thirds and Fifths . . . . . . . . . . . . . . . . .
. . . . . 116
Simpl ifying Fractions . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 118
Comparing Fractions . . . . . . . . . . . . . . . . . . . . . . . .
. . . . 120
2. AD DI TI ON Equivalent Fractions . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . 122
Add ition without Regroupi ng. . . . . . . . . Fractions Review . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 51 . . . . 124
Add ition with Regroupi ng. . . . . . . . . . .
. . . . . . . . . . . . . . . 55
Add ition Review. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 59
7. D EC IM A LS
. . . 126
. . . . . . . . . . . . . . . . . . . . .
Decimals to Hundredths . .
3. SU BT RA CT IO N . . . . 129
edths . . . . . . . . . . . . . . . .
Relati ng Tenths to Hundr . . . . 131
. . . . . . . . . . . . . . . . . . . . .
Subtraction without Regroupi ng . . . . . .
. . . . . . . . . . . . . . . . 61 Wr iting Decimals . . . . . . . . . . 133
. . . . . . . . . . . . . . . . . . . . .
Subtraction without Regroupi ng and Place Value . . . . . . . . . . . . . . . 135
. . . . . . . . . . . . . . . . 63 . . . . . . . . . . . . . . . . . . . . .
Three-Digit Numbers . . . . . . . . . . . . . . Decimals Review . . . . . . . .
it Numbers . . . 65
Subtraction with Regroupi ng and Two-Dig
Subtraction with Regroupi ng and
. . . . . . . . . . . . . . . 67 8. PAT TER NS
Three-Digit Numbers . . . . . . . . . . . . . .
-Digit Numbers. . . . 69
Subtraction with Regroupi ng and Four
. . . . . . . . . . . . . . . . 71 Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Esti mati ng Subtraction Answ ers . . . . .
. . . . . . . . . . . . . . . 74 Patterns Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Subtraction Review . . . . . . . . . . . . . . . .

© Shell Education 146435—Catch-Up Math 3

 CONTENTS

9. LENG TH
14. MA SS
Meters and Feet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 . . . . . . . . . . . . . 208
Kilograms and Pounds. . . . . . . . . . . . . .
Centimeters and Inches . . . . . . . . . . . . . . . . . . . . . . . . . . 146 . . . . . . . . . . . . . . 212
Grams and Ounces. . . . . . . . . . . . . . . . .
Millimeters and Quarter-Inches . . . . . . . . . . . . . . . . . . . . 149 . . . . . . . . . . . . . . 214
Mass Review . . . . . . . . . . . . . . . . . . . . .
Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Length Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
15. TI ME
Timetables . . . . . . . . . . . . . . . . . . . . . .
10. AN GLES Time Review . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 219
. . . . . . . . . . . . . 223
. . . . . . . . . . . . . . 156
Ang les . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 158
Right Ang les . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 160
Acute and Obtuse Ang les . . . . . . . . . . .
Ang les Review. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 162 AN SW ER S
. . . . . . . . . . . . . 225
1 Whole Numbers Answ ers . . . . . . . . . .
. . . . . . . . . . . . . 230
2 Add ition Answ ers . . . . . . . . . . . . . . .
11. SH AP ES . . . . . . . . . . . . . 230
3 Subtraction Answ ers . . . . . . . . . . . . .
. . . . . . . . . . . . . 234
Diff erent Types of Lines . . . . . . . . . . . 4 Multiplication Answ ers . . . . . . . . . . .
. . . . . . . . . . . . . . 164 . . . . . . . . . . . . . 234
Triangles . . . . . . . . . . . . . . . . . . . . . . . 5 Division Answ ers. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 166 . . . . . . . . . . . . . 236
Quad rilaterals . . . . . . . . . . . . . . . . . . . 6 Fractions Answ ers. . . . . . . . . . . . . . .
.............. 168 . . . . . . . . . . . . . 238
Symmetr y . . . . . . . . . . . . . . . . . . . . . . . 7 Deci mals Answ ers . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 170 . . . . . . . . . . . . . 240
Shapes Review . . . . . . . . . . . . . . . . . . . 8 Patterns Answ ers . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 172 . . . . . . . . . . . . . . 241
9 Length Answ ers . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 242
10 Ang les Answ ers . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 243
11 Shapes Answ ers . . . . . . . . . . . . . . . .
12. ARE A 12 Area Answ ers. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 244
. . . . . . . . . . . . . 245
Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 13 Capacity Answ ers. . . . . . . . . . . . . . .
. . . . . . . . . . . . . 247
Measuri ng Area with Units. . . . . . . . . . . . . . . . . . . . . . . . 178 14 Mass Answ ers. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 248
Measuri ng Areas Using a Grid . . . . . . . . . . . . . . . . . . . . . 180 15 Time Answ ers . . . . . . . . . . . . . . . . .
Square Centimeters and Inches . . . . . . . . . . . . . . . . . . . . 182
Square Meters and Feet . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Shapes with the Same Area . . . . . . . . . . . . . . . . . . . . . . . 186
Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Area Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

13. CA PA CIT Y
. . . . . . . . . . . . . . 196
Capacity . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 198
Liters and Gallons. . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 200
Measuri ng Liters and Gallons . . . . . . . .
. . . . . . . . . . . . . 202
Milliliters, Cups, and Fluid Ounces . . .
. . . . . . . . . . . . . 204
Capacity Review . . . . . . . . . . . . . . . . . .

4 146435—Catch-Up Math © Shell Education

 ABOUT CATCH-UP MATH
The Catch-Up Math series enables children to start from scratch when they
are struggling with grade-level math. Each book takes math back to the
foundation and ensures that all basic concepts are consolidated before
moving forward. Lots of revision and opportunities to practice and build
confidence are provided before moving on to new topics.
Each new topic is introduced clearly with simple explanations, examples
and trial questions (with answers) before children move to the Practice
section. To help students understand difficult topics, instructional videos
are included throughout the book.
This book has 15 chapters that cover a variety of mathematical concepts.
The chapters are: SCAN
to
watch
1 Whole Numbers 9 Length video

2 Addition 10 Angles A QR code on

a topic page
3 Subtraction 11 Shapes provides access
4 Multiplication 12 Area to the video.
5 Division 13 Capacity
6 Fractions 14 Mass
7 Decimals 15 Time
8 Patterns

 review section that can be used as an assessment and to

A
check children’s progress is included at the end of each chapter.
Answers are at the back of the book.

How to use this book

Children can work through the pages from front to back or choose
individual topics to reinforce areas where they are struggling.
The topics are introduced with:
• clear instructions, using simple language
Each Your Turn section
• c ompleted examples and incomplete examples for students contains a SELF
to tackle before moving on to the Your Turn sections CHECK for students
• videos linked by QR codes to provide additional instruction to ref lect and give
and clarify difficult concepts self‑assessment on
their understanding.

© Shell Education 146435—Catch-Up Math 5

 HOW TO USE THE QR CODES
IN CATCH-UP MATH
A unique aspect of the Catch-Up Math
series is the instructional videos. Access the video
The videos further explain and clarify various by scanning the
QR code with your
mathematical concepts. The videos are simply
device.
accessed via QR codes and can be watched on
a phone or tablet. Or, view all the videos by SCAN
to
following this link: tcmpub.digital/cu-math4. watch
video
Each video shows the page from the book. An instructor talks through
the concepts and examples and demonstrates what students need to
do. The solutions to the examples are presented before students tackle
the Your Turn sections. This careful instruction ensures that children
can confidently move on to the following Practice questions. Children
should be encouraged to check their Your Turn answers before moving
on.

25
instructional
videos
included! Whole Numbers

ROUNDING TO 100 AND 1,000

rounding is useful when you need to estimate an answer.
Scan this to
round-down numbers round-up numbers access the video.
0 1 2 3 4 5 6 7 8 9
SCAN
to
watch
rounding to 100 rounding to 1,000 If the number is video
less than 5, you
1 Go to the hundreds column. 1 Go to the thousands column.
round down.
2 Write the round-up number 2 Write the round-up number If the number is
above the hundreds. above the thousands. 5 or more, you
3 Circle the number in the 3 Circle the number in the round up.
tens column. hundreds column.
4 Is it a round-up or round- 4 Is it a round-up or round-
down number? down number?
5 round your number. 5 round your number.

Example 1: 4 Example 3: ___________

Round 349 to 349
________ Round 8,953 to
the nearest 100. down the nearest 1,000. ___________
300
________

Example 2: 6 up Example 4: ___________

Round 582 to 582
________
Round 21,492 to
the nearest 100. 600
________ the nearest 1,000. ___________

After watching the

video, children Your 1 round to the 2 round to the
turn nearest 100. nearest 1,000.
can confidently a 653 a 9,573

complete the ________ ________

Your Turn section. b 2,438

________
b 24,252
________
SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146435—Catch-Up Math 35

6 146435—Catch-Up Math © Shell Education

 MATH SKILLS
This book contains key math skills from both third and fourth grade to help your child catch
up to grade level.
Grade 3 Math Skills Pages
Understand place value, including the values of the digits in three- and
9–16, 21–26
four-digit numbers.
Read and write numbers to 1,000 using numerals, words, and expanded
17–18
form.

Round numbers to the nearest 10, 100, or 1,000. 35–36, 71–73

Add and subtract numbers under 1,000. 51–58, 61–68

Understand that multiplication problems represent groups multiplied by the

78–81
number of objects in each group.
Apply properties of multiplication and division to multiply and divide
82–87, 99–100
numbers under 100.
Understand that division problems represent a whole being divided into
95–98
groups.

Understand that fractions are parts of wholes. 110–117

Use knowledge of numerators (number of parts) and denominators (the

110–117
whole) to write fractions.

Compare fractions and identify equivalent fractions. 118–123

Find and explain patterns in a series of numbers. 138–141

Select and use appropriate tools to measure the lengths of objects. 146–150

Calculate the perimeter of a shape. 151–152, 188–189

Understand that shapes can be categorized based on their attributes

(number of sides, number of parallel sides, etc.). Recognize rhombuses, 166–169
rectangles, and squares as quadrilaterals.
Understand that area measures the space inside a shape and is measured in
176–187
square units.

Find the area of a rectangle by multiplying its length by its width. 182–185

Measure and estimate liquid volumes and masses of objects using metric
196–203, 208–213
units and customary units.

Solve word problems involving elapsed time. 219–222

© Shell Education 146435—Catch-Up Math 7

 MATH SKILLS (CONT.)

Grade 4 Math Skills Pages

Understand place value, including the values of the digits in four-digit
53–59
numbers.
Read and write numbers to 1,000 using numerals, words, and expanded
49–50, 55–57
form.
Round numbers to the nearest 10, 100, or 1,000. 47–48, 60–61

Find and explain patterns in a series of numbers. 27–28

78–79, 82–83, 97–98,
Add and subtract numbers under 1,000.
101–102
Understand that multiplication problems represent groups multiplied by the
106–107
number of objects in each group.
Apply properties of multiplication and division to multiply and divide
110–113
numbers under 100.
Understand that division problems represent a total number of objects
116–125
divided into groups.
Understand that fractions are parts of wholes. 132–143
Use knowledge of numerators (number of parts) and denominators (the
132–143
whole) to write fractions.
Compare fractions and identify equivalent fractions. 144–146
Create and interpret tables, picture graphs, and bar graphs with scaled
151–166
intervals.
Use data in graphs and tables to solve “how many more” and “how many
151–166
less” problems.
Understand that shapes can be categorized based on their attributes
(number of sides, number of parallel sides, etc.). Recognize rhombuses, 181–186
rectangles, and squares as quadrilaterals.
Understand that a square with a side length of 1 unit is called a unit
192–193
square.
Find the area of a rectangle by multiplying its length by its width. 194–195
Measure and estimate liquid volumes and masses of objects using metric
199–206, 210–217
units and customary units.
Solve word problems involving volumes or masses that are given in the
212–217
same unit.

8 146435—Catch-Up Math © Shell Education

 Whole Numbers

THREE-DIGIT NUMBERS
A three-digit number is a number that is made up of
three numbers (or digits).
Numbers from 100 to 999 are three-digit numbers.
Here are some three-digit numbers: 236 529 106 240 911
Example 1: Example 2:
The number 285 written in words The number 946 written in
is two hundred eighty-five. words is _______ hundred
The 2 has a value of 200. __________-six.
The 8 has a value of 80. The 9 has a value of _____.
The 5 has a value of 5.
The 4 has a value of _____.
Here is 285 in a chart: The 6 has a value of _____.
Number Hundreds Tens Ones Here is 946 in a chart:
285 2 8 5 Number H T O
946 9
Can you figure out how many
three‑digit numbers there are?

Complete the chart.

Your
turn Number Hundreds Tens Ones
672 6 7 2
a 127
b 249
c 863
d 524
e 780
SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146435—Catch-Up Math 9

 Whole Numbers
PRACTICE
1 Write the following numbers in words.
six hundred fifty-seven
657 __________________________________________

a 293 __________________________________________

b 451 __________________________________________

c 764 __________________________________________

d 503 __________________________________________

e 850 __________________________________________

f 300 __________________________________________

2 Complete the table.

Number Hundreds Tens Ones
259 2 5 9
a 410
b 324
c 5 6 8
d 879
e 9 0 3

3 Circle with green all the numbers with 3 hundreds. Use blue for
the numbers with 2 tens and red for the numbers with 8 ones.
359 319 218
721 838 422
347 748 362
924 109 300
432 685 426
188 923 878

10 146435—Catch-Up Math © Shell Education

 Whole Numbers

PLACE VALUE TO 1,000

The place value is the value of a digit based on
where it is in a number.
H T O
The place value of the 6
is hundreds because it is
62 4 The place value of the 4
is ones because it is in
in the hundreds place. the ones place.
The place value of the 2 is tens
because it is in the tens place.

Example 1: Look at the order of

395 is a three-digit number that the place value: f irst
has 3 hundreds, 9 tens, and 5 ones. hundreds, then tens,
and then ones.
395 ones
hundreds
place tens place Example 2:
place 763 is a three-digit number that has
_____ hundreds, _____ tens, and _____ ones.
763 ones
hundreds
place tens place
place
Your
turn
1 What is the place value of the 8 in these numbers?
hundreds
835 8 ______________ c 781 8 ______________

a 328 8 ______________ d 498 8 ______________

b 820 8 ______________ e 482 8 ______________

2 Circle the hundreds green, tens blue, and ones red.

936 415 671 472 215

324 716 989 543 537

SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146435—Catch-Up Math 11

 Whole Numbers
PRACTICE
1 Write the numbers.
642
6 hundreds, 4 tens, 2 ones = ______

a one ten, two hundreds, three ones = ______

b seven hundreds, five tens, eight ones = ______

c six tens, nine hundreds = ______

d five ones, five hundreds = ______

2 Circle the numbers with 5 tens.

257 553 59 157 95

325 159 125 735 556

452 757 56 345 675

3 Cross out the numbers with 9 hundreds.

937 795 195 94 987

93 909 993 496 890

98 982 957 973 921

4 What is the place value of the 7 in these numbers?

473 7 ______________ f 497 7 ______________

a 247 7 ______________ g 715 7 ______________

b 479 7 ______________ h 17 7 ______________

c 7 7 ______________ i 79 7 ______________

d 756 7 ______________ j 647 7 ______________

e 875 7 ______________ k 709 7 ______________

12 146435—Catch-Up Math © Shell Education

 Whole Numbers

VALUE AND THREE-DIGIT NUMBERS

The value of a digit is how much it is worth.

Example 1:
724
The value of The value of
the 7 is 700. the 4 is 4.
The value of
the 2 is 20.

Example 2:
136
The value of The value of
the 1 is ____. the 6 is ____.
The value of
Even though 1 is the
the 3 is ____. smallest number,
it has the greatest
value as it is in the
Example 3:
859 hundreds place.

The value of The value of

the 8 is ____. the 9 is ____.
The value of
the 5 is ____.

Your Circle in green the digit in each number with the

turn most value and in red the digit with the least value.

592 e 324 j 649

a 243 f 903 k 999

b 714 g 874 l 711

c 139 h 492 m 118

d 287 i 736 n 247

SELF CHECK Mark how you feel
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© Shell Education 146435—Catch-Up Math 13

 Whole Numbers
PRACTICE
1 Write the numbers.
238
2 hundreds, 3 tens, 8 ones = ________

a 3 hundreds, 7 tens, 1 one = ________

b 2 tens, 6 hundreds, 3 ones = ________

c 8 ones, 2 hundreds, 5 tens = ________

d 8 tens, 1 hundred, 4 ones = ________

e 9 hundreds, 9 ones, 8 tens = ________

2 Circle the digits with a value of 6.

26 326 246 624 6

643 62 861 16 746

3 Circle the digits with a value of 70.

78 27 872 79 777

7 127 737 175 474

4 Circle the digits with a value of 800.

832 849 28 8 863

847 189 888 782 148

5 What is the value of the 4 in the following?

439 ________
400 d 342 ________ h 143 ________

a 48 ________ e 40 ________ i 470 ________

b 14 ________ f 47 ________ j 468 ________

c 436 ________ g 491 ________ k 4 ________

14 146435—Catch-Up Math © Shell Education

 Whole Numbers

NUMBER EXPANDERS AND

THREE-DIGIT NUMBERS
This number expander shows the number 273:

2 hundreds 7 tens 3 ones

Look at the
If we fold the number expander to make 273 order of the
using only tens and ones, we have: place value:
first hundreds,
2 7 tens 3 ones then tens, and
then ones.

If we fold the number expander again and make 273

using only ones, we have:
2 7 3 ones

Your Complete the number expanders.

turn 872 a 184

8 hundreds 7 tens 2 ones hundreds tens ones

8 7 tens 2 ones tens ones

8 7 2 ones ones

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© Shell Education 146435—Catch-Up Math 15

 Whole Numbers
PRACTICE

1 Fill in the number expanders.

520 5 hundreds 2 tens 0 ones

5 2 tens 0 ones

5 2 0 ones

a 276 hundreds tens ones

tens ones

ones

b 605
hundreds tens ones

tens ones

ones

2 Write the number shown on each number expander.

7 2 5 ones b 5 hundreds 0 tens 4 ones

______
725 ______

a 3 2 tens 6 ones c 9 0 6 ones

______ ______

3 Fill in the number expanders.

423 b 724
4 2 3 ones hundreds tens ones

a 342 c 649
tens ones ones

16 146435—Catch-Up Math © Shell Education

 Whole Numbers

EXPANDED THREE-DIGIT NUMBERS

Expanding a number is writing the number
to show the value of each digit.

Example 1: 27 = 20 + 7
(2 tens) (7 ones)

Example 2: 53 = 50 + 3
(5 tens) (3 ones)

Example 3: 198 = 100 + 90 + 8

(____ hundreds) (____ tens) (____ ones)

Example 4: 346 = ____ + ____ + ____

(____ hundreds) (____ tens) (____ ones)

Numbers written like this

are in “expanded form.”

Your Expand the numbers.

turn
700 + ____
734 = _____ 30 + __
4
7 hundreds + __
= __ 3 tens + __
4 ones

a 265 = ____ + ____ + ____

= ____ hundreds + ____ tens + ____ ones

b 638 = ____ + ____ + ____

= ____ hundreds + ____ tens + ____ ones

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© Shell Education 146435—Catch-Up Math 17

 Whole Numbers
PRACTICE
Match each number to its expanded form.
394 800 + 50

a 727 600 + 7

b 850 500 + 80 + 2

c 607 300 + 90 + 4

d 582 400 + 90 + 5

e 500 700 + 20 + 7

f 495 500

2 Write these numbers in expanded form.

923 ___________________
900 + 20 + 3 d 206 ___________________

a 410 ___________________ e 300 ___________________

b 359 ___________________ f 783 ___________________

c 832 ___________________ g 564 ___________________

3 Complete.
600 + 40 + 1 = ______
641 g 100 + 40 + 3 = ______

a 100 + 90 = ______ h 900 + 80 + 4 = ______

b 400 + 30 = ______ i 400 + 80 + 7 = ______

c 700 + 40 + 1 = ______ j 300 + 70 + 6 = ______

d 200 + 50 + 2 = ______ k 600 + 10 + 2 = ______

e 300 + 50 + 5 = ______ l 500 + 30 + 8 = ______

f 800 + 2 = ______

18 146435—Catch-Up Math © Shell Education

 Whole Numbers

FOUR-DIGIT NUMBERS
A four-digit number is a number that is made up of
four numbers (or digits).
Numbers from 1,000 to 9,999 are four-digit numbers.
Here are some four-digit numbers:
4,873 2,972 5,097 6,203 4,200
Example 1: 3,946
The number 3,946 has four digits. Written in words,
it is three thousand nine hundred forty-six.
The 3 has a value of 3,000.
The 9 has a value of 900. Example 2: 2,873
The 4 has a value of 40. The number 2,873 in words is
The 6 has a value of 6.
____________________________
Here is 3,946 in a chart:
____________________________
Number Th H T O ____________________________
3,946 3 9 4 6 In a number chart it is:
Number Th H T O
Your 2,873
turn Complete the chart.
Number Th H T O Words
two thousand three hundred
2,319 2 3 1 9
nineteen

four thousand six hundred

a 4,692
ninety-two

b 5,300

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© Shell Education 146435—Catch-Up Math 19

 Whole Numbers
PRACTICE
1 Write these numbers in words.
two thousand four hundred ninety-five
2,495 _____________________________________________________

a 7,219 _____________________________________________________

b 3,490 _____________________________________________________

c 2,005 _____________________________________________________

d 8,943 _____________________________________________________

2 Put these numbers in ascending order. Write a 1 in the box under the
smallest number, 2 in the box under the next largest number, and so on.
1,429 1,325 1,703 1,421 b 7,375 4,283 6,154 1,095
3  
1  
4  
2      
a 2,150 5,125 1,253 1,520 c 2,493 3,286 1,078 2,197

           

3 Order these numbers in descending order by putting a 1 in the box

under the largest number and a 4 in the box under the smallest number.
8,621 9,235 4,396 6,981 b 6,123 9,583 1,252 9,525
2  
1  
4  
3      
a 1,325 5,937 9,377 9,529 c 6,303 9,524 3,781 8,874

           

4 Write these words in numbers.

3,216
three thousand two hundred sixteen ______
a four thousand nine hundred twenty-two ______
b eight thousand three ______
c seven thousand four hundred sixty-nine ______
20 146435—Catch-Up Math © Shell Education
 Whole Numbers

PLACE VALUE AND

FOUR-DIGIT NUMBERS
The place value is the value of a digit based on
where it is in a number.
Th   H T    O
The place value of the 3
is thousands because it is
3,5 2 8 The place value of the 8
is ones because it is in
in the thousands place. the ones place.
The place value of the 5 The place value of the 2 is tens
is hundreds because it is because it is in the tens place.
in the hundreds place.

Example 1: 3,528 has 3 thousands, 5 hundreds, 2 tens, and 8 ones.

Th H T O 3,5 2 8
thousands ones
3 5 2 8 hundreds tens

Example 2:
4,930 has ____ thousands, ____ hundreds, ____ tens, and ____ ones.
Th H T O thousands
4,9 3 0ones
4 0 hundreds tens

Example 3:
8,972 has ____ thousands, ____ hundreds, ____ tens, and ____ ones.
Th H T O
8 7

Your Circle the thousands purple, the hundreds green,

turn the tens blue, and the ones red.
3,921 4,374 5,500 9,746 9,525

2,125 5,251 6,303 1,609

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© Shell Education 146435—Catch-Up Math 21

 Whole Numbers
PRACTICE
1 Write the numbers.
6,345
6 thousands, 3 hundreds, 4 tens, 5 ones = ______

a 8 hundreds, 1 thousand, 8 tens, 2 ones = ______

b 7 ones, 4 tens, 3 thousands = ______

c 6 thousands, 3 tens = ______

d 8 tens, 2 hundreds, 9 thousands = ______

2 Complete the chart.

Number Thousands Hundreds Tens Ones
2,491 2 4 9 1
a 3,269
b 9,038
c 4 7 3 0
d 5 4 7 6
e 6 9 2 4

3 Circle the following numbers in

red for the numbers with 6 ones
blue for the numbers with 8 tens
green for the numbers with 1 hundred
purple for the numbers with 4 thousands.
4,372 4,362 6,153 1,956 6,666
1,483 2,140 8,147 3,482 4,040
3,206 2,736 3,884 4,711 1,134 3,381
4,370 5,296 8,706 9,283 4,635
1,782 8,132 4,975 4,125 3,776

22 146435—Catch-Up Math © Shell Education

 Whole Numbers

VALUE AND FOUR-DIGIT NUMBERS

The value of a number is how much it is worth.
Th H T    O
The value of the 8 is 8,000. 8 ,6 32 The value of the 2 is 2.

The value of the 6 is 600. The value of the 3 is 30.

Example 1: 1,745
In 1,745, even though 1 is the smallest number, it has
the greatest value because it is in the thousands place.
The 1 is worth the most. It is worth 1,000.
The 7 is worth 700, the 4 is worth 40, and the 5 is worth 5.

Example 2: 3,472
When you put
The 3 is worth the most. It is worth _____. a number in
The 4 is worth ____, the 7 is worth ____, and a different
place, it has
the 2 is worth ____. a different
value.
Example 3: 1,397
The ____ is worth the most. It is worth _____.
The 3 is worth ____, the 9 is worth ____, and
the ____ is worth ____ .

1C
 ircle the numbers where the value of the 8 is 8,000.
Your
turn 8,432 847 18 836 82
78 81 8,936

2 For each number, use red to circle the digit worth

the most and blue to circle the digit worth the least.
2,294 1,157 458 3,866 5,490
8,745 8,894 6,128
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© Shell Education 146435—Catch-Up Math 23

 Whole Numbers
PRACTICE
1 Circle the numbers where the value of the 4 is 40.
248 24 463 74 142

640 4,925 458 4,710 343

2 Circle the numbers where the value of 5 is 500.

536 53 25 524 5,382

5,920 599 56 507 5

3 What is the value of the 4 in these numbers?

842 _____
40 f 849 _____ l 4 _____

a 429 _____ g 74 _____ m 4,306 _____

b 94 _____ h 463 _____ n 2,934 _____

c 347 _____ i 4,739 _____ o 8,740 _____

d 4,913 _____ j 5,241 _____ p 3,497 _____

e 14 _____ k 9,437 _____ q 4,978 _____

4 What is the value of the underlined digit?

638 _____
30 f 1,125 _____ l 245 _____

a 491 _____ g 2,543 _____ m 8,095 _____

b 1,357 _____ h 3,930 _____ n 67 _____

c 9,300 _____ i 1,631 _____ o 761 _____

d 6,131 _____ j 3,421 _____ p 35 _____

e 623 _____ k 5,930 _____ q 126 _____

24 146435—Catch-Up Math © Shell Education

 Whole Numbers

NUMBER EXPANDERS AND

FOUR-DIGIT NUMBERS
The number expander shows 1,324.
Example 1:
1 thousand 3 hundreds 2 tens 4 ones =
×1 ×3 ×2 ×4
We can make the same number using hundreds, tens, and ones.
1 3 hundreds 2 tens 4 ones =
× 13 × 2 × 4
Here 1,324 is made using only tens, and ones.
1 3 2 tens 4 ones =
× 132 × 4
Now 1,324 is made only using ones.
1 3 2 4 ones =
× 1,324
Example 2: Complete the 6 Th 8 H 4 T 5 O
number expanders for 6,845.
6 8 H 4 T O

T 5 O
Your
turn Fill in the gaps. 6 O

6 8 4 3
7 4 0 6
68 4 3
684 3
6843
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© Shell Education 146435—Catch-Up Math 25

 Whole Numbers
PRACTICE
1 Match the blocks with the number expanders.

2 Th 2 H 5 T 1 O

a 3 Th 5 H 4 T 5 O

b
3 Th 4 H 2 T 3 O

4 Th 5 H 3 T 2 O
c

1 Th 5 H 8 T 5 O
d

e 1 Th 0 H 3 T 6 O

2 Write each number shown on the number expander.

4 7 2 tens 9 ones b 2 Th 4 H 6 T 8 O
4,729
________ ________

a 8 5 3 2 ones c 7 5 H 6 T 4 O

________ ________

26 146435—Catch-Up Math © Shell Education

 Whole Numbers

EXPANDED FOUR-DIGIT NUMBERS

You can show numbers using Base 10 blocks, an abacus,
and expanded form.
Example 1:

5,000 + 300
5,312
+ 10 + 2
Th H T    O

Expanded
Number Base 10 Abacus
Form
Example 2:

2,035
Th H T    O

Expanded
Number Base 10 Abacus
Form

Complete the table.

Your
turn Number Base 10 Abacus
Expanded
Form

1,126
Th H T    O

2,315
Th H T    O

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© Shell Education 146435—Catch-Up Math 27

 Whole Numbers
PRACTICE

1 Write these four-digit numbers in expanded form.

1,000 + 800 + 30 + 2
1,832 = _________________________

a 3,627 = _________________________

b 4,803 = _________________________

c 5,093 = _________________________

d 2,222 = _________________________

e 7,640 = _________________________

2 Write these numbers in expanded form.

5,000 + 200 + 50 + 3 = ______
5,253 c 9,000 + 900 = ________

a 6,000 + 300 + 10 + 2 = _______ d 4,000 + 200 + 3 = ________

b 7,000 + 20 + 5 = ________ e 1,000 + 500 + 20 + 7 = _______

3 Complete the table.

Number Base 10 Abacus Expanded Form

1,000 + 200
1,223
+ 20 + 3
Th H T    O

2,339
Th H T    O

3,459
Th H T    O

28 146435—Catch-Up Math © Shell Education

 Whole Numbers

ORDERING FOUR-DIGIT NUMBERS

Ascending order is when numbers are ordered from
smallest to largest. These numbers are in ascending order:
3,256, 4,815, 7,394, 8,216, 9,018.
Descending order is when numbers are ordered from
largest to smallest. Now the numbers are rearranged
into descending order:
9,018, 8,216, 7,394, 4,815, 3,256.
Remember – “descending”
has a d for down; the
Example 1: numbers are going down.
 rite these numbers in ascending order.
W
6,258, 3,724, 9,215, 4,711, 9,283
3,724 4,711 6,258 9,215 9,283

Example 2:
 rite these numbers in descending order.
W
6,258, 3,724, 9,215, 4,711, 9,283

Your
turn 1 Order these numbers in ascending order.
1,215 2,473 3,791 3,971
2,473, 1,215, 3,791, 3,971 _______________________

a 5,253, 9,691, 8,873, 3,788 _______________________

b 6,740, 2,440, 9,894, 6,440 _______________________

2 Order these numbers in descending order.

a 2,020, 1,936, 7,791, 3,719 ________________________

b 2,904, 1,973, 1,503, 7,179 ________________________

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© Shell Education 146435—Catch-Up Math 29

 Whole Numbers
PRACTICE

1 Label the numbers in ascending order from 1 (smallest) to 5 (largest).

5,217 3,284 7,190 6,177 2,849

3  
2  
5  
4  
1

a 9,037 9,730 9,073 9,307 9,703

       
b 7,213 3,127 2,137 1,723 1,327

       
c 9,876 6,879 8,967 7,896 6,987

       
d 2,496 6,942 6,429 6,400 6,404

       

2 Label the numbers in descending order from 1 (largest) to 5 (smallest).

2,606 3,295 1,273 4,915 5,231
4  
3  
5  
2  
1

a 7,312 2,137 7,321 7,123 7,231

       
b 5,243 7,819 5,013 3,310 2,440

       
c 7,217 9,524 1,806 2,449 9,373

       
d 8,532 2,964 1,425 5,400 4,500

       

30 146435—Catch-Up Math © Shell Education

 Whole Numbers

GREATER THAN, EQUAL TO,

LESS THAN
> = <
the symbol for the symbol the symbol for
greater than for equal to less than

Example 1: 453 > 249

Read from left to right:
Is 453 greater than (>) 249? Yes Which number
Is 453 equal to (=) 249? No does the pointy
end point to?
Is 453 less than (<) 249? No That helps you
tell the difference
between < and >.
Example 2: 1,275 = 1,275
Is 1,275 greater than (>) 1,275? No
Is 1,275 equal to (=) 1,275? Yes
Is 1,275 less than (<) 1,275? No

Example 3: 2,410 6,870

Is 2,410 greater than (>) 6,870? ______
Is 2,410 equal to (=) 6,870? ______
Is 2,410 less than (<) 6,870? ______
Your
turn Write True or False.
1,010 < 2,734 __________
True c 434 > 109 __________

a 7,145 > 6,243 __________ d 6,251 < 1,290 __________

b 1,315 = 1,315 __________ e 745 > 893 __________

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© Shell Education 146435—Catch-Up Math 31

 Whole Numbers
PRACTICE

1 Fill in the missing symbols.

473 < 792 c 103 103 f 545 711

a 129 792 d 461 416 g 813 318

b 925 127 e 382 283 h 207 720

2 Write the words is greater than , is equal to , or is less than to make

these true.

