Nelson International

Mathematics
Workbook 5

Name:

2nd edition
Contents
Number title
Task done Task done
Page  Page 
Beyond 999 4 Locating decimals on
a number line 24
What is it worth? 5
Units of length 25
Rounding to 10 or 100 6
Measure in different units 26
Rounding to 1000s 7
Measuring scales 27
Using inverse operations 8
Comparing scales 28
Order of operations 9
Counting in steps 29
Missing operation signs 10
Adding and subtacting
Working in order 11 by counting in groups 30
Are they the same? 12 Position on a grid 31
Finish the shapes 13 Multiplication facts 32
Symmetry in polygons 14 Division facts 33
More symmetry 15 Factors 34
Symmetry patterns 16 Divisibility rules 35
Spinning logos 17 Different scales 36
National flags 18 Show choices on
a pictogram 37
Classifying triangles 19
Positive and negative
Showing time on
numbers 38
different clocks 20
Temperature changes 39
Holiday activities 21
Looking at parallel lines 40
Units of time 22
Parallel and perpendicular
Making decimals 23
lines in real life 41
Number title
Contents
Task done Task done
Page  Page 
Angles 42 More division 62

Angles on a straight line 43 The sawmill 63

Equivalent fractions 44 What will you do with

the remainder 64
More equivalent fractions 45
Shapes and nets 65
Improper fractions and
mixed numbers 46 Birdwatching 66

Name the fraction 47 Colour the correct

proportions 67
Perimeter 48
Ratio 68
More perimeter and area 49
Recipes and proportions 69
Multiplying by 10 and 100 50
Bubble percentages 70
Mulitplying and dividing
by 10 and 100 51 Problems involving
percentages 71
Doubling and halving 52
Percentages, decimals
Reflections 53 and fractions 72
Translated shapes 54 Equivalent fraction wheels 73
Pairs of decimals that Ordering equivalent
make 1 55 fractions 74
Making 10s 56 Likely and unlikely events 75
Decimal puzzles 57 Choose your method 76

Frequency tables 58 Find the area 77

Bar line graphs 59 Multiplying decimals 78

More line graphs 60 Work out the mass 79

Mental division strategies 61 Mixed calculations 80

 Beyond 999
1 Complete the chart. Draw dots to represent the
number for each place value. The first one has been
done for you.

Number Ten thousand Thousands Hundreds Tens Units

10 000s 1000s 100s 10s 1s
12 350 • •• ••• •••••
58 016
22 483
18 095
73 812
82 743
69 741
12 694
93 621
21 762

2 Calculate in your head:

a 43 188 + 100 = 43 288 b 43 188 + 1000 = 44 188
c 43 188 + 10 000 = 53 188 d 43 188 – 100 = 43 088
e 43 188 – 1000 = 42 188 f 43 188 – 10 000 = 33 188
g 34 347 + 200 = 34 547 h 34 347 + 2000 = 36 347
i 34 347 + 20 000 = 54 347 j 34 347 – 200 = 34 147
k 34 347 – 2000 = 32 347 l 34 347 – 20 000 = 14 347
m 20 000 + 100 = 20 100 n 30 000 + 1000 = 31 000
o 50 000 + 10 000 = 60 000 p 20 000 – 100 = 19 900
q 30 000 – 1000 = 29 000 r 50 000 – 10 000 = 40 000

see Student Book page 6

4
 What is it worth?
125 609

The digit 5 is worth five thousand because of its position

in the number.

H.Th T.Th Th H T U
1 2 5 6 0 9

Write in words what each underlined digit is worth.

1 125 609 2 125 609

six hundred
________________________________ nine units
________________________________

3 58 463 4 58 463

six tens
________________________________ four hundred
________________________________

5 58 463 6 752 186

fifty thousand
________________________________ fifty thousand
________________________________

7 752 186 8 752 186

eight tens
________________________________ seven hundred thousand
________________________________

9 837 612 10 627 141

thirty thousand
________________________________ six hundred thousand
________________________________

11 766 431 12 179 487

four hundred
________________________________ one hundred thousand
________________________________

see Student Book page 6

5
 Rounding to 10 or 100
1 Circle the numbers that round to
250 when they are rounded to the 244 256 259 241
nearest ten.
253 252 249 248

245 258

2 Circle the numbers that round to

1500 to the nearest 100. 1569 1467 1416 1456

1575 1483 1590 1532

1439 1522
3 Round each number to the nearest
10 and to the nearest 100.

Number To the nearest 10 To the nearest 100

369 370 400

481 480 500
1402 1400 1400
8492 8490 8500
6445 6450 6400
2569 2570 2600
1385 1390 1400
8884 8880 8900
5495 5500 5500
7783 7780 7800

4 A newspaper reported that 1300 people attended a cricket match.

a If this number was rounded to the nearest 10, what is the smallest and greatest
number of people who could have attended? 1295/1299
b If this number was rounded to the nearest 100, what is the smallest and greatest
number of people who could have attended. 1250/1349
c Tell your partner how you worked out your answers. Discussion
see Student Book page 9
6
 Rounding to 1000s
Round each number to its nearest thousand.

Join it to its nearest thousand with a line.

The first one has been done for you.

1000
8350 2863

9000 8978
2000
2263 800
1250

8000 7500 3125 3000

9160 4982 1790

7000 6129 6955

4000

5459 5823 4275

6000 5000
7095 3850

see Student Book page 10

7
 Using inverse operations
For each number sentence, check whether it is true or
false. Write the inverse number operation to check. Then
write true or false. The first one has been done for you.

inverse
15 × 3 = 45 multiply divide
inverse
45 ÷ 3 = 15 add subtract
True

You can use a calculator to help you.

1 2
98 ÷ 4 = 21 178 + 344 = 522

21 # 4 = 98 522 - 344 = 178

false true

3 4750 – 1086 = 3664

4 5936 ÷ 8 = 742

3664 + 1086 = 4750 742 # 8 = 5936

true true

5 325 ÷ 13 = 25
6
778 ÷ 254 = 7

25 # 13 = 325 7 # 254 = 778

true false

7 1344 ÷ 6 = 228
8 184 × 9 = 1656

228 # 6 = 1344 1656 ÷ 9 = 184

false true

see Student Book page 12

8
 Order of operations
1 For each calculation:
• circle the part you would do first
• underline the bit you would do second
• work out the answers.

a (10 – 2) – 3 5 b 8+5–3 10

c (12 – 9) × 24 – 6 66 d 144 – 21 × 2 102

e 10 + 7 – 2 × 6 5 f 36 ÷ 6 – 2 4

g 5 – 10 ÷ 2 0 h 15 ÷ 3 – (3 + 2) 0

i 3×4–2×6 0 j 7 – 24 ÷ 6 3

k 6 × 3 – 17 1 l 3x3–3 6

m 4 × 2 – 16 ÷ 2 0 n 2+2+2×2 8

o 3×9–5×5 2 p (8 + 3) × (20 ÷ 2) ÷ 11 10

q 2 × (6 – 3) + 5 11 r (12 + 6) ÷ (5 – 2) 6

s (99 + 22) ÷ 11 11 t 8 ÷ (16 – 14) – 1 3

2 Make up six calculations of your own. Make sure there

are at least three steps in each one.

