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Advanced Skills

ADVANCED SKILLS

START UP

MATHS

YEAR

MATHS

5

Get the Results You Want!

START UP MATHS

Year 5 Ages 10 –11 years old AGES

This book is part of the Excel Advanced Skills series,

which provides students with more challenging 10–11

extension work in Mathematics.

The Excel Advanced Skills Start Up Maths series for Foundation

to Year 7 has been specifically designed to be used as

classroom or homework books in order to help students with

%

their understanding of Mathematics. Each book in the series

covers the year’s work in detail.

Innovative features provide an integrated and supportive approach to learning. All units of work,

review tests and Start Up sections are interrelated and cross-referenced to each other. (Please

read the inside front cover for more details.)

This series of books is a must for students who want to cover the year’s work comprehensively,

with no gaps in their knowledge. The completion of this workbook in Year 5 will ensure that a

student will be fully prepared for the work in Year 6.

Over 170 units of work to complete

Thirty-five review tests for revision

Over 2000 exercises to practise

A Start Up section for extra help with understanding questions

.

Comprehensive coverage of the year’s work

Damon James, BEd, MSc(Ed), DipInfoTechEd, is an experienced teacher and a

successful author of many primary and secondary Mathematics textbooks.

1

T UP START UP START

TART UP STAR UP ST

Damon James

ADVANCED SKILLS

ADVANCED SKILLS

ADVANCED SKILLS

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MA THS

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ISBN 978-1-74125-262-0

G e t t he

Excel Test Zone Re

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Get the Results You Want! Pascal Press

H

Help your child prepare with our PO Box 250

FREE N

NAPLAN*-style and Australian Curriculum Tests.

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d publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.

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Want !

9781741252620 StartUpMaths Yr5 2016.indd 2,4 18/05/2016 2:19 PM

UNIT 1

Numbers to 99 999 (1)

See START UPS page 1 UNIT 2

Numbers to 99 999 (2)

See START UPS page 1 Step 1: Units

1 Complete the numeral shown on each abacus: 1 Write the numeral shown on each abacus:

a b a b

Important: turn to page 17 while you are reading this.

TTh Th H T U TTh Th H T U TTh Th H T U TTh Th H T U

c d c d

Questions 1–4: notice that each question always has exactly six exercises,

e f e f

i.e. a–f. This is so you will have plenty of practice of a new concept (and

TTh Th H T U TTh Th H T U TTh Th H T U TTh Th H T U

2 Write the numeral for: 2 Write each of the following numbers in words:

a eighty-three thousand, five hundred and a 12 052

sixty-three

b 30 906

b twenty-five thousand, nine hundred and fifteen

c 11 042

c thirty-seven thousand, three hundred and

forty-five d 47 635

d forty thousand, seven hundred and ninety-one

e 90 020

f ten thousand, one hundred and fifty 3 Write the numeral for:

3 Write the value of the underlined digit:

a 70 000 + 2000 + 300 + 40 + 5

a 27 385 b 71 867 b 50 000 + 8000 + 600 + 90 + 8

c 40 219 d 55 345 c 60 000 + 400 + 70 + 3

e 16 190 f 42 612 d 20 000 + 800 + 90 + 5

4 Write each set of numbers in ascending order:

e 10 000 + 1000 + 200 + 10 + 2

a 23 815, 41 672, 38 521

f 30 000 + 5000 + 500 + 2

b 11 085, 12 346, 61 460

4 State the value of the 8 in each of the following:

c 46 825, 45 118, 47 325

a 18 432 b 16 854

d 62 000, 63 051, 61 460

question 8 is like question 4 repeated. This is so you will revise each type of

c 11 058 d 83 205

e 51 045, 51 001, 51 437

e 32 981 f 46 118

f 71 185, 76 459, 73 215

5 Write the numeral for: 5 Write the numeral for:

TTh Th H T U

TTh Th H T U

7 Write the value of the underlined digit: 17 851 7 Write the numeral for: 20 000 + 3000 + 500 + 6

Question 9: notice that this question is a bit harder than other questions.

8 Write the set of numbers in ascending order: 8 State the value of the 8 in 18 526.

This is so you will have a challenging problem to test yourself at the end of

each unit.

61 059, 61 738, 60 476 9 What is the number that is 5000 greater than

9 Write the number closest to 2000, with the digits thirty-two thousand, eight hundred and fifty-nine?

1, 8, 4 and 2.