173 is less than 472 e 523 523

a 321 123 f 920 902

b 841 426 g 747 774

c 909 836 h 209 209

d 417 714 i 345 304

3 Circle the numbers that match the descriptions.

more than 73 102 78 58 73 89 95 70

a less than 21 21 73 29 19 16 42 37 18

b more than 93 93 47 94 16 95 39 98

c less than 87 87 89 73 17 41 82 9

d more than 325 129 325 392 145 463 173 497

e equal to 127 127 721 127 127 371 271 128

f less than 432 432 317 324 147 214 234 541

g equal to 607 607 706 176 607 607 67 167

32 146435—Catch-Up Math © Shell Education

4 Fill in the missing symbols.

2,417 < 7,412 d 3,857 7,583 h 5,678 8,765

a 7,600 7,006 e 2,934 4,932 i 9,930 9,033

b 2,491 2,491 f 5,921 5,912 j 2,011 2,020

c 8,491 1,459 g 6,030 6,300 k 6,292 6,922

5 Write three numbers greater than the number shown.

4,352 4,532
__________ 4,590
__________ 6,511
__________

a 5,231 __________ __________ __________

b 6,593 __________ __________ __________

c 5,847 __________ __________ __________

d 9,458 __________ __________ __________

6 Write three numbers less than the number shown.

5,249 5,010
__________ 4,132
__________ 1,754
__________

a 7,342 __________ __________ __________

b 8,294 __________ __________ __________

c 9,311 __________ __________ __________

d 6,425 __________ __________ __________

7 Write a number in between.

1,247 1,389 1,435 c 2,854 5,859

a 3,136 4,425 d 935 1,034

b 2,634 2,723 e 3,649 3,784

© Shell Education 146435—Catch-Up Math 33

 Whole Numbers

8 Write True or False.

2,432 < 6,295 ________
True e 5,740 = 5,704 ________

a 7,143 > 2,163 ________ f 9,386 > 1,057 ________

b 2,409 = 2,409 ________ g 6,322 < 6,895 ________

c 5,382 < 5,163 ________ h 9,855 < 9,981 ________

d 8,740 = 8,740 ________ i 7,249 < 7,942 ________

9 Circle the numbers that match the descriptions.

more than 125 192 125 127 124 291 129

a less than 626 620 662 262 668 266 594 694

b equal to 714 714 741 417 174 714 471 147 714

c less than 422 422 224 442 424 142 242 422

d equal to 928 299 928 829 928 298 928

e more than 1,253 5,231 1,352 1,253 1,235 1,325 1,523 1,253

f more than 9,727 9,727 9,729 7,729 9,772 9,727 7,927 2,779

g less than 3,493 3,493 3,439 4,393 3,394 9,433 3,499 3,493

h equal to 8,352 5,382 2,583 8,352 8,352 3,852 2,835 8,352

10 Circle the correct symbol

343 > = < 249 e 425 > = < 462

a 648 > = < 846 f 860 > = < 796

b 728 > = < 320 g 947 > = < 780

c 103 > = < 103 h 581 > = < 343

d 242 > = < 585 i 669 > = < 468

34 146435—Catch-Up Math © Shell Education
 Whole Numbers

ROUNDING TO 100 AND 1,000

Rounding is useful when you need to estimate an answer.
Round-down numbers Round-up numbers
0 1 2 3 4 5 6 7 8 9
SCAN
to
watch
Rounding to 100 Rounding to 1,000 If the number is video
less than 5, you
1 Go to the hundreds column. 1 Go to the thousands column.
round down.
2 Write the round-up number 2 Write the round-up number If the number is
above the hundreds. above the thousands. 5 or more, you
3 Circle the number in the 3 Circle the number in the round up.
tens column. hundreds column.
4 Is it a round-up or round- 4 Is it a round-up or round-
down number? down number?
5 Round your number. 5 Round your number.

Example 1: 4 Example 3: ___________

Round 349 to 349
________ Round 8,953 to
the nearest 100. down the nearest 1,000. ___________
300
________

Example 2: 6 up Example 4: ___________

Round 582 to 582
________
Round 21,492 to
the nearest 100. 600
________ the nearest 1,000. ___________

Your 1 Round to the 2 Round to the

turn nearest 100. nearest 1,000.
a 653 a 9,573
________ ________

b 2,438 b 24,252
________ ________
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© Shell Education 146435—Catch-Up Math 35

 Whole Numbers
PRACTICE

1 Round these numbers to the nearest 100.

6
3,524 c 963 f 1,590
________
3,500 ________ ________

a 1,725 d 1,043 g 4,923

________ ________ ________

b 257 e 2,597 h 648

________ ________ ________

2 Round these numbers to the nearest 1,000.

8
7,295 b 4,935 d 6,259
________ ________ ________

a 3,428 c 7,135 e 2,843

________ ________ ________

3 Round these numbers to the nearest 100, then 1,000.

2,593 c 8,395
nearest 100 ________
2,600 nearest 100 ________
nearest 1,000 ________
3,000 nearest 1,000 ________

a 4,938 d 4,723
nearest 100 ________ nearest 100 ________
nearest 1,000 ________ nearest 1,000 ________

b 3,142 e 6,492
nearest 100 ________ nearest 100 ________
nearest 1,000 ________ nearest 1,000 ________

36 146435—Catch-Up Math © Shell Education

 Whole Numbers

FIVE-DIGIT NUMBERS
A five-digit number is made up of five numbers (or digits).
Numbers in the ten thousands have five digits:
10,000 to 99,999.
Here are some five-digit numbers:
39,256 73,824 19,003 24,893
Example 1: Read the
numbers aloud
23,495 is written as twenty-three thousand to help you
four hundred ninety-five. work out how
to write them.
Example 2:
19,053 is written as nineteen thousand fifty-three.

Example 3: 60,425 is written as sixty __________

four __________ __________-__________.

Example 4: 42,950 is written as forty-__________ thousand

__________ hundred __________.

1 Circle the five-digit numbers.

Your
turn 24,957 1,003 42,056 73,950 26,435
7,632 7,458 17,537 835

2 Match the numbers to the words.

28,419 seventy-three thousand four hundred twenty
a 73,420 twenty-eight thousand four hundred nineteen
b 19,596 nineteen thousand five hundred ninety-six
c 84,253 eighty-four thousand two hundred fifty-three
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© Shell Education 146435—Catch-Up Math 37

 Whole Numbers
PRACTICE

1 Write these numbers in words.

twenty-three thousand nine hundred seventy-six
23,976 ___________________________________________________

a 49,350
__________________________________________________________

b 57,420
__________________________________________________________

c 62,943
__________________________________________________________

d 81,462
__________________________________________________________

e 93,258
__________________________________________________________

f 16,422
__________________________________________________________

2 Match these numbers to the words.

47,215 ninety-four thousand three hundred eighty-two

a 53,847 forty-seven thousand two hundred fifteen

b 71,329 sixty-two thousand four hundred seventy-one

c 94,382 seventy-six thousand two hundred eighteen

d 81,432 seventy-one thousand three hundred twenty-nine

e 76,218 thirty-one thousand two hundred forty

f 62,471 fifty-three thousand eight hundred forty-seven

g 31,240 eighty-one thousand four hundred thirty-two

38 146435—Catch-Up Math © Shell Education

 Whole Numbers

PLACE VALUE TO 100, 000

The place value is the value of a digit based on
where it is in a number.
37,289 is a five-digit number.
TT Th    H T    O
The place value of the 3 is
ten thousands because it is
37,2 8 9 The place value of the 9
is ones because it is in
in the ten thousands place. the ones place.
The place value of the 7 The place value of the 8 is tens
is thousands because it is because it is in the tens place.
in the thousands place. The place value of the 2 is hundreds
because it is in the hundreds place.
Example 1:
37,289 has 3 ten thousands, 7 thousands, 2 hundreds, 8 tens, and 9 ones.
This is 37,289 in a place value chart:
ten thousands 3 7, 2 8 9 ones
thousands hundreds tens T T Th H T O

3 7 2 8 9

Example 2: 47,568 has ______ ten thousands, ______ thousands,

5 __________, 6 tens, and 8 ___________.

This is 47,568 in a place value chart: T T Th H T O

Look at the spacing between the

thousands place and the hundreds place.

Your
turn C
 ircle the ten thousands orange, the thousands purple,
the hundreds green, the tens blue, and the ones red.
73,608 89,243 63,825 74,103

61,000 47,090 32,361 24,140

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© Shell Education 146435—Catch-Up Math 39

 Whole Numbers
PRACTICE

1 Write these numbers.

27,260
27 thousands, 6 tens, 2 hundreds _________

a 2 ten thousands, 3 tens, 4 hundreds, 1 ones _________

b 94 thousands, 6 ones, 7 hundreds, 3 tens _________

c 5 tens, 6 hundreds, 5 ones, 35 thousands _________

d 6 ten thousands, 8 ones, 2 hundreds, 5 thousands, 1 tens _________

2 Complete the chart.

Ten
Number thousands Thousands Hundreds Tens Ones

34,398 3 4 3 9 8
a 67,138
b 15,840
c 7 1 4 5 9
d 2 5 0 4 3
e 75,458

3 Write the numbers in the correct place on the chart.

Ten Thousands Hundreds Tens Ones
thousands
60,000 60,000
a 5,000
b 2
c 10
d 80,000
e 5
f 80

40 146435—Catch-Up Math © Shell Education

 Whole Numbers

THE VALUE OF NUMBERS TO 100, 000

The value of a number is how much it is worth.
H T O
Example 1:
The value of the 6 6 92 The value of the 2
is 600. is 2.

The value of the 9 is 90.

Example 2: Th   H T    O

The value of the 3 is 3,000. 3,68 5 The value of the 5 is 5.

The value of the 6 is 600. The value of the 8 is 80.

Example 3:
TT Th    H T    O
The value of the 9
The value of the 2 24,769 is _______.
is _______.
The value of the 4 The value of the 6 is _______.
is _______. The value of the 7 is _______.

Your Circle in green the digit with the most value and
turn in red the digit with the least value.

28,491 10,398 24,937 82,358

90,009 12,683 73,469 44,444

35,293 47,247 64,293

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© Shell Education 146435—Catch-Up Math 41

 Whole Numbers
PRACTICE

1 Write numbers using these digits:

3 5 8 7 6
6 hundreds _________
3,687 e 5 ten thousands _________

a 3 ten thousands _________ f 3 tens _________

b 8 hundreds _________ g 5 ones _________

c 7 thousands _________ h 7 hundreds _________

d 6 ones _________ i 7 ten thousands _________

2 Write the missing numbers to make 32,487.

32 thousands + _________
487 c 32,487 ones + _________

a 3 ten thousands + _________ d 3,248 tens + _________

b 324 hundreds + _________

3 What is the value of the underlined digit?

24,731 = _________
700 j 41,273 = _________

a 38,420 = _________ k 81,431 = _________

b 16,216 = _________ l 57,631 = _________

c 41,249 = _________ m 24,622 = _________

d 72,542 = _________ n 81,030 = _________

e 31,053 = _________ o 60,239 = _________

f 17,458 = _________ p 48,346 = _________

g 91,004 = _________ q 34,189 = _________

h 85,372 = _________ r 97,257 = _________

i 21,435 = _________ s 67,201 = _________

42 146435—Catch-Up Math © Shell Education

 Whole Numbers

GREATER THAN, EQUAL TO,

LESS THAN: NUMBERS TO 100,000

> greater than = equal to < less than

Example 1: 13,157 < 23,546
Read from left to right. Ask yourself: SCAN
to
watch
Is 13,157 greater than (>) 23,546? No video

Is 13,157 equal to (=) 23,546? No

Is 13,157 less than (<) 23,546? Yes Which number
does the pointy
end point to?
Example 2: 34,957 = 34,957 That helps you
tell the difference
Is 34,957 greater than (>) 34,957? No between < and >.
Is 34,957 equal to (=) 34,957? Yes
Is 34,957 less than (<) 34,957? No

Example 3: 49,520 15,490

Is 49,520 greater than (>) 15,490? ______
Is 49,520 equal to (=) 15,490? ______
Is 49,520 less than (<) 15,490? ______

Your Answer Yes or No.

turn
No
Is 65,249 < 57,957? ______

a Is 14,573 > 24,297? ______

b Is 36,429 < 59,419? ______

c Is 41,000 = 41,000? ______

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© Shell Education 146435—Catch-Up Math 43

 Whole Numbers
PRACTICE

1 Insert the correct symbol: >, <, or =.

24,579 < 25,479 g 49,273 49,723

a 32,003 33,200 h 94,875 95,874

b 54,920 54,920 i 61,439 16,439

c 14,019 41,910 j 22,044 22,440

d 37,249 94,375 k 16,134 16,134

e 93,002 92,030 l 83,270 83,720

f 72,490 74,290 m 72,467 72,467

2 Circle the correct answer.

35,284 is less than / is equal to / is greater than 34,582.

a 72,145 is less than / is equal to / is greater than 75,214.

b 42,957 is less than / is equal to / is greater than 24,957.

c 53,240 is less than / is equal to / is greater than 53,420.

d 17,490 is less than / is equal to / is greater than 17,490.

3 Write a number to make the following true.

43,245 > _________
15,256 f 43,495 > _________

a 72,193 < _________ g 22,043 = _________

b 28,057 = _________ h 52,949 < _________

c 41,347 > _________ i 49,563 < _________

d 32,090 > _________ j 79,345 < _________

e 16,325 < _________ k 81,090 < _________

44 146435—Catch-Up Math © Shell Education

 Whole Numbers

ROUNDING TO 10,000
Rounding is useful when you need to estimate an answer.
Round-down numbers Round-up numbers
0 1 2 3 4 5 6 7 8 9

Rounding to 10,000 If the number is

less than 5, you
1 Go to the ten thousands column. round down.
If the number is
2 Write the round-up number above the ten thousands.
5 or more, you
3 Circle the number in the thousands column. round up.
4 Is it a round-up or round-down number?
5 Round your number.

Example 1: 3 Example 3:
Round 24,358 to 2 4 ,358
__________ Round 15,372 to __________
the nearest 10,000. down the nearest 10,000. __________
20,000
__________

Example 2: 4 up Example 4:
Round 36,529 to 3 6 ,529
__________ __________
Round 89,647 to
40,000
the nearest 10,000. __________ the nearest 10,000. __________

Your Round these number to the nearest 10,000.

turn
3
24,597 __________
2 4,597 b 52,599 __________
down
20,000
__________ __________

a 37,924 __________ c 75,023 __________

__________ __________

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© Shell Education 146435—Catch-Up Math 45

 Whole Numbers
PRACTICE

1 Round these numbers to the nearest 10,000.

5
45,926 c 55,386 f 79,501
50,000
_________ _________ _________

a 36,439 d 91,254 g 86,255

_________ _________ _________

b 72,493 e 82,649 h 47,153

_________ _________ _________

2 Round the following.

62,510 c 84,965
nearest 10 62,510
_________ nearest 10 _________
nearest 100 62,600
_________ nearest 100 _________
nearest 1,000 63,000
_________ nearest 1,000 _________
nearest 10,000 60,000
_________ nearest 10,000 _________

a 37,502 d 26,608
nearest 10 _________ nearest 10 _________
nearest 100 _________ nearest 100 _________
nearest 1,000 _________ nearest 1,000 _________
nearest 10,000 _________ nearest 10,000 _________

b 71,539 e 30,429
nearest 10 _________ nearest 10 _________
nearest 100 _________ nearest 100 _________
nearest 1,000 _________ nearest 1,000 _________
nearest 10,000 _________ nearest 10,000 _________

46 146435—Catch-Up Math © Shell Education

 WHOLE NUMBERS REVIEW

1 Write the following numbers in words.

a 675 ____________________________________________________

b 429 ____________________________________________________

c 3,056 ____________________________________________________

d 2,350 ____________________________________________________

e 7,438 ____________________________________________________

f 8,503 ____________________________________________________

g 26,590
__________________________________________________________

h 37,429
__________________________________________________________

2 Complete the table.

Ten
Number thousands Thousands Hundreds Tens Ones

a 79
b 838
c 903
d 1,430
e 2,574
f 3,827
g 12,507
h 35,639
i 40,256
j 57,007

© Shell Education 146435—Catch-Up Math 47

 Whole Numbers
REVIEW

3 Circle the numbers with eight hundreds.

836 4,798 3,863 12,484 983 842 29,836

5,815 183 98 28 3,683 19,837 2,862

4 Circle the numbers with four thousands.

24,293 94 47,473 2,414 4,684 8,436

2,594 4,004 499 94,362 4,937 34,876

5 What is the place value of the 6 in these numbers?

a 625_________ f 69,342 _________ k 24,376 _________

b 1,629 _________ g 16,373 _________ l 16 _________

c 6,384 _________ h 47,624 _________ m 25,960 _________

d 26,378 _________ i 56,290 _________ n 3,640 _________

e 64,321 _________ j 97,635 _________ o 74,362 _________

6 Write the numbers.

a 6 ten thousands, 3 hundreds, 4 ones = _________

b 8 thousands, 2 ten thousands, 1 ones, 3 tens = _________

c 7 tens, 4 hundreds, 8 ones = _________

d 5 thousands, 7 tens = _________

e 8 ten thousands, 6 tens, 3 ones = _________

f 3 thousands, 5 ten thousands, 2 ones = _________

g 8 ones, 6 tens, 4 ten thousands = _________

h 9 tens, 7 ten thousands, 5 hundreds = _________

48 146435—Catch-Up Math © Shell Education

 WHOLE
REVIEW NUMBERS

7 What is the value of the 2 in these numbers?

a 423 ________ g 32 ________ m 72 ________

b 732 ________ h 24,358 _______ n 239 ________

c 729 ________ i 52,436 _______ o 2,993 ________

d 12 ________ j 57,230 _______ p 23,491 ________

e 2,495 ________ k 42,135 _______ q 62,410 ________

f 3,245 ________ l 29,693 _______ r 43,216 ________

8 Fill in the number expanders.

a 2,759 thousands hundreds tens ones

b 3,248 ones

ten
c 46,819 thousands thousands hundreds tens ones

d 1,037 thousands hundreds tens ones

9 Write in expanded form.

a 632 = ________________________________

b 207 = ________________________________

c 910 = ________________________________

d 1,438 = ________________________________

e 3,589 = ________________________________

f 7,136 = ________________________________

© Shell Education 146435—Catch-Up Math 49

 Whole Numbers
REVIEW

10 Show these numbers on the abacuses.

a 3,942 b 7,495 c 8,973

Th H T    O Th H T    O Th H T    O

11 Write the correct symbol: >, <, or =.

a 347 293 g 11,345 54,311

b 1,250 1,205 h 76,201 72,106

c 7,646 7,646 i 13,254 13,254

d 24,937 29,473 j 92,374 97,234

e 8,932 2,938 k 84,921 81,924

f 63,241 61,243 l 74,328 83,274

12 Round the numbers to complete the table.

Nearest Nearest Nearest Nearest
Number 10 100 1,000 10,000
a 13,427
b 49,238
c 56,502
d 60,348
e 99,037
f 74,295
g 86,697

50 146435—Catch-Up Math © Shell Education

 Addition

ADDITION WITHOUT REGROUPING

Addition is when two or more numbers are combined
to make one larger number.
Example 1: Add. Example 3: Add.
Tens Ones Tens Ones
2 4 6 2
+ 1 5 + + 3 5
3 9
Start at the ones
column and add.
Example 2: Add. Example 4: Add.
Tens Ones Tens Ones
3 5 8 4
+ 2 3 + 1 3
5 8

Your
turn Solve.
Tens Ones b Tens Ones d Tens Ones
4 3 7 3 8 6
+ 2 5 + 1 5 + 1 1
6 8

a Tens Ones c Tens Ones e Tens Ones

5 2 6 1 7 5
+ 4 0 + 2 2 + 2 3

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© Shell Education 146435—Catch-Up Math 51

 Addition
PRACTICE
1 Add these numbers.
Tens Ones b Tens Ones d Tens Ones f Tens Ones
5 3 3 2 7 5 5 6
+ 4 1 + 2 5 + 1 1 + 4 2
9 4

a Tens Ones c Tens Ones e Tens Ones g Tens Ones

1 5 6 8 8 3 2 8
+ 2 4 + 2 1 + 4 + 5 1

2 Add these numbers.

Tens Ones e Tens Ones j Tens Ones o Tens Ones
4 2 5 6 6 3 4 5
+ 5 6 + 2 1 + 2 5 + 5 0
9 8

a Tens Ones f Tens Ones k Tens Ones p Tens Ones

3 5 4 7 5 3 3 6
+ 5 1 + 4 1 + 3 5 + 3 1

b Tens Ones g Tens Ones l Tens Ones q Tens Ones

2 4 3 0 3 1 4 7
+ 5 5 + 6 5 + 2 1 + 3 2

c Tens Ones h Tens Ones m Tens Ones r Tens Ones

3 7 4 7 5 4 5 9
+ 4 2 + 3 2 + 4 3 + 4 0

d Tens Ones i Tens Ones n Tens Ones s Tens Ones

4 3 3 7 7 3 9 3
+ 5 3 + 1 0 + 1 3 + 2

52 146435—Catch-Up Math © Shell Education

 Addition

3 Fill in the missing numbers.

Tens Ones b Tens Ones d Tens Ones f Tens Ones
2 4 6 8 7 2 3 0
+ 6 2 + + +
8 6 9 9 9 5 5 7

a Tens Ones c Tens Ones e Tens Ones g Tens Ones

4 1 5 3 2 1 4 9
+ + + +
9 3 9 8 4 1 6 9

4 Round each number to the nearest 10 to estimate an answer for these

number sentences.
53 + 27 is about 80 f 72 + 15 is about

50 30

a 62 + 13 is about g 43 + 28 is about

b 78 + 24 is about h 56 + 31 is about

c 81 + 19 is about i 36 + 42 is about

d 73 + 24 is about j 41 + 17 is about

e 52 + 18 is about k 53 + 59 is about

© Shell Education 146435—Catch-Up Math 53

 Addition

5 Solve these three-digit problems.

Hund Tens Ones c Hund Tens Ones f Hund Tens Ones
3 2 6 1 7 0 1 7 4
+ 2 4 3 + 5 1 5 + 5 2 0
5 6 9

Hund Tens Ones Hund Tens Ones Hund Tens Ones

a d g
8 1 5 6 4 2 1 3 8
+ 1 6 3 + 3 4 5 + 4 2 1

b Hund Tens Ones e Hund Tens Ones h Hund Tens Ones

2 2 7 7 2 3 1 3 6
+ 7 5 2 + 2 5 6 + 8 5 2

6 Fill in the missing numbers.

H T O b H T O d H T O
1 6 3 6 2 4 4 3 8
+ 3 2 4 + +
4 8 7 8 5 7 5 5 9

a H T O c H T O e H T O
3 1 0 5 2 3 4 2 6
+ + +
5 9 0 7 5 4 9 9 8

7 Round each number to the nearest 10 to estimate an answer for these

number sentences.
137 + 28 is about 170 b 735 + 21 is about

140 30

a 256 + 17 is about c 589 + 12 is about

54 146435—Catch-Up Math © Shell Education

 Addition

ADDITION WITH REGROUPING

Addition is when two or more numbers are combined
to make one larger number.
In addition, sometimes the sum of two digits in the same
place value column is 10 or more. SCAN
to
watch
Because there is only space for one digit, the 10 has to be video

regrouped into the next column.

Example 1: Add. Example 3: Add.

Tens Ones Tens Ones
17 5 11 5
+ 5 8 + 7 6
13 3 1

Example 2: Add. Example 4: Add.

Tens Ones Tens Ones
13 7 2 9
+ 5 9 + 8 3
9 8

Remember to regroup
if you get 10 or more
in a column.
Your
turn Add these numbers.
Tens Ones a Tens Ones b Tens Ones c Tens Ones
156 7 8 5 7 6 2
+ 4 9 + 9 5 + 3 4 + 4 8
10 5

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© Shell Education 146435—Catch-Up Math 55

 Addition
PRACTICE
1 Add these numbers.
Tens Ones
15 b Tens Ones d Tens Ones f Tens Ones
5
8 7 7 2 8 4
+ 4 9
+ 3 6 + 1 9 + 5 9
10 4

a Tens Ones c Tens Ones e Tens Ones g Tens Ones

6 9 4 7 2 6 9 3
+ 4 5 + 3 9 + 3 5 + 4 8

2 Now try these.

T O
e T O j T O o T O
115 7 2 3 9 5 5
+ 6 5 + 6 8 + 7 2 + 4 8
8 0

a T O f T O k T O p T O
1 4 5 4 3 8 3 6
+ 5 6 + 8 9 + 9 4 + 8 7

b T O g T O l T O q T O
9 7 3 9 5 9 9 4
+ 2 3 + 7 8 + 2 5 + 8 8

c T O h T O m T O r T O
8 8 4 8 8 3 5 4
+ 3 9 + 9 8 + 1 7 + 2 8

d T O i T O n T O s T O
3 6 8 9 4 9 1 7
+ 9 7 + 4 9 + 2 5 + 6 7

56 146435—Catch-Up Math © Shell Education

 Addition

3 Fill in the missing numbers.

T O e T O j T O o T O
15
6 9 2 5 8 5 9
+ 3 4 + + +
9 0 13 0 11 7 12 4

a T O f T O k T O p T O
7 7 8 6 2 9 9 9
+ + + +
11 1 13 1 4 2 14 5

b T O g T O l T O q T O
8 4 7 4 1 9 3 4
+ + + +
13 1 14 1 3 4 9 2

c T O h T O m T O r T O
9 6 4 8 3 5 5 6
+ + + +
15 0 13 4 9 2 11 1

d T O i T O n T O s T O
5 8 3 7 4 7 2 8
+ + + +
10 7 6 2 14 0 6 4

4 Complete these three-digit problems.

H T O H T O
H T O b d
14 17 3 5 3 8 4 9 3
+ 4 2 8 + 4 5 2 + 3 5 8
9 0 1

H T O
a H T O c e H T O
4 8 5 2 8 7 2 3 7
+ 2 7 6 + 1 3 9 + 4 5 9

© Shell Education 146435—Catch-Up Math 57

 ADDITION
Addition

H T O H T O H T O
f h j
8 4 5 1 5 3 6 2 4
+ 1 3 6 + 3 2 9 + 3 5 6

H T O H T O H T O
g i k
2 5 6 2 5 8 7 5 8
+ 6 8 9 + 3 1 4 + 1 4 3

5 Fill in the missing numbers.

H T O e H T O j H T O
5 14 7 3 8 9 9
+ 3 0 7 + 1 + 1 3 7
8 5 4 6 0 8 2 4 6

a H T O f H T O k H T O
6 4 3 4 2 8 8
+ + 4 + 6 5 7
8 5 2 9 7 6 8 4 3

b H T O g H T O l H T O
8 2 6 1 9 4 8
+ 3 + 6 + 1 4 7
9 6 1 9 6 3 6 7 5

c H T O h H T O m H T O
7 4 4 2 6 8 8 6 8
+ 1 + 3 + 0
9 6 2 6 3 7 9 7 4

d H T O i H T O n H T O
5 2 9 6 3 2 3
+ 2 + 8 + 5 1 7
7 4 7 9 3 0 8 8 4

58 146435—Catch-Up Math © Shell Education

 ADDITION REVIEW

1 Add these numbers.

a T O b T O c T O
5 7 6 3 5 8
+ 4 2 + 3 1 + 4 1

d T O e H T O f H T O
7 0 3 0 8 5 1 7
+ 2 9 + 4 5 1 + 3 8 1

g H T O h H T O i H T O
4 2 3 6 0 8 2 7 3
+ 4 3 5 + 3 9 1 + 6 2 4

2 Add these numbers.

a T O b T O c T O
3 8 7 6 8 2
+ 6 9 + 8 5 + 5 9

d H T O e H T O f H T O
3 7 2 5 4 1 6 7 5
+ 1 1 8 + 2 3 9 + 3 9 5

3 Fill in the missing numbers.

a T O b T O c T O
3 5 4 2 3 9
+ + +
5 9 7 8 8 4

© Shell Education 146435—Catch-Up Math 59

 Addition
REVIEW

d T O e H T O f H T O
7 6 7 2 4 5 9 7
+ + +
10 8 9 8 6 9 1 2

g H T O h H T O i H T O
2 6 8 6 8 7
+ + 4 8 5 + 4
7 9 5 9 2 3 8 3 6

4 Round each number to the nearest 10 to estimate an answer

for each of these number sentences.
a 54 + 28 is about 80 e 371 + 83 is about

50 30

a 62 + 33 is about f 652 + 19 is about

b 87 + 42 is about g 537 + 29 is about

c 37 + 42 is about h 586 + 21 is about

d 25 + 81 is about i 746 + 52 is about

60 146435—Catch-Up Math © Shell Education

 SUBTRACTION

SUBTRACTION WITHOUT REGROUPING

An algorithm is a way of setting up a math question
to find the answer.
This is a subtraction algorithm:
Start at the ones column.
5 8 Always subtract downward.
– 3 2
2 6

Example 1: Example 3: Example 5:

Start
Tens Ones here. Tens Ones Tens Ones
7 3 9 8 7 7
– 1 2 – 3 4 – 4 6
6 1 6 4

Example 2: Example 4: Example 6:

Tens Ones Tens Ones Tens Ones
8 5 6 4 8 3
– 3 3 – 3 2 – 5 0
5 2

Start at the ones

column and subtract.
Your
turn Subtract these numbers.

Tens Ones a Tens Ones b Tens Ones c Tens Ones

9 8 6 9 5 7 4 7
– 1 5 – 4 2 – 3 5 – 2 4
8 3

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© Shell Education 146435—Catch-Up Math 61

 SUBTRACTION
PRACTICE

1 Subtract these numbers.

Tens Ones b Tens Ones d Tens Ones f Tens Ones
5 8 5 7 4 6 3 9
– 2 4 – 4 1 – 2 4 – 2 0
3 4

a Tens Ones c Tens Ones e Tens Ones g Tens Ones

6 9 3 8 4 3 2 6
– 3 7 – 1 7 – 1 1 – 1 5

2 Now subtract these numbers.

9 8 b 6 5 d 4 5 f 7 3
– 5 7 – 4 2 – 3 2 – 5 1
4 1

a 7 7 c 5 4 e 6 4 g 8 1
– 4 2 – 2 0 – 3 1 – 3 0

3 This is Mario’s math test. Find the answers to the questions,

mark his test, and give him a score out of 8.

a 2 4 c 3 4 e 9 3 g 9 2
– 1 3 – 1 2 – 5 1 – 8 0
1 1 2 4 4 2 1 2

b 7 2 d 8 4 f 8 7 h 6 6
– 1 0 – 2 0 – 4 3 – 2 4
6 1 6 4 4 4 2 2

out of 8

62 146435—Catch-Up Math © Shell Education

 SUBTRACTION
SUBTRACTION
PRACTICE
SUBTRACTION WITHOUT REGROUPING
AND THREE-DIGIT NUMBERS
This is a subtraction problem using a three–digit number.