Own work
a ___________________ b ___________________ c ___________________

d ___________________ e ___________________ f ___________________

3 Swap with a partner. Work out the answers to your

partner’s calculations. Own work

see Student Book page 13

9
 Missing operation signs
1 Put in the operation signs (+, –, ÷, ×) to make these
number sentences true. You may also need to use
brackets.

a 2 + 3 - 4 =1 b 2 # 3 – 4 =2

c 2 - 3 + 4 =3 d 2 # 3 + 4 = 10

e 8 # 3 - 2 = 22 f 8 # (3 + 2 ) = 40

g 8 # 3 - 2 = 12 h 8 - (3 # 2 ) =2

i 8 - 3 # 2 = 10 j 8 + 3 - 2 =9

2 Put in the brackets to make these statements true.

a 5 × (7 – 3) = 20
b 28 – (13 – 6) = 21
c (6 – 5) × 12 = 12
d ( 38 – 23 ) + ( 17 – 12 ) = 10
e 48 ÷ ( 12 + 6 × 6) = 1
f ( 23 – 18 – 5) × 7 = 0
g (5 × 6) ÷ (13 – 10 ) = 10
h 8 × (7 – 2) = 40

3 Use <, > or = to make true statements.

a (8 + 7) × 5 >
______ 8 + 7 × 5
b 7 + 2 × 4 <
______ 5 × 2 + 6 Remember:
c 5 × 9 ÷ 3 <
______ 8 + 4 × 8 > means ‘greater than’
d 23 – 12 ÷ 6 >
______ 2 + 6 × 3 < means ‘less than’
e 5 × 5 ÷ 5 =
______ 5 ÷ 5 × 5 = means ‘equal to’
f 36 ÷ 12 ÷ 3 =
______ 24 ÷ 12 ÷ 2

see Student Book page 13

10
 Working in order
1 The answers to these calculations are correct, but
the brackets have been left out of the problems. Add
brackets to make each number sentence true. Some
number sentences might not need brackets.

a 9 × ( 2 + 3 ) = 45 b (16 – 7 ) × 3 = 27

c 20 ÷ ( 4 + 1) = 4 d (20 ÷ 4) + 1 = 6

e (18 + 9 ) ÷ 3 = 9 f (64 ÷ 8 ) – 6 = 2

g ( 6 + 6 ) × 3 = 36 h (10 – 4 ) × 5 = 30

i 5 + 2 × ( 3 + 7 ) = 25 j 12 + 6 ÷ ( 7 – 4 ) = 14

k ( 7 + 10 – 5 ) ÷ 2 = 6 l (6 – 3) × 2 = 6

m 10 × ( 6 + 4 ) = 100 n 27 – ( 1 4 – 8 ) = 21

2 Write whether each statement is true or false.

a (100 + 10) + 2 = 100 + (10 + 2) true
____________
b (100 x 10) × 2 = 100 x (10 x 2) true
____________
c (100 – 10) – 2 = 100 – (10 – 2) false
____________
d (100 ÷ 10) ÷ 2 = 100 ÷ (10 ÷2) false
____________
e 80 – 5 – 5 – 5 – 5 – 5 – 5 = 80 – (5 + 5 + 5 + 5 + 5 + 5) true
____________
f 64 ÷ 2 ÷ 2 ÷ 2 ÷ 2 ÷ 2 ÷ 2 = 64 ÷ (2 x 2 x 2 x 2 x 2 x 2) true
____________

3 Draw a flow diagram (on a separate piece of paper) to Own work

teach someone how to work in the correct order in maths.

see Student Book page 14

11
 Are they the same?
1 Here are some pairs of expressions.

Write whether each pair gives the same or a

different result.
a 2 + 3 × 4 and 3 × 4 + 2 same
______________________
b 2 × 12 ÷ 3 and 12 ÷ 3 × 2 same
______________________
c 50 – 25 – 5 and 25 – 5 – 50 different
______________________
d 25 × 4 – 8 and 8 – 25 × 4 same
______________________
e 25 × 4 ÷ 5 and 5 ÷ 25 × 4 different
______________________

2 Fill in the operations and brackets to make

true statements.
a (7 + 3) # 5 - 4 = 46
b 7 # 3 + 5 - 4 = 22
c (7 - 3) # 5 + 4 = 24
d 7 - 3 # 5 # 4 = 80
e (7 + 3) # 5 # 4 = 200

3 Choose four digits of your own. Use brackets and

operations as in question 2. Use the space below to
make as many different numbers as you can.
Choose one of the numbers you have made. Can you
make it in more than one way using the same four
digits?

Own work

see Student Book page 14

12
 Finish the shapes
These shapes are only half-drawn. Own work
Use the spots to complete the shapes. 1
Write what shape you have drawn on
the line under each shape.

______________________

2 3 4

______________________ ______________________ ______________________

5 6 7

______________________ ______________________

______________________

___________________

see Student Book page 16

13
 Symmetry in polygons
Write the name of each polygon.
Draw at least one line of symmetry on each.

1 2

Triangle
______________________ Hexagon
______________________

3 4

Decagon
______________________ Square (accept rhombus as well)
______________________

5 6

Square
______________________ Pentagon
______________________

7 8

Octagon
______________________ Heptagon
______________________

see Student Book page 17

14
 More symmetry
On these shapes, draw any lines of symmetry in different
colours.

You can check with a mirror. If your line of symmetry is

correct, you will see the other half of the shape in the
mirror.

1 2

3 4

5 6

7 8

see Student Book page 17

15
 Symmetry patterns
Complete each pattern so it is symmetrical about both lines
of symmetry. Own work

Draw your own symmetrical patterns using these lines of

symmetry. Own work

see Student Book page 18

16
 Spinning logos
Many common shapes and patterns have rotational
symmetry.

1 What order of symmetry do these have?

a b
1 7

c d
3 2

2 Design a logo for your class. Decide what order of

rotational symmetry it should have. Draw it here.
Own work

see Student Book page 19

17
 National flags
The flag of Jamaica has two lines of symmetry.
If it was lifted and rotated about its centre
point, it would fit into its own outline in
two different positions. So it has rotational
symmetry of order 2.

For each flag below, write the number of lines

of symmetry and order of rotational symmetry.

1 2 3

Australia England France

0
lines _______________ 2
lines _______________ 2
lines _______________
1
order ______________ 2
order ______________ 2
order ______________

4 5 6

India Botswana Canada

2
lines _______________ 2
lines _______________ 1
lines _______________
2
order ______________ 2
order ______________ 1
order ______________

7 8 9

Trinidad and Tobago Thailand Switzerland

0
lines _______________ 2
lines _______________ 4
lines _______________
2
order ______________ 2
order ______________ 4
order ______________

see Student Book page 19

18
 Classifying triangles
1 Colour the odd triangle out in each set. You may need
to measure the sides and angles to help you decide
which one is the odd one out.
Own work

2 Write a sentence saying why the coloured one does not

fit with the others in the set. Some possible answers are:

Third triangle is odd one out as it is obtuse-angled (not right-angled)

____________________________________________________________________________

Second triangle is odd one out as it is the only one that is equilateral
____________________________________________________________________________

Third one is odd one out as it is the only one that is not isosceles
____________________________________________________________________________

Second one is the odd one out as it is the only one that is acute angled
____________________________________________________________________________

see Student Book page 22

19
 Showing time on different clocks
Complete the chart to give the times in words, as a.m.
and p.m., and in 24-hour notation. Remember that
24-hour time always uses four digits.

The first three have been done for you.

In words
11 12 1

half past eight in the morning 9

10

8
7 6 5
2

4
3
08 30
11 12
2 1

three o’clock in the afternoon 9

10

8
7 6 5
2

4
3
15 00
11 12 1

19 45
10 2
quarter to eight at night 9
8 4
3

7 6 5

11 12 1

seven o’clock in the morning 9

10

8
2

4
3 07 00
7 6 5

11 12 1

half past ten at night 9

10

8
2

4
3 22 30
7 6 5

11 12 1

quarter past four in the afternoon 9

10

8
2

4
3 16 15
7 6 5

11 12 1

quarter to one in the afternoon 9

10

8
2

4
3 12 45
7 6 5

11 12 1

twenty-five to five in the afternoon 9

10

8
2

4
3 16 35
7 6 5

11 12 1

five to eleven at night 9

10

8
2

4
3 22 55
7 6 5

see Student Book page 23

20
 Holiday activities
On a holiday camp, there is a very full programme of
activities to choose from. These are the activities on offer
in the morning:

Start time Activity Length of time in hours

6.00 a.m. Hiking 3
6.35 a.m. Surfing 2
8.30 a.m. Riding 112_
8.45 a.m. Target shooting 1
9.30 a.m. Painting 212_
10 a.m. Judo 112_
10 a.m. Archery 112_
12 noon Lunch 1