☞ Answers on page 124 Units 17

START UPS: Units 1 – 11

Page 17 Unit 5 Place value 0.01 to 99 999 Page 19

Step 2: Start Ups

Important: turn to page 1 while you are reading this.

1 An abacus is read as the number of discs above each letter: U = 1 See Unit 1 No. 1

units, T = tens, H = hundreds, Th = thousands, TTh = tens of 2 See Unit 1 No. 3

thousands. 3 See Unit 3 No. 4

e.g. 4 See Unit 1 No. 2

Unit 6 Place value 0 to 99 999 (2) Page 19

TTh Th H T is 42 163U

1 See Unit 4 No. 3

Note: it can also be used to show decimals. 2 See Unit 2 No. 4

2 A number can be written in words or digits. 3 See Unit 1 No. 2

e.g. 1629 is one thousand, six hundred and twenty-nine. 4 See Unit 4 Nos 2 and 4

To write in digits, write the values in place order. If there is no digit Unit 7 Numbers to 999 999 (1) Page 20

for a certain place, then a zero is written, e.g. 1072.

1 See Unit 3 No. 4

Units 1–11: notice that each unit has extra information for questions 1–4.

Note: numbers can also be written with decimals.

e.g. 421.89 is four hundred and twenty-one, point eight nine. 2 See Unit 4 No. 3

3 Look at the place of the underlined digit and this gives the value, 3 See Unit 1 No. 3

4 The number of thousands is all of the numbers in the thousands

e.g. for 325, the 3 is in the hundreds place, so has a value of

3 hundreds or 3 3 100. place and to the left.

4 Ordering numbers can be determined by looking at the digits in e.g. 1 239 has 1 thousand

21 486 has 21 thousands

question better. Remember that questions 5–8 are just questions 1–4

the tens of thousands place and comparing them. If these digits are

the same, then look at the digits in the thousands place and so on, 329 495 has 329 thousands

e.g. 32 416 is larger than 29 815. Unit 8 Numbers to 999 999 (2) Page 20

Ascending order means smallest to largest and descending order 1 See Unit 1 No. 1

means largest to smallest. 2 See Unit 4 No. 3

Unit 2 Numbers to 99 999 (2) Page 17 3 See Unit 1 No. 2

1 See Unit 1 No. 1 4 To write the largest number, find the largest digit and write it

2 See Unit 1 No. 2 first, then the next largest and so on.

3 To write the number, take the first digit of each number Using the digits 8, 4, 1, 7, 3, the largest number is 87 431.

and put in order of place.

Unit 9 Number patterns (1) Page 21

e.g. 70 000 + 4 000 + 800 + 20 + 4 gives the digits 7, 4, 8, 2, 4

so the number is 74 824. 1 Determine the counting pattern of units, tens, hundreds or

4 To find the value of a certain number, look at the place of that thousands by looking at the value of the units, tens, hundreds or

digit and this gives the value. For the 8 in 2185, the 8 is in the tens thousands place. Complete the pattern or write the missing

place, so has a value of 8 tens or 8 3 10. numbers in the boxes. This also applies to decimals.

Note: doubling or halving, multiplying or dividing can also form

Unit 3 Place value 0 to 99 999 (1) Page 18 number patterns.

1 A number line is a line marked with numbers in order. e.g. 63, 66, 69 is a counting pattern of adding 3 determined by

looking at the units place. The next two numbers in the pattern are

For example:

0 1 2 3 4 5 6 7 8 9 10

72 and 75, found by counting on.

2 To compare numbers, look at the digits in the tens of thousands 2 1000 more is found by adding 1 to the thousands digit.

place, and compare. If they are the same then look at the digits in 1000 less is found by subtracting 1 from the thousands digit.

the thousands place and so on. 3 Start at the given number and continue the counting

e.g. 24 163 is larger than 23 984 by comparing the digits in the pattern.

thousands place. 4 To find the tenth term, count on nine times or find the

3 See Unit 1 No. 2 difference, multiply by 9 and add to the first number.

4 A place value chart is like a numeral expander. Each digit is written Unit 10 Expanding numbers Page 21

in the column of place. If there is no value, a zero is written.

1 See Unit 2 No. 3

Note: U = units, T = tens, H = hundreds, Th = thousands,

TTh = tens of thousands. When there is a decimal, the decimal point 2 – 3 To expand a number, break the number into its

is shown and Tths (tenths) and Hths (hundredths). components of tens of thousands, thousands, hundreds, tens and

units. Write as an addition equation.