1. Start at the ones column.

2. Then, go to the tens column. Hund Tens Ones
3. Then, the hundreds column.
5 3 7 Always subtract
– 4 1 2 downward.

Example 1: Example 3: Example 5:

Start
Hund Tens Ones here. Hund Tens Ones Hund Tens Ones
4 9 6 4 9 8 4 9 6
– 2 4 – 1 5 4 – 1 0 3
4 7 2 3 4 4 3

Example 2: Example 4: Example 6:

Hund Tens Ones Hund Tens Ones Hund Tens Ones
7 3 5 9 6 5 8 6 3
– 2 3 – 2 4 – 2 5 3
7 1 2 1 0

First subtract the ones, then

the tens, then the hundreds.
Your Subtract these numbers.
turn
H T O a H T O b H T O
5 3 6 7 3 9 8 6 8
– 4 1 5 – 3 2 4 – 1 2
1 2 1

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© Shell Education 146435—Catch-Up Math 63

 SUBTRACTION
PRACTICE

1 Subtract these numbers.

6 3 4 c 1 6 6 f 1 4 8 i 8 0 2
– 2 3 – 3 2 – 3 2 – 4 0 1
6 1 1

a 5 0 4 d 9 6 2 g 2 0 7 j 9 9 3
– 1 0 2 – 4 1 – 1 0 7 – 8 1 2

b 6 3 5 e 7 5 3 h 8 7 1 k 4 6 8
– 2 3 5 – 1 4 1 – 1 7 0 – 3 2 4

2 What is the difference between the numbers?

Numbers Solutions Numbers Solutions
536 and 115 d 897 and 881
5 3 6
– 1 1 5
4 2 1

a 657 and 241 e 584 and 73

b 773 and 252 f 779 and 779

c 895 and 50 g 495 and 32

64 146435—Catch-Up Math © Shell Education

 SUBTRACTION
SUBTRACTION
PRACTICE
SUBTRACTION WITH REGROUPING
AND TWO-DIGIT NUMBERS
Here is a subtraction problem where we have to regroup
from the tens column to help us solve the question.
Tens Ones
45 13 We cannot take 8 away from 3, so we
borrow from the tens column to make 13. SCAN
to
– 2 8 watch
video
2 5

Example 1: Example 3: Trade

Start 1 ten
Tens Ones here. Tens Ones for
56 12
78 11 10 ones.
– 3 6 – 4 3
2 6

Example 2: Example 4:
Tens Ones Tens Ones
67 14 5 3
– 3 5 – 2 4
3 9

Your
turn Use regrouping to subtract these numbers.

Tens Ones a Tens Ones b Tens Ones c Tens Ones

23 12 5 8 9 1 7 1
– 1 5 – 3 9 – 7 3 – 2 6
1 7

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© Shell Education 146435—Catch-Up Math 65

 SUBTRACTION
PRACTICE

1 Subtract these numbers.

Tens Ones Tens Ones Tens Ones Tens Ones
c f i
45 14 4 3 6 2 7 4
– 2 8 – 2 4 – 4 3 – 5 6
2 6

a Tens Ones d Tens Ones g Tens Ones j Tens Ones

2 5 7 2 9 0 8 1
– 1 9 – 5 3 – 3 5 – 4 8

b Tens Ones e Tens Ones h Tens Ones k Tens Ones

3 1 8 1 6 8 6 1
– 2 5 – 4 3 – 5 9 – 3 2

2 Subtract these numbers and then check your answers using addition.
Tens Ones Tens Ones c Tens Ones Tens Ones
45 13 12 6 9 3
– 2 7 + 2 7 – 6 4 + 6 4
2 6 5 3

a Tens Ones Tens Ones d Tens Ones Tens Ones

7 1 4 1
– 3 3 + 3 3 – 2 5 + 2 5

Tens Ones Tens Ones

b e Tens Ones Tens Ones
8 2 6 0
– 4 3 + 4 3 – 3 4 + 3 4

66 146435—Catch-Up Math © Shell Education

 SUBTRACTION
SUBTRACTION
PRACTICE
SUBTRACTION WITH REGROUPING
AND THREE-DIGIT NUMBERS
When the top number is too small, you must regroup.
Start at the ones column.
Hund Tens Ones
6 45 14 Always subtract downward.
– 1 2 6
5 2 8

Trade
Example 1: Example 3: 1 ten
Start
here. for
Hund Tens Ones Hund Tens Ones 10 ones.
5 34 18 7 5 3
– 2 3 9 – 3 2 5
3 0 9

Example 2: Example 4:
Regrouped Regrouped
Hund Tens Ones twice. Hund Tens Ones twice.
Trade
3 4 10 1 15 8 12 16
1 hundred
– 1 3 6 – 2 5 7 for
10 tens.
2 7 9

Your
turn Use regrouping to complete these subtraction problems.
Hund Tens Ones a Hund Tens Ones b Hund Tens Ones
6 7 10 1 15 4 2 3 5 2 5
– 3 9 6 – 1 2 6 – 2 3 9
3 1 9

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© Shell Education 146435—Catch-Up Math 67

 SUBTRACTION
PRACTICE

1 Subtract these numbers.

Hund Tens Ones d Hund Tens Ones h Hund Tens Ones
2 3 11 2 14 9 3 0 7 2 2
– 1 5 8 – 2 4 6 – 4 3 5
1 6 6

a Hund Tens Ones e Hund Tens Ones i Hund Tens Ones

5 6 3 5 0 6 8 1 5
– 1 4 7 – 2 4 3 – 1 2 7

b Hund Tens Ones f Hund Tens Ones j Hund Tens Ones

6 2 5 7 3 1 6 3 2
– 2 3 4 – 2 4 5 – 1 2 5

c Hund Tens Ones g Hund Tens Ones k Hund Tens Ones

4 2 6 8 1 0 9 1 5
– 2 0 7 – 6 3 9 – 2 3 6

2 Subtract these numbers and then use addition to check your answers.
H T O H T O c H T O H T O
45 11 9 13 8 6 9 1 3
– 1 3 3 + 1 3 3 – 4 2 5 + 4 2 5
3 8 6 5 1 9

H T O H T O
a H T O H T O d
6 2 4 8 4 4
– 2 0 6 + 2 0 6 – 3 5 6 + 3 5 6

b H T O H T O e H T O H T O
7 1 2 4 0 9
– 2 3 5 + 2 3 5 – 1 2 3 + 1 2 3

68 146435—Catch-Up Math © Shell Education

 SUBTRACTION
SUBTRACTION
PRACTICE
SUBTRACTION WITH REGROUPING
AND FOUR-DIGIT NUMBERS
Four–digit subtraction can also use regrouping.
Start at the ones column.
Thou Hund Tens Ones
3 3 4 12 3 12 Always subtract downward.
– 1 3 5 7 SCAN
to
2 0 7 5 watch
video

Example 1: Example 3:
Thou Hund Tens Ones Thou Hund Tens Ones
5 9 34 12 6 78 17 8
– 1 4 2 3 – 9 3
4 5 1 9

Example 2: Example 4:
Thou Hund Tens Ones Thou Hund Tens Ones
2 5 89 13 9 0 3 0
– 2 8 7 – 5 8 2 7
2 3 0 6

Your Use regrouping to complete these subtraction problems.

turn Thou Hund Tens Ones b Thou Hund Tens Ones
34 9 0 16 6 9 2 4 6 2
– 3 8 7 8 – 8 9 8
1 9 1

a Thou Hund Tens Ones c Thou Hund Tens Ones

3 8 2 4 5 2 5 6
– 1 3 1 7 – 4 7 2 9

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© Shell Education 146435—Catch-Up Math 69

 SUBTRACTION
PRACTICE
1 Subtract these numbers.
Thou Hund Tens Ones b Thou Hund Tens Ones d Thou Hund Tens Ones
6 7 11 2 18 9 10 8 1 4 2 5 6 3 4
– 3 8 9 7 – 3 6 8 5 – 4 1 5 7
3 3 9 3

a Thou Hund Tens Ones c Thou Hund Tens Ones e Thou Hund Tens Ones
6 0 3 5 9 8 0 2 4 1 5 3
– 2 8 6 – 4 3 6 – 3 2 6 5

2 Subtract these numbers.

91 0 13 6 b 5 0 3 5 d 7 5 1 2
– 3 4 2 – 4 1 9 3 – 5 5
6 9 4

a 7 1 3 2 c 9 5 4 2 e 3 2 1 7
– 4 9 – 3 5 4 – 1 2 8 9

3 Mark the following with if correct and if incorrect.

5 6 23 1 2 a 8 6 7 23 14 b 5
6 12 1 4
– 2 3 9 5 – 4 3 8 5 – 3 8 0 3
3 3 7 7 4 3 6 9 2 4 1 1
Check: Check: Check:
12 1
5 56 3 2 8 7 3 4 6 2 1 4
– 2 3 9 5 – 4 3 8 5 – 3 8 0 3
3 2 3 7

70 146435—Catch-Up Math © Shell Education

 SUBTRACTION
SUBTRACTION
PRACTICE
ESTIMATING SUBTRACTION
ANSWERS
Rounding can be used to get an answer close to the actual answer.

Example 1: R
 ound each number to the nearest 10
before subtracting.
532 – 127 is about 400

530 130

Example 2: R
 ound to the nearest 100 to estimate the answer.

973 – 141 is about

An estimate is near the answer,

but it isn’t perfectly accurate.
Your
turn Round to the nearest 10 to estimate the answer.
a
415 – 157 is about 260 613 – 419 is about

420 160

1 Round to the nearest 100 to estimate the answer.

a
323 – 167 is about 100 491 – 218 is about

300 200

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© Shell Education 146435—Catch-Up Math 71

 SUBTRACTION
PRACTICE

1 Round to the nearest 10 to estimate the answer.

523 – 416 is about 100

520 420

a 1,352 – 383 is about

b 5,948 – 3,273 is about

c 698 – 389 is about

d 3,267 – 2,132 is about

e 29,387 – 26,423 is about

f 542 – 169 is about

g 63,525 – 62,349 is about

72 146435—Catch-Up Math © Shell Education

 SUBTRACTION

2 Round to the nearest 100 to estimate the answer.

58,462 – 35,498 is about 23,000

58,500 35,500

a 7,389 – 4,214 is about

b 51,752 – 34,635 is about

c 569 – 317 is about

d 4,382 – 1,216 is about

e 24,362 – 19,431 is about

f 893 – 179 is about

g 4,373 – 2,536 is about

h 6,136 – 5,988 is about

© Shell Education 146435—Catch-Up Math 73

 SUBTRACTION REVIEW

1 Subtract.
a 5 3 d 9 5 g 5 0 j 4 3 4
– 2 1 – 4 3 – 3 6 – 1 2 3

b 7 5 e 7 5 h 7 1 k 5 3 7
– 1 3 – 3 8 – 5 4 – 2 4 8

c 8 4 f 8 8 i 1 2 9 l 6 2 4
– 2 2 – 6 9 – 1 8 – 3 5

2 Subtract.
a 4 5 9 7 c 6 5 3 7 e 5 0 3 5
– 2 1 3 2 – 4 2 1 5 – 2 5 6

b 5 9 3 2 d 7 5 0 3 f 6 8 4 1
– 4 5 1 – 1 2 8 5 – 2 3 0

3 Solve these problems and check your answers with addition.

a 5 8 c 5 4 7
– 3 2 + 3 2 – 1 2 3 + 1 2 3

b 7 4 d 6 1 4
– 2 5 + 2 5 – 2 5 3 + 2 5 3

74 146435—Catch-Up Math © Shell Education

 SUBTRACTION
REVIEW

4 Solve these problems and check your answers with addition.

a 4 3 5 7
– 1 4 3 + 1 4 3

b 8 7 3 4
– 2 3 0 5 + 2 3 0 5

5 Hassan’s test paper is shown. Check if his answers are correct. Put a
check mark next to the correct answers and put an X next to the wrong
ones. Give Hassan a final score out of 7.

a 5 3 e 1 3 8 5
– 1 4 – 7 3 5
4 1 1 4 5 0

b 7 2 f 4 7 8 15 2
– 5 1 – 1 0 7 1
2 1 4 7 8 1

c 1 5 7 g 5 9 8 2
– 4 8 – 2 4 3 1
1 1 1 3 5 5 1

5
d 6 10 3 out of 7
– 1 4 2
4 6 1

© Shell Education 146435—Catch-Up Math 75

 SUBTRACTION
REVIEW

6 Round to the nearest 10, then estimate the answer.

a 529 – 137 is about

b 324 – 213 is about

c 3,521 – 2,989 is about

d 7,436 – 4,321 is about

7 Round to the nearest 100, then estimate the answer.

a 637 – 241 is about

b 475 – 321 is about

c 1,831 – 428 is about

d 2,895 – 342 is about

76 146435—Catch-Up Math © Shell Education

 SUBTRACTION
REVIEW

e 24,357 – 15,659 is about

f 53,273 – 45,284 is about

g 54,321 – 51,839 is about

h 73,246 – 41,288 is about

© Shell Education 146435—Catch-Up Math 77

 Multiplication

GROUPS AND ROWS

Objects can be put in groups or rows to help solve
multiplication problems.
Example 1:
Example 3:
2 rows of 5
These circles are in rows. _______ row of 6
There are 2 rows of circles These circles are in a row.
and 5 circles in each row. There is _______ row of circles
and _______ circles in the row.
Example 2:
Example 4:

3 groups of 4
These circles are in groups.
There are 3 groups of circles _______ groups of 5
and 4 circles in each group. These circles are in groups.
There are _______ groups of
circles and _______ circles in
Your each group.
turn 1 How many circles are in each row?
a b

3 in each row
_____ _____ in each row _____ in each row

2 How many circles are in each group?

a b

____
4 in each group ____ in each group ____ in each group
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78 146435—Catch-Up Math © Shell Education

 Multiplication
PRACTICE

1 Draw circles to make each group equal.

3 groups of 4 b 3 groups of 8 d 4 groups of 5

a 4 groups of 3
c 5 groups of 2
e 6 groups of 5

2 Make these rows equal.

4 rows of 3 a 5 rows of 4 b 3 rows of 6 c 2 rows of 7

3 Fill in the missing numbers.

c f

__
2 rows of   __
4
____ rows of ____
a ____ groups of ____
d
g
____ rows of ____
____ groups of ____
b ____ groups of ____
e
h
____ rows of ____
____ groups of ____ ____ rows of ____
© Shell Education 146435—Catch-Up Math 79
 Multiplication

REPEATED ADDITION TO SOLVE

MULTIPLICATION
Multiplication problems can be solved using repeated addition.

Example 1: Example 3:

3 rows of 4 = 12 4 groups of 5 = ____

4 + 4 + 4 = 12
5 + 5 + 5 + 5 = ____
3 × 4 = 12
4 × 5 = ____
Example 2:
Example 4:

____ rows of 5 = 30
5 + 5 + 5 + 5 + 5 + 5 = ____
3 groups of 6 = 18
6 + 6 + 6 = 18 ____ × 5 = ____
3 × 6 = 18

Fill in the missing numbers.

Your b
turn
__
2 rows of __ 5 = __
10
__ ____ rows of ____ = ____
5 +   __
5 =   __
10
__ ____ + ____ + ____ = ____
2 ×   __
5 =   __
10
____ × ____ = ____
a
c
____ groups of ____ = ____
____ + ____ + ____ = ____ ____ group of ____ = ____

____ × ____ = ____ ____ = ____

____ × ____ = ____
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80 146435—Catch-Up Math © Shell Education

 Multiplication
PRACTICE

1 Draw rows or groups and fill in the blanks to show each problem .
3 rows of 4 b 3 rows of 3

3 rows of 4 = __
12 3 rows of 3 = ____
__
4 + __
  4 + __
  4 = __
12 ____ + ____ + ____ = ____
__
3 × __
4 = __
12 ____ × ____ = ____

a 5 groups of 1 c 8 groups of 2

5 groups of 1 = __ 8 groups of 2 = ____

____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ +
____ = ____ ____ + ____
____ × ____ = ____ + ____ + ____ = ____
____ × ____ = ____

2 Fill in the table.

8+8+8 = 8×3 = 24
a 6+6 = =
b 2+2+2+2 = =
c 9+9+9 = =
d 1+1+1+1+1 = =
e 4+4+4+4+4 = =
f 5+5+5+5+5 = =
g 10 + 10 + 10 + 10 = =
h 4+4+4+4+4+4+4 = =
i 7+7+7+7+7 = =
j 6+6+6+6+6+6 = =

© Shell Education 146435—Catch-Up Math 81

 Multiplication

COMMUTATIVE PROPERTY
The commutative property of addition and multiplication
means that the order of the numbers being added or
multiplied can be changed and the answer is still the same.
Example 1:
4+3=7 3+4=7 Example 3:
5 + 8 + 1 = 14

1 + ____ + 5 = 14
Example 2:
2 × 8 = 16 8 × 2 = 16 8 + ____ + 1 = 14

Example 4:
4 × 3 = ____

____ × ____ = ____

Your Show each problem two ways.

turn 3×4=4×3 c 5×2=2×5

a 6+3=3+6 d 3×7=7×3

b 2+4+8=8+2+4
e 5+3+2=2+3+5

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82 146435—Catch-Up Math © Shell Education

 Multiplication
PRACTICE

1 Complete the tables.

2×4=4×2 j 6+4=
a 9×3= k 3×8=
b 4+5= l 1+9+3=
c 7×1= m 7+4+2=
d 8+2= n 3×4=
e 9+3= o 5×1=
f 8×9= p 8+8=
g 9 × 10 = q 9×4=
h 1 × 11 = r 5×9=
i 2×6= s 6×7=

2 Show each problem two ways.

3×2=2×3 b 3+2=2+3 d 5+4=4+5

Both equal ____

6 Both equal ____ Both equal ____

a 7×4=4×7 c 9×3=3×9 e 6×3=3×6

Both equal ____ Both equal ____ Both equal ____

© Shell Education 146435—Catch-Up Math 83
 Multiplication

INVERSE OPERATIONS OF
MULTIPLICATION AND DIVISION
Inverse means opposite. In math, × is the opposite of ÷ .
Multiplication is the inverse operation of division.
30 ÷ 3 = = 10
3× = 30 SCAN
to
watch
Example 1: video

Multiplication
The inverse of 15 ÷ 5 = 3 is 5 × 3 = 15. is the inverse
of division,
and division is
Example 2: the inverse of
The inverse of 4 × 3 = 12 is 12 ÷ 4 = 3. multiplication.

Example 3:
The inverse of 35 ÷ 7 = 5 is 7 × ____ = 35.

Example 4:
The inverse of 6 × 10 = 60 is ____ ÷ 6 = ____.

Your Fill in the missing numbers.

turn 20 ÷ 4 = ____
5 c 12 ÷ 3 = ____
4 × ____
5 = 20 3 × ____ = 12

a 24 ÷ 6 = ____ d 28 ÷ 7 = ____
6 × ____ = 24 7 × ____ = 28

b 32 ÷ 8 = ____ e 9 ÷ 3 = ____
8 × ____ = 32 3 × ____ = 9

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84 146435—Catch-Up Math © Shell Education

 Multiplication
PRACTICE

1 Match the inverse operations.

2×4=8 21 ÷ 3 = 7

a 5 × 5 = 25 48 ÷ 4 = 12

b 7 × 3 = 21 9÷1=9

c 10 × 4 = 40 36 ÷ 6 = 6

d 6 × 6 = 36 40 ÷ 4 = 10

e 9×1=9 25 ÷ 5 = 5

f 12 × 4 = 48 8÷4=2

g 3 × 8 = 24 24 ÷ 8 = 3

2 Complete the table.

× ÷ × ÷
3 × 4 = 12 12 ÷ 4 = 3 4 × 3 = 12 12 ÷ 3 = 4
a 6×2= 2×6=
b 10 ÷ 5 = 2
c 5×8=
d 1×7=
e 24 ÷ 2 =
f 5×4=
g 7×4=
h 32 ÷ 4 =
i 33 ÷ 3 =
j 6×7=
k 90 ÷ 10 =
l 18 ÷ 9 =

© Shell Education 146435—Catch-Up Math 85

 Multiplication

FACTORS AND MULTIPLES

Factors Multiples
A factor is a number that A multiple is the answer
divides another number you get when you multiply
evenly, with no remainder. two numbers together.
SCAN
to
3 and 4 are factors of 12. 12 is a multiple of 3 and 4. watch
video

3 × 4 = 12
multiple
factors
Example 1: What are the factors of 15?
1 × 15 = 15 15 1, 3, 5, and 15 are the factors of 15.
3 × 5 = 15 15 is a multiple of 1, 3, 5, and 15.
1 3 5 15
×
×
Example 2: What are the factors of 4?
4 1, 2, and 4 are the factors of 4.
4 is a multiple of 1, 2, and 4.
1 2 4

Example 3: What are the factors of 8?

8
Your
turn 1 8

Write T for True or F for False.

4 is a factor of 20. ____
T c 2 is a factor of 4. ____

a A factor of 10 is 3. ____ d A multiple of 10 is 25. ____

b 50 is a multiple of 25. ____ e A factor of 50 is 5. ____

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86 146435—Catch-Up Math © Shell Education

 Multiplication
PRACTICE

1 Write the factors.

12 c 20

1 2 3 4 6 12
×
××
d
a 18
24

b e
10 5

2 Write the first five multiples.

8: ___,
8 ___,
16 ___,
24 ___,
32 ___
40 c 6: ___, ___, ___, ___, ___

a 4: ___, ___, ___, ___, ___ d 5: ___, ___, ___, ___, ___

b 7: ___, ___, ___, ___, ___ e 10: ___, ___, ___, ___, ___

3 Write in the missing factors.

3 × ___
4 = 12 c 4 × ___ = 36 f ___ × 4 = 16 i ___ × 8 = 64

a 4 × ___ = 20 d 5 × ___ = 45 g 6 × ___ = 30 j ___ × 9 = 72

b ___ × 3 = 18 e 9 × ___ = 63 h 7 × ___ = 63 k 8 × ___ = 56

4 Complete the tables.

b
× 3 1 2 9 6 8 × 3 5 9 8 7 4
8 24 8 16 72 48 64 6

a c
× 2 5 7 8 3 9 × 1 9 10 12 6 8
7 9
© Shell Education 146435—Catch-Up Math 87
 Multiplication

MULTIPLYING TWO-DIGIT NUMBERS

BY SINGLE-DIGIT NUMBERS
Here are three different ways to multiply two-digit
numbers by single-digit numbers.
Example 1: 13 × 9
Using known facts Multiplying the tens Using an area model SCAN
and then the ones to
13 × 9 13 × 9 watch
13 × 9 10 3
video

10 × 10 = 130
= 9 tens + 9 threes
130 – 13 9 90 27
= 90 + 27
= 117
= 117 = 90 + 27
= 117

Example 2: 15 × 8
Using known facts Multiplying the tens Using an area model
and then the ones 15 × 8
15 × 8
15 × 8 10 5
10 × __ = 80
= __ tens + __ fives 8 80
80 + __ + __ + __ + __ + __
(5 sets of 8) = 80 + ____
= ____ = 80 + ____
= ____
= ____

Your
turn
Solve using the three different methods.
a 42 × 7 42 × 7 42 × 7
_______________
40 ×7= ____________________
4 tens + 40
___ 2
__
_______________ _____________ __
_______ _______
___________

SELF CHECK Mark how you feel

______
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you get correct?

88 146435—Catch-Up Math © Shell Education

 Multiplication
PRACTICE

1 Solve using known facts.

27 × 4 d 97 × 4
_______________
20 × 4 = 80 _______________
__________________________
80 + 4 + 4 + 4 + 4 + 4 + 4 + 4 __________________________
= ______
108 = ______

a 52 × 5 e 88 × 8
_______________ _______________
__________________________ __________________________
= ______ = ______

b 19 × 6 f 34 × 7
_______________ _______________
__________________________ __________________________
= ______ = ______

c 28 × 3 g 45 × 8
_______________ _______________
__________________________ __________________________
= ______ = ______

2 Solve by multiplying the tens and then the ones.

23 × 9 a 58 × 4
= _________________________
9 × 2 tens + 9 threes = _________________________
= _______________
180 + 27 = _______________
= ______
207 = ______

© Shell Education 146435—Catch-Up Math 89

 Multiplication

b 46 × 3 d 71 × 8
= _________________________ = _________________________
= _______________ = _______________
= ______ = ______

c 39 × 7 e 62 × 5
= _________________________ = _________________________
= _______________ = _______________
= ______ = ______

3 Solve using area models.

45 × 9 c 32 × 8
___
40 __
5 ___ ___
__
9 360 45 __

= ____
360 + ____
45 = ____ + ____
= ____
405 = ____

a 63 × 7 d 19 × 4
___ ___ ___ ___
__ __

= ____ + ____ = ____ + ____

= ____ = ____

b 92 × 6 e 86 × 3
___ ___ ___ ___
__ __

= ____ + ____ = ____ + ____

= ____ = ____
90 146435—Catch-Up Math © Shell Education
 MULTIPLICATION REVIEW

1 Fill in the missing numbers.

a b c

____ groups of ____ ____ rows of ____

____ rows of ____
2 Complete.
a c

____ rows of ____

____ + ____ + ____ = ____
____ rows of ____
____ × ____ = ____
____ + ____ + ____ + ____ +
____ + ____ = ____ d
____ × ____ = ____
b ____ groups of ____
____ + ____ + ____ + ____ =
____ groups of ____
____
____ + ____ + ____ + ____ =
____ × ____ = ____
____
____ × ____ = ____
3 Fill in the missing nmbers
a 8 + 8 + 8 + 8 = ____ × ____ = ____
b 5 + 5 + 5 + 5 + 5 = ____ × ____ = ____
c 6 + 6 + 6 + 6 = ____ × ____ = ____
d 2 + 2 + 2 + 2 + 2 + 2 = ____ × ____ = ____
e 1 + 1 + 1 + 1 = ____ × ____ = ____
f 9 + 9 + 9 + 9 + 9 + 9 = ____ × ____ = ____
© Shell Education 146435—Catch-Up Math 91
 Multiplication
REVIEW

4 Show each Commutative Property.

a 5 × 9 = ____ × ____ d 5 + 2 = ____ + ____
b 7 × 4 = ____ × ____ e 6 × 8 = ____ × ____
c 2 + 3 + 4 = ____ + ____ + ____ f 5 + 7 + 8 = ____ + ____ + ____

5 Complete these inverse operations.

a 4 × 9 = ____ e 42 ÷ ____ = 6
____ ÷ 9 = ____ ____ × 6 = 42

b 24 ÷ ____ = 8 f 90 ÷ ____ = 9

____ × 8 = 24 ____ × 9 = 90

c 5 × 6 = ____ g 8 × ____ = 32

____ ÷ 6 = ____ ____ ÷ 8 = 4

d 35 ÷ ____ = 5 h 4 × ____ = 44

____ × 5 = 35 44 ÷ ____ = 4

6 Write the factors.

a 12 ________________________ c 36 ________________________

b 20 ________________________ d 40 ________________________

7 Write T for True or F for False.

a 4 is a factor of 16. ____ e 5 is a factor of 21. ____

b 20 is a multiple of 2. ____ f 60 is a multiple of 1. ____

c A factor of 30 is 6. ____ g 20 is a factor of 40. ____

d 9 is a multiple of 28. ____ h A factor of 50 is 7. ____

92 146435—Catch-Up Math © Shell Education
 Multiplication
REVIEW

8 Write the first 5 multiples.

a 9: ____, ____, ____, ____, ____

b 3: ____, ____, ____, ____, ____

c 10: ____, ____, ____, ____, ____

d 2: ____, ____, ____, ____, ____

e 1: ____, ____, ____, ____, ____

f 5: ____, ____, ____, ____, ____

9 Complete the tables.

a × 1 6 3 8 11 4
5
4
7
2
9

b × 5 2 12 10 0 7
8
3
10
1
6

© Shell Education 146435—Catch-Up Math 93

 Multiplication
REVIEW

10 Solve.
a Use known facts b Use known facts
16 × 3 42 × 6
____ × ____ = ____ ____ × ____ = ____
____ + ____ + ____ + ____ + ____ + ____
____ + ____
= _____
= _____
Multiply tens and then ones
Multiply tens and then ones
42 × 6
16 × 3
= 6 × ____ tens + __________
= 3 × ____ tens + ____ sixes
= ____ + ____
= ____ + ____
= _____________
= _____________
Use an area model
Use an area model
42 × 6
16 × 3
10 6
3
= _____ + _____
= _____ + _____
= _____
= _____

94 146435—Catch-Up Math © Shell Education

 Division

GROUPING
Grouping is sharing (or dividing) objects
into groups of the same size.
Example 1: Share 12 balls among 6 children.

There will be 6 groups

with 2 balls each.
12 ÷ 6 = 2 How many
in each group
The number The number
to be shared of groups

Example 2: Share 16 balls among 4 children.

There will be 4 groups
with 4 balls each.

___ ÷ ___ = ___ How many

in each group
The number The number
to be shared of groups

Your
turn Draw the , then complete the sentence.

Share 15 among 3 children.

5
Each child will get ____ .

a Share 16 among 8 children.

Each child will get ____ .

b Share 12 among 4 children.

Each child will get ____ .

SELF CHECK Mark how you feel

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you get correct?

© Shell Education 146435—Catch-Up Math 95

 Division
PRACTICE

1 Complete the sentences.

2 equal groups with __
There are __ 3 in
each group.

a There are ____ equal groups with ____

in each group.

b There are ____ equal groups with ____

in each group.

c There are ____ equal groups with ____

in each group.

d There are ____ equal groups with ____

in each group.

2 Make equal groups, and then complete each number sentence.

Groups of 2 a Groups of 4 b Groups of 3

There are ____

There are __
5 groups There are ____ groups of 3.
of 2. groups of 4. 12 ÷ ____ = 3
10 ÷ __
5 =2 20 ÷ ____ = 4

3 Circle the groups, and then complete each number sentence.

Groups of 5 a Groups of 6 b Groups of 7

__
15 shared among ____ shared among ____ shared among
__
3 equals 5. ____ equals 6. ____ equals 7.

96 146435—Catch-Up Math © Shell Education

 Division

EQUAL ROWS
An equal row is when the number in each row is the same.
Example 1:
Here are 20 counters. Now the 20 counters have
been arranged in rows.
5 rows of 4

Example 2:
Here are 8 counters. Now the 8 counters have
been arranged in rows.
4 rows of 2

Example 3:
Here are 15 counters. Now the 15 counters have been
arranged in ____ rows of ____.

Each row has the same

number of counters.

Your
turn Arrange the counters in rows.
6 counters a 10 counters b 8 counters

2 rows of 3 5 rows of 2 2 rows of 4

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© Shell Education 146435—Catch-Up Math 97

 Division
PRACTICE

1 Draw in each box to show:

24 in 3 equal rows b 12 in 1 row d 6 in 6 equal rows

1 row of ____ = 12
3 rows of __
8 = 24 12 ÷ 1 = ____
24 ÷ 3 = __
8 6 rows of ____ = 6
c 18 in 9 equal rows
6 ÷ 6 = ____
a 20 in 4 equal rows
e 15 in 5 equal rows

4 rows of ____ = 20
20 ÷ 4 = ____
9 rows of ____ = 18 5 rows of ____ = 15
18 ÷ 9 = ____ 15 ÷ 5 = ____

2 Match each description to the right picture.

a b c d

8 rows of 5 2 rows of 9 4 rows of 3 6 rows of 3 3 rows of 4

98 146435—Catch-Up Math © Shell Education

 Division

REPEATED SUBTRACTION
TO SOLVE DIVISION
One way division can be solved is by using repeated subtraction.
Example 1: Solve 24 ÷ 6.
Start at 24
Keep taking
24 – 6 = 18 away 6 until
you get to 0. Example 3: Solve 18 ÷ 3.
18 – 6 = 12
4 times Start at ____.
12 – 6 = 6
so 24 ÷ 6 = 4 ____ – 3 = ____
6–6=0
____ – 3 = ____
Example 2: Solve 32 ÷ 8. ____ – 3 = ____
times
Start at 32. ____ – 3 = ____
32 – 8 = 24 ____ – 3 = ____
24 – 8 = 16 ____ – 3 = ____
16 – 8 = 8 4 times so 18 ÷ 3 = ___
8–8=0 so 32 ÷ 8 = 4

Complete these division problems.