1 Choose five different activities from the list. Write the

start and finish time for each one. Use 24-hour time.
Hiking 06:00 - 09:00 Judo 10:00 - 1 1:30
______________________________________________________________________
Surfing 06:35 - 08:35 Archery 10:00 - 1 1:30
______________________________________________________________________
Riding 08:30 - 10:00
______________________________________________________________________
Target shooting 08:45 - 09:45
______________________________________________________________________
Painting 09:30 - 12:00
______________________________________________________________________
2 Write down how many of the five on your list you would be
able to do in one day. Explain how you worked out your answer.
Three activities maximum:
______________________________________________________________________
Surfing 06:35 - 08:35
______________________________________________________________________
Target shooting 08:45 - 09:45
______________________________________________________________________
Judo 10:00 - 1 1:30 OR Archery 10:00 - 1 1:30
______________________________________________________________________
______________________________________________________________________

see Student Book page 23

21
 Units of time
1 There are seven units of time hidden in this word
search.
a Find the units of time.
b Write them in order from the shortest to the longest.
second
______________________
H O U R Q Y L minute
______________________
S E L W E E K
hour
______________________
B P F X D A Y
A J Y H C R N
day
______________________

M I N U T E G week
______________________
M O N T H R W month
______________________
T S E C O N D
year
______________________

2 Complete.
7 days in 1 week.
a There are __ b 8 weeks = 56
__ days
c 35 weeks =245
__ days d There are 52
__ weeks in a year
12 weeks
e 84 days = __ 13 weeks
f 91 days = __
25 weeks
g 175 days = __ 4 months
h 16 weeks is about __
i 32 weeks
8 months is about __ 12 months
j 1 year = __
k 5 years = 60
__ months l 20 years = 240
__ months
3 years
m 36 months = __ 7 years
n 84 months = __
1
5 2 years
o 66 months = __

3 How many days in?

a 1 week 6 days 13
b 3 weeks 21
c this year plus next year 730 (731 if one of the years is a leap year)
d the first six months of the year 181 (count the actual days per month)
e the last six months of the year 184
see Student Book page 28
22
 Making decimals
Shade each shape to show the decimal fraction.
Write a decimal to show what fraction of the shape is unshaded.
Various shading options are possible. Allow the students to check each other’s work.

Shaded 0.4 Shaded 0.43 Shaded 0.9

0.6
Unshaded ______ 0.57
Unshaded ______ 0.1
Unshaded ______

Shaded 0.5 Shaded 0.05 Shaded 0.55

0.5
Unshaded ______ 0.95
Unshaded ______ 0.45
Unshaded ______

Shaded 0.27 Shaded 0.72 Shaded 0.07

0.73
Unshaded ______ 0.28
Unshaded ______ 0.93
Unshaded ______

Shaded 0.9 Shaded 0.09 Shaded 0.99

0.1
Unshaded ______ 0.91
Unshaded ______ 0.01
Unshaded ______

see Student Book page 29

23
 Shape title
Locating decimals on a number line
Mark and label each set of decimals on the given
number lines.

0.1 0.2 0.5 0.7 0.8 1.1

0 1

0.1 1.0 1.5 2.3 4.4 5.8

0 1 2 3 4 5 6

0.03 0.09 0.33 0.55 0.75 0.99

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

21.35 21.39 21.51 21.64 21.69 21.72

21.3 21.4 21.5 21.6 21.7

1 0.8 0.5 1.1 0.2 0.7 0.1

2 0.1 1.0 1.5 2.3 4.4 5.8

3 0.55 0.09 0.03 0.33 0.75 0.99

4 21.35 21.39 21.51 21.64 21.69 21.72

5 Fill in < or > between each pair of decimals. Use your

number lines to help you decide.
a 0.3 < 1 b 0.05 < 0.5 c 2.5 < 2.9
d 0.7 > 0.69 e 0.09 > 0.1 f 0.33 > 0.3

see Student Book page 30

24
 Shapeoftitle
Units length
Complete the tables by filling in the equivalent
measurements.

Kilometres Metres
1 1000
5 5000
7.5 7500
12 12 000
135 135 000

Metres Centimetres
1 100
9 900
28 2800
98 9800
150 15 000

Centimetres Millimetres
1 10
7 70
15 150
67 670
189 1890

Metres Millimetres
1 1000
8 8000
15 15 000
27 27 000
112 1 12 000

see Student Book page 34

25
 Measure in different units
Measure each item and write the measurement in two
different ways.

Item In millimetres In centimetres

the length of my thumbnail Own work

span of my left hand

length of my shoe

length of a pair of scissors

length of a pencil

width of this book

height of a coffee mug

length of a stapler

width across a pair of spectacles

length of a belt

see Student Book page 34

26
 Measuring scales
1 The arrows represent measurements on each scale.
Estimate what each measurement is. Possible estimates are:
a b 1l

0 15 g 80 g 100 g
500 ml
c
e f g or 21 l
250 ml d
0 1 km 2 2.5 km 3.5 km 4 km
or 41 l
0

2 Draw more liquid in each jug to show the

given measurements.

1l 500 ml 2l

400

300
1l
200

100

0 0 0
1
2 litre 450 ml 1.4 litres

3 Draw arrows on each scale to show the

given measurements.

0 50 ml 120 ml 200 ml 0 25 cm 40 cm 50 cm
50 ml 120 ml 25 cm 40 cm

1 200
4 kg 750 g
1
100 g
4 kg 350 g 100 g
750 g 350 g

0 1 kg 0 400 grams

see Student Book page 38

27
 Comparing scales
Draw arrows to show where the given amount would show
on each scale

450 g 450 g
450g
0 500 g 0 200 400 600 g

1.2 l 1.2 l
1.2l
0 1 2 3 4 5l 0 1 2l

3.4 m 3.4 m
3.4m
3 4m 2 3 4 5m

2 2.4 kg 2.4 kg
2.4kg 2 3 kg
0 4 kg

100 ml 45 ml
45ml 45 ml 0 10 20 30 40 50 ml
0 ml

32°C 32°C
32°C
30 40 °C 30 35 40 45 °C

-5°C -5°C
–5°C
–10 0 10 20 30 40 °C –10 0 10 °C

see Student Book page 38

28
 Counting in steps
Count on or back in the given steps to complete each set of
numbers.

When you have finished, use a calculator to check your

answers.

Count on 56
in 12s
68 80 92 104 116 128

Count back 36
in 12s
24 12 0 -12 -24 -36

Count on 20
in 11s
31 42 53 64 75 86

Count back 88
in 11s
77 66 55 44 33 22

Count back 86
in 11s
75 64 53 42 31 20

Count on 205
in 15s
220 235 250 265 280 295

Count back 60
in 15s
45 30 15 0 -15 -30

Pete counts in fives from 132 to 500. Try to answer these

questions without actually counting.

Would he count 182? Student’s to discuss the problems in groups

Would he count 387?

Would he count 198?

Explain how you answered these questions.

see Student Book page 41

29
 Adding and subtracting by counting in groups
Fill in the missing numbers on each number line.

Write the answers to each calculation.

247 + 318 = 565 142 + 612 = 754
+100 +100 +40 +2 +5 +100 +40 +2

318 612

762 + 189 = 951 876 + 1245 = 2121

+100 +40 +40 +8+1 +800 +60 +10 +6

762 1245

3109 + 1098 = 4207 1124 + 7122 = 8246

+1000 +90 +1 +7 +1000 +100 +20 +4

3109 7122

94 – 77 = 67 184 – 92 = 92
+20 –3 +10 +80 +2

77 92

708 – 518 = 190 746 – 349 = 397

–10 –8 –500 –3 –6 –40 –300

708 746

1034 – 587 = 447 9000 – 7848 = 1 152

–3 –4 –50 –30 –500 +1 –8 –40 –800 –7000

1034 8999

see Student Book page 43

30
 Position on a grid
y
10 A H D E
9

8 1
7 C K 3 I
B 2
6
O
5

4 J
3 P 4 N Q G F
2

1 L M 5
R S
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 x

Plot and label each set of points.