Unit 4 Ordering numbers Page 18 e.g. 2619 = 2000 + 600 + 10 + 9

1 See Unit 1 No. 4 4 See Unit 1 No. 3

2 and 4 To write a number larger than, add (or count) on. To write Unit 11 Ordinal numbers Page 22

a number less than, count back.

e.g. 64 411 is larger than 60 000 but less than 65 000. 1 – 4 Ordinal numbers are the numbers that show place or

3 < means less than and > means greater than. position, such as 1st, 2nd, 3rd, and so on. They can be written in

So 2411 < 2519 reads, 2411 is less than 2519. words, such as first, second, or as abbreviations, 21st, 90th.

0.9 > 0.6 reads 0.9 is greater than 0.6.

Start Ups 1

UNIT 1

Unit 2 Numbers to 99 999 (2)

REVIEW TESTS: Units 1 – 8

See START UPS page 1

page 17

page 17

Unit 5 Place value 0.01 to 99 999

Unit 6 Place value 0 to 99 999 (2)

page 19

page 19

Step 3: Review Tests

Important: turn to page 105 while you are reading this.

Unit 3 Place value 0 to 99 999 (1) page 18 Unit 7 Numbers to 999 999 (1) page 20

Unit 4 Ordering numbers page 18 Unit 8 Numbers to 999 999 (2) page 20

UNIT UNIT

1 The value of the underlined digit in 43 219 is: 1 Q3

1 The number represented on the abacus is: 5 Q1

8 Q1

Units 1–4 and 5–8: notice that each review test covers four units. This is so

A 3 tens B 30 thousands

C 3 hundreds D 3 thousands TTh Th H T U

your knowledge is tested on several units. Notice also that you are told what

2 Fifty-three thousand, two hundred and sixty 2 Q2

3 Q3 7 Q4

written as a numeral is: 2 The number of thousands in 805 429 is:

units these are in case you want to revise them before doing the test.

A 53 206 B 52 600 C 53 260 D 53 060 A 805 B5 C 80 D 54

6 Q1

3 True or false? 1 Q1 3 True or false? 41 609 > 41 610 7 Q2

2 Q1

4 True or false? 5 Q2

The numeral of 6 Q2

is 3617. The value of the underlined digit in 7 Q3

TTh Th H T U

1460.17 is 7 hundredths.

4 True or false? 81 076 > 80 176 4 Q3

5 Write 104 381.25 in words. 5 Q4

questions and that questions 3 and 4 are always true/false questions. The

5 Write the set of numbers in ascending order: 1 Q4

51 204, 51 098, 51 725, 51 217 4 Q1

rest of the questions in the test are a cross-section from the four to six

6 Complete with < or > 462 107 461 905 8 Q2

6 Write 20 709 in words.

units covered by the review test. This is so you are tested in a variety of

7 Q1

HTh TTh Th H T U

2 Q4

7 How many thousands are there in 2476?

8 Circle the number between 6 Q4

8 Expand: 84 229 2 Q3

86 496 and 86 600.

+ + + + 86 454, 86 610, 86 521, 86 705

Unit margins: notice that each question has a unit and question

3 Q2 9 Use the set of digits to write the largest 8 Q4

9 Circle the largest number:

possible number in digits:

85 325 86 147 85 981 86 937

one, six, three, four, eight and seven

10 Write 20 000 + 4000 + 300 + 20 + 1

on the place value chart.

3 Q4

10 Circle the numeral that matches: 6 Q3

8 Q3 reference, which is a similar question to the one given. This is so you

know the exact question to go back to if you get a question wrong and

TTh Th H T U forty-two thousand, five hundred and ten

42 501 42 510 420 510

11 Circle the numbers larger than 62 000 3 Q2 5 Q2

11 A five placed in the thousands column has 6 Q2

but less than 62 500: 4 Q2 more or less value than a nine in the 7 Q1

hundreds column? 7 Q2

62 498 63 001 62 947 62 385 7 Q3

7 Q4

For example: A student gets The student sees that next to the question it

12 Which of these numerals does not represent 1 Q2 8 Q4

5106? 2 Q2

2 Q3 5 Q3

12 If I move a digit from one column to the

A 5000 + 106 B 5000 + 100 + 6 6 Q2

column next to it on the left, I increase 7 Q1

C 5106 units D five thousand, one hundred and

its value times. 7 Q4

sixty 8 Q4

/12 /12

wrong. a similar question to practise.