Your
turn 10 ÷ 5 = __
2 b 14 ÷ 7 = ____
Start at 10 Start at 14
10 – 5 = __
5 14 – 7 = ____
2
__
5 –5=0 ____ – 7 = ____

a 9 ÷ 3 = ____
c 12 ÷ 4 = ____
Start at 9
Start at 12
9 – 3 = ____
12 – 4 = ____
____ – 3 = ____
____ – 4 = ____
____ – 3 = ____
____ – 4 = ____
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© Shell Education 146435—Catch-Up Math 99

 Division
PRACTICE

1 Solve these division problems using repeated subtraction.

7
21 ÷ 3 = __ c 30 ÷ 6 = ____
Start at 21 Start at 30
21 – 3 = 18
18 – 3 = 15
15 – 3 = 12 times
7 times
12 – 3 = 9
9–3=6
6–3=3 d 35 ÷ 7 = __
3–3=0 Start at 35
a 45 ÷ 5 = ____
Start at 45
times

e 12 ÷ 2 = __
times
Start at 12

b 24 ÷ 8 = ____ times
Start at 24

times

100 146435—Catch-Up Math © Shell Education

 Division

STANDARD ALGORITHM
Formal division is where division problems are written
using the symbol instead of ÷.
Example 1:
9 Answer (Quotient) You can use
multiplication to SCAN
2 18 check the answer:
to
watch
Number dividing by Number being divided video
2 × 9 = 18

Example 2: 12
3 36

Use multiplication
to check your answer: 3 × 12 = 36

Example 3:
8 24
Check using multiplication: 8 × ____ = ____

Do the division, then check your answer with multiplication.

Your
turn 8
2 16 Check: 2 × __
8 = 16

a 6 36 Check: 6 × ____ = 36

b 7 42 Check: 7 × ____ = 42

c 9 81 Check: 9 × ____ = 81

d 4 48 Check: 4 × ___ = 48

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© Shell Education 146435—Catch-Up Math 101

 Division
PRACTICE

1 Solve the division problems.

4
5 20 d 9 90 h 8 64

a 10 40 e 4 36 i 4 20

b 3 33 f 7 63 j 3 21

c 7 56 g 8 56 k 5 30

2 Fill in the missing numbers, then check your answer with multiplication.

5
6 30 Check: 6 × ___
5 = 30 d 3 15 Check: 3 × ____ = 15
7
a 4 Check: 4 × 7 = ____ e 9 45 Check: 9 × ____ = 45
11
b 7 56 Check: 7 × ____ = 56 f 2 Check: 2 × 11 = ____
10 12
c 60 Check: ____ × 10 = 60 g 5 Check: 5 × 12 = ____

3 Write True or False.

9 4 12
5 45 _______
True d 2 6 _______ h 3 36 _______
11 6 8
a 4 40 _______ e 2 8 _______ i 6 72 _______
12 6 7
b 5 60 _______ f 5 30 _______ j 7 49 _______
10 2 11
c 4 40 _______ g 10 12 _______ k 8 96 _______

102 146435—Catch-Up Math © Shell Education

 Division

DIVISION WITH REMAINDERS

When a number cannot be divided exactly,
the leftover is called the remainder.
Example 1:
I have 15 balls and share them equally among 4 people.
SCAN
to
watch
video

3 left over
Each person gets 3 balls.
There are 3 balls left over, and this is called the remainder.
So 15 ÷ 4 = 3 remainder 3.
Example 2:
I have ____ strawberries and share them equally between ____ people.
1 left over

Each person gets ____ strawberries and there is ____ left over.
The remainder is ____ strawberry.
So ____ ÷ ____ = ____ remainder ____.

Share the objects equally.

Your Share 10 balls among 4 people.
turn

2 balls, and the remainder is __.

Each person gets __ 2
10 ÷ 4 = __
2 remainder __
2

a Share 12 balls among 5 people.

Each person gets ____ balls, and the remainder is ____.

12 ÷ 5 = ____ remainder ____
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© Shell Education 146435—Catch-Up Math 103

 Division
PRACTICE

1 Write the number sentence and the remainder.

13 apples shared equally among d 25 fish shared equally among 3
5 people seals
___
13 ÷ ___
  5 = ___
  2 remainder ___
3 ___ ÷ ___ = ___ remainder ___

a 15 jelly beans shared equally e 21 oranges shared equally

among 2 people among 7 people
___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

b 18 balls shared equally among 4 f 29 chocolates shared equally

people among 4 children
___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

c 48 bones shared equally among g 83 balls shared equally among 9

8 dogs people
___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

2 Solve the division problems.

4 remainder ___
14 ÷ 3 = ___    2 d 62 ÷ 12 = ___ remainder ___

a 22 ÷ 5 = ___ remainder ___ e 83 ÷ 9 = ___ remainder ___

b 29 ÷ 3 = ___ remainder ___ f 101 ÷ 10 = ___ remainder ___

c 43 ÷ 10 = ___ remainder ___ g 146 ÷ 12 = ___ remainder ___

3 Match the problem with its remainder.

87 ÷ 9 = 9 remainder 2
a 93 ÷ 10 = 9 remainder 1
b 27 ÷ 5 = 5 remainder 5
c 17 ÷ 2 = 8 remainder 6
d 64 ÷ 5 = 12 remainder 4
e 47 ÷ 7 = 6 remainder 3
104 146435—Catch-Up Math © Shell Education
 DIVISION REVIEW

1 Complete the statements.

a There are ____ equal groups
with ____ in each group.

b There are ____ equal groups

with ____ in each group.

c There are ____ equal groups

with ____ in each group.

2 Circle equal groups, then complete the number sentences.

a Groups of 3 b Groups of 5 c Groups of 6

There are ____ There are ____ There are ____

groups of 3. groups of 5. groups of 6.
15 ÷ ____ = 3 30 ÷ ____ = 5 42 ÷ ____ = 6

3 Draw in each box to show:

a 20 in 5 equal rows b 12 in 3 equal rows c 32 in 4 equal rows

5 rows of ____ = 20 3 rows of ____ = 12 4 rows of ___ = 32

20 ÷ 5 = ____ 12 ÷ 3 = ____ 32 ÷ 4 = ____
© Shell Education 146435—Catch-Up Math 105
 Division
REVIEW

4 Draw counters in:

a 3 rows of 6 b 5 rows of 2 c 8 rows of 9

5 Use repeated subtraction to solve the division problems.

a 32 ÷ 4 = ____ c 24 ÷ 6 = ____
Start at 32 Start at 24

b 48 ÷ 12 = ____ d 6 ÷ 6 = ____
Start at 48 Start at 6

106 146435—Catch-Up Math © Shell Education

 Division
REVIEW

6 Write one multiplication fact about each division problem.

a 30 ÷ 3 f 21 ÷ 7

_____________ _____________

b 72 ÷ 9 g 64 ÷ 8

_____________ _____________

c 80 ÷ 10 h 20 ÷ 5

_____________ _____________

d 40 ÷ 5 i 12 ÷ 6

_____________ _____________

e 24 ÷ 4 j 36 ÷ 12

_____________ _____________

7 Write the correct numbers to complete the equations.

a ÷2=6 f ÷ 7 = 11

b ÷1=8 g ÷ 5 = 10

c ÷9=2 h ÷6=1

d ÷3=9 i ÷ 8 = 12

e ÷4=7 j ÷2=7

© Shell Education 146435—Catch-Up Math 107

 Division
REVIEW

8 Write the correct numbers to complete the equations.

a 42 ÷ =7 f 100 ÷ = 10

b 33 ÷ = 11 g 121 ÷ = 11

c 24 ÷ =3 h 132 ÷ = 11

d 64 ÷ =8 i 99 ÷ = 11

e 72 ÷ =8 j 60 ÷ = 10

9 Solve these formal division questions.

a 3 36 d 6 42

b 5 20 e 6 48

c 4 32 f 2 24

10 Fill in the missing numbers, then check your answer with multiplication.

a 6 24 Check: 6 × ____ = 24 f 7 84 Check: 7 × ____ = 84

12
b 60 Check: ____ × 12 = 60 g 8 64 Check: 8 × ____ = 64

c 8 56 Check: 8 × ____ = 56 h 7 21 Check: 7 × ____ = 21

10 11
d 4 Check: 4 × 10 = ____ i 9 Check: 9 × 11 = ____
6 12
e 42 Check: ____ × 6 = 42 j 72 Check: ____ × 12 = 72

108 146435—Catch-Up Math © Shell Education

 Division
REVIEW

11 Complete the number sentence and the remainder.

a 23 balls shared equally f 28 pens shared equally
among 4 people among 9 people

___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

b 37 fish shared equally g 63 pencils shared equally among

among 12 people 6 people

___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

c 43 balls shared equally h 48 flowers shared equally among

among 5 people 10 people

___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

d 92 candies shared equally i 25 jelly beans shared equally

among 10 people among 5 people

___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

e 14 jelly beans shared equally j 59 marbles shared equally

among 7 people among 12 people

___ ÷ ___ = ___ remainder ___ ___ ÷ ___ = ___ remainder ___

12 Solve the division problems.

a 23 ÷ 4 = ____ remainder ____ d 62 ÷ 7 = ____ remainder ____

b 28 ÷ 5 = ____ remainder ____ e 57 ÷ 11 = ____ remainder ____

c 45 ÷ 6 = ____ remainder ____ f 133 ÷ 12 = ____ remainder ____

© Shell Education 146435—Catch-Up Math 109

 Fractions

NUMERATORS AND DENOMINATORS

A fraction has two parts: the numerator and the denominator.
numerator
The top number in a fraction is the
number of parts in this fraction. 1
4
denominator
The bottom number in a fraction
is the total number of parts.

Example 1:
2
Example 4:
two-fifths = 5
Remember, one-quarter = 4
the larger the
Example 2: denominator,
1 the smaller the Example 5:
one-eighth = 8 parts. 3
three-tenths =

Example 3:
5
Example 6:
five-eighths = 8 1
_______-half = 2

Your Trace the numerator red, the line green, and the
turn denominator blue.
2 1 5
5 c 8 f 8

1 1 2
a 3 d 2 g 4

2 7 6
b 8 e 8 h 8

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110 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE

1 What is the numerator in these fractions?

2 1 2 4
8 2
___ b 5 ___ d 2 ___ f 8 ___
3 7 4 3
a 4 ___ c 8 ___ e 5 ___ g 5 ___

2 What is the denominator in these fractions?

2 2 7 1
5 5
___ b 4 ___ d 8 ___ f 4 ___
3 3 1 1
a 8 ___ c 5 ___ e 2 ___ g 5 ___

3 Write the name of the fraction.

2 3
5 two-fifths
is __________________ e 4 is __________________
3 2
a 8 is __________________ f 4 is __________________
1 1
b 5 is __________________ g 8 is __________________
7 5
c 8 is __________________ h 8 is __________________
3 1
d 5 is __________________ i 3 is __________________

4 Cross out the fraction with the different denominator.

2 1 3 4 4 1 2 4 3 4 3 4 6 3 8
5 , 5 , 5 , 10 , 5 b 4, 4, 5, 4, 4 d 5 , 10 , 10 , 10 , 10

1 3 7 4 3 1 2 3 3 2 3 6 5 8
a 8, 8, 8, 8, 4 c 3, 3, 3, 8 e 8, 3, 8, 8, 8

5 Write the name of each fraction you crossed out in Question 4.

_______________
four-tenths c _______________

a _______________ d _______________

b _______________ e _______________

© Shell Education 146435—Catch-Up Math 111

 Fractions

FRACTIONS-
FRACTIONS - HALVES
Numbers that are parts of a whole are called fractions.
When there are two equal parts, each part is called one-half ( 21 ).

These objects have been These objects have NOT been

divided into two equal parts. divided into two equal parts.

Example 1:
Divide in half. Example 3:
Divide into
two equal parts.

Example 2:
Divide into Example 4:
halves. Divide in half.

Your Circle the shapes that have been divided into

turn two equal parts.
b d f h

a c e g i

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112 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE

1 Mark the shapes that have been divided into two equal shares.
b d f

a c e g

2 Draw a line that divides each of the shapes in half.

a b c

1
3 Label the shapes that have been cut in half ( 2 ). Cross out the shapes
that have not been cut in half.
b e h
1 1
2 2

c f i

a d g j

© Shell Education 146435—Catch-Up Math 113

 Fractions

FRACTIONS-
FRACTIONS-
QUARTERS AND EIGHTHS
When a whole is cut into When a whole is cut into
four equal parts, each part eight equal parts, each part
is called one-quarter ( 41 ). is called one-eighth ( 81 ).

This square has been cut into This square has been cut into
4 equal parts called quarters. 8 equal parts called eighths.
1 1
One-quarter ( 4 ) of O
 ne-eighth ( 8 ) of the
the square has been square has been colored
colored orange. orange.

Example 1: Example 3:
3 8
Color three-quarters ( 4 ). Color eight-eighths ( 8 ).

Example 4:
Example 2: 5
2 Color five-eighths ( 8 ).
Color two-quarters ( 4 ).

Your Circle in blue the shapes that are cut into quarters.
turn Circle in red the shapes that are cut into eighths.
Cross out any shapes that are not cut into quarters or eighths.

b d f

a c e g

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114 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE
1 Complete the table.
Fraction name Fraction Picture
1
one-eighth 8

7
a 8

b three-quarters

d two-quarters

4
f 4

2 Draw lines that divide each of these shapes into quarters.

a b c

3 Draw lines that divide each of these shapes into eighths.

a b c

4 Complete each fraction. Then, write the fractions in order from

smallest to largest.

8 4 8 8 4 4

_______ _______ _______ _______ _______ _______

© Shell Education 146435—Catch-Up Math 115
 Fractions

FRACTIONS-
FRACTIONS - THIRDS AND FIFTHS
When a whole is divided into When a whole is divided into
three equal parts, each part five equal parts, each part
is called one-third ( 1 ). is called one-fifth ( 1 ).
3 5
This rectangle has been cut This rectangle has been cut
into three equal parts. into five equal parts.

Example 1: Example 3:
2 2
Color two-thirds ( 3 ). Color two-fifths ( 5 ).

Example 2: Example 4:
1 1
Color one-third ( 3 ). Color one-fifth ( 5 ).

Your
turn
Color with purple the shapes that have been cut into thirds.
Color with green the shapes that have been cut into fifths.
Cross out the shapes that have not been cut into thirds or fifths.

b d f

a c e g

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116 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE

1 Complete the table.

Fraction name Fraction Picture
1
one-third 3

a two-fifths

2
b 3

4
d 5

e five-fifths

Complete each fraction. Then, write the fractions in order from

2 smallest to largest.

3 5 5 3 3 5

_______ _______ _______ _______ _______ _______

3 What fraction is colored?

b d
2
3

a c e

© Shell Education 146435—Catch-Up Math 117

 Fractions

SIMPLIFYING FRACTIONS
When you simplify a fraction, you make the numerator
and denominator as small as possible.
When a fraction is written in its simplest form, the top
and bottom numbers can no longer be divided by the same SCAN
whole number exactly or evenly. to
watch
video
8
Example 1: Simplify 12 .
8 2 10
12 = 3 The 8 and the 12 Example 3: Simplify 24 .
are both divided 10 5
by 4. 24 = 12 The 10 and the 24
are both divided
by 2.

4
Example 2: Simplify 8 . 6
4 2 1 Example 4: Simplify 10 .
8 = 4 = 2
6
10 = 5

The 4 and 8 are both

2 Or you could
divided by 2 to give 4
just divide The 6 and 10 are
and then the 2 and 4 are the 4 and 8
by 4
both divided by ____.
divided again by 2.
to get 21 !

Your
turn Simplify the fractions.
÷2 a ÷2 b ÷ 10 c ÷5
6 3 8 4 30 10
8 = 4 10 = 100 = 10 35 =
÷2 ÷2 ÷ 10 ÷5

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118 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE

1 Fill in the missing numbers by simplifying the fractions.

1
Each bag has __
4 of the ___
32 marbles, which is 8 .

Each bag has ____ of the ____ marbles, which is .

b Each bag has ____ of the ____

marbles, which is .

Each bag has ____ of the ____ marbles, which is .

What number can BOTH

2 Simplify the fractions. the numerator and the denominator
be divided by?

÷ __
8 b ÷ __ d ÷ __ f ÷ __
16 2 9 21 24
24 = 3 12 = 28 = 40 =
÷ __
8 ÷ __ ÷ __ ÷ __

a c e g
÷ __ ÷ __ ÷ __ ÷ __
15 50 18 40
20 = 100 = 30 = 45 =
÷ __ ÷ __ ÷ __ ÷ __

© Shell Education 146435—Catch-Up Math 119

 Fractions

COMPARING FRACTIONS
Comparing fractions means deciding which fraction
is bigger and which fraction is smaller.

When the 1 whole

numerator is 1, 1 1
the larger the 2 2
denominator, 1 1 1 1
the smaller 4 4 4 4
the fraction. 1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1
3 3 3 Sometimes
fractions
1 1 1 1 1
5 5 5 5 5 with different
1 1 1 1 1 1 1 1 1 1
numbers
10 10 10 10 10 10 10 10 10 10 are equal
(equivalent).

Example 1: One-third ( 13 ) is larger than one-eighth ( 18 ).

Example 2: One-fifth ( 15 ) is smaller than one-half ( 12 ).

Example 3: Two-quarters ( 24 ) is equivalent to one-half ( 12 ).

Example 4: One-fifth ( 15 ) is bigger than _____________ ( ).

Color and fill in the spaces.

Your
turn Color one-half. c Color one-third.

1 1
1 out of __
2 =2 1 out of ____ =

a Color one-quarter. d Color one-fifth.

1 1
1 out of ____ = 1 out of ____ =
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120 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE

1 Number the boxes to order the fractions from largest (1) to smallest (6).
a

2 Write the correct symbol: >, <, or =

1 1 1 1 3 2 3 6
3 < 2 c 5 4 f 5 3 i 4 8
1 4 2 1 4 3 1 1
a 2 8 d 3 2 g 5 4 j 4 8
1 1 2 3 2 1 3 5
b 3 5 e 5 4 h 4 2 k 3 5

3 Draw a smaller fraction, then write the fraction in the box.

a b c

1 1 1 3
2 3 4 8

4 Draw a larger fraction, then write the fraction in the box.

a b c

1 2 1 1 3
2 3 3 4 8

5 Draw a smaller fraction, then write the fraction in the box.

a b c

2 1 3 1 2
8 8 4 2 3

© Shell Education 146435—Catch-Up Math 121

 Fractions

EQUIVALENT FRACTIONS
Equivalent means equal or the same.
Equivalent fractions are fractions that are equal to
or the same as each other.
1 2
4 = 8 One-quarter is equal to or the same as two-eighths.

To make equivalent Example 1:

fractions, you must 1 2 1
multiply or divide 2 = 4 Both the 1 and the 2 in 2
both the numerator have been multiplied by 2.
and denominator by
the same number.
Example 2:
6 3 6
8 =4 B
 oth the 6 and the 8 in 8
have been divided by 2.
Example 3:
10 10
12 = 6 Both the 10 and the 12 in 12

have been divided by ____.

Your Color the circle to show the fraction that is

turn the same as the one on the left.

3 6 1
4 is equivalent to 8 5 is equivalent to 10

a c

1 2
2 is equivalent to 4 8 is equivalent to 4

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122 146435—Catch-Up Math © Shell Education

 Fractions
PRACTICE

1 Color these shapes to show equivalent fractions.

2 4 6
5 is equivalent to 10 c 10 is equivalent to 5

3 4
a 4 is equivalent to 8 d 8 is equivalent to 4

1 1
b 2 is equivalent to 4 e 4 is equivalent to 8

2 Create equivalent fractions.

3 6 4 1 3
4 =8 e 8=2 j 3=6 o 8 = 24
×2 ÷4 ×2 ×3

1 2 1 4
a 2=4 f 5 = 10 k 4 = 20 p 5 = 30
×2 ×2 ×5 ×6

3 6 2 10 20
b 5 = 10 g 4=8 l 15 = 3 q 24 = 6
×2 ×2 ÷5 ÷4

2 1 3 18
c 8=4 h 2=8 m 4 = 12 r 20 = 10
÷2 ×4 ×3 ÷2

2 1 12 12
d 3=6 i 4=8 n 16 = 4 s 30 = 10
×2 ×2 ÷4 ÷3

© Shell Education 146435—Catch-Up Math 123

 FRACTIONS REVIEW

1 What is the numerator in these fractions?

1 2 3 2 1 3
a 3 __ b 5 __ c 4 __ d 3 __ e 4 __ f 5 __

2 What is the denominator in these fractions?

2 3 7 3 2 1
a 3 __ b 8 __ c 8 __ d 4 __ e 5 __ f 2 __

3 Write these fractions in words.

3 1
a 5 __________________ d 2 __________________
2 3
b 8 __________________ e 4 __________________
4 7
c 5 __________________ f 8 __________________

4 Draw a line that divides each shape in half.

a b c d e

5 Draw lines that divide these shapes into quarters.

a b c d e

124 146435—Catch-Up Math © Shell Education

 Fractions
REVIEW

6 Circle the shapes that have been cut into eighths.

a b c d e

Circle with purple the shapes that have been cut into thirds and
7 with green the shapes that have been cut into fifths.
a b c d

8 Write a smaller fraction.

7 1 2 3
a 8 ___ c 4 ___ e 3 ___ g 4 ___
1 3 4 1
b 3 ___ d 5 ___ f 8 ___ h 2 ___

9 Write a larger fraction.

6 3 1 1
a 8 ___ c 4 ___ e 3 ___ g 4 ___
2 2 5 4
b 3 ___ d 5 ___ f 8 ___ h 5 ___

10 Write the equivalent fraction.

3 2 8 1
a 4=8 d 5 = 10 g 8=4 j 4=8
4 1 3 4
b 8=4 e 3=6 h 5 = 10 k 5 = 10
2 1 1 1
c 3=6 f 2=8 i 5 = 10 l 4 =8

© Shell Education 146435—Catch-Up Math 125

 Decimals

DECIMALS TO HUNDREDTHS
A decimal is part of a whole number. It is
another way to write a fraction. This square
is cut into hundredths (100 squares).
Each small square is one-hundredth of the whole.
1
The decimal 0.01 is one-hundredth ( 100 ).
Example 1: Example 3:
3 hundredths
3 hundredths 151 hundredths
are colored. are colored.
5 tenths
3 1 whole 1 hundredth
100 = 0.03
151
100 = 1.51
Example 2:
2 tenths Example 4:
4 hundredths
24 hundredths
are colored.

____ wholes ____ tenths

24
100 = 0.24 ___ hundredths
____ hundredths are colored.

Your 100 = ____.____

turn
What decimal has been colored?
a b c

47
= 100 = 100 = 100 = 100
47
= 0.___ = 0.____ = 0.____ = ____.____
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126 146435—Catch-Up Math © Shell Education

 Decimals
PRACTICE

1 Color in the hundredths on the following squares.

34 hundredths b 84 hundredths d 172 hundredths

a 67 hundredths c 12 hundredths e 248 hundredths

2 Write the decimal for the shaded squares.

2.10
_____ c _____

a _____ d _____

b _____ e _____

3 How many more hundredths need to be shaded to make one whole?

29
Color ___ a Color ____
to make to make
one whole. one whole.

© Shell Education 146435—Catch-Up Math 127

 Decimals

b Color ____ d Color ____

to make to make
one whole. one whole.

c Color ____ e Color ____

to make to make
one whole. one whole.

4 How many hundredths need to be shaded to make two wholes?

g
Color ____
169 Color ____
to make to make
two wholes. two wholes.

a h
Color ____ Color ____
to make to make
two wholes. two wholes.

b i
Color ____ Color ____
to make to make
two wholes. two wholes.

c j
Color ____ Color ____
to make to make
two wholes. two wholes.

d k
Color ____ Color ____
to make to make
two wholes. two wholes.

e l
Color ____ Color ____
to make to make
two wholes. two wholes.

f m
Color ____ Color ____
to make to make
two wholes. two wholes.
128 146435—Catch-Up Math © Shell Education
 Decimals

RELATING TENTHS TO HUNDREDTHS

These squares are cut These squares are cut
into tenths. into hundredths.
Each has 10 equal parts, There are 100 equal parts,
1 1
each worth 10 = 0.10. each worth 100 = 0.01 .
SCAN
to
watch
Example 1: Example 3: video

This square shows 20

This is 100 = 0.20
2
10 = 0.20

Example 2: Example 4:
This square shows 70
This is 100 = 0.____
7
10 = 0.____

Here, one whole square and part of another square are colored.
Example 5: Example 6:
This is This is
13 150
10 = 1.30 100 = 1.50

Example 7:

This is 100 = _____

Your
turn
What fraction is colored?
a b c

4
10 = 0.40
____ 10 = ____t 100 = _____ 100 = _____
SELF CHECK Mark how you feel
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you get correct?

© Shell Education 146435—Catch-Up Math 129

 Decimals
PRACTICE

1 Shade and write the decimals.

a 2
a 7
b 10
10 10 10
0.2
= ____ = ____ = ____

2 Shade and write the decimals.

a 40 a 100 b 30
100 100 100
= _____
0.40 = _____ = _____

3 Complete the table.

Words Fraction Decimal
2
two-tenths 10 0.20

a five-tenths
6
b 10
10
c 10

4 Complete the following.

b
= =

3 30
10 = 100 10 = 100
__
3 tenths = ___
30 hundredths __ tenths = ___ hundredths

a c
= =

10 = 100 10 = 100
__ tenths = ___ hundredths __ tenths = ___ hundredths
130 146435—Catch-Up Math © Shell Education
 Decimals

WRITING DECIMALS
Fractions can be written as decimals.
The 0 in the ones position means
there are no whole numbers.
24
Example 1: 100 = 0.24 = 24 out of 100
four-hundredths SCAN
two-tenths to
watch
video
no whole numbers Remember to put
70 the decimal point
Example 2: 100 = 0.70 = 70 out of 100
no hundredths between the ones
seven-tenths place and the
tenths place.
The 1 in the ones position means
there is 1 whole number.
137
Example 3: 100 = 1.37 = 137 out of 100
seven-hundredths
three-tenths
The __ in the ones position means
there are 2 whole numbers.
249
Example 4: 100 = __.__ __ = ____ out of 100
__ tenths __ hundredths

Your Complete the table.

turn
Fraction Decimal Out of 100
16
100 0.16 16 out of 100
___ ___
28
a 100 ____ out of ____

b 10 out of 100

c 0.93 ____ out of ____

d 312 out of 100

SELF CHECK Mark how you feel

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you get correct?

© Shell Education 146435—Catch-Up Math 131

 Decimals
PRACTICE

1 Answer True or False.

False
19 hundredths > 0.24 _______ e 0.06 = 6 hundredths _______
72 198 70
a 100 < 100 _______ f 7 hundredths > 100 _______
600
b 0.34 = 34 hundredths _______ g 6.6 > 100 _______
127 1220
c 100 = 172 hundredths _______ h 12.20 = 100 _______
23 40
d 100 = 23 hundredths _______ i 100 < 0.04 _______

2 Complete the table.

Diagram Fraction Decimal

69
100 0.69

281
a 100

b 100 0.03

c 100

3 Write the decimals.

136 277 8
100 1.36
= _____ c 100 = _____ f 100 = _____
73 403 10
a 100 = _____ d 100 = _____ g 100 = _____
14 710 983
b 100 = _____ e 100 = _____ h 100 = _____

132 146435—Catch-Up Math © Shell Education

 Decimals

PLACE VALUE
Place value is the value of each digit in a number.
It means how much the digit is worth.
2 ones 4 tenths
3 tens 7 hundredths

3 2 . 4 7
Tens Ones Point Tenths Hundredths
3 2 . 4 7
Examples
Decimal Hundreds Tens Ones Point Tenths Hundredths
13.59 1 3 . 5 9
48.68 4 . 6 8
171.26 1 1 . 2
257.99

Your 1 Use blue to circle the tenths.

turn 36.34 a 243.62 b 120.32 c 40.84

2 Use red to circle the hundredths.

34.33 a 341.26 b 203.21 c 83.04

3 Use green to circle the ones.

62.34 a 14.36 b 324.23 c 436.24

4 Use yellow to circle the tens.

29.23 a 70.34 b 123.58 c 542.63

SELF CHECK Mark how you feel

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© Shell Education 146435—Catch-Up Math 133

 Decimals
PRACTICE
1 Complete the table.