Draw lines to join them up (in order).

Write the name of each shape.

1 A(1, 10), B(4, 7), C(1, 7) triangle

________________

2 D(12, 10), E(14, 10), F(14, 3) G(12, 3) rectangle

________________

3 H(8, 10), I(11, 7), J(8, 4), K(5, 7) square

________________

4 L(2, 1), M(6, 1), N(6, 3) O(4, 5), P(2, 3) pentagon

________________

5 Q(9, 3), R(9, 0), S(13, 0) triangle

________________

see Student Book page 47

31
 Multiplication facts
Use these tests to check how well you know your multiplication facts.

Write the answers only.

Time how long it takes you to complete each test.

Test 1 Test 2 Test 3

4 × 5 = 20 2 × 10 = 20 2 × 10 = 20
3 × 8 = 24 1×8=8 9 × 9 = 81
9 × 2 = 18 4 × 4 = 16 9 × 8 = 72
1 × 9 =9 3 × 6 = 18 10 × 9 = 90
4 × 6 = 24 7 × 10 = 70 4 × 3 = 12
3 × 7 = 21 3 × 9 = 27 5 × 9 = 45
2 × 7 = 14 8 × 9 = 72 8 × 6 = 48
5 × 5 = 25 5 × 3 = 15 5 × 8 = 40
2 × 8 = 16 9 × 4 = 36 9 × 3 = 27
9 × 3 = 27 7 × 5 = 35 6 × 7 = 42
6 × 5 = 30 10 × 9 = 90 5 × 4 = 20
10 × 7 = 70 8×8= 64 1 × 9 =9
7 × 6 = 42 7 × 7 = 49 8 × 4 = 32
3 × 9 = 27 9 × 9 = 81 6 × 9 = 54
5 × 8 = 40 6 × 8 = 48 6 × 7 = 42
4 × 9 = 36 10 × 6 = 60 7 × 8 = 56
6 × 6 = 36 7 × 9 = 63 4 × 9 = 36
5 × 10 = 50 9 × 6 = 54 6 × 5 = 30
6 × 9 = 54 8 × 5 = 40 6 × 10 = 60
2 × 3 =6 9 × 7 = 63 4 × 9 = 36
Time: Time: Time:

see Student Book pages 49 and 50

32
 Division facts
Use these tests to check how well you know your division facts.

Write the answers only.

Time how long it takes you to complete each test.

Test 1 Test 2 Test 3

16 ÷ 2 = 8 21 ÷ 3 = 7 12 ÷ 4 = 3
30 ÷ 3 = 10 36 ÷ 4 = 9 32 ÷ 8 = 4
24 ÷ 8 = 3 90 ÷ 9 = 10 27 ÷ 9 = 3
27 ÷3 = 9 24 ÷ 4 = 6 80 ÷ 8 = 10
45 ÷ 5 = 9 81 ÷ 9 = 9 64 ÷ 8 = 8
81 ÷ 9 = 9 25 ÷ 5 = 5 48 ÷ 8 = 6
25 ÷ 5 = 5 15 ÷ 3 = 5 45 ÷ 5 = 9
24 ÷ 4 = 6 64 ÷ 8 = 8 56 ÷ 8 = 7
48 ÷ 6 = 8 18 ÷ 6 = 3 12 ÷ 2 = 6
50 ÷ 5 = 10 42 ÷ 6 = 7 28 ÷2 = 14
72 ÷ 9 = 8 63 ÷ 7 = 9 72 ÷ 8 = 9
48 ÷ 8 = 6 20 ÷ 4 = 5 35 ÷ 5 = 7
30 ÷ 6 = 5 49 ÷ 7 = 7 8 ÷ 1 =8
35 ÷ 7 = 5 72 ÷ 9 = 8 36 ÷ 6 = 6
64 ÷ 8 = 8 50 ÷ 5 = 10 14 ÷ 2 = 7
63 ÷9 = 7 54 ÷ 9 = 6 18 ÷ 9 = 2
54 ÷ 6 = 8 16 ÷ 2 = 8 48 ÷ 6 = 8
24 ÷ 8 = 3 28 ÷ 7 = 4 36 ÷ 9 = 4
90 ÷ 10 = 9 36 ÷ 6 = 6 48 ÷ 6 = 8
21 ÷ 3 = 7 35 ÷ 7 = 5 54 ÷ 9 = 6
Time: Time: Time:

see Student Book pages 49 and 50

33
 Factors
1 Find the factor pairs for each number. Write them in
the towers.

56

18 1 56 28

1 18 2 28 1 28
2 9 4 14 2 14
3 6 7 8 4 7

60

36 1 60
1 36 42 2 30
2 18 1 42 3 20
3 12 2 21 4 15
4 9 3 14 5 12
6 6 6 7 6 10

2 Complete these tables.

Product 12 18 36 48 30 100 90 81
Factor 1 9 6 6 5 10 9 9
Factor 12 2 6 8 6 10 10 9

Factor 1 3 4 5 6 7 8 8
Factor 8 9 8 9 7 7 8 9
Product 8 27 32 45 42 49 64 72

see Student Book page 54

34
 Divisibility rules
1 Write the numbers in the box into the correct columns
in the table.

17 28 19 16 113 29 45 58 109 124

148 1120 900 2356 650 191 1190 4512 4509 5201

Divisible by 2 Not divisible by 2

28, 16, 58, 124, 148, 1120, 17, 19, 113, 29, 45, 109,
900, 2356, 650, 1190, 191, 4509, 5201
4512

2 Circle all the numbers that are divisible by 5.

Colour in the circles if the number is also divisible by 10.

43 45 50 66 60 75 80 85 100

125 140 142 188 185 190 200 305 310

15 19 150 180 455 500 505 515 672

625 675 800 923 940 965 1000 1025 1099

3 Circle all the numbers that are divisible by 100.

30 300 350 3000 3500 3080 3800

120 1200 1250 1020 12 000 12 500 12 050

400 800 480 840 8400 4800 48 800 84 400

4 Are all numbers that are divisible by 100 also divisible by:
a 2 yes b 5 yes c 10 yes
Explain how you decided.
see Student Book page 57
35
 Different scales
This table gives the prices per kilogram of bananas at five different stores

Store Farmers-R- Fancy Cheap-n- Fresh Speciality

us Fruits Fresh Things Fruits
Price per 2.50 4.00 1.00 2.00 6.00
kilogram ($)

1 Use the data in the table to complete these bar graphs

comparing the prices of the different items.

Graph C
6

4
Graph A
6

Price ($)
3
5

4
Price ($)

Graph B 2
3 6
Price ($)

2 4
1
1 2

0 0 0
Fancy Fruits
Cheap-n-
Fresh
Fresh Things
Speciality
Fruits

Fancy Fruits
Cheap-n-
Fresh
Fresh Things
Speciality
Fruits

Fancy Fruits
Cheap-n-
Fresh
Fresh Things
Speciality
Fruits
Farmers-
R-us

Farmers-
R-us

Farmers-
R-us

Store Store Store

2
Student’s own discussion
Discuss these questions, with a partner.
a Do all three graphs show the same information?
b What makes the graphs look different?
c Which graph do you think gives the most accurate picture of the data? Why?

see Student Book page 59

36
 Show choices on a pictogram
Use this grid to complete question 1.

Abseiling Key
Canoeing
Wind-surfing = 2 students
Pony-trekking
Parachuting
Archery
Orienteering
Climbing
Dinghy sailing
Water-skiing

Use this table to record your data.

Activity Tally Activity Tally

Abseiling Archery
Canoeing Orienteering
Wind-surfing Climbing
Pony-trekking Dinghy sailing
Parachuting Water-skiing

Use this grid to draw the pictogram for your class.

