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Supplementary

Materials

Pre-Algebra:

Strengthening

Arithmetic

Understanding

The Meaning of the Equal Sign,

Order of Operations and

Decomposition of Numbers

Student Worksheets

Prepared by:

1)

Peter Balyta.....................Massey Vanier High School

2)

George Calder..................Howard S. Billings High School

3)

Andre Del Castilho...........Centennial Regional High School

4)

Tony Rosciano..................Penfield Academy

5)

Colin D’Souza...................Macdonald Cartier High School

Resource Personnel:

Françoise Boulanger........ MEQ

Louise Gauthier

Carolyn Gould..................South Shore School Board

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 1 –

Decomposition of Numbers

“Today is the ______th day of the month.”

1.

(a)

**Express this number in 5 different ways.
**

Example:

10 = 8 + 2

i. _______________

iv. _______________

(b)

10 = 7 + 5 – 2

i. _______________

iv. _______________

ii. _______________

v. _______________

iii. _______________

**Express this number (5 different ways) using 1 division and 1
**

subtraction.

Example:

10 = 30 ÷ 2 – 5

i. _______________

ii. _______________

iv. _______________

v. _______________

iii. _______________

**Express this number (5 different ways) using any 3 operations.
**

Example:

12 ÷ 2 + 7 – 3 = 10

ii. _______________

iv. _______________

(f)

iii. _______________

10 = 6 + 2 × 2

i. _______________

iv. _______________

(e)

ii. _______________

v. _______________

**Express this number (5 different ways) using 1 addition and 1
**

multiplication.

Example:

(d)

iii. _______________

**Express this number (in 5 different ways) using 1 addition and
**

1 subtraction.

Example:

(c)

ii. _______________

v. _______________

ii. _______________

v. _______________

iii. _______________

**Express this number (5 different ways) using all 4 operations.
**

Example:

(3 × 5 – 1) ÷ 2 + 3 = 10

ii. _______________

iv. _______________

ii. _______________

v. _______________

iii. _______________

.../2

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 2 –

Decomposition of Numbers

“Today is the ______th day of the month.”

(g)

**Express this number (in 5 different ways) using 2 operations
**

and 1 set of parenthesis.

Example:

10 = (2 + 3) × 2

i. _______________

iv. _______________

(h)

10 = 32 + 1

i. _______________

iv. _______________

ii. _______________

v. _______________

3 2 + 12 = 10

4 2 – 22 = 10

i. _______________

iv. _______________

ii. _______________

v. _______________

iii. _______________

**Express this number (5 different ways) using at least 1 decimal.
**

Example:

10 = 4.5 ÷ 0.9 + (3 + 2)

i. _________________________

iii. _________________________

v. _________________________

(k)

iii. _______________

**Express this number (5 different ways) using at least 2
**

exponents and other operations.

Example:

(j)

iii. _______________

**Express this number (in 5 different ways) using at least one
**

exponent.

Example:

(i)

ii. _______________

v. _______________

ii. _________________________

iv. _________________________

**Express this number (5 different ways) using:
**

•

the 4 operations (+, –, ×, ÷ )

•

at least 1 exponent

•

at least 1 decimal

•

at least 1 set of parenthesis

Example:

10 = (3 + 2 – 1) ÷ 23 + (0.6 × 10) + 3

i. _________________________

iii. _________________________

v. _________________________

ii. _________________________

iv. _________________________

.../3

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 3 –

(Group work.)

2.

3.

**Given the numbers 3, 4 and 5. Using any combination of the
**

operations

+ , – , × , ÷ and any exponentiation, form an

expression whose answer is:

(a)

60

(b)

8

(c)

144

(d)

48

**Given the numbers 6, 7 and 8. Using any combination of the
**

operations + , – , × , ÷ and exponentiation, form an expression

whose answer is:

(a)

2

(b)

104

(c)

441

(d)

–5

(e)

2.5

**Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
**

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 4 –

Decomposition of Negative Numbers

4.