Decimal Tens Ones Point Tenths Hundredths

17.42 1 7 . 4 2
a 63.81
b 57.90
c 40.75
d 38.69
e 94.21
f 83.06

2 Trace the tens with yellow, the ones with green, the tenths with blue,
and the hundredths with red.
36.24 b 47.36 d 83.95 f 92.72

a 13.09 c 72.09 e 57.60 g 64.58

3 Place these decimals in ascending order.

2.73, 2.82, 2.14, 2.08, 2.37 2.08, 2.14, 2.37, 2.73, 2.82
______________________________

a 5.05, 5.50, 5.15, 5.03, 5.58 ______________________________

b 8.73, 8.30, 8.70, 8.37, 7.38 ______________________________

c 9.16, 6.19, 9.61, 6.91, 19.6 ______________________________

d 6.21, 12.62, 2.61, 1.26, 6.12 ______________________________

e 7.57, 7.75, 5.75, 7.55, 5.57 ______________________________

f 10.35, 10.53, 13.10, 13.35, 5.03 ______________________________

g 1.23, 4.56, 7.89, 0.34, 1.07 ______________________________

h 14.36, 14.96, 14.69, 16.34, 13.46 ______________________________

134 146435—Catch-Up Math © Shell Education

 DECIMALS REVIEW

1 Complete the fractions and decimals to match the shading.

a b c d

10 = 0.__ 100 = 0.___ = __.__ = __.___

e f g h

= __.___ = __.__ = __.___ = __.__

2 Complete the fractions and decimals to match the shading.

a
__ = ____.____

b
__ = ____.____

3 How many more hundredths need to be shaded to make one whole?

a ____ b ____ c ____ d ____

© Shell Education 146435—Catch-Up Math 135

 Decimals
REVIEW

4 How many more hundredths need to be shaded to make two wholes?

a ____ c ____ e ____

b ____ d ____ f ____

5 Complete the table.

Colored Squares Fraction Decimal

a 100 ____.____

56
b 100 ____.____

c 100 2.29

143
d 100 ____.____

e 100 ____.____

f 100 ____.____

136 146435—Catch-Up Math © Shell Education

 Decimals
REVIEW

6 Write each fraction as a decimal.

127 356 495 230
a 100 = _____ c 100 = _____ e 100 = _____ g 100 = _____
73 109 9 17
b 100 = _____ d 100 = _____ f 100 = _____ h 100 = _____

7 Circle the tenths in the following.

a 3.82 b 0.46 c 38.95 d 132.86 e 493.89

8 Circle the hundredths in the following.

a 27.41 b 137.25 c 0.93 d 1.92 e 437.20

9 Circle the ones in the following.

a 92.37 b 0.95 c 24.29 d 147.38 e 87.40

10 Circle the tens in the following.

a 10.36 b 92.37 c 143.73 d 107.24 e 71.31

11 Place these decimals in ascending order.

a 3.47, 7.43, 4.37, 7.34, 3.74 ______________________________

b 1.30, 1.03, 1.24, 1.68, 1.06 ______________________________

c 8.26, 6.28, 2.86, 8.62, 6.82 ______________________________

© Shell Education 146435—Catch-Up Math 137

 Patterns

PATTERNS
A pattern is when a sequence of objects, letters, or
numbers is following a rule.
Object patterns
Number patterns
Example 1:
Example 5:
is repeated 2, 4, 6, 8, 10, 12
Rule: + 2
Example 2:
Example 6:
is repeated 5, 10, 15, 20, 25, 30
Example 3: Rule: + 5
Example 7:
63, 54, 45, 36, 27, 18
is repeated
Rule: – 9
Example 4: Example 8:
27, 24, 21, 18, 15, 12
__ __ __ __ is repeated Rule: ___

1 Complete these object patterns.

Your ___ ___ ___ ___ ___
turn
a ___ ___ ___ ___ ___

b ___ ___ ___ ___ ___

2 Complete these number patterns and write the rule.

35 ___,
7, 14, 21, 28, ___, 42 ___,
49 ___,
56 ___
63 +7
Rule: ____

a 4, 8, 12, 16, ___, ___, ___, ___, ___ Rule: ____

b 110, 100, 90, 80, ___, ___, ___, ___, ___ Rule: ____
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138 146435—Catch-Up Math © Shell Education

 Patterns
PRACTICE

1 Complete the patterns and write the rule.

15 ___,
21, 19, 17, ___, 13 ___
11 Rule: –___
2

a 30, 25, 20, ___, ___, ___ Rule: ___

b 48, 44, 40, ___, ___, ___ Rule: ___

c 81, 72, 63, ___, ___, ___ Rule: ___

d 2, 4, 6, ___, ___, ___ Rule: ___

e 40, 50, 60, ___, ___, ___ Rule: ___

f 7, 17, 27, ___, ___, ___ Rule: ___

g 91, 81, 71, ___, ___, ___ Rule: ___

2 Continue these shape patterns.

___ ___ ___ ___ ___

a ___ ___ ___ ___ ___

b ___ ___ ___ ___ ___

c P A D P A ___ ___ ___ ___ ___

d ___ ___ ___ ___ ___

e ___ ___ ___ ___ ___

f ___ ___ ___ ___ ___

g ___ ___ ___ ___ ___

© Shell Education 146435—Catch-Up Math 139
 Patterns

3 Write the missing numbers in the following patterns.

26, 28, ___,
30 ___,
32 34, ___
36 g 56, 63, ___, ___, 84, ___

a 12, 22, 32, ___, ___, ___ h 36, 30, ___, ___, 12, ___

b 90, ___, ___, 60, 50, ___ i 9, ___, 29, ___, 49, ___

c 12, 15, ___, ___, ___, 27 j ___, 16, 24, ___, ___, 48

d 14, ___, 24, ___, 34, ___ k 125, ___, 115, ___, 105, ___

e ___, 90, 85, ___, 75, ___ l 7, 12, ___, ___, 27, 32, ___

f ___, 75, ___, 71, 69, ___ m 4, 9, 14, ___, ___, ___

4 Write the rule for each pattern.

160, 80, 40, 20 Divide by 2
_____________

a 46, 43, 40, 37 _____________

b 18, 24, 30, 36 _____________

c 93, 91, 89, 87 _____________

d 4, 7, 10, 13, 16 _____________

e 29, 25, 21, 17, 13 _____________

f 163, 158, 153, 148, 143 _____________

140 146435—Catch-Up Math © Shell Education

 Patterns

5 Complete these object patterns.

___ ___ ___ ___ ___

a ___ ___ ___ ___ ___ ___

b X O Y P ___ ___ ___ ___ X ___ Y ___ ___ O ___ P X

c ___ ___ ___ ___ ___ ___

___

d × ___ × ___ ___ × ___ × ___ ___

e ___ ___ ___ ___ ___ ___ ___

f ___ ___ ___ ___ ___ ___ ___ ___

g B A B ___ ___ B ___ ___ A ___ ___ ___ A

h 4 5 7 9 __ __ 7 9 __ 5 __ 9 4 __ __ __ __ 5 7 __ __ __ 7 9

© Shell Education 146435—Catch-Up Math 141

 PATTERNS REVIEW

1 Complete the patterns.

a B, A, , B, A, ___, ___, ___, ___

b , , , , , ___, ___, ___, ___

c , , , , , ___, ___, ___, ___

d , , , , , ___, ___, ___, ___

e 8, 16, 24, 32, ___, ___, ___, ___
f 100, 90, 80, 70, ___, ___, ___, ___
g 42, 36, 30, 24, ___, ___, ___, ___
h 27, 36, 45, 54, ___, ___, ___, ___

2 Write the missing numbers in the following patterns.

a 5, 10, ___, ___, ___, 30, 35
b 8, 18, ___, ___, ___, 58, 68
c 6, 11, 16, ___, ___, 31, ___
d 7, 16, ___, ___, 43, ___, 61
e ___, 100, ___, 80, 70, ___, 50
f 83, 79, ___, 71, 67, ___, ___
g 130, ___, 122, ___, 114, ___
h 96, ___, ___, 66, 56, ___, 36

142 146435—Catch-Up Math © Shell Education

 Patterns
REVIEW

3 Write the rule for each pattern.

a 5, 8, 11, 14, 17 ______________

b 91, 87, 83, 79, 75 ______________

c 4, 6, 8, 10, 12 ______________

d 47, 42, 37, 32, 27 ______________

e 18, 25, 32, 39, 46 ______________

f 176, 170, 164, 158, 152 ______________

g 3, 11, 19, 27, 35 ______________

h 115, 105, 95, 85, 75 ______________

© Shell Education 146435—Catch-Up Math 143

 Length

METERS AND FEET

A meter (m) is a unit of measurement used to measure big
things. One meter is 100 centimeters (cm). A foot (ft.) is also
a unit of measurement. One foot is 12 inches (in.).
These things can be measured in meters or feet.
SCAN
to
watch
video

1m 100 cm
1 ft. 12 in.
We multiply to convert from a larger unit to a smaller unit.
Since 1 m = 100 cm, then 3 m = 300 cm.
3 m x 100 (number of cm in a m) = 300 cm
Since 1 ft. = 12 in., then 3 ft. = 36 in.
3 ft. x 12 (number of in. in a ft.) = 36 in.
We divide to convert from a smaller unit to a larger unit.
Since 100 cm = 1 m, then 500 cm = 5 m
500 cm ÷ 100 (number of cm in a m) = 5 m
Since 12 in. = 1 ft., then 60 in. = 5 ft.
60 in. ÷ 12 (number of in. in a ft.) = 5 ft.
Examples: C onvert the measurements.
a 4 m = 400 cm c 72 in. = ____ ft. f 95 m = ____ cm
a 2 ft. = _____ in. d 750 cm = ___ m g 24 in. = ____ ft.
b 600 cm = ___ m e 4 ft. = _____ in. h 7 m = ____ cm

Your List five different items that would be best measured

turn in meters or feet.
• ____________________
a car • ____________________
• ____________________ • ____________________
• ____________________
SELF CHECK Mark how you feel
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144 146435—Catch-Up Math © Shell Education

 Length
PRACTICE

1 Complete the tables.

Centimeters Meters Centimeters Meters
300 cm 3m d 4m
a 100 cm e 10 m
b 500 cm f 8m
c 700 cm g 2m

2 Complete the tables.

Inches Feet Inches Feet
24 in. 2 ft. d 7 ft.
a 60 in. e 4 ft.
b 96 in. f 3 ft.
c 144 in. g 10 ft.

3 Check the items that would be best measured in feet or meters.

© Shell Education 146435—Catch-Up Math 145

 Length

CENTIMETERS AND INCHES

A centimeter is smaller than a meter. It is used to measure
smaller things. The symbol for centimeters is cm. An inch is
smaller than a foot. It is also used to measure smaller things.
The symbol for inches is in. When measuring with a ruler,
SCAN
always line the object up with the 0. to
watch
video
There are
This ruler is 10 centimeters (10 cm) long. 100 cm in 1 m.
This is 1 cm.

This ruler is 6 inches (6 in.) long. There are

This is 1 in. 12 in. in 1 ft.

Examples: C olor the boxes next to the items that would be

best measured in centimeters or inches.
a a journal d a car g a hand

b a teacher’s desk e a book cover h a truck

c a pencil f a bed i a toy car

Your Name six different things that would be best measured

turn in centimeters or inches.

• ________________________
your finger • ________________________

• ________________________ • ________________________

• ________________________ • ________________________
SELF CHECK Mark how you feel
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146 146435—Catch-Up Math © Shell Education

 Length
PRACTICE

1 This ruler is 15 cm long. Use it to measure the lengths of the pencils.

a 14 cm
_____

a _____

b _____

c _____

_____
d

2 Use the pencils above to complete the following.

a In the space above, draw a pencil that is 9 cm long. Color it purple.

b What color pencil is shortest? _____________

c What color pencil is longest? _____________

3 Order the pencils from shortest (1) to longest (6).

1 _____________,
green 5 cm 2 _____________, 3 _____________,

4 _____________, 5 _____________, 6 _____________

© Shell Education 146435—Catch-Up Math 147

 Length

4 What is the difference in length?

a red pencil and yellow pencil ________

b red pencil and pink pencil ________

c red pencil and green pencil ________

d red pencil and orange pencil ________

e red pencil and purple pencil ________

5 Draw lines of these lengths.

Remember to start measuring from the 0 on the ruler.
two centimeters ×

a five centimeters ×

b ten centimeters ×

c four and a half centimeters ×

d one and a half centimeters ×

6 Measure the lines, and write the length in inches.

3 in.
_______

a _______

b _______

c _______

d _______

e _______

f _______

148 146435—Catch-Up Math © Shell Education

 Length

MILLIMETERS AND QUARTER-INCHES

Millimeters and fractional inches are used to measure
small lengths. One millimeter is smaller than a centimeter.
The symbol for millimeters is mm.
Inches can be broken down into half- and quarter-inches.
They are written as 21 in., 41 in., and 43 in. SCAN
to
watch
The small marks on the ruler are millimeters. video

This line is 26 mm.

1 There are
The small marks on the ruler are 16 in.
10 mm in 1 cm.
1
This line is 2 2 in.

Examples: Write the measurements marked on the ruler.

a ___
14 mm b ____ mm c ____ mm d ____ mm e ____ mm

Your Mark and label these measurements on the ruler.

turn

1 1 3
a 4 4 in. b 3 2 in. d 3 4 in.

a 2 in. c 6 in. e 5 12 in.

SELF CHECK Mark how you feel
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© Shell Education 146435—Catch-Up Math 149

 Length
PRACTICE
1 Measure these lengths in millimeters.
67 mm
____

a ____ mm

b ____ mm

c ____ mm

2 Measure these lengths in inches.

4.5 in.
______

a ______ in.

b ______ in.

c ______ in.

3 Use the creatures and the ruler to complete the following.

a Write the length in millimeters
beside each creature.
b Order the creatures from
shortest to longest. A
B
B
c What is the difference in
length for creatures D and C? ______ C
d What is the difference in D
length for creatures B and A? ______

150 146435—Catch-Up Math © Shell Education

 Length

PERIMETER
Perimeter is the distance around a shape.
The symbol for perimeter is P.
To find the perimeter, add the lengths of all the sides.

Perimeter = 3 cm + 4 cm + 5 cm SCAN
5 cm to
4 cm P = 12 cm watch
video
The perimeter (P) of the triangle is 12 cm.
3 cm
6 in.
Perimeter = 3 in. + 6 in. + 2 in. + 8 in.
3 in.
2 in. P = 19 in.
8 in.
The perimeter (P) of the trapezoid is 19 in.

Examples: Find the perimeters.

5m
Not all the sides a P= 1 m + 5 m + 1 m + 5 m
are labeled. 1m
Use what you know 12 m
= ___
about shapes to
find the other
lengths.
b 3 in. P = 3 in. + 3 in. + 3 in. + 3 in.

= ____ in.

Your Calculate the perimeters.

turn
3 cm
P = ___
3 + ___
4 + ___
3 + ___
4
4 cm = ___
14 cm

a 3m 4m
P = ____ + ____ + ____ + ____
2m
4m = ____ m
2 in.
b
3 in. 3 in.
P = ____ + ____ + ____ + ____

4 in.
= ___ in.
SELF CHECK Mark how you feel
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© Shell Education 146435—Catch-Up Math 151

 Length
PRACTICE
1 Add the side lengths to find the perimeter.

4 cm + 4 cm + 4 cm + 4 cm
P = __________________________
4 cm
16 cm
= _________

a P = __________________________
2 in.
= _________

b P = __________________________
3 mm = _________

c 1 ft. P = __________________________
= _________

3 cm
d P = __________________________
2 cm
= _________

2 cm 2 cm
e P = __________________________
2 cm 2 cm
= _________
3 cm

3 yd.
f P = __________________________
= _________

4 in.

g 2 in. P = __________________________
= _________
152 146435—Catch-Up Math © Shell Education
 LENGTH REVIEW

1 Write the missing words.

a One foot is equal to ______ inches. The symbol for foot is ____.

b One meter is equal to _____ centimeters. The symbol for meter is ____.

2 Name five items that could be measured in meters or feet.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3 Complete the tables.

Centimeters Meters Inches Feet
a 100 cm a 24 in.
b 300 cm b 5 ft.
c 5m c 7 ft.
d 600 cm d 36 in.
e 8m e 48 in.
f 2m f 9 ft.

4 Name five items that would be best measured in centimeters or inches.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

© Shell Education 146435—Catch-Up Math 153

 Length
REVIEW

5 Use the ruler to measure the ribbons.

a _______

b _______

c _______

_______
d

6 Use the ribbons above to complete the following.

a In the space above, draw a ribbon that is 12 cm long. Color it orange.

b What color ribbon is longest? ____________

c What color ribbon is shortest? ____________

d What colors are longer than the green ribbon? __________

e What color ribbon is shorter than the green ribbon? __________

f What is the difference in length between the shortest and longest

ribbons? _______

g Write the colors of ribbons in order from longest (1) to shortest (5).

1 _________, 2 _________, 3 _________, 4 _________, 5 _________

7 Write the measurements marked on the ruler.

a b c d e
a _________ c _________ e _________

b _________ d _________

154 146435—Catch-Up Math © Shell Education

 Length
REVIEW

8 Measure these lengths in millimeters.

a _______ mm

b _______ mm

c _______ mm

d _______ mm

e _______ mm

9 Find the perimeters.

6 cm
a P = __________________________
1 cm
= _________

b 4 in. P = __________________________
= _________

c 3 cm
4 cm P = __________________________

5 cm
= _________

3 ft.
d 2 ft. P = __________________________
3 ft. 4 ft. = _________

4m
e P = __________________________
2m
= _________

f P = __________________________
2 in.
= _________

© Shell Education 146435—Catch-Up Math 155

 Angles

ANGLES
An angle is the amount of turning between two straight line
segments (arms) that meet at a point (vertex).
arm
One arm of an angle
can be shorter than
vertex
This is the angle made the other.
by the two arms.
arm

angle
arm vertex

arm

Examples: Use red to trace the arms, color the angle blue,
and draw a on the vertex.
a b c d e

Draw another arm in red to make each line into an

Your
angle. Color the angle blue, and draw a on the vertex.
turn
a b d f

a c e g

SELF CHECK Mark how you feel

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156 146435—Catch-Up Math © Shell Education

 Angles
PRACTICE

1 Choose one angle in each picture. Use red to trace the arms of the
angle. Then use blue to color the angle.
a b d f

a c e g

2 Name and draw three objects around you that have angles.

a ________________ b ________________ c ________________

3 Use red to trace the angles you see in the picture. Draw a green dot on
each vertex, and use blue to color the angle made.

© Shell Education 146435—Catch-Up Math 157

 Angles

RIGHT ANGLES
A right angle measures 90°.

° is the symbol for degrees.

So 90 degrees is written 90°.

These angles are also

This corner symbol right angles.
shows the angle is 90°.

Examples: A
 re these angles right angles?
Use a corner of a piece of paper to test them.
Then write yes or no.

The corner of a a ______

yes c ______
piece of paper fits
perfectly, so this is a
right angle.

b ______ d ______

Your Draw another arm to make each line into a right angle.
turn Mark the right angles with the corner symbol.
a b c

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158 146435—Catch-Up Math © Shell Education

 Angles
PRACTICE
1 Draw a checkmark on the right angles.
a b d f h

a c e g i

2 Draw four different right angles.

3 List five things that have right angles.

door
_____________________________________________________________
_____________________________________________________________

4 Label the angles as equal to (=), less than (<), or greater than (>)
a right angle.
> a b c d

5 Use the corner symbol to mark the right angle in each shape.
a b c

© Shell Education 146435—Catch-Up Math 159

 Angles

ACUTE AND OBTUSE ANGLES

Acute angles are Obtuse angles are
less than 90°. greater than 90°.

SCAN
< 90° > 90° to
watch
Narrow Wide video

Example 1:
Draw another arm to make an acute angle. Color the angle blue.
a b c d

Example 2:
Draw another arm to make an obtuse angle. Color the angle blue.
a b c d

Your Write Acute or Obtuse for each angle.

turn
Obtuse
a _________ b _________ d _________

a _________ c _________ e _________

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160 146435—Catch-Up Math © Shell Education

 Angles
PRACTICE
1 Draw three angles that match each description.
Acute Angles Obtuse Angles

2 Order the angles from most narrow (1) to widest (5).

a

5 1 4 3 2
a

3 Use orange to trace the acute angles and green to trace the
obtuse angles.
a b d f h

a c e g i

4 List four things that have acute angles.

a pencil tip
_____________________________________________________________

5 Color the acute angles orange and the obtuse angles green.
a a b c d

© Shell Education 146435—Catch-Up Math 161

 ANGLES REVIEW

1 Use red to trace the arms, color the angle blue, and draw a on
the vertex.
a b c d

2 Draw another arm in red to make angles. Color the angle blue and write
the type of angle you made.

a _______________ b _______________ c _______________

3 Choose one angle in the picture. Use red to trace the arms of the angle.
Then use blue to color the angle.
a b c d

4 Mark the right angles with the corner symbol.

a b c d e

5 Draw another arm to make each line into a right angle.

a b c d

162 146435—Catch-Up Math © Shell Education

 Angles
REVIEW

6 Use the corner symbol to mark the right angle in each shape.
a b c d

7 Trace the acute angles with orange and the obtuse angles with green.
a b c d e

8 Label each angle as acute or obtuse.

a ________ c ________ e ________ g ________

b ________ d ________ f ________ h ________

9 Number the boxes to order the angles from most narrow (1) to
widest (5).
a

© Shell Education 146435—Catch-Up Math 163

 SHAPES

DIFFERENT TYPES OF LINES

Many shapes have lines that are vertical, horizontal,
parallel, and perpendicular.

Vertical lines go Parallel lines never

up and down. meet and are equal SCAN
to
distances apart. watch
video

Horizontal lines
go left to right. Perpendicular lines
meet at right angles.

vertical parallel lines parallel lines

It's easier to talk about
line shapes when you know the
different types of lines.
parallel lines
Examples:
Trace the vertical lines with blue, horizontal lines with orange,
parallel lines with green, and perpendicular lines with purple.
a c e g i

b d f h j

Your Draw three examples of each type of line.

turn
Vertical Horizontal Parallel Perpendicular

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164 146435—Catch-Up Math © Shell Education

 SHAPES
PRACTICE
1 Circle the lines that are parallel.
a a b c d

2 Circle the lines that are perpendicular.

a b c d

3 Circle the horizontal lines.

a b c d

4 Circle the vertical lines.

a b c d

5 Trace the vertical lines with blue and horizontal lines with orange.
a b c d

6 List five things that have parallel lines.

_______________
train tracks b _______________ d _______________

a _______________ c _______________ e _______________

© Shell Education 146435—Catch-Up Math 165

 SHAPES

TRIANGLES
Triangles are shapes that have 3 sides and 3 angles.
There are four different types of triangles.

Equilateral Right
•A ll sides the same • One right angle SCAN
to
length • Irregular triangle watch
video
•A ll angles the same size
• Regular triangle Scalene
• All sides different
Isosceles lengths
• T wo sides the • All angles different
same length sizes
• Two angles the same size • Irregular triangle
• Irregular triangle
The marks on the sides and the angles
tell you which ones are equal.

Examples: P ut a check mark on the regular triangles and an X on the

irregular triangles.
a b c d e

Trace the equilateral triangles in red, isosceles

Your triangles in blue, scalene triangles in yellow, and
turn right triangles in green.
b d f

a c e g

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166 146435—Catch-Up Math © Shell Education

 SHAPES
PRACTICE
1 Draw these shapes.
a Five different equilateral (regular) triangles

b Five different isosceles triangles

c Five different right triangles

d Five different scalene triangles

2 Match each label to the correct triangle.

c All sides
All sides the Right triangle different lengths
same length
d Two sides the
a Scalene triangle same length
Two angles the
same size
Isosceles triangle All angles
e
different sizes
b
One right angle
Equilateral triangle All angles the
f same size

© Shell Education 146435—Catch-Up Math 167

 SHAPES

QUADRILATERALS
Quadrilaterals have four straight sides and four angles.

Squares are the only All angles

the same size.
regular quadrilaterals.
All sides the SCAN
same length. to
Irregular quadrilaterals watch
video

Rectangle Rhombus
•O
 pposite sides • All sides equal in length
equal in length • Two pairs of parallel sides
•A
 ll angles 90° • Opposite angles equal in size
Parallelogram Kite
•O  pposite sides • Two pairs of sides
equal in length the same length
• T wo pairs of parallel sides • No parallel sides
•O  pposite angles equal in size Trapezoid
• One pair of
parallel sides
Examples:
Label each quadrilateral as regular or irregular.
a ________________
irregular c ________________

b ________________ d ________________

Your Trace the squares in red, rectangles blue, parallelograms

turn yellow, rhombuses green, trapezoids orange, and kites brown.

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168 146435—Catch-Up Math © Shell Education

 SHAPES
PRACTICE
1 Match each label to the correct shape.
a b
One pair of No parallel Regular
parallel sides sides quadrilateral

Square Rhombus Rectangle Parallelogram Trapezoid Kite

c d e f
Two pairs of Opposite sides Opposite sides All sides equal
parallel sides equal in length equal in length in length
and opposite and all angles and opposite and opposite
angles equal in 90° angles equal in angles equal in
size size size

2 Use purple to trace the parallel lines.

a b d f h

a c e g i

3 Use red to color the regular quadrilaterals and blue to color the
irregular quadrilaterals.
a b d f h

a c e g i

© Shell Education 146435—Catch-Up Math 169

 SHAPES

SYMMETRY
Symmetry is when one half of a shape is a mirror image, or
reflection, of the other half.

This house is symmetrical

because both halves fit on
top of each other exactly.

A line of symmetry
is always dotted.
This house is not
Sometimes there is more
than one line of symmetry. symmetrical because
the two sides are not
the same size.

Examples: T hese shapes have one line of symmetry marked.

Color half of each shape.
a b c d

1 Draw one line of symmetry through each shape.

Your
Then color half of the shape.
turn
a b c d

2 Mark the shapes in Question 1 that have

more than one line of symmetry.
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170 146435—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Put a check mark next to the symmetrical shapes and an X next to the
shapes that are not symmetrical.
b d f

a c e g

2 Use these shapes to answer the following questions.

A B C D E F G H

a Draw lines of symmetry on the symmetrical shapes above.

b Which shapes are symmetrical? ________

c Which shapes are not symmetrical? _______

d Which shapes have more than one line of symmetry? _______

3 Write your name in block letters.

Draw in any lines of symmetry on the letters.

4 Complete the pictures so that they are symmetrical.

a b c

© Shell Education 146435—Catch-Up Math 171

 SHAPES REVIEW

1 Fill in the table.

Number of Number of Number of
Shape Name angles sides corners

2 Draw an example of each type of line.

Vertical Perpendicular Parallel Horizontal

3 Name the triangles.

a ______________ c ______________

b ______________ d ______________

172 146435—Catch-Up Math © Shell Education

 SHAPES
REVIEW

4 Match each description to a type of triangle.

All sides
A regular shape
different lengths
Scalene triangle
All angles
Isosceles triangle One right angle
different sizes

Two angles the Right triangle All angles the

same size same size
Equilateral triangle
All sides the Two sides the
same length same length

5 Name the quadrilaterals.

a _____________________________________

b _____________________________________

c _____________________________________

d _____________________________________

e _____________________________________

f _____________________________________

© Shell Education 146435—Catch-Up Math 173

 SHAPES
REVIEW

6 Match each label to the correct shape.

a c e
Regular No parallel One pair of
quadrilateral sides parallel sides

b d f g
Two pairs of Opposite sides All sides equal
Opposite sides
parallel sides equal in length in length
equal in length
and opposite and opposite and opposite
and all angles
angles equal in angles equal in angles equal in
90°
size size size

7 Circle the symmetrical shapes.

a b c d e f

8 Draw four symmetrical shapes.

174 146435—Catch-Up Math © Shell Education

 SHAPES
REVIEW

9 Draw lines of symmetry on the shapes that are symmetrical.

10 Draw four shapes that have more than one line of symmetry.

11 Complete the pictures so that they are symmetrical.

a b

c d

© Shell Education 146435—Catch-Up Math 175

 AREA

AREA
Area is the size of a surface that an object covers.
Elise’s Backyard

Playhouse
Shed
Vegetable garden

Flower If a shape takes up

garden more space than
another shape, it
has a larger area.

The area of the vegetable garden The area of the flower garden
is the largest area because it is the smallest area because it
covers the biggest amount of the covers the smallest amount of
surface of Elise’s backyard. the surface of Elise’s backyard.

Examples: Mark the shape with the larger area.

a b c

Your
turn Draw a similar shape with a larger area.
a b

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176 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
1 Color the shape with the largest area blue and the shape with
the smallest area green.
a a b

2 Circle the shape that has the smallest area.

a b d

a c e

3 Color the shape that has the largest area.

a a b

4 Order these shapes from smallest area (1) to largest area (5).
a

2 3 5 1 4

© Shell Education 146435—Catch-Up Math 177

 AREA

MEASURING AREA WITH UNITS

Areas can be measured with objects that are smaller
than the area being measured

The surface of the rug has been covered with tiles.

The rug has an area of 8 tiles. Don't use round
shapes because
Chocolate pieces cover they leave spaces!
the surface of the book.
The book has an area of
35 chocolate pieces.

Examples: H
 ow many were used to cover
the surface of the shape?
a ___
30 blocks b ____ bricks c ____ triangles

Your How many times is each shape used to cover these areas?
turn
___
24 a ____ b ____

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178 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
1 How many times is the square used to cover each area?
___
83 a ___ b ___

2 Len covered the surfaces of three books with sticky notes.

Purple book Blue book Green book

32
The purple book has an area of ___________ sticky notes.

a The green book has an area of ___________ sticky notes.

b The blue book has an area of ___________ sticky notes.

c The ___________ book has the largest area.

d The ___________ book has the smallest area.

e The difference in area between the purple and blue books is

___________ sticky notes.

f The difference in area between the blue and green books is

___________ sticky notes.

g The difference between the book with the largest area and the book
with the smallest area is ___________ sticky notes.

h The total area of all three books is ___________ sticky notes.

© Shell Education 146435—Catch-Up Math 179
 AREA

MEASURING AREAS USING A GRID

Grids can be used to measure area.
All the shapes in the grid must be the same shape and size.

A grid using squares A grid using rectangles

The red shape has an The blue shape has an area

area of 10 squares. of 10 rectangles.

Examples:
a b

The orange shape has The green shape has

an area of ___
11 squares. an area of ____ triangles.

Your Write the area.

turn
___
20 rectangles a ___ squares b ___ triangles

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180 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
1 How many shapes has each surface been covered with?
___
25 rectangles a __ squares b __ squares c __ triangles

2 Using the grid paper, color a shape with each area.

12 squares a 15 squares b 20 squares c 18 squares

3 Find the area of each book cover by counting the number of squares
used to cover the surface.

Jokes 20
Jokes Tall Tiny
Tall Tales Tales China Tales
Today
China Today
Tiny Tales

4 Write the difference in area.

a Jokes and China Today ____ squares

b Tiny Tales and Tall Tales ____ squares

c Tall Tales and Jokes ____ squares

d Jokes and Tiny Tales ____ squares

© Shell Education 146435—Catch-Up Math 181
 AREA

SQUARE CENTIMETERS AND INCHES

Square centimeters (cm2) is a unit of measurement used
to measure small areas. Square inches (sq. in.) can also be
used to measure small areas.
one square You can use multiplication to calculate SCAN
centimeter the area of squares and rectangles— to
watch
video
1 cm multiply the length by the width.
width
1 cm
Area = length × width
one square length = 2 cm × 4 cm
inch = 8 cm2
1 in.
You can also count squares
1 in. to calculate area.

Examples: Find the area.

b
a

Area = _______
length × ______
width Area = _____ × _____
= _____
1 cm × _____
4 cm = _____ × _____
4 cm2
= ___ = _____ in.²

Your What is the area?

turn
a

length × ______
Area = _______ width
Area = _____ × _____
1 in. × _____
= _____ 6 in.
= _____ × _____
= ___
6 sq. in.
= _____ cm2
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182 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
Use the grid and shapes to answer the following questions.
A D
C
E

1 Complete the table.

Shape Area in words Area using cm2
A six square centimeters 6 cm2
a B
b C
c D
d E

2 Use the shapes above to fill in the gaps.

a Shape _____ has the largest area. c Shape _____ has an area of 10 cm2.

b Shape _____ has the smallest area.

3 Draw four different shapes that each have an area of 12 sq. in.

© Shell Education 146435—Catch-Up Math 183

 AREA

SQUARE METERS AND FEET

Larger areas are measured using square feet (ft.2)
or square meters (m2).

This is one This is one

1m 1 ft.
square meter. square foot. SCAN
to
watch
video
1m 1 ft.

Area = 1 meter × 1 meter Area = 1 ft. × 1 ft.

= 1 m2 = 1 sq. ft.

5 meters You would use square meters

What do you
or feet to measure the board in think is the
2 meters your classroom. area of the
The area of the board is 10 m2. floor in your
classroom?
= 1 m2 Area = length × width
=2m×5m
= 10 m2
Examples: Calculate the area. 3m

4 ft. b
a 3m
2 ft.

Area = _____ × _____ Area = _____ × _____

= _____ × _____ = _____ × _____
= _____ ft.² = _____ m2
Your
turn Circle the items that have an area of less than 1 sq. ft.

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184 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
1 Draw each area on the grid.
8 ft.²

a 6 ft.²

b 4 ft.²

c 10 ft.²
= 1 ft.²

2 This is where Avdo lives.

How many square meters?
5 m2
garden ______
Pool

Garden
a house ______ House

b shed ______ Shed

c pool ______ = 1 m2

3 Complete the sentences.

The largest area is the _________.
house

a The smallest area is the ________.

b The __________ has an area of 7 m2.

c The total area is ________.

d The difference in area between the pool and the garden is ________.

4 List four things larger than 1 ft.2

____________________________________________________________

5 List four things smaller than 1 m2.

____________________________________________________________

© Shell Education 146435—Catch-Up Math 185

 AREA

SHAPES WITH THE SAME AREA

These shapes are different, but they all have an area of 10 cm2.

A = 10 cm2

A = 10 cm2

A = 10 cm2

A = 10 cm2
A = 10 cm2

A = 10 cm2

Examples: Finish the shapes so they have an area of 10 in.²

a b c
A = 10 in.²

Your Draw three shapes with an area of 8 cm2.

turn
A = 8 cm2

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186 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
1 Draw as many rectangles as you can with an area of 24 cm2.
= 1 cm2

2 Color the shapes that have an area of 12 in.2 = 1 in.²

F B
A

E H

G D
C

a Shapes __________ have an area of 12 sq. in.

b Shapes __________ do not have an area of 12 sq. in.

c Shape A has an area of _______.

d Shape D has an area of _______.