Abseiling Key
Canoeing
Wind-surfing =
Pony-trekking
Parachuting own graph
Archery
Orienteering
Climbing
Dinghy sailing
Water-skiing

see Student Book pages 60 and 61

37
 Positive and negative numbers
1 Fill in the missing numbers on each number line.

+2 +2 +2 +2 +2 +2 +2 +2 +2 +2 +2 +2

-8 -6 -4 -2 0 2 4 6 8 10 12 14 16
+5 +5 +5 +5 +5 +5

-15 -10 -5 0 5 10 15
–6 –6 –6 –6 –6 –6

-28 -22 -16 -10 -4 2 8

–7 –7 –7 –7 –7 –7

-14 -7 0 7 14 21 28

2 Write the number shown by each arrow on the number lines.

a b c d e f g
-16 -12 -9 -4 1 5 8
–20 –10 0 10
a b c d e f
-35 -27 21 -15 -5 7 21 15
–40 –30 –20 –10 0 10 20

3 Estimate and show where you think each number

would go on the given number lines. Student’s own estimates
a 0, –2, 1, 4, –3
-3 -2 0 1 4
–5 5

b –1, –3, –5, –9, 1

-9 -5 -3 -1 1
0

c –15, 10, –5, 0, –10

-15 -10 -5 0 10
–20 20
see Student Book page 64
38
 Temperature changes
Colour the thermometers to show the given temperatures.

Write what the temperature would be if it changed as given.

–30

–20

–10
4 degrees warmer 19°C

10

20

30

40
0

°C
15°C
12 degrees colder 3°C
–30

–20

–10

9 degrees colder 3°C

10

20

30

40
0

°C
12°C
Another 3 degrees colder
0°C
–30

–20

–10

24°C
10

20

30

40 5 degrees warmer
0

°C
19°C
22 degrees colder -3°C
–30

–20

–10

36°C
10

20

30

40

A rise of 15 °C
0

°C

21°C
A decrease of 18 °C 3°C

-10°C
–30

–20

–10

A drop of – 6 °C
10

20

30

40
0

°C

–4°C
A rise of 8 °C 4°C
–30

–20

–10

-1 1°C
10

20

30

40

9 °C colder
0

°C

–2°C
Another 3 °C colder -14°C

see Student Book page 66

39
 Looking at parallel lines
Look at these pictures. Tick the ones that have parallel lines.

1 2 3
✓ ✓

4 5 6
✓ ✓

7 8 9
✓

10 11 12
✓ ✓ ✓

see Student Book page 70

40
Parallel and perpendicular lines in real life
1 On this five-barred
gate, colour in:
a one pair of horizontal
parallel bars green
b one pair of vertical
parallel bars red
c the diagonal blue.

2 Write the size of the angles formed between the

diagonal bar and the other bars.
22° and 158°
________________________________________________________________________________

3 What do you notice about the angles formed by a

line intersecting parallel lines?

They add up to 180°

________________________________________________________________________________

________________________________________________________________________________

4 Draw your own sets of lines:

a one pair of diagonal parallel lines b one pair of perpendicular lines.
Own work

5 What can you say about the two angles formed by

a pair of perpendicular lines?

Discussion
________________________________________________________________________________

________________________________________________________________________________

see Student Book page 71

41
 Angles

the spokes of
the wheels form
acute angles

these triangles
form acute angles

1 On the bicycle:
a Find five acute angles. Mark them blue.
b Find three obtuse angles. Mark them green.
c Find four right angles. Mark them red.

c j

a b f g
d

i e

2 Write whether each numbered angle in this drawing

is acute, obtuse, or a right angle.
a obtuse b acute
c obtuse d acute
e acute f acute
g obtuse h right
i acute j obtuse

see Student Book page 74

42
 Angles on a straight line
The line AB is a straight line in each diagram.

Use the size of the given angles to calculate the size of the
unmarked angle in each diagram.

90° 43° 137°

A B A B

81° 109° 115° 65°

A B A B

108° 72° 152° 28°

A B A B

10°
170° 25° 155°
A B A B

108°
32° 40° 30° 60°
A B A B

see Student Book page 75

43
 Equivalent fractions
Use the circles to help you answer the questions.

1 Write the equivalent fractions:

1 2 2 4 3 ––6
–––
a –
4 = –––––
8 b –
5 = –––––
10
c –
4 = 8

d 1
– = ––5
––– e ––6
––– = 3
––––– f 1
– = 2
–––––
2 10 10 5 3 6

2 Circle the fraction that is not equivalent in each set.

1 4 2 ––5
a –
2
–
8
–
5 10
–––

1 2 3 ––3
b –
3
–
6
–
9 10
–––

3 6 ––8 ––9
c –
4
–
8 10
–––
12
–––

3 Circle the fractions that are less than 12– .

––3
––– 2
– 5
– 1
– 3
– 3
– ––9
––– ––4
–––
10 8 6 6 6 8 10 10

1
– 2
– ––5
––– 4
– 6
– 4
– ––8
––– 4
–
4 5 10 5 8 6 10 8

4 Write each set of fractions in order from smallest to greatest.

3 1 1 1 1 3
a –
4
–
4
–
2 4 2 4
1 3 1 4 9
b – ––9
––– 4
– ––3
–––
2 10 5 10 10 2 5 10
1 5 3 3 3 1 5 3
c –
2
–
8
–
8
–
4 8 2 8 4
d 2
– ––1
––– 1
– 3
– ––4
––– 1 2 4 1 3
5 10 2 5 10 10 5 10 2 5
e 1
– 1
– 1
– ––1
––– 1
– 1 1 1 1 1
3 2 5 10 8 10 8 5 3 2

5 Tick the statements that are true. Correct any

statements that are false.
a 3
–
5 = ––6
10
–––
✓ b 1
–
2 > 3
–
4 < c 2
–
8 < 1
–
4 =
d ––5
10
––– > 3
–
8 ✓ e 5
–
8 < 1
–
2 > f 3
–
4 = 6
–
8 ✓
g ––7
10
––– < 6
–
8 ✓ h 1= 10
–––––
10 ✓ I 5
–
8 = 3
–
4 <

see Student Book page 77

44
 More equivalent fractions
Remember: Equivalent fractions have the same value.

1 Complete this chart of equivalent fractions.

Thirds Quarters Fifths Sixths Eighths Tenths

2 3 4 5
– – – – – ––
4 6 8 10

1
– 2
3 6
2 4
–
3 6
1
– 2
4 8
3
– 6
4 8
1
– 2
5 10

–2 4
5 10

–3 6
5 10
3 4 6 8 10
3 4 –5 6 8 10
5

2 In a family of equivalent fractions, the simplest

fraction is the one with the lowest numerator and
denominator.

Use the chart to find the simplest equivalent fraction

for each of these:
5 1
a — 2
10
6 3
b – 4
8
4 2
c – 3
6
6 3
d — 5
10

see Student Book page 77

45
 Improper fractions and mixed numbers
Show each mixed number on the number line.

4 41 4 34 5 31 5 68 6 41 6 107 7 45 8 21 8 109

4 5 6 7 8 9

8 12–

4 14–
––7
6 10–––

5 13–
––9
8 10–––

4 34–

5 68–

6 14–

7 45–

see Student Book page 78

46
Name the fraction

1 What fraction of the total set of shapes are:

3 = 1 1
a triangles? _____________
12 4 b small triangles? _____________
12
2 = 1 4 = 1
c large triangles? _____________
12 6 d circles? _____________
12 3
2 = 1 2 = 1
e large circles? _____________
12 6 f small circles? _____________
12 6
7 3 = 1
g not circles? _____________
12 h squares? _____________
12 4
1 8 = 3
i large squares? _____________
12 j not squares? _____________
12 4
2 = 1 5
k hexagons? _____________
12 6 l shaded? _____________
12
7 3 = 1
m unshaded? _____________
12 n four-sided? _____________
12 4
5 1
o squares and hexagons? _____________
12 p unshaded hexagons? _____________
12

see Student Book page 80

47
 Perimeter
Draw each of the following shapes.

1 A square with perimeter 16 cm. 3 A rectangle with perimeter 16 cm.

2 A square with perimeter 20 cm. 4 A rectangle with perimeter 20 cm.

Possible rectangles are:

(a square is also
a rectangle)

Possible rectangles are:

(a square is also
a rectangle)

see Student Book page 81

48
 More perimeter and area
1 Here are some shapes on a 1cm grid.

A B C

a Colour two shapes that have a perimeter of 12 cm.

b Which two shapes have a perimeter of 14 cm? A and E
c What is the area of Shape B? 7 cm2
d Which has the greater area: Shape A or Shape E? They are equal in area

2 The perimeter of this rectangle is 40 centimetres.

length

not drawn
7 cm accurately

a Calculate the length of the rectangle. 13 cm

b What is the area of this rectangle? 91 cm2

3 What is the area of a square if its perimeter is:

a 20 cm sides are 5 cm so area is 25 cm2 b 64 cm sides are 16 cm so area is 256 cm2
see Student Book page 84
49
 Multiplying by 10 and 100
1 Fill in the missing numbers.
a
×10 ×10 ×10 ×10
7 70 700 7000 70 000

b
×10 ×10 ×100
18 180 1800 180 000

c
×100 ×10 ×10
97 9700 97 000 970 000

2 Work out the missing operations.

a
12 120 1200 120 000 1 200 000
# 10 # 10 # 100 # 10

b
23 2300 23 000 230 000
# 100 # 10 # 10
c
129 1290 129 000 1290 Think!
# 10 # 100 ÷ 100

see Student Book page 85

50
 Multiplying and dividing by 10 and 100
Complete this flow diagram.

Fill in one of the operations: × 10, × 100, ÷ 10 or ÷100

in each circle.

Write the correct numbers in the blocks.

20 100 # 10

÷ 10 ÷ 10 20 100 ×100

2010 201 ×10 2010

÷ 100

201

÷ 10 ÷ 100
# 10 ×100

20 100

20 100 # 100 201 ÷ 10

see Student Book page 86

51
 Doubling and halving
1 Super electronics is having a half-price sale. Write the
sale price of each item.

Was $820 Was $96

$210
Now: 105 Now: 410
Now:
48

Was $2700 Was $8300

Was $128
Now: 1350 Now: 4150
Now: 64

2 The matching sides of the shapes on the right are double the length of those on
the left. Write the missing lengths. Use a calculator to find the perimeter of all
the shapes.

19 38 23 23 46 46

14 14 28 18 18 36 36
19 31 62
P = 66 P = 132 P = 1 13 P = 226
52 60
26 30
56
28
26 26 52 37
74
52
52 P = 95 P = 190
26
P = 208 17
P = 104
15
30 67 67 134
42 42 84 84

54 108 17 34
P = 153 P = 306 P = 168 P = 336
see Student Book page 88
52
 Reflections
Draw the reflection of each shape on the other side of
the dotted line (or mirror line). Notice the equal amounts
of space between the image and the mirror line, and the
reflection and the mirror line.

image reflection

Remember: If there is space between the image and the

mirror line, you need to leave the same amount of space
between the reflection and the mirror line.

1 2

3 4

5 6

see Student Book page 92

53
 Translated shapes
Draw each shape translated on the grid according to the instructions.

1 Translate the triangle forwards 2 Slide the square down

4 blocks. 3 blocks.

3 Translate this shape back 4 Slide this shape forwards

5 blocks. 3 blocks.

5 Translate this shape down 6 Slide this shape forwards

5 blocks and forwards 4 blocks. 7 blocks and up 1 block.

see Student Book page 94

54
 Pairs of decimals that make 1
1 Find pairs of decimals that add up to 1.

As you find each pair, cross out the numbers. Own work

0.8 0.45 0.9 0.65 0.19 0.76 0.05

0.81 0.77 0.15 0.75 0.68 0.5 0.87

0.62 0.49 0.38 0.35 0.32 0.13 0.97

0.25 0.3 0.4 0.58 0.98 0.14 0.51

0.99 0.71 0.59 0.17 0.95 0.79 0.23

0.41 0.2 0.29 0.84 0.24 0.1 0.21

0.4 0.86 0.5 0.41 0.6 0.42 0.65

0.5 0.85 0.03 0.7 0.16 0.01 0.59

2 List all the numbers that are not crossed out. Next to
each one, write how much you would need to add to it
to make 1.

0.77 + 0.23
0.13 + 0.87
0.17 + 0.83
0.4 + 0.6
0.5 + 0.5

see Student Book page 96

55
 Making 10s
1 How much taller does each plant need to grow to be
10 cm tall?

3.6 cm 3.5 cm 7.7 cm 2.9 cm 1.8 cm 0.9 cm 10 cm

6.4 cm 6.5 cm 2.3 cm 7.1 cm 8.2 cm 9.1 cm

2 Each barrel can hold 10 litres of water. How much

more water can each one hold?

8.07 l

4.9 l 4.99 l

2.45 l
1.28 l

7.55 l 5.1 l 1.93 l 8.72 l 5.01 l

3 Each of these items was bought with a $10 note. How

much change did each person get?

$5.47 $1.99 $6.40 $9.2

1

$4.53 $8.01 $3.60 $0.79

see Student Book page 97

56
 Decimal puzzles
In a magic square the sum of each row, each column and
each diagonal is the same.

1 Grid A is a magic square with whole numbers.

a Work out the missing number.
b Use the numbers in the magic square to make a decimal magic square in grid B.
Each decimal should have one decimal place.
c Subtract 5.5 from each number in the decimal magic square. Write the answers in
grid C. Is it still a magic square? yes

Grid A Grid B Grid C

22.6
226 219 224 21.9 22.4 17.1 16.4 16.9

221 223 225 22.1 22.3 22.5 16.6 16.8 17

222 227 220 22.2 22.7 22.0 16.7 17.2 16.5

2 Grid D shows another magic square.

a Find the missing numbers.
b Halve each number and write the answers in Grid E.
c Use the given number as a starting point to make a decimal magic square in Grid
F. Each number must have two decimal places. The total of each row, column and
diagonal must be 0.42.

Grid D Grid E Grid F

3.1 12.2 5.7

1.55 6.1 2.85 0.17 0.16 0.09

7.0 4.4 0.14

9.6 4.8 3.5 2.2 0.06 0.22

8.3 1.8
10.9 4.15 0.9 5.45 0.19 0.12 0.1 1

see Student Book page 99

57
 Frequency tables
1 Complete the frequency table to show how many of
each shape there are in this set.

Shape Tally Frequency

Hearts 1III IIII IIII 14
Stars 1III IIII IIII III 18
Rectangles 1III 5
Moons 1III IIII IIII IIII 19
Circles 1III IIII I 11
Total 67
2 Use the grouped frequency table to organise this set of
test results.

8 7 6 6 6 8 7 5 6 5 4

9 10 10 9 9 7 6 3 8 9 10

3 5 6 7 8 8 8 8 9 4 6

Results Frequency
1–2 0
3–4 4
5–6 10
7–8 11
9 – 10 8
see Student Book page 101
58
 Bar line graphs
Use these grids to draw the graphs for Student’s
Book page 102.

Grid A
16

14

12
Number of marbles

10

0
ul
an
tie
ris
Ian

Bh a
di

Mo lex
ue
a
n

ur
ud
Pa

niq
Ch
Ka

A
Al

Ni

La

Grid B
32

28

24

20

16

12

0
Or d
ge
w
een

e
e
k
n
rpl
Blu
Pin
ow
Re

llo
an

Gr
Pu
Ye

Br

see Student Book page 102

59
 More line graphs
Grid A

28

27

26
Temperature (°C)

25

24

23

22

21

20
8 9 10 11 12 1 2 3
Time

Grid B

100

80
Number of people

60

40

20

0
3 4 5 6 7 8 9
Time

see Student Book page 105

60
Mental division strategies
1 Try to calculate these in your head. Check your
answers with a calculator.

My answer Calculator answer

600 ÷ 10 Own work
60 ÷ 10
1900 ÷ 100
190 ÷ 10
4000 ÷ 100
400 ÷ 100

2 What happens to the digits of any number divided by

the following numbers?

a 10 Discussion. Check that the students realise that the digits move one or two
________________________________________________________________________

b 100 place values when you divide by 10 or 100.