**Express –8 in 5 different ways using only 1 addition and 1
**

subtraction.

i.

iv.

5.

6.

8.

ii. _______________

v. _______________

iii. _______________

**Express –10 in 5 different ways using only 1 addition and 1
**

multiplication.

i.

–10 = –2 + –4 × 2

ii. –10 = (–3)2 + –19 iii. _______________

iv.

_______________

v. _______________

**Express –10 in 5 different ways using only 1 division and 1
**

subtraction.

i.

iv.

7.

–8 = –3 + 4 – 9

_______________

–10 ÷ 2 – 5 = –10

_______________

ii. _______________

v. _______________

iii. _______________

**Express –8 in 5 different ways using only 2 operations and 1 set of
**

parenthesis.

i.

(–3 + 5) × –4 = –8

ii. _______________

iv.

_______________

v. _______________

iii. _______________

**Express –13 in 5 different ways using all 4 operations.
**

i.

–5 × 2 + –10 ÷ 5 – 1 = – 13

ii.

____________________

iii.

v.

____________________

____________________

iv.

____________________

.../5

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 5 –

Decomposition of Rational Numbers

9.

10.

11.

12.

Express

1

as the sum of 2 fractions in 5 different ways.

2

i.

1

1

1

=

+

2

4

4

ii.

iv.

_______________

v. _______________

Express

1

3

2

=

+

2

10

10

4

as the difference of 2 fractions in 5 different ways.

5

i.

4

7

3

=

–

5

5

5

ii.

iv.

_______________

v. _______________

Express

4

15

3

=

–

5

15 15

iii.

4

13

5

=

–

5

10 10

5

as the product of 2 fractions in 5 different ways.

8

i.

5

1

5

=

×

8

2

4

ii.

iv.

_______________

v. _______________

Express

iii. _______________

5

2

5

=

×

8

4

4

iii. _______________

7

as the quotient of 2 fractions in 5 different ways.

10

i.

7

1

1

=

÷

10

10

7

ii.

7

1

2

=

÷

10

10

14

iv.

7

5

5

=

÷

10

10

7

v. _______________

iii. _______________

.../6

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 6 –

“Names for 100!”

13.

**State an expression for 100 that uses:
**

(a)

addition

Example: 100 = 98 + 2

(b)

subtraction

_______________________

(c)

multiplication

_______________________

(d)

addition and multiplication

_______________________

(e)

division

_______________________

(f)

exponentiation

_______________________

(g)

exponentiation and subtraction

_______________________

(h)

division with fractions

_______________________

(i)

multiplication with decimals

_______________________

(j)

negative integers and addition

_______________________

(k)

negative decimals and multiplication

(l)

negative fractions and subtraction

_______________________

(m)

negative fractions and division

_______________________

_______________________

.../7

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 7 –

14.

15.

**Make change for $1 in 5 different ways.
**

(a) $1 = 4 × 0.25

(b) $1 = 2 × .10 + 0.50 + 0.25 +

0.05

(c) _________________________

(e) _________________________

(d) _________________________

**Make change for $0.90 using only nickels and dimes in 5 different
**

ways.

(a) $0.90 = 6 × 0.05 + 6 × .10 (b) _________________________

(c) _________________________

(e) _________________________

(d) _________________________

16.

**John has 16 coins in quarters, nickels and pennies. If the total value
**

is $2.28, how many coins of each does he have?

17.

**Find the least number of coins needed to total $1.87.
**

quarters, dimes, nickels and pennies.)

18.

**Given the perimeters find the missing sides for each figure.
**

lengths are all whole numbers.)

(a) P = 17 cm

(Use only

(The

(b) P = 26 cm

a

a

b

b

(c) P = 20 cm

(d) P = 27 cm

5

a

b

a

b

d

c

.../8

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 8 –

19.

**There are four possible scoring plays in an NFL football game.
**

T o u c h d o w n . . . . . . . . . . . . . . . . . . . . . .6

Point After Touchdown...... 1

Field Goal........................3

S a f e t y . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

20.

points

point

points

points

(a)

List four ways that a team could score 11 points.