Score = Score =

ADVANCED SKILLS START UP

MATHS

YEAR

MATHS

5

AGES

10–11

%

. 1

4

G e t t he R

e su

lt s

You W

a nt !

Damon James

i-iv Y5Contents_2016.indd 1 18/05/2016 2:29 PM

Contents

Start Ups 24

25

Subtraction to 9999 (1)........................................... 28

Subtraction to 9999 (2)........................................... 29

26 Subtraction to 99 999 (1)........................................ 29

Units 1 – 11......................................................................1

27 Subtraction to 99 999 (2)........................................ 30

Units 12 – 20....................................................................2

Units 20 – 31....................................................................3

Units 31 – 43....................................................................4 Estimation and multiplication

Units 43 – 59....................................................................5 28 Estimation .............................................................. 30

Units 60 – 71....................................................................6 29 Rounding numbers (2) ............................................ 31

Units 71 – 81....................................................................7 30 Tables (1) ............................................................... 31

Units 81 – 89....................................................................8 31 Tables (2) ............................................................... 32

Units 90 – 100..................................................................9

32 Tables (3) ............................................................... 32

Units 100 – 110..............................................................10

33 Tables (4) ............................................................... 33

Units 110 – 120..............................................................11

34 Multiplication by tens and hundreds ....................... 33

Units 121 – 135..............................................................12

Units 135 – 149..............................................................13 35 Multiplication to 999............................................... 34

Units 150 – 163..............................................................14 36 Multiplication to 9999............................................. 34

Units 164 – 176..............................................................15 37 Extended multiplication (1) ..................................... 35

Geometry Unit.................................................................16 38 Extended multiplication (2) ..................................... 35

39 Multiples and square numbers ............................... 36

40 Factors ................................................................... 36

Units 41 Multiplication and problem solving ......................... 37

Numbers

1 Numbers to 99 999 (1) ........................................... 17 Division

2 Numbers to 99 999 (2) ........................................... 17 42 Division .................................................................. 37

3 Place value 0 to 99 999 (1) ..................................... 18 43 Division of 2-digit numbers (1) ............................... 38

4 Ordering numbers .................................................. 18 44 Division of 2-digit numbers (2) ............................... 38

5 Place value 0.01 to 99 999 ..................................... 19 45 Dividing numbers containing zeros.......................... 39

6 Place value 0 to 99 999 (2) ..................................... 19 46 Divisibility............................................................... 39

7 Numbers to 999 999 (1) ......................................... 20 47 Division of 3-digit numbers (1) ............................... 40

8 Numbers to 999 999 (2) ......................................... 20 48 Division of 3-digit numbers (2) ............................... 40

9 Number patterns (1) ............................................... 21 49 Division by tens ...................................................... 41

10 Expanding numbers................................................ 21 50 Division of 4-digit numbers .................................... 41

11 Ordinal numbers..................................................... 22

12 Less than and greater than...................................... 22 Number lines and operations

13 Number patterns (2) ............................................... 23

51 Number lines........................................................... 42

14 Roman numerals .................................................... 23

52 Inverse operations and checking answers .............. 42

53 Number lines and operations................................... 43

Adding, subtracting and rounding numbers

15 Addition review ...................................................... 24 Averages

16 Adding 3-digit numbers........................................... 24 54 Averages (1) ........................................................... 43

17 Adding to 9999 (1) ................................................. 25 55 Averages (2) ........................................................... 44

18 Adding to 9999 (2) ................................................. 25

19 Adding large numbers ............................................ 26

Order of operations

20 Mental strategies for addition ................................. 26

56 Order of operations (1) ........................................... 44

21 Subtraction review ................................................. 27

57 Order of operations (2) ........................................... 45

22 Mental strategies for subtraction ............................ 27

58 Order of operations (3) ........................................... 45

23 Rounding numbers (1) ............................................ 28

59 Operations with large numbers............................... 46

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

Working with numbers Symmetry

60 Working with numbers ........................................... 46 95 Symmetry .............................................................. 64

61 Missing numbers..................................................... 47

62 Change of units ...................................................... 47 Angles

63 Reasoning with numbers ........................................ 48 96 Classifying angles (1) ............................................. 64

97 Classifying angles (2) ............................................. 65

Negative numbers 98 Comparing angles (1) ............................................. 65

64 Negative numbers .................................................. 48 99 Comparing angles (2) ............................................. 66