© Shell Education 146435—Catch-Up Math 187
 AREA

PERIMETER
The perimeter (P) is the distance around the outside of a
shape. Add the lengths of all the sides to find the perimeter.
3m

1m
3m
1m Perimeter = 3 m + 1 m + 1 m + 2 m + 5 m + 3 m
2m = 15 m
5m P is the symbol
Examples: Find the perimeter. used for perimeter.

a 4 in.
P = 2 in. + 4 in. + 2 in. + 4 in.
2 in. 2 in.
= ___
12 in.
4 in.

b 3 cm
P = 3 cm + 3 cm + 3 cm + 3cm
3 cm 3 cm
= _____ cm
3 cm

Your Find the perimeter.

turn 1 ft.
1 ft. 1 ft. + __
P = __ 1 ft. + __
1 ft. + __
1 ft.
4 ft. 1 ft. 1 ft.
1 ft. + __
+ __ 2 ft. + __
3 ft. + __
4 ft.
1 ft. 2 ft.
14 ft.
= ___
3 ft.

a 5 cm P = _____ cm + _____ cm + _____ cm +

2 cm 2 cm
5 cm _____ cm = _____ cm

b 2 in.
1 in. P = _____ in. + _____ in. + _____ in. +
3 in. 1 in.
2 in. _____ in. + _____ in. + _____ in.
3 in. = _____ in.

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188 146435—Catch-Up Math © Shell Education

 AREA
PRACTICE
A B C
= 1 cm2

D E F

1 Find the perimeter of each shape.

1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 3 cm + 3 cm = 12 cm
a A = _______________________________________________________

a B = _______________________________________________________

b C = _______________________________________________________

c D = _______________________________________________________

d E = _______________________________________________________

e F = _______________________________________________________

2 Write the missing letters.

a Shapes _____, _____, and _____ have the smallest perimeter.

b Shapes _____ and _____ have the largest perimeter.

3 Draw and label shapes with the given perimeters.
8 in. a 12 in. b 20 in.
1 in.

3 in.

© Shell Education 146435—Catch-Up Math 189

 AREAREVIEW
REVIEW

1 Mark the shape that covers the larger area.

a b c

2 Draw a similar shape that covers a smaller area.

a b c

3 Color the shape with the largest area red and the shape with
the smallest area blue.
a b c

4 Number the shapes to order them from largest (1) to smallest (5) area.
a

190 146435—Catch-Up Math © Shell Education

 AREA
REVIEW

5 Write the missing numbers.

a _____ square blocks b _____ bricks cover c _____ triangles
cover the surface of the surface of this cover the surface of
this shape. shape. this shape.

6 How many times is the square used to cover each shape?

a _____ b _____ c _____

7 Write the missing numbers.

a

The orange shape has an area of _____ squares.

b
The blue shape has an area of _____ rectangles.

c
The purple shape has an area of _____ triangles.

© Shell Education 146435—Catch-Up Math 191

 AREA
REVIEW

8 Calculate the area. = 1 cm2

a c

Area = _____ × _____

= _____ × _____
Area = _____ × _____
= _____ cm2
= _____ × _____
b
= _____ cm2

Area = _____ × _____

= _____ × _____
= _____ cm2

9 What is the area of these rectangles? = 1 in.²

a c

Area = _____ × _____

= _____ × _____ Area = _____ × _____
= _____ in.² = _____ × _____
= _____ in.²
b

Area = _____ × _____

= _____ × _____
= _____ in.²

192 146435—Catch-Up Math © Shell Education

 AREA
REVIEW

10 Match each shape to the correct area label. = 1 cm2

a c
A = 14 cm2

A = 10 cm2 d
A = 17 cm2
b
A = 7 cm2 e
A = 5 cm2

11 Draw five different rectangles with an area of 14 in.2 = 1 in.2

12 Name four things that have an area:

a greater than 1 m2

__________________________________________________________

__________________________________________________________

b less than 1 in.²

__________________________________________________________

__________________________________________________________

© Shell Education 146435—Catch-Up Math 193

 AREA
REVIEW

13 Write the area. = 1 m2

a ______ c ______ e ______

b ______
d ______

f ______

14 This is where Arlo lives.

How many square feet? Pool
Driveway

House
a driveway ______

b house ______ Shed

Garden

c pool ______ = 1 ft.2

d garden ______

e shed ______

f the total area of where Arlo lives ______

15 Write the place that has:

a the largest area. ____________

b the smallest area. ____________

What is the difference in area?

16
a house and pool ______ c driveway and pool ______

b garden and shed ______ d shed and house ______

194 146435—Catch-Up Math © Shell Education

 AREA
REVIEW

17 Color the shapes that have an area of 10 m2. = 1 m2

1 2 3 4

5 6

8 9
7

18 Find the perimeter.

5 ft.
a 2 ft. 2 ft. P = __________________________
5 ft. = _____ ft.
1 cm
b 2 cm
4 cm P = __________________________
2 cm
2 cm
3 cm = _____ cm
6m
c 2m
3m P = _______________________________________
1m 5m

2m
1m = _____ m
3m

1 in.
d
2 in.
5 in.
1 in.

2 in. P = _______________________________________
2 in.
= _____ in.
1 in.

4 in.

© Shell Education 146435—Catch-Up Math 195

 CAPACITY

CAPACITY
Capacity is the amount of liquid a container can hold.

The green bucket has the The yellow bucket has the
largest capacity because it smallest capacity because it
can hold the most liquid. can hold the least liquid.

Bottle A Bottle B The larger

container has
Bottle A has more juice in the larger
it than Bottle B. capacity.
But Bottle B can hold
more juice than Bottle A,
so it has a larger capacity.

Examples: Circle the container with the smaller capacity.

a b c

Your Draw a similar object with a smaller capacity.

turn a b

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196 146435—Catch-Up Math © Shell Education

 CAPACITY
PRACTICE
1 Number the containers to order them from smallest capacity (1)
to largest capacity (5).

1 4 3 5 2
a

2 Amir used each container to fill the yellow bucket.

He tallied the number of times each one was filled.

Medicine cup Glass Mug Pot

Tally

Total 20 10 7 1

a How many times did Amir fill the pot to fill the yellow bucket? _____

b How many times did Amir fill these containers to fill the yellow bucket?
• medicine cup _____ • glass _____ • mug _____

c Which container has the least capacity? __________________

d Which container has the most capacity? __________________

© Shell Education 146435—Catch-Up Math 197
 CAPACITY

LITERS AND GALLONS

Liters (L) and gallons (gal.) are used to measure how
much space a liquid takes up.
1 liter = 1,000 milliliters
1 L = 1,000 mL

1L 1 gal.
This container This container
can measure can measure
one liter. one gallon.

Examples: How many liters or gallons can each container hold?

a _____
1 gal. b _____ L c _____ gal. d _____ L

5 gal.
1 gal.
2L
3L

Circle the containers that hold more than one gallon.

Your
turn

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198 146435—Catch-Up Math © Shell Education

 CAPACITY
PRACTICE
1 Circle the containers that hold less than one liter.
a b c d

e f g h i

2 Think of three containers that would hold more than a gallon.

Draw them.

3 Nancy is buying drinks for a party. She needs 10 liters of cola,

7 liters of lemonade, and 3 liters of orange soda.
Color the 1-liter bottles Nancy needs to buy.

Cola

Lemonade

Orange
soda

© Shell Education 146435—Catch-Up Math 199

 CAPACITY

MEASURING LITERS AND GALLONS

The same amount of liquid can look different in
different containers.
2L
5L
4 4L
3 3 1
2 2
1 1

These containers each have two liters of juice in them.

Some containers look fuller than others because of their shape.
Examples: Color the containers to show 2 gallons.
a b c d
gal. 4 gal. 5 gal. 2 gal. 3
3 4
3 2
2 1
2 1
1 1

Your How much liquid is in each container?

turn 2L
_____ b _____ d _____ f _____

3L 5L 6 gal.
2 gal. 4
2 5
1 3
1 4
2
1 3
2
1
a _____ c _____ e _____
4L 1 gal. 5L
3 4
2 3
1 2
1
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200 146435—Catch-Up Math © Shell Education

 CAPACITY
PRACTICE
1 Color the number of 1-liter bottles needed to fill each bucket.

4L
a

10 L
b

5L
c

2 Color the pitchers to show the amounts.

a Pitcher A: 1 gal. a Pitcher B: 3 gal. b Pitcher C: 4 gal. c Pitcher D: 1 gal.

4 gal.
6 gal.
3 5
2 gal. 3 gal.
4
2 2 3
1 2
1 1
1

A B C D

3 Use the pitchers above to answer the following questions.

a Which pitcher has the most liquid in it? _____

b Which pitcher has the least liquid in it? _____

c Write the capacity. Remember, capacity is how much a container is able

to hold, not how much liquid is in the container.

Pitcher A Pitcher B Pitcher C Pitcher D

2 gal.

© Shell Education 146435—Catch-Up Math 201

 CAPACITY

MILLILITERS, CUPS, AND FLUID OUNCES

We use milliliters (mL) to measure smaller amounts of
liquid. There are 1,000 milliliters in one liter.
We can also measure small amounts of liquid in cups (c.)
and fluid ounces (fl. oz.). There are 8 fluid ounces in 1 cup.
oz. c.
1,000 mL = 1 liter 1,000 mL 1 c. = 8 fl. oz. 8 1
3 750 mL 3 3
750 mL = 4 liter 4 c. = 6 fl. oz. 6 4
500 mL 1
1 1 4 2
500 mL = 2 liter 250 mL 2 c. = 4 fl. oz. 2
1
4
1 1
250 mL = 4 liter 4 c. = 2 fl. oz.
Examples:
Mark the containers you would use milliliters or fluid ounces to measure.
a a cup of tea _____
X d water in a pool _____

b water in a glass _____ e a dose of medicine _____

c water in a bathtub _____ f juice in a juice box _____

Color the containers to show the amounts.

Your 1 3
turn 1L b 2L d 4L
mL mL mL
1,000 1,000 1,000
750 750 750
500 500 500
250 250 250

1 1
a 2 cup c 1 cup e 4 cup
oz. oz. oz.
8 8 8
6 6 6
4 4 4
2 2 2

SELF CHECK Mark how you feel

Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

202 146435—Catch-Up Math © Shell Education

 CAPACITY
PRACTICE
1 Write as liters.
1 L
1,000 mL ______ L mL
1 1,000
3
a 250 mL ______ 4 750
1
2 500
b 750 mL ______ 1
4 250

c 500 mL ______

2 Write as milliliters.
1
2L 2,000 mL
_________ b 1 2 L _________

1
a 3L _________ c 2 4 L _________

3 Write as cups.
8 fl. oz. 1 c.
___________
oz. c.
a 6 fl. oz. ___________ 8 1
3
6 4
b 2 fl. oz. ___________ 4 1
2
1
2 4
c 4 fl. oz. ___________

4 Write as fluid ounces.

1
24 fl. oz.
3 c.____________________ b 2 2 c. _______________

3
a 2 c.____________________ c 1 4 c. _______________

© Shell Education 146435—Catch-Up Math 203

 CAPACITY REVIEW

1 Draw a similar container that has a smaller capacity.

a b c

2 Hani used each container to fill a bin.

She tallied the number of times each one was filled.

Tea cup Glass Beach bucket Pot Fish bowl

Tally

Total 80 20 8 4 2

a How many times did Hani fill the containers to fill the bin?
• tea cup _____ • beach bucket _____ • fish bowl _____

• glass _____ • pot _____

b Which container has the smallest capacity? __________________

c Which container has the largest capacity? __________________

3 Order the objects from largest capacity (1) to smallest capacity (5).

204 146435—Catch-Up Math © Shell Education

 CAPACITY
REVIEW

4 Draw three containers that hold more than 1 liter.

5 Draw three containers that hold less than 1 gallon.

6 What amount of liquid is in each container?

a _____ L b _____ gal. c _____ L

8 gal.
7
6
2L
4L 5
3 4
2 1
3
1 2
1

7 Color each container to show the amounts.

a 2 gal. b 4L c 5 gal. d 3L

10 gal.
2 gal.
4L
1 4L 3
3 5
2 2
1 1

© Shell Education 146435—Catch-Up Math 205

 CAPACITY
REVIEW

8 How many milliliters? L mL

1 1,000
1
a 2 L ________ c 4L
1
________
3
4 750
1
2 500
b 1L ________ d 4L
3
________
1
4 250

9 How many fluid ounces? oz. c.

8 1
3 1 3
a 4 c. ________ c 4 c. ________ 6 4
1
4 2
1 1
b 1 c. ________ d 2 c. ________ 2 4

10 Color each pitcher to show the amount.

a 250 mL c 750 mL e 500 mL
L mL L mL L mL
1 1,000 1 1,000 1 1,000
3 3 3
4 750 4 750 4 750
1 1 1
2 500 2 500 2 500
1 1 1
4 250 4 250 4 250

b 4 fl. oz. d 2 fl. oz. f 8 fl. oz.

oz. c. oz. c. oz. c.
8 1 8 1 8 1
3 3 3
6 4 6 4 6 4
1 1 1
4 2 4 2 4 2
1 1 1
2 4 2 4 2 4

11 Write as liters.
a 250 mL ______
L mL
1 1,000
b 1,000 mL ______ 3
750
4
1
500
c 500 mL ______ 2
1
4 250

d 250 mL ______

206 146435—Catch-Up Math © Shell Education

 CAPACITY
REVIEW

12 Write as milliliters.
1 1
a 12L _________ c 32 L _________

1 3
b 24L _________ d 14 L _________

13 Write as cups.
oz. c.
a 8 fl. oz. ___________ 8 1
3
6
b 2 fl. oz. ___________ 4
1
4 2
c 6 fl. oz. ___________ 2
1
4

d 4 fl. oz. ___________

14 Write as fluid ounces.

1 1
a 2 2 c. ___________ c 1 4 c. ___________

3 1
b 1 4 c. ___________ d 3 2 c. ___________

© Shell Education 146435—Catch-Up Math 207

 MASS

KILOGRAMS AND POUNDS

Heavy items are measured in kilograms or
pounds. The symbol for kilogram is kg. The
symbol for pound is lb.

A shoe weighs
about 1 pound
A carton of milk (1 lb.).
weighs about
1 kilogram (1 kg).

Examples:
Circle the items that would be best measured in kilograms or pounds.

a c e g i
FLOUR

b d f h j

Your Name six items that would be best measured in

turn kilograms or pounds.

a bag of oranges
______________________ ______________________

______________________ ______________________

______________________ ______________________

SELF CHECK Mark how you feel

Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

208 146435—Catch-Up Math © Shell Education

 MASS
PRACTICE
1 Color the weights to show the masses.
10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
a 42 kilograms
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
a 83 pounds
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
b 16 kilograms
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
c 51 pounds
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

2 Write the mass that has been colored.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
a 48 kg 5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
a lbs.
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
b kg
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
c lbs.
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

3 Write the masses in short form.

a 4 kilograms _____
4 kg c 17 kilograms _____

a twenty-three kilograms _____ d 1 pound _____

b ten pounds _____ e ninety-four kilograms _____

4 Put a check mark or an X on the masses to show if they are written

correctly.
5 kg b 2 kg d 43 lbs. f 100kG

a 14 KG c 13 lB e 17Kg g 31 LBS.
© Shell Education 146435—Catch-Up Math 209
 MASS

5 Oliver’s cardboard box can hold 8 kg.

How many of each item can he put into his box?
4
___ a __ b __ c __ d __

Grapes 2 kg Bananas 1 kg Raspberries 0.5 kg Avocadoes 8 kg Apples 4 kg

6 Which items do you estimate have a mass of less than 1 kg? Mark them.
an apple d this book h a sausage

a an orange e a large dog i an ice cream

b a television f a horse j a bag of chips

c a mobile phone g a pair of k a motorcycle

scissors
7 Use these items to complete the following questions.

Watermelon 8 lbs. Cantaloupe 4 lbs. Coconuts 10 lbs. Oranges 6 lbs. Pineapple 2 lbs.

a Which is the heaviest item? _____________

b Which is the lightest item? _____________

c How many pineapples weigh the same as one watermelon? _______

d Which two items together weigh 18 lbs.?

_____________ and _____________

e How much do the oranges and the cantaloupe weigh together? _______

f List the items in order from lightest (1) to heaviest (5).

__________________________________________________________

210 146435—Catch-Up Math © Shell Education

 MASS

8 How much would three of these items weigh?

watermelon _____
24 kg b coconuts _____ d pineapple _____

a cantaloupe _____ c oranges _____

9 Circle the item that could be getting weighed

1 kg b 5 kg d 2 kg

• a basketball • a watermelon • 2 L of milk

• a packet of flour • an egg • a sandwich

a 6 lbs. c 100 lbs. e 2 lbs.

• an apple • a boy • a cup of tea

• a chicken • a watermelon • a carton of milk

10 Name four things that match each description.

a Weigh less than one pound
__________________________________________________________

b Weigh about one pound

__________________________________________________________

c Weigh more than one pound

__________________________________________________________

11 Use the bags to answer the questions.

a Which bag weighs the most? _____ A: 32 kg B: 15 kg C: 5 kg

b Which bag weighs the least? _____

D: 40 kg E: 53 kg
c What is the difference in weight?
• A and B _____ • C and D _____ • E and D _____
d How much do all the bags weigh altogether? ______

© Shell Education 146435—Catch-Up Math 211

 MASS

GRAMS AND OUNCES

A gram is a unit of measurement used to weigh light objects.
There are 1,000 grams in one kilogram. An ounce is also
used to weigh light objects. There are 16 ounces in a pound.
The short
SCAN
form of to
watch
gram is g. video

A paperclip weighs An eraser weighs

about 1 gram (1 g). The short about 1 ounce (1 oz).
form of
ounces is oz.

Examples:
Circle the objects that would be best measured in grams or ounces.

Your Name six items that would be best

turn measured in grams or ounces.
a bag of chips
______________________ ______________________

______________________ ______________________

______________________ ______________________
SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

212 146435—Catch-Up Math © Shell Education

 MASS
PRACTICE
1 Use the short form to write these masses.
300 g
three hundred grams ______ d eighty ounces ______

a nine ounces ______ e ninety-eight grams ______

b fourteen ounces ______ f six thousand, one hundred

fifteen grams
c one hundred two grams
_______
______

2 Order the cans from smallest mass (1) to largest mass (8).

4 PEAS b TOMATOES d CORN f CHICKPEAS

220 g 525 g 490 g 935 g

a BEANS c TUNA e g SPICE

25 g
120 g 90 g SOUP
410 g

3 Use the cans above to answer the questions.

a Which can has the largest mass? ______________
b Which can has the smallest mass? ______________
c Which cans have a mass less than 500 g? ______________
d Which cans have a mass more than 500 g? ______________

4 Circle the items that would be best measured in grams or ounces.

© Shell Education 146435—Catch-Up Math 213

 MASS REVIEW

1 Write the missing words.

a Heavy items can be weighed in _____________ or ______________.

b The symbol for kilogram is _____. The symbol for pound is _____.

2 Circle the items that would be best measured in kilograms or pounds.

a c e
g

d f
b
h

3 Color the weights to show the masses.

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
a 32 pounds
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
b 18 kilograms
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
c 41 pounds
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
d 52 kilograms
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

4 Write the mass that has been colored.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
a
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
b
5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
c
5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg

214 146435—Catch-Up Math © Shell Education

 MASS
REVIEW

5 Write the masses in short form.

a 6 kilograms ______ e 193 kilograms ______

b twenty-nine pounds ______ f 205 pounds ______

c fifty kilograms ______ g ninety-nine kilograms ______

d 84 pounds ______ h seventy-eight pounds ______

6 Put a check mark or an X on the masses to show if they are written

correctly.
a 15 kg c 305 KG e 274 LBS. g 81 kg

b 49 lBs d 73 lbs. f 9 kG h 2 lbs.

7 Use the bags to answer the following questions.

A B C D E

10 lbs.
2 lbs.
6 lbs. 18 lbs.
12 lbs.

a Which bag is lightest? _____

b Which bag is heaviest? _____

c Which two bags together weigh 24 lbs.? _____ and _____

d How much do Bags A, D, and E weigh altogether? _____

e What is the difference in weight between Bag C and Bag E? _____

f How much would three of Bag A weigh? _____

g How much would four of Bag C weigh? _____

h Order the bags from heaviest to lightest.

© Shell Education 146435—Catch-Up Math 215

 MASS
REVIEW

Circle the item that could be getting weighed.

8
a 2 lbs. c 10 lbs. e 180 lbs.

• a carton of milk • a baby • a young child

• an apple • an orange • an adult

b 10 kg d 2 kg f 1 kg

• a cup of water • a package of meat • a wallet

• a small dog • a sandwich • a pineapple

9 Name four things that match each description.

a weigh about one pound
__________________________________________________________

b weigh less than one pound

__________________________________________________________

c weigh more than one pound

__________________________________________________________

10 Circle the items that would be best measured in grams or ounces.

a pen f toddler

b magazine g fish

c TV h pepper

d cotton candy i handbag

e suitcase j shoes

216 146435—Catch-Up Math © Shell Education

 MASS
REVIEW

11 Write in short form.

a seven hundred two grams _________
b ninety-nine ounces _________
c two thousand six hundred twenty grams _________
d fifteen ounces _________
e three hundred seventy-three grams _________
f eight ounces _________
g eighty grams _________
h one hundred six ounces _________
i six thousand three hundred four grams _________
j seven hundred twenty ounces _________
k three thousand six grams _________

12 Use these cans to answer the following questions.

LENTILS TOMATOES SOUP

PEAS
425 g SALMON 914 g 510 g
90 g 100 g

a Write the masses of the cans in order from lightest (1) to heaviest (5).

© Shell Education 146435—Catch-Up Math 217

 MASS
REVIEW

b The can of _____________ has the largest mass and the can of
_____________ has the smallest mass.
c Which cans have a mass more than 500 g?
__________________________________________________________
d Which cans have a mass less than 500 g?
__________________________________________________________
e What is the difference in mass?

• tomatoes and peas _______

• lentils and salmon _______

• soup and salmon _______

• tomatoes and lentils _______

f How many more grams for each can do you need to make 1 kg?

• lentils _______

• salmon _______

• tomatoes _______

• soup _______

• peas _______

218 146435—Catch-Up Math © Shell Education

 TIME

TIMETABLES
A timetable is a chart that tells you when
something is due to happen.
Timetables are also called schedules.

Timetables can tell Bayside Bus Timetable SCAN

to
you when a train is due watch
to arrive and leave, Rose St. 7:33 8:07 3:06 video

when your favorite TV Daisy Ave. 7:34 8:08 3:07

show is on, or when Timetables are an
recess starts. Forest Road 7:35 8:09 3:08 important part
Tulip St. 7:38 8:12 3:11 of our lives, and
they help keep us
Cherry Lane 7:43 3:16 organized.
Lotus Lane 7:47 8:21 3:20

Examples: Use the bus timetable to answer the questions.

a The 7:33 bus has _____
5 stops.

b The 8:07 bus has _____ stops.

c The earliest bus from Rose Street is at _____.

d The last stop on the 7:33 bus is _____________.

Your
turn Answer these questions using the timetable above.
The ______
8:08 bus from Daisy Avenue arrives at Tulip St at 8:12.

a The 8:07 bus does not stop at ________________.

b It takes _____ minutes for the 3:06 bus to get from

Forest Road to Lotus Lane.

c It takes _____ minutes for the 7:33 bus to get from

Daisy Avenue to Tulip Street.

SELF CHECK Mark how you feel

Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146435—Catch-Up Math 219

 TIME
PRACTICE

1 Use the timetable to answer the following questions.

Jr. Lifeguard Camp Schedule

Time Green Group Blue Group Red Group

9:00–10:00 am Flags Beach Swim CPR
10:00–11:15 am CPR Flags Paddleboards
Recess

11:40–12:45 pm Paddleboards CPR Beach Swim

Lunch

1:45–3:15 pm Beach Swim Paddleboards Flags

a What group does flags 9:00–10:00 am? _____________

green group

a The __________ group does flags 1:45–3:15 pm.

b Which group does paddleboards at 10 am? _____________

c The ________ group does beach swim at 1:45 pm.

d What time does red group start CPR? ________

e What time does camp finish? ________

f What time does recess start? ________

g What time does lunch finish? ________

h How long does the green group do paddleboards for? __________

i How long does the red group do flags for? __________

j How long does the blue group do flags for? __________

k How many activities does each group do? ___

l How many hours do the sessions before recess go for? ________

m How many hours does camp go for from start to finish? _______
220 146435—Catch-Up Math © Shell Education
 TIME

2 Use the timetable to answer the questions.

a How long does it take for the Best Street Elementary School
buses to get to the pool from Swim Field Trip
Best Street Elementary School?
8:45 am Buses depart Best
15 minutes
________________ Street Elementary
School
a How long is the roll call?
9:00 am Roll call and Welcome
________________
9:15 am Freestyle heats
b How much time is scheduled 10:00 am Backstroke heats
to complete the breaststroke
heats? 10:45 am Breaststroke heats

________________ 11:30 am Recess and

Cheerleading
c How long is recess? 12:00 pm Butterfly heats
________________ 12:45 pm Freestyle finals
d How long is lunch? 1:05 pm Backstroke finals
________________ 1:25 pm Breaststroke finals
1:45 pm Lunch
e How much longer are the heats
than the finals? 2:35 pm Teacher’s Race and
Carnival Point Count
________________
2:45 pm Buses depart for Best
f How long does it take to Street Primary School
complete all the finals for 3:00 pm Presentations
every event?
3:15 pm Return to Best Street
________________ Elementary School
g What time is cheerleading?
________________

h When is the teacher’s race? ________________

i What time does the field trip finish? ________________

© Shell Education 146435—Catch-Up Math 221

 TIME

Train Schedule
Waterview – 08:33 – – 09:10
Lakeside – 08:36 – 08:39 09:13
Pleasant Valley – 08:41 – 08:44 09:18
Oakhill – 08:50 – 08:53 09:27
Southland 08:49 08:54 09:00 08:57 09:31
Turtle Bay 08:51 08:56 09:04 – 09:33
East Creek 08:59 09:04 09:12 – 09:41
Temple 09:16 09:21 09:29 – 09:58
Mountainside – 09:25 09:33 – 10:02
Lookout Point 09:27 09:31 09:39 – 10:08
Cliff’s Edge 09:40 09:44 09:33 09:52 10:25

3 Use the train timetable above to answer the questions.

a What time does the 08:33 Waterview train arrive at Mountainside?
9:25
________

a When does the 08:39 am Lakeside train arrive at Southland? _______

b Someone boarding the 08:59 train from

East Creek would arrive at Cliff’s Edge at ________.

c If someone boarded the 09:10 train from Waterview, would they say
“Good morning” or “Good afternoon” when they arrived at Cliff’s Edge?
________________________

4 When does the 09:10 train from Waterview arrive at these stops?
a Lakeside _______
9:13 b Oakhill _______

a Turtle Bay _______ c Lookout Point _______

5 How long is the journey?

a Waterview to Lookout Point on the 08:33 Waterview train __________

b Southland to Temple on the 09:10 train from Waterview __________

c Turtle Bay to Mountainside on the 09:00 train from Southland

__________
222 146435—Catch-Up Math © Shell Education
 TIME REVIEW

1 Use the timetable to answer the following questions.

Fourth Grade Art Gallery Tour

Class Room 10 Room 12 Room 14
9:00–10:00 am Drawing Clay Painting
10:00–11:00 am Clay Drawing Collage
Recess
11:30–12:30 pm Painting Collage Drawing
Lunch
1:30–2:30 pm Collage Painting Clay

a Which class does clay from 10:00–11:00 am? ____________

b Which class does painting first? ____________

c Which class does collage last? ____________

d How many activities does each class do? ____________

e How long does recess go for? ____________

f What time does lunch start? ____________

g How many hours, including breaks, do the excursion activities go for?