(b)

**It is not possible to obtain a final score of 1 point.
**

any other final scores which are impossible?

(c)

**If the 2-point safety did not exist, list 5 scores that would not
**

be possible.

(d)

**If the 3-point field goal did not exist, list 4 scores that would
**

not be possible.

(e)

**List 12 scores that cannot be made if a team doesn’t score a
**

safety or a field goal.

Are there

**The following are ways of obtaining points in a basketball game.
**

Free Throw...................1 point

Regular Shot................ 2 points

3-Point Shot.................3 points

(a)

List 5 ways a team could score 21 points.

(b)

**If the free throw did not exist, would any scores be impossible
**

to obtain?

(c)

**A team’s final score was 25 points. They had four 3-point shots.
**

Given that both free throws and regular shots were taken, what

are the possible combinations needed in order to obtain the 25

points?

.../9

**Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
**

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 9 –

21.

**Mike and Dave’s Day at the Golf Course
**

1st Hole

Par 5

Legend

2nd Hole

Par 3

**B i r d y . . . . . – 1 means 1 stroke less than par
**

B o g e y . . . . + 1 means 1 stroke more than par

E a g l e . . . . . – 2 means 2 strokes less than par

Double

3 rd Hole

**B o g e y . . . . + 2 means 2 strokes over par
**

Par......... 0

Par 4

Note: The player with the lowest score wins.

(a)

**If on the first hole you scored a double bogey, how many
**

strokes did it take you to sink the ball?

(b)

**At what hole would you be at if it took you four strokes to sink
**

the ball and you ended up with a bogey?

(c)

**On the first hole Dave had an eagle. On the same hole Mike
**

had a birdy. Who had the better score?

(d)

**Dave scored an eagle on the first hole, a par on the second and
**

a birdy on the third hole. What was his final score?

(e)

**After a round of three holes, who had the better score card?
**

Dave

1st Hole.....Birdy

2nd Hole.... Birdy

3rd Hole.....Birdy

(f)

Mike

1st Hole.....P a r

2nd Hole.... Double Bogey

3rd Hole.....Birdy

**At the end of the game Dave obtained the following results:
**

1st Hole.....P a r

2nd Hole.... Birdy

3rd Hole.....Birdy

**What possible combinations might appear on Mike’s score card
**

if he won the game?

.../10

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 10 –

22.

**Place the numbers 1, 4, 6, 7, 8, 9 and 10 in the circles to make each
**

side of the pentagon add to 19.

5

2

3

.../11

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 11 –

Create an identity where both sides of the “=” sign are equal to the given

number.

Example: The number is 10. Use 1 addition on 1 side and 1 subtraction

on the other.

8 + 2 = 12 – 2

14 – 4 = 6 + 4

17 – 7 = 1 + 9

23.

24.

25.

**Express 20 with an identity using 1 multiplication on one side and 1
**

division on the other side of the equal sign.

a)

__________________________________________________________________

b)

__________________________________________________________________

c)

__________________________________________________________________

**Express 15 with an identity using 1 addition and 1 subtraction on
**

both sides of the equal sign.

a)

__________________________________________________________________

b)

__________________________________________________________________

c)

__________________________________________________________________

**Express 24 with an identity using 1 multiplication and 1 division on
**

both sides of the equal sign.

a)

__________________________________________________________________

b)

__________________________________________________________________

c)

__________________________________________________________________

.../12

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 12 –

26)

27)

28)

29)

**Express 36 with an identity using 1 addition and 1 multiplication on
**

both sides of the equal sign. (Remember the order of operations.)

a)

4 + 8 × 4 = 6 × 5 + 6

b)

__________________________________________________________________

c)

__________________________________________________________________

**Express 5 with an identity using 1 division and 1 subtraction on both
**

sides of the equal sign. (Remember the order of operations.)

a)