100 Drawing angles (1) ................................................. 66

Calculator use 101 Drawing angles (2) ................................................. 67

65 Calculator – addition, subtraction and 102 Drawing angles (3) ................................................. 67

multiplication.......................................................... 49 103 Angles in 2D shapes................................................ 68

66 Calculator – division................................................ 49

3D objects

Fractions 104 3D objects............................................................... 68

67 Fractions ................................................................ 50 105 Drawing 3D objects ................................................ 69

68 Fraction of a group ................................................. 50 106 Views of 3D objects................................................. 69

69 Comparing fractions ............................................... 51

70 Equivalent fractions ................................................ 51 2D shapes

71 Improper fractions (1) ............................................. 52 107 Triangles................................................................. 70

72 Improper fractions (2) ............................................. 52 108 Quadrilaterals ......................................................... 70

73 Fraction addition..................................................... 53 109 Polygons................................................................. 71

74 Fraction subtraction................................................ 53

75 Fraction addition and subtraction............................ 54 3D objects

110 Prisms and pyramids............................................... 71

Decimals 111 Cylinders, spheres and cones ................................. 72

76 Decimal place value – hundredths........................... 54

77 Decimals ................................................................ 55

78 Comparing decimals (1).......................................... 55

Parallelograms and rhombuses

79 Decimal place value – thousandths ........................ 56 112 Parallelograms and rhombuses .............................. 72

80 Comparing decimals (2).......................................... 56

81 Decimal addition (1) ............................................... 57

Movement of shapes

82 Decimal addition (2) ............................................... 57 113 Movement of shapes .............................................. 73

83 Decimal subtraction (1) .......................................... 58

84 Decimal subtraction (2) .......................................... 58

Scale drawings

85 Decimal multiplication ............................................ 59 114 Scale drawings and ratios ...................................... 73

86 Decimal division ..................................................... 59

87 Decimal multiplication and division ........................ 60 3D objects and nets

88 Rounding decimals ................................................. 60 115 Sections of solids ................................................... 74

116 Nets and 3D objects ............................................... 74

Percentages 117 Shapes – general review......................................... 75

89 Percentages (1) ...................................................... 61

90 Percentages (2) ...................................................... 61 Maps and directions

91 Fractions, decimals and percentages....................... 62 118 Maps (1).................................................................. 75

119 Scale....................................................................... 76

120 Maps (2).................................................................. 76

Money 121 Compass directions ................................................ 77

92 Use of money ......................................................... 62

93 Money operations.................................................... 63 Lines

94 Money rounding ..................................................... 63 122 Horizontal and vertical lines..................................... 77

Contents iii

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

Maps, coordinates and grids Chance

123 Maps (3................................................................... 78 159 Chance (1).............................................................. 96

124 Coordinates ............................................................ 78 160 Chance (2).............................................................. 96

125 Grids ...................................................................... 79 161 Chance (3).............................................................. 97

126 Perspective............................................................. 79 162 Picture graphs (1).................................................... 97

163 Picture graphs (2).................................................... 98

Time 164 Line graphs (1) ....................................................... 98

127 Digital and analog time .......................................... 80 165 Line graphs (2) ....................................................... 99

128 am and pm time (1)................................................. 80 166 Tally marks............................................................. 99

129 am and pm time (2)................................................. 81 167 Reading graphs .................................................... 100

130 24-hour time (1) ..................................................... 81 168 Column graphs (1)................................................. 100

131 24-hour time (2) ..................................................... 82 169 Column graphs (2)................................................. 101

132 24-hour time (3) ..................................................... 82 170 Surveys and collecting data (1).............................. 101

133 Timetables and timelines........................................ 83 171 Surveys and collecting data (2).............................. 102

134 Time zones............................................................. 83 172 Mean.................................................................... 102

135 Length in mm (1)..................................................... 84 173 Problem solving (1)............................................... 103

136 Length in mm (2)..................................................... 84 174 Problem solving (2)............................................... 103

137 Length in km (1)...................................................... 85 175 Problem solving (3)............................................... 104

138 Length in km (2)...................................................... 85 176 Problem solving (4)............................................... 104

139 Length with decimals ............................................. 86

140 Perimeter (1) .......................................................... 86 Units 1 – 8....................................................................105

141 Perimeter (2) .......................................................... 87 Units 9 – 19..................................................................106

142 Perimeter (3) .......................................................... 87 Units 20 – 29................................................................107

Units 30 – 41................................................................108

Area Units 42 – 50................................................................109