____________

© Shell Education 146435—Catch-Up Math 223

 TIME
REVIEW

2 Use the train timetable to answer the questions.

Liverdale or Lisome to City via Frankstone
Liverdale 4:02 – 4:32 5:02 – 5:32
Westview 4:07 – – – – 5:37
Woodville 4:10 – – – 5:10 5:40
Vista 4:15 4:18 4:42 5:12 5:15 5:45
Morebel 4:19 4:21 – – 5:18 5:49
Frankstone 4:24 4:26 – – 5:23 5:54
Seecamp 4:31 4:33 – – 5:30 6:01
Barrickville 4:39 4:41 – – 5:38 6:09
Central 4:45 4:47 5:07 5:37 5:44 6:15
St Petars 4:54 4:56 5:16 5:46 5:43 6:24

a What time does the 4:02 Liverdale train arrive at Central? ____

b When does the 4:18 train from Vista arrive at Seecamp? ____

c If I have to be in St Petars by 5:30 pm,

what train should I catch from Liverdale? ____

d On the 5:32 Liverdale train, how long is the journey from:

• Westview to Morebel? ____ • Woodville to Seecamp? ____

• Central to St Petars? ____ • Liverdale to St Petars? ____

3 How many stops are there?

a 4:18 train from Vista to St Petars ____

b 5:02 train from Liverdale to Central ____ ____

c 5:10 train from Woodville to Barrickville ___

224 146435—Catch-Up Math © Shell Education

 ANSWERS
3 Crossed out: 937, 982, 993, 957, 909, 973, 987, 921
1. WHOLE NUMBERS 4 a ones e tens i tens
b tens f ones j ones
Three-Digit Numbers c ones g hundreds k hundreds
Page 9 – Example(s) d hundreds h ones
Example 2: nine, forty
900 Value and Three-Digit Numbers
40 Page 13 – Example(s)
6
Example 2: 100, 30, 6
Number H T O Example 3: 800, 50, 9

946 9 4 6 Page 13 – Your Turn

a 243 d 287 g 874 j 649 m 118
Page 9 – Your Turn b 714 e 324 h 492 k 999 n 247
Number Hundreds Tens Ones c 139 f 903 i 736 l 711
a 127 1 2 7
Page 14 – Practice
b 249 2 4 9
1 a 371 c 258 e 989
c 863 8 6 3 b 623 d 184
d 524 5 2 4
2 26 326 246 6 16 746
e 780 7 8 0
3 78 872 79 777 175 474
Page 10 – Practice 4 832 849 863 847 888
1 a two hundred and ninety-three d five hundred and three 5 a 40 d 40 g 400 j 400
b four hundred and fifty-one e eight hundred and fifty b 4 e 40 h 40 k 4
c seven hundred and sixty-four f three hundred c 400 f 40 i 400

2 Number Hundreds Tens Ones Number Expanders and Three-Digit Numbers

a 410 4 1 0 Page 15 – Your Turn
b 324 3 2 4
a 1 hundreds 8 tens 4 ones
c 568 5 6 8
d 879 8 7 9
1 8 tens 4 ones
e 903 9 0 3

3 Circled green: 1 8 4 ones

359, 319, 362, 347, 300
Circled blue:
721, 924, 422, 923, 426
Circled red: Page 16 – Practice
188, 218, 748, 838, 878
1 a 2 hundreds 7 tens 6 ones
Place Value to 1,000
Page 11 – Example(s) 2 7 tens 6 ones
Example 2: 7, 6, 3
2 7 6 ones
Page 11 – Your Turn
1 a ones d ones
b hundreds e tens
b 6 hundreds 0 tens 5 ones
c tens
2
936 415 671 472 215 6 0 tens 5 ones

324 716 989 543 537 6 0 5 ones

Page 12 – Practice
1 a 213 c 960 2 a 326 b 504 c 906
b 758 d 505 3 a 34 tens, 2 ones c 649 ones
2 Circled: 257, 452, 553, 159, 56, 59, 757, 157, 556 b 7 hundreds, 2 tens, 4 ones

© Shell Education 146435—Catch-Up Math 225

 ANSWERS

Expanded Three-Digit Numbers Page 21 – Your Turn

Page 17 – Example(s) 3,921 4,374 5,500 9,746 9,525
Example 3: 1, 9, 8 2,125 5,251 6,303 1,809
Example 4: 300 + 40 + 6
3, 4, 6 Page 22 – Practice
1 a 1,882 c 6,030
Page 17 – Your Turn
a 265 = 200 + 60 + 5 b 3,047 d 9,280
= 2 hundreds + 6 tens + 5 ones
2 Number Th H T O
b 638 = 600 + 30 + 8
= 6 hundreds + 3 tens + 8 ones a 3,269 3 2 6 9
b 9,038 9 0 3 8
Page 18 – Practice 4,730 4 7 3 0
c
1 a 727 = 700 + 20 + 7 d 582 = 500 + 80 + 2
d 5,476 5 4 7 6
b 850 = 800 + 50 e 500 = 500
e 6,924 6 9 2 4
c 607 = 600 + 7 f 495 = 400 + 90 + 5
2 a 400 + 10 d 200 + 6 g 500 + 60 + 4 3
4,372 4,362 6,153 1,956 6,666
b 300 + 50 + 9 e 300
1,483 2,140 8,147 3,482 4,040
c 800 + 30 + 2 f 700 + 80 + 3
3,206 2,736 3,884 4,711 1,134 3,381
3 a 190 d 252 g 143 j 376 4,370 5,296 8,706 9,283 4,635
b 430 e 355 h 984 k 612 1,782 8,132 4,975 4,125 3,776
c 741 f 802 i 487 l 538
Value and Four-Digit Numbers
Four-Digit Numbers
Page 23 – Example(s)
Page 19 – Example(s) Example 2: 3,000, 400, 70, 2
Example 2: two thousand eight hundred seventy-three Example 3: 1, 1,000, 300, 90, 7, 7

Number Th H T O Page 24 – Your Turn

2,873 2 8 7 3 1 8,432, 8,936

2 2,294 1,157 458 3,866 5,490

Page 19 – Your Turn
8,745 8,894 6,128
Number Th H T O Words
a 4,692 4 6 9 2 four thousand six hundred ninety-two Page 24 – Practice
b 5,300 5 3 0 0 five thousand three hundred 1 Circled: 142, 640, 343
2 Circled: 524, 599, 507
Page 20 – Practice
1 a seven thousand two hundred nineteen 3 a 400 f 40 k 400 p 400

b three thousand four hundred ninety b 4 g 4 l 4 q 4,000

c two thousand five c 40 h 400 m 4,000

d eight thousand nine hundred forty-three d 4,000 i 4,000 n 4

e 4 j 40 o 40
2 a 3, 4, 1, 2 b 4, 2, 3, 1 c 3, 4, 1, 2
4 a 1 f 20 k 900 p 5
3 a 4, 3, 2, 1 b 3, 1, 4, 2 c 3, 1, 4, 2
b 300 g 2,000 l 40 q 20
4 a 4,922 b 8,003 c 7,469
c 9,000 h 0 m 8,000
Place Value and Four-Digit Numbers d 100 i 600 n 7
Page 21 – Example(s) e 3 j 3,000 o 700
Example 2: 4, 9, 3, 0 Example 3: 8, 9, 7, 2
Number Expanders and Four-Digit Numbers
Th H T O Th H T O
Page 25 – Example(s)
4 9 3 0 8 9 7 2
Example 2:
6 Th 8 H 4 T 5 O

6 8 H 4 T 6 O

6 8 4 T 5 O

6 8 4 5 O
226 146435—Catch-Up Math © Shell Education
 ANSWERS

Page 25 – Your Turn Ordering Four-Digit Numbers

a 7 4 0 6 Page 29 – Example(s)
74 0 6 Example 2: 9,283; 9,215; 6,258; 4,711; 3,724
740 6
7406 Page 29 – Your Turn
1 a 3,788, 5,253, 8,873, 9,691 b 2,440, 6,440, 6,740, 9,894
Page 26 – Practice
2 a 7,791, 3,719, 2,020, 1,936 b 7,179, 2,904, 1,973, 1,503
1 a 1 Th, 0 H, 3 T, 6 0 d 2 Th, 2 H, 5 T, 1 0
b 4 Th, 5 H, 3 T, 2 0 e 3 Th, 5 H, 4 T, 5 0 Page 30 – Practice
1 a 1, 5, 2, 3, 4 c 5, 1, 4, 3, 2
c 1 Th, 5 H, 8 T, 5 0
b 5, 4, 3, 2, 1 d 1, 5, 4, 2, 3
2 a 8,532 b 2,468 c 7,564
2 a 2, 5, 1, 4, 3 c 3, 1, 5, 4, 2
Expanded Four-Digit Numbers b 2, 1, 3, 4, 5 d 1, 4, 5, 2, 3
Page 27 – Example(s) Greater Than, Equal To, Less Than
Example 2:
Page 31 – Example(s)
Example 3: <
No
No
Yes
Th H T    O
Page 31 – Your Turn
2,000 + 30 + 5 a True c True e False
Page 27 – Your Turn b True d False
a
Page 32 – Practice
1 a < d > g >
b > e > h <
Th H T    O c = f <
1,000 + 100 + 20 + 6
2 a is greater than d is less than g is less than
b
b is greater than e is equal to h is equal to
c is greater than f is greater than i is greater than

3 a 19, 16, 18 e 127, 127, 127

Th H T    O
b 94, 95, 98 f 147, 214, 317, 234, 324
2,000 + 300 + 10 + 5
c 41, 17, 9, 82, 73 g 607, 607, 607
Page 28 – Practice d 392, 497, 463
1 a 3,000 + 600 + 20 + 7 d 2,000 + 200 + 20 + 2 4 a > d < g < j <
b 4,000 + 800 + 3 e 7,000 + 600 + 40 b = e < h < k <
c 5,000 + 90 + 3 c > f > i >
2 a 6,312 c 9,900 e 1,527 5 Adult to check
b 7,025 d 4,203 6 Adult to check

3 a 7 Adult to check
8 a True d True g True
b True e False h True
c False f True i True
Th H T    O
9 a 620, 262, 266, 594 e 5,231, 1,352, 1,325, 1,523
2,000 + 300 + 30 + 9
b 714, 714, 714 f 9,729, 9,772
b
c 224, 142, 242 g 3,439, 3,394
d 928, 928, 928 h 8,352, 8,352, 8,352
10 a < d < g >
Th H T    O b > e < h >
c = f > i >
3,000 + 400 + 50 + 9

© Shell Education 146435—Catch-Up Math 227

 ANSWERS

Rounding to 100 and 1,000 Page 40 – Practice

1 a 20,431 b 94,736 c 35,655 d 65,218
Page 35 – Example(s)
Example 3: up, 9,000 2 Number T T Th H T O
Example 4: down, 21,000 a 67,138 6 7 1 3 8
Page 35 – Your Turn b 15,840 1 5 8 4 0
1 a 700 b 2,400 c 71,459 7 1 4 5 9
2 a 10,000 b 24,000 d 25,043 2 5 0 4 3
Page 36 – Practice e 75,458 7 5 4 5 8
1 a 1,700 c 1,000 e 2,600 g 4,900
b 300 d 1,000 f 1,600 h 600 3 TT Th H T O

a 5,000
2 a 3,000 c 7,000 e 3,000
b 5,000 d 6,000 b 2
c 10
3 a 4,900, 5,000 c 8,400, 8,000 e 6,500, 6,000
d 80,000
b 3,100, 3,000 d 4,700, 5,000
e 5
Five-Digit Numbers f 80

Page 37 – Example(s) The Value of Numbers to 100,000

Example 3: thousand, hundred, twenty, five
Example 4: two, nine, fifty Page 41 – Example(s)
Example 3: (from left to right) 20,000; 4,000; 700; 60; 9
Page 37 – Your Turn
1 24,957, 42,056, 73,950, 26,435, 17,537 Page 41 – Your Turn
28,491 10,398 24,937 82,358
2 a seventy-three thousand four hundred twenty
b nineteen thousand five hundred ninety-six 90,009 12,683 73,469 44,444
c eighty-four thousand two hundred fifty-three 35,293 47,247 64,293

Page 38 – Practice Page 42 – Practice

1 a forty-nine thousand three hundred fifty 1 Adult to check
b fifty-seven thousand four hundred twenty 2 a 2,487 b 87 c 0 d 7
c sixty-two thousand nine hundred forty-three 3 a 30,000 f 8 k 1,000 p 40,000
d eighty-one thousand four hundred sixty-two b 10 g 90,000 l 600 q 4,000
e ninety-three thousand two hundred fifty-eight c 40,000 h 70 m 20 r 50
f sixteen thousand four hundred twenty-two d 2,000 i 400 n 80,000 s 7,000
2 a 53,847 fifty-three thousand eight hundred forty-seven e 0 j 3 o 0
b 71,329 seventy-one thousand three hundred twenty-nine
Greater Than, Equal To, Less Than:
c 94,382 ninety-four thousand three hundred eighty-two
Numbers to 100,000
d 81,432 eighty-one thousand four hundred thirty-two
Page 43 – Example(s)
e 76,218 seventy-six thousand two hundred eighteen
Example 3: >
f 62,471 sixty-two thousand four hundred seventy-one
Yes
g 31,240 thirty-one thousand two hundred forty No
No
Place Value to 100,000
Page 43 – Your Turn
Page 39 – Example(s) a No b Yes c Yes
Example 2: 4, 7, hundreds, ones
Page 44 – Practice
TT Th H T O 1 a < d < g < j < m=
4 7 5 6 8 b = e > h < k =
c < f < i > l <
Page 39 – Your Turn
73,608 89,243 63,825 74,103 2 a is less than c is less than
61,000 47,090 32,361 24,140 b is greater than d is equal to
3 Adult to check
228 146435—Catch-Up Math © Shell Education
 ANSWERS

Rounding to 10,000 7 a 20 g 2 m2
b 2 h 20,000 n 200
Page 45 – Example(s)
c 20 i 2,000 o 2,000
Example 3: up, 20,000
Example 4: up, 90,000 d 2 j 200 p 20,000
e 2,000 k 2,000 q 2,000
Page 45 – Your Turn
a up, 40,000 b down, 50,000 c up, 80,000 f 200 l 20,000 r 200

8 2 7 5 9
Page 46 – Practice thousands hundreds tens ones

1 a 40,000 c 60,000 e 80,000 g 90,000 3 2 4 8 ones

b 70,000 d 90,000 f 80,000 h 50,000 4 ten

thousands 6 thousands 8 hundreds 1 tens 9 ones

2 a 37,500, 37,500, 38,000, 40,000

1 thousands 0 hundreds 3 tens 7 ones
b 71,540, 71,500, 72,000, 70,000
c 84,970, 85,000, 85,000, 80,000 9 a 600 + 30 + 2 d 1,000 + 400 + 30 + 8
d 26,610, 26,600, 27,000, 30,000 b 200 + 7 e 3,000 + 500 + 80 + 9
e 30,430, 30,400, 30,000, 30,000
c 900 + 10 f 7,000 + 100 + 30 + 6
Whole Numbers Review Page 47 10 a c
1 a six hundred seventy-five
b four hundred twenty-nine
c three thousand fifty-six
d two thousand three hundred fifty Th H T    O Th H T    O
e seven thousand four hundred thirty-eight
f eight thousand five hundred three b
g twenty-six thousand five hundred ninety
h thirty-seven thousand four hundred twenty-nine

2 Number T T Th H T O Th H T    O
a 79 0 0 0 7 9 11 a > d < g < j <
b 838 0 0 8 3 8 b > e > h > k >
c 903 0 0 9 0 3 c = f > i = l <
d 1,430 0 1 4 3 0
12 Nearest Nearest Nearest Nearest
e 2,574 0 2 5 7 4 Number
10 100 1,000 10,000
f 3,827 0 3 8 2 7 a 13,427 13,430 13,400 13,000 10,000
g 12,507 1 2 5 0 7 b 49,238 49,240 49,200 50,000 50,000
h 35,639 3 5 6 3 9 c 56,502 56,500 56,500 57,000 60,000
i 40,256 4 0 2 5 6 d 60,348 60,350 60,300 60,000 60,000
j 57,007 5 7 0 0 7 e 99,037 99,040 99,000 99,000 100,000
3 Circled: 836, 842, 3,863, 2,862, 19,837, 5,815, 29,836 f 74,295 74,300 74,300 74,000 70,000
g 86,697 86,700 86,700 87,000 90,000
4 Circled: 24,293, 4,684, 4,004, 94,362, 4,937, 34,876

5 a hundreds f ten thousands k ones

b hundreds g thousands l ones
c thousands h hundreds m tens
d thousands i thousands n hundreds
e ten thousands j hundreds o tens

6 a 60,304 e 80,063
b 28,031 f 53,002
c 478 g 40,068
d 5,070 h 70,590

© Shell Education 146435—Catch-Up Math 229

 ANSWERS
3 a 34 e 38 i 25 m 57 q 58
2. ADDITION b 47 f 45 j 59 n 93 r 55
c 54 g 67 k 13 o 65 s 36
Addition without Regrouping
d 49 h 86 l 15 p 46
Page 51 – Example(s)
Example 3: 97 4 a 761 d 851 g 945 j 980
Example 4: 97 b 990 e 696 h 482 k 901
Page 51 – Your Turn c 426 f 981 i 572
a 92 b 88 c 83 d 97 e 98
5 a 209 d 218 g 769 j 109 m 106
Page 52 – Practice b 135 e 219 h 369 k 186 n 367
1 a 39 c 89 e 87 g 79 c 218 f 548 i 298 l 528
b 57 d 86 f 98
Addition Review Page 59
2 a 86 e 77 i 47 m 97 q 79
1 a 99 d 99 g 858
b 79 f 88 j 88 n 86 r 99
b 94 e 759 h 999
c 79 g 95 k 88 o 95 s 95
c 99 f 898 i 897
d 96 h 79 l 52 p 67
2 a 107 c 141 e 780
3 a 52 c 45 e 20 g 20
b 161 d 490 f 1,070
b 31 d 23 f 27
3 a 24 d 32 g 527
4 a 60 + 10, 70 g 40 + 30, 70
b 36 e 262 h 438
b 80 + 20, 100 h 60 + 30, 90
c 45 f 315 i 149
c 80 + 20, 100 i 40 + 40, 80
d 70 + 20, 90 j 40 + 20, 60 4 a 60, 30, 90 d 30, 80, 110 g 540, 30, 570
e 50 + 20, 70 k 50 + 60, 110 b 90, 40, 130 e 370, 80, 450 h 590, 20, 610
f 70 + 20, 90 c 40, 40, 80 f 650, 20, 670 i 750, 50, 800

5 a 978 d 987 g 559

b 979 e 979 h 988 3. SUBTRACTION
c 68 f 694
Subtraction without Regrouping
6 a 280 c 231 e 572
Page 61 – Example(s)
b 233 d 121
Example 4: 32
7 a 260 + 20; 280 c 590 + 10; 600 Example 5: 31
Example 6: 33
b 740 + 20; 760
Page 61 – Your Turn
Addition with Regrouping
a 27 b 22 c 23
Page 55 – Example(s)
Example 3: 91 Page 62 – Practice
Example 4: 112 1 a 32 c 21 e 32 g 11
b 16 d 22 f 19
Page 55 – Your Turn
a 173 b 91 c 110 2 a 35 c 34 e 33 g 51
b 23 d 13 f 22
Page 56 – Practice
1 a 114 c 86 e 61 g 141 3 b Incorrect f Correct
b 123 d 91 f 143 c Incorrect g Correct

2 a 70 e 140 i 138 m 100 q 182 d Correct h Incorrect

b 120 f 143 j 111 n 74 r 82 e Correct Mario got 5 out of 8.

c 127 g 117 k 132 o 103 s 84 Subtraction without Regrouping and Three-Digit

d 133 h 146 l 84 p 123 Numbers
Page 63 – Example(s)
Example 4: 941 Example 5: 393 Example 6: 610

230 146435—Catch-Up Math © Shell Education

 ANSWERS

Page 63 – Your Turn

2 a 7,083 c 9,188 e 1,928
a 415 b 856
b 842 d 7,457
Page 64 – Practice
1 a 402 d 921 g 100 j 181 3 a X (4,349) b Check mark
b 400 e 612 h 701 k 144
Estimating Subtraction Answers
c 134 f 116 i 401
Page 71 – Example(s)
2 a 416 c 845 e 511 g 463 Example 2 (left to right): 1,000; 100; 900
b 521 d 16 f 0
Page 71 – Your Turn
Subtraction with Regrouping and Two-Digit 1 a 610, 420, 190
Numbers 2 a 500, 200, 300

Page 65 – Example(s) Page 72 – Practice

Example 3: 38 1 a 1,350, 380, 970 e 29,390, 26,420, 2,970
Example 4: 29
b 5,950, 3,270, 2,680 f 540, 170, 370
Page 65 – Your Turn c 700, 390, 310 g 63,530, 62,350, 1,180
a 19 b 18 c 45 d 3,270, 2,130, 1,140

Page 66 – Practice 2 a 7,400, 4,200, 3,200 e 24,400, 19,400, 5,000

1 a 6 d 19 g 55 j 33 b 51,800, 34,600, 17,200 f 900, 200, 700
b 6 e 38 h 9 k 29 c 600, 300, 300 g 4,400, 2,500, 1,900
c 19 f 19 i 18 d 4,400, 1,200, 3,200 h 6,100, 6,000, 100

2 a 38, 38 + 33 = 71 d 16, 16 + 25 = 41 Subtraction Review Page 74

b 39, 39 + 43 = 82 e 26, 26 + 34 = 60 1 a 32 d 52 g 14 j 311
c 29, 29 + 64 = 93 b 62 e 37 h 17 k 289
c 62 f 19 i 111 l 589
Subtraction with Regrouping and Three-Digit
Numbers 2 a 2,465 c 2,322 e 4,779
Page 67 – Example(s) b 5,481 d 6,218 f 6,611
Example 3: 428
3 a 26, 26 + 32 = 58 c 424, 424 + 123 = 547
Example 4: 569
b 49, 49 + 25 = 74 d 361: 361 + 253 = 614
Page 67 – Your Turn 4 a 4,214: 4,214 + 143 = 4,357
a 297 b 286
b 6,429: 6,429 + 2,305 = 8,734
Page 68 – Practice 5 a wrong (39) e wrong (650)
1 a 416 d 684 g 688 j 507
b correct f wrong (3,781
b 391 e 263 h 287 k 679
c wrong (109) g correct
c 219 f 486 i 171
d correct Score: 3 out of 7
2 a 418, 418 + 206 = 624 d 488, 488 + 356 = 844 6 a 530, 140, 390 c 3,520, 2,990, 530
b 477, 477 + 235 = 712 e 286, 286 + 123 = 409 b 320, 210, 110 d 7,440, 4,320, 3,120
c 488, 488 + 425 = 913 7 a 600, 200, 400 e 24,400, 15,700, 8,700
Subtraction with Regrouping and Four-Digit b 500, 300, 200 f 53,300, 45,300, 8,000
Numbers c 1,800, 400, 1,400 g 54,300, 51,800, 2,500
Page 69 – Example(s) d 2,900, 300, 2,600 h 73,200, 41,300, 31,900
Example 3: 6,785
Example 4: 3,203
4. MULTIPLICATION
Page 69 – Your Turn
1 a 2,507 b 1,564 c 527 Groups and Rows
Page 70 – Practice Page 78 – Example(s)
1 a 5,749 c 9,366 e 888 Example 3: 1, 1, 6
b 4,457 d 1,477 Example 4: 6, 6, 5

© Shell Education 146435—Catch-Up Math 231

 ANSWERS
Page 78 – Your Turn 2 a 6 × 2 = 12 e 5 × 4 = 20 i 5 × 7 = 35
1 a 5 b 6 b 4×2=8 f 5 × 5 = 25 j 6 × 6 = 36
c 3 × 9 = 27 g 4 × 10 = 40
2 a 2 b 3
d 5×1=5 h 7 × 4 = 28
Page 79 – Practice
Commutative Property
1 a d
Page 82 – Example(s)
Example 3: 8, 5
Example 4: 12, 3 × 4 = 12

b e

Page 82 – Your Turn

1 a d
c

2 a
b e

b
c

c


3 a 3 rows of 5 d 2 groups of 3 g 3 rows of 5 Page 83 – Practice
b 4 rows of 6 e 3 groups of 4 h 2 rows of 9 1 a 3×9 f 9×8 k 8×3 p 8+8
c 4 rows of 1 f 4 groups of 6 b 5+4 g 10 × 9 l 3+9+1 q 4×9
c 1×7 h 11 × 1 m2+4+7 r 9×5
Repeated Addition to Solve Multiplication
d 2+8 i 6×2 n 4×3 s 7×6
Page 80 – Example(s)
e 3+9 j 4+6 o 1×5
Example 3: 20, 20, 20
Example 4: 6, 30, 6, 30
2 a d
Page 80 – Your Turn
1 a 3 groups of 4 = 12 c 1 group of 4 = 4
4 + 4 + 4 = 12 4=4
3 × 4 = 12 1×4=4
b 3 rows of 4 = 12 Both equal 28. Both equal 9.
4 + 4 + 4 = 12 b e
3 × 4 = 12

Page 81 – Practice
Both equal 5.
1 a c


Both equal 18.
5 c
1+1+1+1+1+1=5
5×1=5 16
2+2+2+2+2+2+2+
b 2 = 16
8 × 2 = 16

9
3+3+3=9 Both equal 27.
3×3=9

232 146435—Catch-Up Math © Shell Education

 ANSWERS

Inverse Operations of Multiplication and Division Multiplying Two-Digit by Single-Digit Numbers

Page 84 – Example(s) Page 88 – Example(s)
Example 3: 5 Example 2:
Example 4: 60, 10 Using known facts: 8
8+8+8+8+8
Page 84 – Your Turn 120
a 4, 4 c 4, 4 e 3, 3 Multiplying the tens and then the ones: 8, 8
b 4, 4 d 4, 4 40
120
Page 85 – Practice 15 × 8
1 a 25 ÷ 5 = 5 d 36 ÷ 6 = 6 g 24 ÷ 8 = 3 10 5
b 21 ÷ 3 = 7 e 9÷1=9 8 80 40
c 40 ÷ 4 = 10 f 48 ÷ 4 = 12 40
2 a 6 × 2 = 12 12 ÷ 2 = 6 2 × 6 = 12 12 ÷ 6 = 2 120
b 2 × 5 = 10 10 ÷ 5 = 2 5 × 2 = 10 10 ÷ 2 = 5 Page 88 – Your Turn
40 2
c 8 × 5 = 40 40 ÷ 5 = 8 5 × 8 = 40 40 ÷ 8 = 5 a 40 × 7 = 280 = 4 tens × 7 + 7 twos
280 + 7 + 7 = 280 + 14 7 280 14
d 1×7=7 7÷7=1 7×1=7 7÷1=7 = 294 = 294 = 280 + 14
e 2 × 12 = 24 24 ÷ 12 = 2 12 × 2 = 24 24 ÷ 2 = 12 = 294
f 4 × 5 = 20 20 ÷ 5 = 4 5 × 4 = 20 20 ÷ 4 = 5 Page 89 – Practice
1 a 52 × 5 e 88 × 8
g 7 × 4 = 28 28 ÷ 4 = 7 4 × 7 = 28 28 ÷ 7 = 4
50 × 5 = 250 80 × 8 = 640
h 8 × 4 = 32 32 ÷ 4 = 8 4 × 8 = 32 32 ÷ 8 = 4 50 + 5 + 5 640 + 8 + 8 + 8 + 8 + 8 + 8 +
= 260 8+8
i 3 × 11 = 33 33 ÷ 11 = 3 11 × 3 = 33 33 ÷ 3 = 11
= 704
b 19 × 6
j 6 × 7 = 42 42 ÷ 7 = 6 7 × 6 = 42 42 ÷ 6 = 7
10 × 6 = 60 f 34 × 7
k 9 × 10 = 90 90 ÷ 10 = 9 10 × 9 = 90 90 ÷ 9 = 10 60 + 6 + 6 + 6 + 6 + 6 + 6 + 30 × 7 = 210
6+6+6 210 + 7 + 7 + 7 + 7
l 2 × 9 = 18 18 ÷ 2 = 9 9 × 2 = 18 18 ÷ 9 = 2
= 114 = 238
Factors and Multiples c 28 × 3 g 45 × 8
20 × 3 = 60 40 × 8 = 320
Page 86 – Example(s) 60 + 3 + 3 + 3 + 3 + 3 + 3 + 320 + 8 + 8 + 8 + 8 + 8
Example 3: 2, 4 3+3 = 360
= 84
Page 86 – Your Turn d 97 × 4
a F c T e T 90 × 4 = 360
b T d F 360 + 4 + 4 + 4 + 4 + 4 + 4 + 4
= 388
Page 87 – Practice 2 a 58 × 4 d 71 × 8
1 a 1, 2, 3, 4, 6, 8, 12, 24 d 1, 2, 3, 6, 9, 18 = 4 × 5 tens + 4 eights = 8 × 7 tens + 8 ones
= 200 + 32 = 560 + 8
b 1, 2, 5, 10 e 1, 5 = 232 = 568
c 1, 2, 4, 5, 10, 20 b 463 × 3 e 62 × 5
2 a 4, 8, 12, 16, 20 d 5, 10, 15, 20, 25 = 3 × 4 tens + 3 sixes = 5 × 6 tens + 5 twos
= 120 + 18 = 300 + 10
b 7, 14, 21, 28, 35 e 10, 20, 30, 40, 50 = 138 = 310
c 6, 12, 18, 24, 30 c 39 × 7
3 a 5 d 9 g 5 j 8 = 7 × 3 tens + 7 nines
= 210 + 63
b 6 e 7 h 9 k 7 = 273
c 9 f 4 i 8

4 a 14, 35, 49, 56, 21, 63 c 9, 81, 90, 108, 54, 72

b 18, 30, 54, 48, 42, 24

© Shell Education 146435—Catch-Up Math 233

 ANSWERS
3 a 63 × 7 d 19 × 4 = 76 10 a 16 × 3 b 42 × 6
60 3 10 9 = 10 × 3 = 30 = 40 × 6 = 240
7 420 21 4 40 36 = 30 + 3 + 3 + 3 + 3 + 3 + 3 = 240 + 6 + 6
= 420 + 21 = 40 + 36 = 48 = 252
= 441 = 76 16 × 3 42 × 6
= 3 × 1 tens + 3 sixes = 6 × 4 tens + 2 sixes
b 92 × 6 e 86 × 3 = 30 + 18 = 240 + 12
90 2 80 6 = 48 = 252
6 540 12 3 240 18 16 × 3 42 × 6
10 6 40 2
= 540 + 12 = 240 + 18
= 552 = 258 3 30 18 6 240 12
c 32 × 8 = 30 + 18 = 240 + 12
30 2 = 48 = 252
8 240 16
= 240 + 16 5. DIVISION
= 256

Multiplication Review Page 91 Grouping

1 a 4, 3 b 5, 2 c 3, 4 Page 95 – Example(s)
2 a 6 rows of 2 c 3 rows of 5 Example 2: 16, 4, 4
2 + 2 + 2 + 2 + 2 + 2 = 12 5 + 5 + 5 = 15
2 × 6 = 12 3 × 5 = 15
Page 95 – Your Turn
a 2 b 3
b 4 groups of 2 d 6 groups of 3
2+2+2+2=8 3 + 3 + 3 + 3 + 3 + 3 = 18
2×4=8 3 × 6 = 18
Page 96 – Practice
1 a 3, 4 b 2, 6 c 4, 2 d 3, 6
3 a 4 × 8 = 32 c 4 × 6 = 24 e 4×1=4
b 5 × 5 = 25 d 6 × 2 = 12 f 6 × 9 = 54 2 a 5, 5 b 4, 4

4 a 9×5 c 4+3+2 e 8×6 3 a 36, 6 b 14, 2

b 4×7 d 2+5 f 8+7+5
Equal Rows
5 a 36, 36, 4 d 7, 7 g 4, 32 Page 97 – Example(s)
b 3, 3 e 7, 7 h 11, 11 Example 3: 3, 5
c 30, 30, 5 f 10, 10
Page 97 – Your Turn
6 a 1, 2, 3, 4, 6, 12 c 1, 2, 3, 4, 6, 9, 12, 18, 36 a b
b 1, 2, 4, 5, 10, 20 d 1, 2, 4, 5, 8, 10, 20, 40
7 a T c T e F g T

b T d F f T h F
Page 98 – Practice
8 a 9, 18, 27, 36, 45 d 2, 4, 6, 8, 10
1 a 5, 5 c 2, 2 e 3, 3
b 3, 6, 9, 12, 15 e 1, 2, 3, 4, 5
b 12, 12 d 1, 1
c 10, 20, 30, 40, 50 f 5, 10, 15, 20, 25
2 a 4 rows of 3 c 8 rows of 5
9 a × 1 6 3 8 11 4 b 3 rows of 4 d 2 rows of 9
5 5 30 15 40 55 20
Repeated Subtraction to Solve Division
4 4 24 12 32 44 16
7 7 42 21 56 77 28
Page 99 – Example(s)
Example 3: 18
2 2 12 6 16 22 8
18, 15
9 9 54 27 72 99 36 15, 12
12, 9
b × 5 2 12 10 0 7 9, 6
8 40 16 96 80 0 56 6, 3
3 15 6 36 30 0 21 3, 0
6
10 50 20 120 100 0 70 6 times
1 5 2 12 10 0 7
6 30 12 72 60 0 42

234 146435—Catch-Up Math © Shell Education

 ANSWERS

Page 99 – Your Turn Page 103 – Your Turn

a 9÷3=3 c 12 ÷ 4 = 3 a 2, 2
Start at 9 Start at 12 12 ÷ 5 = 2 remainder 2
9–3=6 12 – 4 = 8
6–3=3 8–4=4 Page 104 – Practice
3–3=0 4–4=0 1 a 15 ÷ 2 = 7 remainder 1 e 21 ÷ 7 = 3 remainder 0
3 3
b 18 ÷ 4 = 4 remainder 2 f 29 ÷ 4 = 7 remainder 1
b 14 ÷ 7 = 2
Start at 14 c 48 ÷ 8 = 6 remainder 0 g 83 ÷ 9 = 9 remainder 2
14 – 7 = 7 d 25 ÷ 3 = 8 remainder 1
7–7=0
2 2 a 4r2 c 4r3 e 9r2 g 12 r 2
b 9r2 d 5r2 f 10 r 1
Page 100 – Practice
1 a 45 ÷ 5 = 9 d 35 ÷ 7 = 5 3 a remainder 3 d remainder 4
45 – 5 = 40 35 – 7 = 28
40 – 5 = 35 28 – 7 = 21 b remainder 2 e remainder 5
35 – 5 = 30 21 – 7 = 14 c remainder 1
30 – 5 = 25 14 – 7 = 7
25 – 5 = 20 7–7=0 Division Review Page 105
20 – 5 = 15 5 1 a 2, 5 b 3, 4 c 4, 3
15 – 5 = 10 e 12 ÷ 2 = 6
10 – 5 = 5 12 – 2 = 10 2 a 5, 5 b 6, 6 c 7, 7
5–5=0 10 – 2 = 8
9 8–2=6
b 24 ÷ 8 = 3 6–2=4 3 a c
24 – 8 = 16 4–2=2
16 – 8 = 8 2–2=0
8–8=0 6 4 rows of 8 = 32
3 5 rows of 4 = 20 32 ÷ 4 = 8
20 ÷ 5 = 4
c 30 ÷ 6 = 5
30 – 6 = 24
24 – 6 = 18 b
18 – 6 = 12
12 – 6 = 6
6–6=0 3 rows of 4 = 12
5 12 ÷ 3 = 4

Standard Algorithm
4 a c
Page 101 – Example(s)
Example 3: Quotient: 3
3, 24 b
Page 101 – Your Turn
a 6, 6 b 6, 6 c 9, 9 d 12, 12

Page 102 – Practice 5 a 32 ÷ 4 = 8 c 24 ÷ 6 = 4

1 a 4 d 10 g 7 j 7 32 – 4 = 28 24 – 6 = 18
28 – 4 = 24 18 – 6 = 12
b 11 e 9 h 8 k 6 24 – 4 = 20 12 – 6 = 6
c 8 f 9 i 5 20 – 4 = 16 6–6=0
16 – 4 = 12 d 6÷6=1
2 a 28, 28 c 6, 6 e 5, 5 g 60, 60 12 – 4 = 8 6–6=0
8–4=4
b 8, 8 d 5, 5 f 22, 22 4–4=0