________________________________________________________________________

3 Now try these:

7
a 140 ÷ 20 = ___ 8
b 480 ÷ 60 = ___

6
c 180 ÷ 30 = ___ 8
d 720 ÷ 90 = ___

4 Write an instruction for a quick way to divide any number by 30.

Students own methods, but should understand that you can divide by 10 and
______________________________________________________________________________

then by 3 or vice versa.

______________________________________________________________________________

see Student Book page 108

61
 More division
In this grid the number sentences can be read from left to
right and from top to bottom.

60 ÷ 4 = 15

÷ ÷ ÷
6 ÷ 2 = 3

= = =
10 ÷ 2 = 5

Use the numbers in the box to correctly complete each

division grid.

1 2 2 5 10 10 2 3 6 8 9

10 50 100 16 24 144

100 ÷ 10 = 10 144 ÷ 24 = 6
÷ ÷ ÷ ÷ ÷ ÷

2 ÷ 1 = 2 16 ÷ 8 = 2
= = = = = =

50 ÷ 10 = 5 9 ÷ 3 = 3

see Student Book page 109

62
 The sawmill
Planks 5 m long are delivered to the saw
mill. The workers cut the planks into
different lengths.

1 How long would each piece be in

centimetres if they cut a plank into:
125 cm
a 4 quarters? __________

iStockphoto.com
250 cm
b 2 halves? __________

50 cm
c tenths? __________

62.5 cm
d 8 pieces? __________

2 How many planks would be needed to cut each of

the following sets of wood?
How many pieces of wood are left over as scrap
each time? How long are the pieces of scrap wood?

3 planks needed, 0 pieces scrap

a 6 pieces, each 250 cm long ___________________________________________________

3 planks needed, 3 pieces scrap, 0.5 m long

b 9 pieces, each 150 cm long ___________________________________________________

2 planks needed, 2 pieces scrap, 0.2 m and 3.8 m long

c 5 pieces, each 120 cm long ___________________________________________________

3 A plank was cut into eight equal pieces. Five pieces

were sold. What length of wood was left over?

1.875 m
______________________________________________________________________________

4 Eight planks of wood were cut into 50 cm lengths.

How many pieces of wood did this make?

80 pieces of wood
______________________________________________________________________________

see Student Book page 110

63
 What will you do with the remainder?
Solve these problems. Decide whether it is more sensible
to write the remainder as a fraction or leave it as a whole
remainder.

1 A carpet layer has a huge roll of stair carpet

250 m long. He cuts it into 9 m lengths.
27
He gets _____________ pieces. with 7 m left over

2 A light aircraft flies 457 km using

8 barrels of fuel.
57.125 km kilometres
It travels _____________
for each barrel.

3 Two children are wrapping gifts.

a They cut 250 cm of ribbon into 10 pieces.
25 cm
Each piece is _____________ long.
b How many 20 cm long ribbons can
12 with a 10 cm
they cut from a length of 250 cm? _____________
piece left over
4 $75 is divided equally between 4 people.
$18.75
Each person gets _____________.

5 Suggest 3 other ways to divide $75 into

equal amounts.
$75 ÷ 2 = $37.50 $75 ÷ 6 = $12.50
_____________________________________________
$75 ÷ 3 = $25 $75 ÷ 10 = $7.50
_____________________________________________
$75 ÷ 5 = $15
_____________________________________________

see Student Book page 112

64
 Shapes and nets
Trace and cut out this net.

Use it to make a cube.

see Student Book page 115

65
 Birdwatching
In an hour a birdwatcher
saw these birds:

4 pigeons

6 ducks

12 starlings

24 sparrows

2 wild geese

1 owl.

1 Write down the ratio of:

12 to 4 = 3 to 1
a starlings to pigeons ____________________

2 to 12 = 1 to 6
b wild geese to starlings ____________________

6 to 12 = 1 to 2
c ducks to starlings ____________________

24 to 2 = 6 to 1; 24 to 6 = 4 to 1; 24 to 12 = 2 to 1;
d sparrows to each of the other birds ____________________
24 to 2 = 12 to 1; 24 to 1
In a survey of water birds, these were the ratios:

ducks to geese 6 to 1

ducks to swans 5 to 1

2 If there were 30 ducks, how many geese and swans

were there?
5
____________________ geese 6
____________________ swans

3 If 12 ducks flew away, what would the new ratio be

of:
18 to 5
a ducks to geese? ____________________
18 to 6 = 3 to 1
b ducks to swans? ____________________

see Student Book page 118

66
 Colour the correct proportions
Colour each pattern in the given proportions Own work

1 1 1 1 1 1
2 yellow 2 blue 2 red 4 green 4 yellow 4 red
1 1
4 blue 2 blue

1 1 3 1 1 1
4 red 4 blue 4 red 8 yellow 4 red 4 green
1 1 1 1
4 yellow 4 green 8 blue 2 yellow

1 1 5 1 1 6
4 red 4 blue 16 green 2 blue 4 red 16 yellow
1 1 1 1 5
4 green 4 yellow 16 red 4 green 8 blue

see Student Book page 119

67
 Ratio
1 List 14 ratios to compare these children.

For example, boys to girls is 6 to 8.

Own work
________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

2 A supermarket sells both products in special packs:

2 bottles of shampoo with 1 free bottle of conditioner.

3 bottles of bath foam with 1 free bottle of lotion.

What is the ratio of:

a conditioner bottles to shampoo bottles? 1:2

b body lotion bottles to bath foam bottles? 1:3

see Student Book page 122

68
 Recipes and proportions
The students at a school want to make chocolate cakes to
sell at the school fete.

This is the recipe for making one cake.

Ingredients:

100 g margarine
150 g sugar
100 g self-raising flour
120 g dark chocolate
2 eggs

1 A class wants to bake 10 cakes. How much of each

ingredient will they need?
__ g margarine (1 kg)
1000
__ g sugar (1.5 kg)
1500
1000
__ g self-raising flour (1 kg)
1200
__ g dark chocolate (1.2 kg)
20
__ eggs

2 If a class has 12 eggs and as much of the other

ingredients as they need, how many cakes can they
bake? 6

3 What mass of sugar will a class need to make 8 cakes? 1200 g or 1.2 kg
4 One class sells one cake for $8.75. How much money
will they make if they sell:
a 10 cakes $87.50
b 8 cakes $70.00
c 25 cakes $218.75
d 100 cakes? $875.00

5 Sanjay’s class sold their cakes for $8 each. If they

raised $232.00, how many cakes did they sell?

29
see Student Book page 123
69
 Bubble percentages
Shade the bubbles different colours. Then write the
percentage of bubbles in each colour. Own work

Red _________________ Orange _________________ Yellow _________________

Green _________________ Blue _________________ Purple _________________

Grey _________________ Black _________________ Other _________________

see Student Book page 124

70
 Problems involving percentages
1 Shade the correct percentage of each 10 × 10 square.
a 15% b 20% c 1%

2 Shade the correct percentage of each shape.

(Hint: Convert the percentage to a fraction and simplify it!)
a 25% b 40% c 75%

3 Complete the sentences.

50
a Half is the same as ________%. 25
b A quarter is the same as ________%.
10
c One-tenth is the same as ________%. 60
d Three-fifths is the same as ________%.

4 Work out these amounts.

a 100% of $5 is ________________.
$5 b 50% of $5 is ________________.
$2.50
c 1% of $10 is ________________.
10 cents

see Student Book page 124

71
 Percentages, decimals and fractions
A number can be written as a fraction, decimal or
percentage.

For example, 1_2 = 0.5 = 50%.