Units 51 – 59................................................................110

143 Area (1) .................................................................. 88

Units 60 – 66................................................................111

144 Area (2) .................................................................. 88

Units 67 – 72................................................................112

145 Area (3) .................................................................. 89

Units 73 – 80................................................................113

146 Area (4) .................................................................. 89 Units 81 – 88................................................................114

147 Hectares................................................................. 90 Units 89 – 94................................................................115

148 Square kilometres .................................................. 90 Units 95 – 103..............................................................116

Units 104 – 112............................................................117

Mass Units 113 – 126............................................................118

149 Mass in g and kg (1) ............................................... 91 Units 127 – 134............................................................119

150 Mass in g and kg (2) ............................................... 91 Units 135 – 142............................................................120

151 Mass in tonnes (1)................................................... 92 Units 143 – 152............................................................121

152 Mass in tonnes (2)................................................... 92 Units 153 – 161............................................................122

Units 162 – 176............................................................123

Capacity and volume

153 Capacity in mL and L (1) ......................................... 93

154 Capacity in mL and L (2) ......................................... 93 Answers

155 Cubic centimetres (1) ............................................. 94 Units..............................................................................124

Review Tests.................................................................152

156 Cubic centimetres (2) ............................................. 94

157 Cubic centimetres (3) ............................................. 95

158 Cubic metres........................................................... 95

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 1 – 11

Unit 1 Numbers to 99 999 (1) Page 17 Unit 5 Place value 0.01 to 99 999 Page 19

1 An abacus is read as the number of discs above each letter: U = 1 See Unit 1 No. 1

units, T = tens, H = hundreds, Th = thousands, TTh = tens of 2 See Unit 1 No. 3

thousands. 3 See Unit 3 No. 4

e.g. 4 See Unit 1 No. 2

Unit 6 Place value 0 to 99 999 (2) Page 19

TTh Th H T U is 42 163 1 See Unit 4 No. 3

Note: it can also be used to show decimals. 2 See Unit 2 No. 4

2 A number can be written in words or digits. 3 See Unit 1 No. 2

e.g. 1629 is one thousand, six hundred and twenty-nine. 4 See Unit 4 Nos 2 and 4

To write in digits, write the values in place order. If there is no digit Unit 7 Numbers to 999 999 (1) Page 20

for a certain place, then a zero is written, e.g. 1072.

Note: numbers can also be written with decimals. 1 See Unit 3 No. 4

e.g. 421.89 is four hundred and twenty-one, point eight nine. 2 See Unit 4 No. 3

3 Look at the place of the underlined digit and this gives the value, 3 See Unit 1 No. 3

e.g. for 325, the 3 is in the hundreds place, so has a value of 4 The number of thousands is all of the numbers in the thousands

3 hundreds or 3 3 100. place and to the left.

4 Ordering numbers can be determined by looking at the digits in e.g. 1 239 has 1 thousand

the tens of thousands place and comparing them. If these digits are 21 486 has 21 thousands

the same, then look at the digits in the thousands place and so on, 329 495 has 329 thousands

e.g. 32 416 is larger than 29 815. Unit 8 Numbers to 999 999 (2) Page 20

Ascending order means smallest to largest and descending order 1 See Unit 1 No. 1

means largest to smallest. 2 See Unit 4 No. 3

Unit 2 Numbers to 99 999 (2) Page 17 3 See Unit 1 No. 2

1 See Unit 1 No. 1 4 To write the largest number, find the largest digit and write it

2 See Unit 1 No. 2 first, then the next largest and so on.

3 To write the number, take the first digit of each number Using the digits 8, 4, 1, 7, 3, the largest number is 87 431.

and put in order of place.

Unit 9 Number patterns (1) Page 21

e.g. 70 000 + 4 000 + 800 + 20 + 4 gives the digits 7, 4, 8, 2, 4

so the number is 74 824. 1 Determine the counting pattern of units, tens, hundreds or

4 To find the value of a certain number, look at the place of that thousands by looking at the value of the units, tens, hundreds or

digit and this gives the value. For the 8 in 2185, the 8 is in the tens thousands place. Complete the pattern or write the missing

place, so has a value of 8 tens or 8 3 10. numbers in the boxes. This also applies to decimals.

Note: doubling or halving, multiplying or dividing can also form

Unit 3 Place value 0 to 99 999 (1) Page 18 number patterns.