3 a False d False g False j True b 48 ÷ 12 = 4

48 – 12 = 36
b True e False h True k False 36 – 12 = 24
c True f True i False 24 – 12 = 12
12 – 12 = 0
Division with Remainders 6 a 3 × 10 d 5×8 g 8×8 j 12 × 3
Page 103 – Example(s) b 8×9 e 4×6 h 5×4
Example 2: 13, 2 c 10 × 8 f 7×3 i 6×2
6, 1
7 a 12 c 18 e 28 g 50 i 96
1
13 ÷ 2 = 6 remainder 1 b 8 d 27 f 77 h 6 j 14

© Shell Education 146435—Catch-Up Math 235

 ANSWERS
8 a 6 d 8 g 11 j 6 2 a
b 3 e 9 h 12 or or or
c 8 f 10 i 9
b c
9 a 12 c 8 e 8
or
b 4 d 7 f 12

10 a 4, 4 d 40, 40 g 8, 8 j 6, 6 3 Cross out b, f, h, j
b 5, 5 e 7, 7 h 3, 3
c 7, 7 f 12, 12 i 99, 99 Fractions—Quarters and Eighths
Page 114 – Example(s)
11 a 23 ÷ 4 = 5 r 3 f 28 ÷ 9 = 3 r 1
b 37 ÷ 12 = 3 r 1 g 63 ÷ 6 = 10 r 3
c 43 ÷ 5 = 8 r 3 h 48 ÷ 10 = 4 r 8 Example 2: Example 4:
d 92 ÷ 10 = 9 r 2 i 25 ÷ 5 = 5 r 0
e 14 ÷ 7 = 2 r 0 j 59 ÷ 12 = 4 r 11
12 a 5 r 3 c 7r3 e 5r2 Page 114 – Your Turn
Color blue (quarters): g Color red (eighths): a, c, e Cross out: b, d, f
b 5r3 d 8r6 f 11 r 1
Page 115 – Practice
6. FRACTIONS 1 Fraction name Fraction Picture

7
Numerators and Denominators a seven-eighths 8
Page 110 – Example(s) 3
3 three-quarters
Example 4: 14 Example 5: 10 Example 6: one b 4

Page 110 – Your Turn 5

c five-eighths 8
Color all the top numbers red, color all the horizontal lines green,
and color all the bottom numbers blue.
2
d two-quarters
Page 111 – Practice 4
1 a 3 c 7 e 4 g 3
6
b 1 d 2 f 4 e six-eighths 8

2 a 8 c 5 e 2 g 5 4
f four-quarters 4
b 4 d 8 f 4

3 a three-eighths d three-fifths g one-eighth 2 ( Sample answers provided; other answers are possible. All parts must be
equal in size.)
b one-fifth e three-quarters h five-eighths
c seven-eighths f two-quarters i one-third a b c
3 4 3 3 3
4 a 4 b 5 c 8 d 5 e 3
3 ( Sample answers provided; other answers are possible. All parts must be
equal in size.)
5 a three-quarters c three-eighths e three-fifths
b four-fifths d three-fifths a b c

Fractions—Halves
1 3 2 3 7 4
4 8 8 4 4 8 4
Page 112 – Example(s)
Fractions—Thirds and Fifths
Example 3: Example 4: Page 116 – Example(s)

Circle: d, e, f, g

Page 113 – Practice Example 2: Example 4:

1 Checkmark: a, f, g

Page 116 – Your Turn

Color purple (thirds): b, f, g Color green (fifths): a, e Cross out: c, d
236 146435—Catch-Up Math © Shell Education
 ANSWERS

Page 117 – Practice Page 122 – Your Turn

a 2 b 2 c 1
1 Fraction name Fraction Picture

2
Page 123 – Practice
a two-fifths 5
3
1 a 4 is equivalent to 8
6

2
b two-thirds 3

3 1 2
c three-thirds 3 b 2 is equivalent to 4

4
d four-fifths 5 6 3
c 10 is equivalent to 5
5
e five-fifths 5
4 2
1 1 3 2 4 3 d 8 is equivalent to 4
2 5 3 5 3 5 3
2 3
3 a 5 d 3 1 2
e 4 is equivalent to 8
4 1
b 5 e 3

5
c 5 2 a 2 e 1 i 2 m9 q 5
Simplifying Fractions b 6 f 4 j 2 n 3 r 9
Page 118 – Example(s) c 1 g 4 k 5 o 9 s 4
6 3 d 4 h 4 l 2 p 24
Example 4: 10 = 5

divided by 2 Fractions Review Page 124

Page 118 – Your Turn 1 a 1 c 3 e 1
a 5 b3 2 b 2 d 2 f 3
c 7
2 a 3 c 8 e 5
Page 119 – Practice
1 1 b 8 d 4 f 2
1 a 3, 24, 8 c 4, 40, 10
1 3 a three-fifths c four-fifths e three-quarters
b 5, 20, 4
b two-eighths d one-half f seven-eighths
3 1 3 8
2 a ÷ 5, 4 c ÷ 50, 2 e ÷ 6, 5 g ÷ 5, 9 4 ( Sample answers provided; other answers are possible for b and d.
3 3 3 All parts must be equal in size.)
b ÷ 3, 4 d ÷ 7, 4 f ÷ 8, 5
a d
Comparing Fractions
Page 120 – Example(s)
1 1
Example 4: one-eighth 8 or one-tenth 10 b e

Page 120 – Your Turn

a 4, 4 b 3, 3 c 5, 5
c
Page 121 – Practice
1 a 3, 2, 5, 4, 6, 1 b 5, 6, 4, 2, 1, 3
2 a = d > g > j >
b > e < h = k = 5 ( Sample answers provided; other answers are possible for a, b, c, and e.
All parts must be equal in size.)
c < f < i =
3 Adult to check a c e

4 Adult to check

5 Adult to check
b d
Equivalent Fractions

Page 122 – Example(s)
6 a, d, e
Example 3: 5, 2

© Shell Education 146435—Catch-Up Math 237

 ANSWERS
7 a purple b green c purple d green Page 130 – Practice
8 Adult to check 1 a 0.70 b 1.00
9 Adult to check

10 a 6 d 4 g 4 j 2

b 2 e 2 h 6 k 8
c 4 f 4 i 2 l 2 2 a 1.00 b 0.30

7. DECIMALS
3 Words Fraction Decimal
Decimals to Hundredths a five-tenths
5
0.50
10
Page 126 – Example(s) 6
b six-tenths 10 0.60
Example 4: 2 wholes, 3 tenths, 7 hundredths
10
237 c ten-tenths 10 1.00
237/100 = 2.37
7 70
4 a 10 = 100
Page 126 – Your Turn
7 tenths = 70 hundredths
a 18, 0.18 b 97, 0.97 c 152, 1.52
8 80
b 10 = 100
Page 127 – Practice 8 tenths = 80 hundredths
1 a d 9 90
c 10 = 100
9 tenths = 90 hundredths
Writing Decimals
b e Page 131 – Example(s)
Example 4: (both green blanks) 2
(both blue blanks) 4
(both red blanks) 9
c (black blank) 249

Page 131 – Your Turn

Fraction Decimal Out of 100
10
2 a 1.04 b 1.99 c 0.44 d 2.43 e 2.15 a 100 0.10 10 out of 100
93
3 a 91 b 72 c 36 d 41 e 50 b 100 0.93 93 out of 100
312
4 a 71 d 166 g 120 j 174 m 70 c 100 3.12 312 out of 100
b 127 e 2 h 25 k 36
c 46 f 89 i 152 l 101
Page 132 – Practice
1 a True c False e True g True i False
Relating Tenths to Hundredths b True d True f False h True
Page 129 – Example(s) 2 Diagram Fraction Decimal
Example 2: 0.70
281
Example 4: 0.70 a 100 2.81

Example 7: 180 = 1.80

100
Page 129 – Your Turn b
3
0.03
100
1
a 10, 0.10 b 60, 0.60 c 40, 0.40

153
c 100 1.53

3 a 0.73 c 2.77 e 7.1 g 0.1

b 0.14 d 4.03 f 0.08 h 9.83

238 146435—Catch-Up Math © Shell Education

 ANSWERS

Place Value 5 Colored squares Fraction Decimal

Page 133 – Example(s)
123
a 100 1.23
Decimal Hundreds Tens Ones Point Tenths Hundredths

13.59 1 3 . 5 9 56
b 100 0.56
48.68 4 8 . 6 8
171.26 1 7 1 . 2 6
257.99 2 5 7 . 9 9 c
229
2.29
100
Page 133 – Your Turn
1 a 243. 6 2 b 120. 3 2 c 40. 8 4
143
d 100 1.43
2 a 341.2 6 b 203.2 1 c 83.0 4

3 a 1 4 .36 b 32 4 .23 c 43 6 .24

15
e 100 0.15
4 a 7 0.34 b 1 2 3.58 c 5 4 2.63

Page 134 – Practice 287

f 100 2.87
1 Decimal Tens Ones Point Tenths Hundredths
a 63.81 6 3 . 8 1
6 a 1.27 c 3.56 e 4.95 g 2.30
b 57.90 5 7 . 9 0
b 0.73 d 1.09 f 0.09 h 0.17
c 40.75 4 0 . 7 5
d 38.69 3 8 . 6 9 7 a 3. 8 2 c 38. 9 5 e 493. 8 9
e 94.21 9 4 . 2 1 b 0. 4 6 d 132. 8 6
f 83.06 8 3 . 0 6 8 a 27.4 1 c 0.9 3 e 437.2 0
2 a 13.09 c 72.09 e 57.60 g 64.58 b 137.2 5 d 1.9 2
b 47.36 d 83.95 f 92.72
9 a 9 2 .37 c 2 4 .29 e 8 7 .40
3 a 5.03, 5.05, 5.15, 5.50, 5.85
b 0 .95 d 14 7 .38
b 7.38, 8.30, 8.37, 8.70, 8.73
c 6.19, 6.91, 9.16, 9.61, 19.6 10 a 1 0.36 c 1 4 3.73 e 7 1.31
d 1.26, 2.61, 6.12, 6.21, 12.62 b 9 2.37 d 1 0 7.24
e 5.57, 5.75, 7.55, 7.57, 7.75
f 5.03, 10.35, 10.53, 13.10, 13.35 11 a 3.47, 3.74, 4.37, 7.34, 7.43 c 2.86, 6.28, 6.82, 8.26, 8.62
g 0.34, 1.07, 1.34, 4.56, 7.89 b 1.03, 1.06, 1.24, 1.30, 1.68
h 13.46, 14.36, 14.69, 14.96, 16.34

Decimals Review Page 135 8. PATTERNS

4 32
1 a 10, 0.40 e 100 , 0.32 Patterns
60 1
b 100 , 0.60 f 10, 0.10 Page 138 – Example(s)
2 90 Example 4:
c 10, 0.20 g 100 , 0.90
70 3
d 100 , 0.70 h 10, 0.30
Example 8: –3
72
2 a 3 100 = 3.72
Page 138 – Your Turn
99
b 2 100 , 2.99 1 a
b
3 a 76 b 19 c 95 d 87 2 a 20, 24, 28, 32, 36. Rule: + 4 b 70, 60, 50, 40, 30. Rule: – 10
4 a 65 c 53 e 161 Page 139 – Practice
b 179 d 121 f 120 1 a 15, 10, 5. Rule: – 5 e 70, 80, 90. Rule: + 10
b 36, 32, 28. Rule: – 4 f 37, 47, 57. Rule: + 10
c 54, 45, 36. Rule: – 9 g 61, 51, 41. Rule: – 10
d 8, 10, 12. Rule: + 2

© Shell Education 146435—Catch-Up Math 239

 ANSWERS

2 a
9. LENGTH

b
Meters and Feet
Page 144 – Example(s)
c D P A D P Examples:
a 24 d 7.5 g 2
d b 6 e 48 h 700
c 6 f 9,500
e
Page 144 – Your Turn
Adult to check

f Page 145 – Practice

1 a 1m c 7m e 1,000 cm g 200 cm
g b 5m d 400 cm f 800 cm

3 a 42, 52, 62 f 77, 73, 67 k 120, 110, 100 2 a 5 ft. c 12 ft. e 48 in. g 120 in.

b 80, 70, 40 g 70, 77, 91 l 17, 22, 37 b 8 ft. d 84 in. f 36 in.

c 18, 21, 24 h 24, 18, 6 m 19, 24, 29 3 Mark the whale, house, boat, and tree
d 19, 29, 39 i 19, 39, 59
e 95, 80, 70 j 8, 32, 40 Centimeters and Inches
4 a Subtract c Subtract 2 e Subtract 4
Page 146 – Example(s)
Examples: Mark a, c, e, g, and i
b Add 6 d Add 3 f Subtract 5
Page 146 – Your Turn
Adult to check

Page 147 – Practice

1 a 8 cm b 11 cm c 5 cm d 10 cm

2 a Adult to check b green c red

3 1 . green 5 cm, 2. yellow 8 cm, 3. purple 9 cm, 4. orange 10 cm,
5. pink 11 cm, 6. red 14 cm
4 a 6 cm c 9 cm e 5 cm
b 3 cm d 4 cm
5 Adult to check
6 a 2 in. c 1 in. e 3 in.
b 5 in. d 4 in. f 4 in.

Millimeters and Quarter-Inches

Patterns Review Page 142 Page 149 – Example(s)
1 a , B, A, d , , , g 18, 12, 6, 0
Examples:
a 14 c 69 e 132
b , , , e 40, 48, 56, 64 h 63, 72, 81, 90 b 38 d 101
c , , , f 60, 50, 40, 30
Page 149 – Your Turn
2 a 15, 20, 25 d 25, 34, 52 g 126, 118, 110
b 28, 38, 48 e 110, 90, 60 h 86, 76, 46
c 21, 26, 36 f 75, 63, 59 a b d e c

3 a Add 3 e Add 7
Page 150 – Practice
1 a 83 mm b 109 cm c 41 mm
b Subtract 4 f Subtract 6
3 1
c Add 2 g Add 8 2 a 2 4 in. b 5 in. c 2 4 in.
d Subtract 5 h Subtract 10

240 146435—Catch-Up Math © Shell Education

 ANSWERS
3 a A 36 mm, B 21 mm, C 30 mm, c 33 mm 9 a P = 6 cm + 6 cm + 1 cm + 1 cm = 14 cm
D 63 mm d 15 mm b P = 4 in. + 4 in. + 4 in. + 4 in. = 16 in.
b B, C, A, D
c P = 3 cm + 5 cm + 4 cm = 12 cm
Perimeter d P = 2 ft. + 3 ft. + 4 ft. + 3 ft. = 12 ft.
Page 151 – Example(s) e P = 4 m + 2 m + 4 m + 2 m = 12 m
Examples: f P = 2 in. + 2 in. + 2 in. + 2 in. + 2 in. + 2 in. + 2 in. + 2 in.
a 12 m b 12 in. = 16 in.

Page 151 – Your Turn 10. ANGLES

1 a P = 4 m + 4 m + 2 m + 3 m
= 13 m
b P = 3 in. + 2 in. + 3 in. + 4 in.
Angles
= 12 in. Page 156 – Example(s)
Examples: Arms should be red, angles should be blue, and green dots should
Page 152 – Practice be on the vertices.
1 a 10 in. c 8 ft. e 11 cm g 12 in.
Page 156 – Your Turn
b 18 mm d 10 cm f 12 yd.
Adult to check
Length Review Page 153 Page 157 – Practice
1 a 12, in. b 100, m 1 Adult to check
2 Adult to check 2 Adult to check
3 Centimeters Meters 3 Adult to check
a 100 cm 1m
Right Angles
b 300 cm 3m
c 500 cm 5m
Page 158 – Example(s)
Examples:
d 600 cm 6m a yes b no c no d yes
e 800 cm 8m
f 200 cm 2m Page 158 – Your Turn
Adult to check
Inches Feet Page 159 – Practice
a 24 in. 2 ft. 1 Mark a, b, c, f, i
b 60 in. 5 ft. 2 Adult to check
c 84 in. 7 ft. 3 Adult to check
d 36 in. 3 ft. 4 a < c =
e 48 in. 4 ft. b = d >
f 108 in. 9 ft.
5 a b c
4 Adult to check
5 a 14 cm b 8 cm c 10 cm d 2 cm

6 a Adult to check f 12 cm
b blue g 1. blue Acute and Obtuse Angles
2. orange
c purple
3. pink Page 160 – Example(s)
d blue, pink, orange 4. green Example 1: Adult to check
e purple 5. purple
Example 2: Adult to check
1 3
7 a 1 4 in. c 3 in. e 5 4 in. Page 160 – Your Turn
1 1 a obtuse c acute e acute
b 2 2 in. d 4 2 in.
b acute d obtuse
8 a 88 mm c 106 mm e 31 mm
b 24 mm d 3 mm
Page 161 – Practice
1 Adult to check
2 a 3, 2, 5, 4, 1 b 4, 2, 5, 1, 3

© Shell Education 146435—Catch-Up Math 241

 ANSWERS
3 a obtuse b obtuse c acute 5 a b c d
d acute e obtuse f acute
g acute h obtuse i obtuse
4 Adult to check
5 a b c d 6 Adult to check
A O A
A Triangles
A A A O A
O O O A
Page 166 – Example(s)
O A
a b c d e

Angles Review Page 162

1 Adult to check Page 166 – Your Turn
2 Adult to check a isosceles c equilateral e right g isosceles
3 Adult to check b equilateral d equilateral f scalene
4 Adult to check
Page 167 – Practice
5 Adult to check
1 Adult to check
6 a b c d
2 Right triangle: b Scalene triangle: c, e
Isosceles triangle: a, d Equilateral triangle: f

Quadrilaterals
Page 168 – Example(s)
7 a acute c obtuse e acute
a irregular c regular
b obtuse d obtuse b irregular d irregular
8 a obtuse d obtuse g acute
Page 168 – Your Turn
b acute e obtuse h acute
c acute f obtuse
9 a 4, 2, 3, 1, 5
b 2, 5, 1, 4, 3

11. SHAPES
Page 169 – Practice
Different Types of Lines 1 square f; rhombus g; rectangle b, c; parallelogram a, e; kite d
Page 164 – Example(s) 2 Adult to check
3 regular: d, e, i
irregular: a, b, c, f, g, h

Symmetry
Page 170 – Example(s)

a b c d
Page 164 – Your Turn
Adult to check

Page 165 – Practice

1 c
2 a Page 170 – Your Turn
3 b, d a b c d

4 c, d

242 146435—Catch-Up Math © Shell Education

 ANSWERS

Page 171 – Practice 11 a b

1 Symmetrical: b, c, e, f, g. Not symmetrical: a, f
2 a

b A, B, C, E, G, H
c D, F
c d
d B, G
3 Adult to check

4 a b c

12. AREA

Area
Page 176 – Example(s)
a b c
Shapes Review Page 172
1 Name No. angles No. sides No. corners
a equilateral triangle 3 3 3
b square 4 4 4 Page 176 – Your Turn
c rectangle 4 4 4 Adult to check
d parallelogram 4 4 4
e irregular quadrilateral 4 4 4 Page 177 – Practice
2 Adult to check 1 a b
3 a right c isosceles
b equilateral d scalene
4 Scalene triangle: All angles different sizes; All sides different lengths
Isosceles triangle: Two angles the same size; Two sides the same length
Right triangle: One right angle
2 a second shape c third shape e second shape
E quilateral triangle: All sides the same length; A regular shape; All
b second shape d first shape
angles the same size
5 a rectangle c rhombus e trapezoid 3 a second shape b third shape
b square d parallelogram f kite
4 a 1, 3, 2, 4, 5 b 1, 3, 4, 2, 5 c 3, 2, 1, 4, 5
6 s quare a; rhombus h; rectangle d; parallelogram b, f; trapezoid
g; kite c Measuring Area with Units
7 Circle: a, b, e, f Page 178 – Example(s)
a 30 b 16 c 32
8 Adult to check
9 b e Page 178 – Your Turn
a 12
b 6

Page 179 – Practice

1 a 103 b 87

10 Adult to check 2 a 12 d green g 20

b 24 e 8 h 68
c purple f 12

© Shell Education 146435—Catch-Up Math 243

 ANSWERS

Measuring Areas Using a Grid Shapes with the Same Area

Page 180 – Example(s) Page 186 – Example(s)
a 11 b 12 a A = 10 in.2
Page 180 – Your Turn b Adult to check. Shapes should be composed of 10 squares.
a 35 c Adult to check. Shapes should be composed of 10 squares.
b 16
Page 186 – Your Turn
Page 181 – Practice Adult to check
1 a 16 b 4 c 20
Page 187 – Practice
2 Adult to check
1 Adult to check
3 Tall Tales: 10; China Today: 16; Tiny Tales: 6 2 a A, E, F, G c 12 in.2
4 a 4 b 4 c 10 d 14
b B, C, D, H d 8 in.2
Square Centimeters and Inches Perimeter
Page 182 – Example(s) Page 188 – Example(s)
a length, width a 12 b 12
1 cm, 4 cm
4 Page 188 – Your Turn
b length, width a 2 cm + 5 cm + 2 cm + 5 cm
2 in., 3 in. = 14 cm
6 b 2 in. + 1 in. + 1 in. + 2 in. + 3 in. + 3 in.
= 12 in.
Page 182 – Your Turn
a length × width Page 189 – Practice
= 2 cm × 5 cm 1 a B = 2 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 2 cm + 3 cm
= 10 cm2 = 12 cm

Page 183 – Practice b C = 3 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 3 cm + 1 cm +

1 cm + 1 cm + 1 cm + 1 cm = 16 cm
1 a seven square centimeters, 7 cm2
c D = 2 cm + 2 cm + 1 cm + 2 cm + 1 cm + 4 cm
b eight square centimeters, 8 cm2 = 12 cm
c ten square centimeters, 10 cm2 d E = 4 cm + 5 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm +
d sixteen square centimeters, 16 cm 2 1 cm + 2 cm + 2 cm + 1 cm + 2 cm + 1 cm = 24 cm
2 a E bA cD e F = 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm +
1 cm + 1 cm + 1 cm + 1 cm + 2 cm + 1 cm + 1 cm + 1 cm + 1 cm +
3 Adult to check 1 cm + 1 cm + 1 cm + 1 cm + 2 cm = 24 cm
2 a A, B, D
Square Meters and Feet b E, F
Page 184 – Example(s) 3 Adult to check
a length, width
2 ft., 4 ft. Area Review Page 190
8 1 a Left shape b Right shape c Left shape
b length, width 2 Adult to check
3 m, 3 m
3 a b c
9

Page 184 – Your Turn

pencil case, book
4 a 4, 2, 3, 5, 1 b 1, 3, 4, 2, 5 c 2, 4, 5, 3, 1
Page 185 – Practice
1 Adult to check 5 a 12 b 24 c 60
2 a 27 m2 b 2 m2 c 8 m2
6 a 57 b 62 c 64
3 a shed b pool c 70 m 2
d 2m 2
7 a 16 b 14 c 13
4 Adult to check
5 Adult to check

244 146435—Catch-Up Math © Shell Education

 ANSWERS

8 a length × width c length × width 2 a 1

= 3 cm × 3 cm = 5 cm × 5 cm b medicine cup: 20; glass: 10; mug: 7
= 9 cm 2
= 25 cm 2 c medicine cup
d pot

b length × width Liters and Gallons

= 2 cm × 2 cm
Page 198 – Example(s)
= 4 cm2
a 1 gal. c 5 gal.
b 3L d 2L
9 a length × width c length × width Page 198 – Your Turn
= 3 in. × 5 in. = 2 in. × 4 in. sink, bathtub, pool
= 15 in.2 = 8 in.2
Page 199 – Practice
1 Circle a, c, e, f, i
b length × width
= 1 in. × 5 in. 2 Adult to check
= 5 in. 2
3 Color: Cola 10 bottles; Lemonade 7 bottles; Orange soda 3 bottles.

10 a 5 cm2 c 7 cm2 e 17 cm2 Measuring Liters and Gallons

b 10 cm2 d 14 cm2 Page 200 – Example(s)
11 Adult to check a b c d
12 a Adult to check gal. 4 gal. 5 gal. 2 gal. 3
4
3 2
b Adult to check 2
3
2
1
1
1 1
13 a 5 m2 c 12 m2 e 7 m2
b 25 m2 d 15 m2 f 9 m2
Page 200 – Your Turn
14 a 6 m2 c 15 m2 e 2 m2 a 3L c 1 gal. e 2L
b 28 m 2
d 6m 2
f 96 m 2 b 1 gal. d 4L f 5 gal.

15 a House b Shed Page 201 – Practice

16 a 13 m 2
b 4m 2
c 9m 2
d 26 m 2 1 a Color 4 bottles c Color 5 bottles
17 Color: 1, 4, 5, 6, 7, 9 b Color 10 bottles

18 a 14 ft. b 14 cm c 23 m d 18 in. 2 b c d

13. CAPACITY 3 gal.

4 gal.
3
6 gal.
5
4
2 2 3
Capacity 1 1
2
1

Page 196 – Example(s)

3 a C
a b c
b A or D
c Pitcher B: 3 gal., Pitcher C: 4 gal., Pitcher D: 6 gal.

Milliliters, Cups, and Fluid Ounces

Page 202 – Example(s)
Examples: Mark a, b, e, and f.
Page 196 – Your Turn
Adult to check

Page 197 – Practice

1 a 3, 1, 2, 5, 4
b 5, 3, 1, 2, 4

© Shell Education 146435—Catch-Up Math 245

 ANSWERS
Page 202 – Your Turn 10 a b
L mL
2 a b 1
3
1,000 oz.
8
c.
1
4 750 3
6 4
1
oz. c. mL 2 500
4 1
8 1 1000 mL 1
250
2
1
4 2
3 4
6 4 750 mL
1
4 2 500 mL
1
2 250 mL
4 c d
L mL oz. c.
1 1,000
8 1
c d 3
4 750
6 3
4
1
2 500 1
4 2
oz. c. 1
mL 4 250 1
8 1 1000 mL 2 4
3
6 4 750 mL
1
4 2 500 mL
2
1
250 mL e f
4
L mL oz. c.
1 1,000
8 1
3
4 750 3
6
e 1
2 500
4
4
1
1 2
4 250 1
2 4
oz. c.
8 1
3
6 4
1 1 1
4
1
2 11 a 4 L b 1L c 2 L d 4 L
1
2 4

12 a 1,500 mL b 2,250 mL c 3,500 mL d 1,750 mL

1 3 1
Page 203 – Practice 13 a 1 c. b 4 c. c 4 c. d 2 c.
1 3 1
1 a 4 L b 4 L c 2 L 14 a 20 fl. oz. b 14 fl. oz. c 10 fl. oz. d 28 fl. oz.

2 a 3,000 mL b 1,500 mL c 2,250 mL 14. MASS

3 1 1
3 a 4
c. b 4
c. c 2 c.
Kilograms and Pounds
4 a 16 fl. oz. b 20 fl. oz. c 14 fl. oz.
Page 208 – Example(s)
Capacity Review Page 204 Examples: Circle a, e, f, and i.

1 Adult to check Page 208 – Your Turn

2 a tea cup 80; glass 20; beach bucket 8; pot 4; fish bowl 2 Adult to check
b tea cup
Page 209 – Practice
c fish bowl
10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
3 1, 3, 2, 5, 4 1 a 83 pounds 5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

4 Adult to check 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg 10 kg
b 16 kilograms 5 kg 5 kg 5 kg 5 kg 5 kg 1 kg 1 kg 1 kg 1 kg 1 kg
5 Adult to check
10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs. 10 lbs.
6 a 3 b7 c1 c 51 pounds 5 lbs. 5 lbs. 5 lbs. 5 lbs. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

7 a b 2 a 32 b 97 c 19
3 a 23 kg b 10 lbs. c 17 kg d 1 lbs. e 94 kg
2 gal. 4 a c e g
4L
1 3 b d f
2
1
5 a 8 b 16 c1 d2
c d
6 Tick: a, c, d, g, h, i, j
7 a coconuts e 5 kg
10 gal.

4L
b pineapple f pineapple, cantaloupe,
5
3 oranges, watermelon, coconuts
2 c 4
1
d watermelon and coconuts
8 a 500 mL b 1,000 mL c 250 mL d 750 mL 8 a 18 lbs. b 45 lbs. c 18 lbs. d 6 lbs.
9 a 6 fl. oz. b 8 fl. oz. c 2 fl. oz. d 4 fl. oz. 9 a a chicken c a boy e a carton of milk
b a watermelon d 2 L milk

246 146435—Catch-Up Math © Shell Education

 ANSWERS
10 Adult to check 12 a 90 g, 100 g, 425 g, 510 g, 914 g
11 a E b tomatoes, salmon
b C c tomatoes, soup
c A and B: 17 kg; C and D: 35 kg; E and D: 13 kg d lentils, salmon, peas
d 145 kg e 814 g; 335 g; 420 g; 489 g
f 575 g; 910 g; 86 g; 490 g; 900 g
Grams and Ounces
Page 212 – Example(s) 15. TIME
Examples: Circle the tennis ball, candy, party hat, pen, and popcorn.

Page 212 – Your Turn Timetables

Adult to check Page 219 – Example(s)
a 5 c 7:33
Page 213 – Practice
b 4 d Lotus Lane
1 a 9 oz c 102 g e 98 g
b 14 g oz d 80 oz f 6,115 g Page 219 – Your Turn
a Cherry Lane b 12 c4
2 a 3 c2 e 5 g1
b7 d6 f 8 Page 220 – Practice
3 a chickpeas 1 a red h 65 minutes
b spice b red group i 90 minutes
c peas, beans, tuna, corn, soup, spice c green j 75 minutes
d tomatoes, chickpeas d 9:00 k 4
4 pencil, egg, feather, lime e 3:15 l 2 hours 15 minutes
f 11:15 m 6 hours 15 minutes
Mass Review Page 214 g 1:45
1 a kilograms, pounds b kg, lb.
2 a 15 minutes d 50 minutes g 11:30 am
2 Circle b, c, e, f, g b 45 minutes e 25 minutes h 2:35 pm
3 Color: c 30 minutes f 1 hour i 3:15 pm
a 3 × 10 lbs., 2 × 1 lbs. 3 a 8:57 b 9:40 c Good morning
b 1 × 10 kg, 1 × 5 kg, 3 × 1 kg
c 4 × 10 lbs., 1 × 1 lbs. 4 a 9:33 b 9:27 c 10:08

d 5 × 10 kg, 2 × 1 kg 5 a 58 mins b 27 mins c 29 mins

4 a 83 kg b 29 lbs. c 114 kg
5 a 6 kg c 50 kg e 193 kg g 99 kg Time Review Page 223
1
b 29 lbs. d 84 lbs. f 205 lbs. h 78 lbs. 1 a Room 12 c Room 10 e 30 minutes g 5 2 hours
6 a c e g b Room 14 d 4 f 12:30 pm
b d f h 2 a 4:45 d 12 minutes; 9 minutes; 21
7 a D d 24 lbs. g 72 lbs. minutes; 52 minutes
b 4:33
b C e 8 lbs. h C, A, E, B, D c 4:32
c B and C f 36 lbs. 3 a 6 stops b 2 stops c 5 stops
8 a carton of milk d a package of meat
b a small dog e an adult
c a baby f a pineapple
9 Adult to check

10 Circle a, b, d, g, h
11 a 702 g d 15 oz. g 80 g j 720 oz.
b 99 oz. e 373 g h 106 oz. k 3006 g
c 2620 g f 8 oz. i 6304 g

© Shell Education 146435—Catch-Up Math 247

 NOTES

248 146435—Catch-Up Math © Shell Education

 Help your child catch up to grade level
with these targeted math activities.
The motivating activities in this book provide your child with
practice to bridge gaps in their math skills. Build confidence and
ensure future success by working on grade-level proficiency. This
book walks your child through complex math concepts, one step at
a time, with ample support.
Inside, you’ll find:
instructional pages that break down big concepts with
explanations and examples
coaching videos that provide additional support as children
work through challenging math concepts
practice pages to give your child many opportunities to
strengthen their math skills
review pages to help your child think about and retain math
knowledge
a detailed answer key that helps you evaluate your child’s
work

Developed by teachers to
help your child succeed! Other books in the series

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