20

– 5 = 8 – 12 ÷ 4

2

b)

__________________________________________________________________

c)

__________________________________________________________________

**Express 8 with an identity using 3 different operations on both sides
**

of the equal sign. (Remember the order of operations.)

a)

3 × 4 – 20 ÷ 4 = 35 ÷ 7 + 3 × 1

b)

__________________________________________________________________

c)

__________________________________________________________________

**Express 6 with an identity using 3 different operations on both sides
**

of the equal sign. (Remember the order of operations.)

a)

20

+ 18 – 7 = –9 + 3 + –6 × –2

–4

b)

__________________________________________________________________

c)

__________________________________________________________________

.../13

**Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
**

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 13 –

30.

**Rearrange the given numbers to make a true statement.
**

(a)

12 = 3 + 2 + 7

eg. i. 7 = 12 – 3 – 2

ii.

2 = _____________

ii.

3 = _____________

50 = _____________

ii.

30 = _____________

iii. 25 = _____________

iv.

18 = _____________

ii.

15 = _____________

iv.

10 = _____________

ii.

10 = _____________

ii.

12 = _____________

iv.

–6 = _____________

iii. 3 = _____________

(b)

15 = 5 + 3 + 7

i.

5 = _____________

iii. 7 = _____________

(c)

123 = 50 + 25 + 30 + 18

i.

(d)

120 = 5 + 15 +110 – 10

i.

5 = _____________

**iii. 110 = ___________
**

(e)

93 = 90 + 13 – 10

i.

90 = _____________

iii. 13 = ____________

(f)

20 = 14 + 12 – 6

i.

14 = _____________

iii. 6 = _____________

.../14

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 14 –

(g)

17 = 7 + 11 – 1

i.

(h)

7 = _____________

ii.

11 = _____________

iii. 1 = _____________

iv.

–1 = _____________

ii.

3 = _____________

ii.

9 = _____________

ii.

1

= _____________

2

ii.

1

= _____________

3

ii.

2 = _____________

18 = 6 × 3

i.

(i)

18 = 2 × 9

i.

(j)

1

2

40 = _____________

10 = 30 ×

i.

(l)

2 = _____________

20 = 40 ×

i.

(k)

6 = _____________

1

3

30 = _____________

49 = 2 × 24 + 1

i.

1 = _____________

iii. 24 = _____________

.../15

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 15 –

(m)

25 = 3 • 6 + 7

i.

7 = _____________

ii.

3 = _____________

ii.

5 = _____________

5 = _____________

ii.

3 = _____________

iii. 2 = _____________

iv.

12 = _____________

ii.

2 = _____________

ii.

33 = _____________

3 = _____________

ii.

(5 + 2) = _____________

iii. 5 = _____________

iv.

2 = _____________

iii. 6 = _____________

(n)

30 = (2) (5) + 20

i.

2 = _____________

iii. 20 = _____________

(o)

26 = 2 • 12 + 5 – 3

i.

(p)

22 = (2) (13) – 4

i.

13 = _____________

iii. 4 = _____________

(q)

88 = 3 × 33 – 11

i.

11 = _____________

iii. 3 = _____________

(r)

3 (5 + 2) = 21

i.

.../16

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

– 16 –

(s)

6(4 + 3) = 42

i.

(t)

6 = _____________

ii.

(4 + 3) = _____________

iii. 4 = _____________

iv.

3 = _____________

3 = _____________

ii.

(8 – 2) = _____________

iii. 8 = _____________

iv.

2 = _____________

7 = _____________

ii.

(9 – 3) = _____________

iii. 9 = _____________

iv.

3 = _____________

ii.

1

= _____________

2

ii.

2

= _____________

6

3 (8 – 2) = 18

i.

v.

(u)

7 (9 – 3) = 42

i.

v.

(v)

–3 = _____________

5

1

1

=

+

6

3

2

i.

(w)

–2 = _____________

1

= _____________

3

6

1

1

=

+

2

4

8

i.

1

= _____________

4

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

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