1 A number line is a line marked with numbers in order. e.g. 63, 66, 69 is a counting pattern of adding 3 determined by

looking at the units place. The next two numbers in the pattern are

0 1 2 3 4 5 6 7 8 9 10

72 and 75, found by counting on.

2 To compare numbers, look at the digits in the tens of thousands 2 1000 more is found by adding 1 to the thousands digit.

place, and compare. If they are the same then look at the digits in 1000 less is found by subtracting 1 from the thousands digit.

the thousands place and so on. 3 Start at the given number and continue the counting

e.g. 24 163 is larger than 23 984 by comparing the digits in the pattern.

thousands place. 4 To find the tenth term, count on nine times or find the

3 See Unit 1 No. 2 difference, multiply by 9 and add to the first number.

4 A place value chart is like a numeral expander. Each digit is written Unit 10 Expanding numbers Page 21

in the column of place. If there is no value, a zero is written.

Note: U = units, T = tens, H = hundreds, Th = thousands, 1 See Unit 2 No. 3

TTh = tens of thousands. When there is a decimal, the decimal point 2 – 3 To expand a number, break the number into its

is shown and Tths (tenths) and Hths (hundredths). components of tens of thousands, thousands, hundreds, tens and

units. Write as an addition equation.

Unit 4 Ordering numbers Page 18 e.g. 2619 = 2000 + 600 + 10 + 9

1 See Unit 1 No. 4 4 See Unit 1 No. 3

2 and 4 To write a number larger than, add (or count) on. To write Unit 11 Ordinal numbers Page 22

a number less than, count back.

e.g. 64 411 is larger than 60 000 but less than 65 000. 1 – 4 Ordinal numbers are the numbers that show place or

3 < means less than and > means greater than. position, such as 1st, 2nd, 3rd, and so on. They can be written in

So 2411 < 2519 reads, 2411 is less than 2519. words, such as first, second, or as abbreviations, 21st, 90th.

0.9 > 0.6 reads 0.9 is greater than 0.6.

Start Ups 1

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 12 – 20

Unit 12 Less than and greater than Page 22 4 The jump strategy is: start with the first number then

1 To find a number greater than, count on, starting add the tens, then the units.

at the given number. e.g. 46 + 37: 46 + 30 = 76

2 To find a number less than, count back, starting 76 + 7 = 83

at the given number. so 46 + 37 = 83

3 See Unit 4 No. 3

Unit 16 Adding 3-digit numbers Page 24

4 See Unit 4 No. 3 and Unit 2 No. 3

1 To add vertically, start at the right and add numbers together,

Unit 13 Number patterns (2) Page 23 write in the units, and carry any tens. Then move to the tens,

1 – 3 A rule is a simplified way of expressing a process. hundreds etc. through to the left, carrying as necessary.

e.g. 3 5 means each number is multiplied by 5. e.g. 1

This can be applied to number patterns. 4 6 1

4 Addition and subtraction are inverse operations. Multiplication + 3 9 8

and division are inverse operations. This means they are opposite 8 5 9

or reverse operations, they ‘undo’ each 2 Adding three or more numbers is the same as adding two

other. numbers. See No. 1. With quantities don’t forget the units!

e.g. 24 – 10 + 10 = 24 or 24 – 10 = 14 3 Number patterns can be useful when completing additions.

14 + 10 = 24 4 To complete the addition, the number below the + sign is added

and 12 3 2 ÷ 2 = 12 or 1 2 3 2 = 24 to each of the numbers in the table and the answer is written

24 ÷ 2 = 12 underneath.

Roman numerals Page 23

1 – 4 Roman numerals are the numerals/counting system (100 + 50) (200 + 50)

50

developed by the ancient Romans. 150 250

I = 1 VI = 6 XX = 20

II = 2 VII = 7 XXX = 30 Unit 17 Adding to 9999 (1) Page 25

III = 3 VIII = 8 XL = 40 1 and 3 See Unit 16 Nos 1 – 2

IV = 4 IX = 9 L = 50 2 Sum, total, plus and add all mean addition, the combining of

V = 5 X = 10 two or more numbers to find a larger one.

4 To estimate is to make a sensible guess by first rounding the

LX = 60 C = 100 DC = 600 numbers. To round to the nearest ten, numbers 5 and greater are

LXX = 70 CC = 200 DCC = 700 rounded up; numbers less than 5 are rounded down. It can then be

LXXX = 80 CCC = 300 DCCC = 800 checked with the actual calculation of the sum. The ‘actual’ is a

XC = 90 CD = 400 CM = 900 calculated answer (a calculator could be useful). The difference is

D = 500 M = 1000 the difference between the estimation and the actual sum.