1 Complete the chart.

Fraction Decimal Percentage

1
–
2 0.5 50%
––1
––– 0.1 20%
10

––4
10
––– 0.4 40%
––7
10
––– 0.7 70%
2
100 = 501 0.02 2%
17
100 0.17 17%
27
100 0.27 27%
88 22
100 = 25 0.88 88%
9
10 0.9 90%
45
100 = 209 0.45 45%

6
10 = 35 0.6 60%

2 Show where each of these fractions would fit on the

0–100% line
1
– ––1
––– ––3
––– ––45
–––––––– ––99
–––––––– ––7
–––
2 10 10 100 100 10

0 100%

Students own work

Allow them to check each other’s placement and to discuss any discrepancies.

see Student Book page 125

72
 Equivalent fraction wheels
Remember: To convert a fraction to a decimal, you divide
0.5
the numerator by the denominator.
2
_
_
1
For example, = 1 ÷ 4 = 0.25 4
4
_
5 1
_ 3
_
0.5 0.5
_
1
This is a fraction wheel for . It shows equivalent 10 2 6
2
4
_
fractions and decimals. There are other fractions which 8
__ , __
could go on this wheel, for example, 10 8
or ___
50
.
20 16 100
0.5

Complete these equivalent fraction wheels. Own work

1 a b c

1
_ 1
_ 1_
4 5 10

2 a b c

3
_ 2
_ 3
_
4 5 10

see Student Book page 128

73
 Ordering equivalent fractions
1 Complete this table.
1
–
2

––1 2 3 4 ––5 ––6 7 8 9 10

Tenths 10
–––
10 10 10 10
–––
10
–––
10 10 10 10
Decimals 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Percentages 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2 Arrange each set of fractions in order from smallest to

greatest.
a 0.25 3
–
4
––2
10
––– ––0
01
––– 0.7 50% 0, 102 , 0.25, 50%, 0.7, 34

b ––9
10
––– 75% 0.8 1
–
2 25% 2
–
5 25%, 52 , 21 , 75%, 0.8, 109
c 60% 0.66 –––––6–––––
100
1
–
2 0.4
6
100 , 0.4, 21 , 60%, 0.66

3 Write down two numbers from each set above that

have a sum of 1.
3
Set A: 0.25 + 4 =1 Set B: 75% + 25% = 1 Set C: 0.4 + 60% = 1

4
a Write down the highest and lowest value in each set.
Set A 0 and 34
Set B 25% and 109
6
Set C 100 and 0.66
3 65 60
b Calculate the difference between the two values. A: 4 B: 100 C: 100
c Show the differences on this number line.

0 1

Own work

see Student Book page 128

74
 Likely and unlikely events
Draw lines to match the events to the correct place
on the scale. Answers will vary

There will be 29 days in

Certain February this year

I will become
Likely a famous actor

Next year I will be

older than I am now
Even chance

I’ll read a book

Unlikely this week

Impossible
It will rain
tomorrow

I will play sports

this week
I will eat
fruit today

see Student Book page 130

75
 Choose your method
1 Here are some multiplications. Try and solve them
without a calculator. Choose your own method.
a 956
4 × 239 = _______ 2324
b 332 × 7 = _______ 1395
c 155 × 9 = _______
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

2814
d 469 × 6 = _______ 1988
e 497 × 4 = _______ 1791
f 199 × 9 = _______
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

2 Mr Musa’s electric shop orders some electronic

equipment. Work out the total cost of each order.
a 9 TV sets at $114 each. b 7 camcorders at $799 each.
$1026
__________________________________ $5593
__________________________________
__________________________________ __________________________________

c 925 washers at 9c each. d 8 extension cables at $8.99 each.

$83.25
__________________________________ $71.92
__________________________________
__________________________________ __________________________________

see Student Book page 133

76
 Find the area
Work out the area of each field. Do your working inside the
fields.

Remember Area = length × breadth

82 m
27 m

513 m2 19 m
3526 m2 43 m

94 m

1598 m2 17 m

75 m
62 m

4836 m2 78 m 6825 m2 91 m

see Student Book page 134

77
 Multiplying decimals
Complete this multiplication table.

× 2 3 4 5 6 7 8 9
1.1 2.2 3.3 4.4 5.5 6.6 7.7 8.8 9.9
1.8 3.6 5.4 7.2 9 10.8 12.6 14.4 16.2
1.7 3.4 5.1 6.8 8.5 10.2 1 1.9 13.6 15.3
2.3 4.6 6.9 9.2 1 1.5 13.8 16.1 18.4 20.7
2.5 5 7.5 10 12.5 15 17.5 20 22.5
2.9 5.8 8.7 1 1.6 14.5 17.4 20.3 23.2 26.1
3.0 6 9 12 15 18 21 24 27
3.1 6.2 9.3 12.4 15.5 18.6 21.7 24.8 27.9
3.3 6.9 9.9 13.2 16.5 19.8 23.1 26.4 29.7
3.7 7.4 1 1.1 14.8 18.5 22.2 25.9 29.6 33.3
4.5 9 13.5 18 22.5 27 31.5 36 40.5
4.8 9.6 14.4 19.2 24 28.8 33.6 38.4 43.2
5.9 1 1.8 17.7 23.6 29.5 35.4 41.3 47.2 53.1
7.2 14.4 21.6 28.8 36 43.2 50.4 57.6 64.8
9.6 19.2 28.8 38.4 48 57.6 67.2 76.8 86.4
9.9 19.8 29.7 39.6 49.5 59.4 69.3 79.2 89.1

see Student Book page 137

78
 Work out the mass

block 3.2 kg plank 2.8 kg

bag of nails 1.1 kg coil of rope 6.4 kg

The mass of each item is given.

Work out the mass of each pile.

5 blocks 16 kg 9 planks 25.2 kg 3 bag of nails 3.3 kg 7 coils of rope

44.8 kg

36.4 kg
2 coils of rope + 3 blocks + 5 planks
2 blocks + 3 bags of nails
9.7 kg

2 of each item 27 kg 67.5 kg

5 of each item

see Student Book page 138

79
 Mixed calculations
1 Complete these mixed operations. Remember BODMAS,
1
a –
3 50
of (200 – 50) to give you the correct
order of operations:
b (100 + 44) ÷ 12 12
c (10 + 4 × 4) + (17 + 3 × 8) 201 B rackets
d 18 ÷ 3 + 8 × 2 + 25 ÷ 5 27 Of
1 D ivision
2 of 18 + 19 + 20 + 21 69
e –
1 1
M ultiplication
f – –
2 of 22 – 2 of 16 3 A ddition
3
g (4– of 66) + 55 ÷ 11 54.5 S ubtraction
h 43 + 19 + 15 + 200 ÷ 2 × 5 577
i 10 × (16 – 6) 100 l 7 × 30 + 2 × 40
290
4 × 4 + 4 × 4 + 5 × 5 57
3 1
j m of 16 + of 16 16
–
4
–
4
1 3
– –
k 2 of 50 + 4 of 100 100 n (10 + 10 + 10 + 10 + 10 + 10) ÷ 5
12
2 Complete these problems. You will first need to write
the number sentence, then find the answer.
a Jenny organises a cherry-picking expedition and picnic.
The following people confirm they will join her: Mary
and her two sisters, James and his four cousins, Leah
and her brother and mother. Jenny needs to take one
picnic basket for every two people. How many picnic
baskets must she take? (1 + 1 + 2 + 1 + 4 + 1 + 2) ÷ 2 = 6 baskets
b Three friends go out for a meal. They add up the items
on the bill and then split the total evenly between
them. The items on the bill are as follows: two starters
at $6.45 each, three main dishes which cost $8.99,
$7.35 and $10.50, and one dessert which costs $9.00.
How much must each person pay? (2 # $6.45 + $8.99 + $7.35 + $10.50 + $9.00)
c Class A has 32 students and Class B has 28 students. ÷ 3 = $16.25
3
–
4 of the students from each class go on the school
outing. How many students go altogether?
3 3
4 of 32 + 4 of 28 = 45

see Student Book page 141

80