1 To double means to multiply by 2, so double 10 is 20. 1 See Unit 16 No. 1

When adding two similar numbers such as 11 and 12, doubling one 2 Examine each solution and find the missing number by counting

of them, then adding or subtracting their difference, on or subtracting. Write the answer in the space.

gives the answer. e.g. 2

Can be found by

e.g. 11 + 12: double 11 = 22; add 1 gives 23, counting on 6, as

Found by adding 2 + 3 6 6 + 6 = 12 and

so 11 + 12 = 23 +3+1=6 the 1 is carried.

2 The split strategy is splitting the numbers into hundreds, tens 2

and units then adding together all the hundreds etc. 3 See Unit 17 No. 2

e.g. 143 + 126 = (100 + 100) + (40 + 20) + (3 + 6) 4 See Unit 16 Nos 1 – 2

= 200 + 60 + 9

= 269 Unit 19 Adding large numbers Page 26

3 The compensation strategy is rounding the number to the 1, 3 and 4 See Unit 16 Nos 1 – 2

nearest 5 or 10, adding the rounded numbers, and then counting on, 2 To find the numbers that total, trial and error can be used, or

or back, the difference from the rounding. look at the units first to see which numbers total and then examine

e.g. 22 + 29 is about 22 + 30 = 52 tens and hundreds.

As 29 was rounded up to 30 so count the

answer back by 1 giving 51, Unit 20 Mental strategies for addition Page 26

thus 22 + 29 = 51. 1 Addition of a multiple of tens, hundreds or thousands can be just

added to the respective column.

e.g. For 5000 + 4000, just add 5 + 4 to give 9, and then add

the zeros. Thus 5000 + 4000 = 9000.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 20 – 31

2 See Unit 15 No. 4 rounded down to the nearest thousand and if they are from 500 to

3 See Unit 15 No. 3 999 they are rounded up to the nearest thousand,

4 As addition and subtraction are inverse operations, they can be e.g. 3249 is rounded down to 3000.

used to check each other. 4 Estimation can be completed by rounding first.

e.g. 2 4 6 5 See also Unit 17 No. 4.

+ 4 1 – 4 1

6 5 2 4 Unit 24 Subtraction to 9999 (1) Page 28

Unit 21 1 See Unit 21 No. 1

Subtraction review Page 27

2 – 4 See Unit 21 Nos 3 – 4

1 See Unit 17 No. 4. Subtraction is the process of taking one

quantity away from another. It can be completed by counting back, Unit 25 Subtraction to 9999 (2) Page 29

horizontally or vertically.

1 See Unit 21 Nos 3 – 4

2 To complete the table, the number below the – sign is subtracted

2 Take away, minus, difference and less than all mean subtract.

from each of the numbers in the table and the answer written in the

3 To find the missing numbers it is possible to complete the

space.

difference or work from the bottom of the equation and complete

e.g.

– 40 50 the addition. Start with units and consider each column individually

(40 – 10) (50 – 10) taking into account any trading.

10 e.g. 3 8 6 ② 4 + = 8

30 40

3 – 4 Subtraction with trading is when a subtraction such as – 2 5 = 4

5 – 9 cannot be completed so a ten needs to be traded. ③ 4 ① 6–5=1

e.g. 3–2=1

3 1

A trade of ten from 4 See Unit 21 No. 1. Don’t forget relevant units or signs.

4 5

– 2 9 the 4 makes 15 – 9.

Unit 26 Subtraction to 99 999 (1) Page 29

1 6

1 and 3 See Unit 21 Nos 3 – 4

Unit 22 Mental strategies for subtraction Page 27 2 See Unit 25 No. 2

1 When subtracting from numbers with zeros, it is easier to make 4 See Unit 22 No. 1

the number end with a 9, so 2000 becomes 1999 as it is easier to

subtract from 9. Unit 27 Subtraction to 99 999 (2) Page 30

e.g. For 400 – 72, subtracting 1 from 400 gives 399. 1 and 4 See Unit 21 Nos 3 – 4

399 – 72 = 327 then adding 1 gives 328, 2 See Unit 25 No. 2

so 400 – 72 = 328 3 See Unit 21 No. 2

Note: these answers can also be found by counting on.

2 The jump strategy is starting with the first number, subtract the Unit 28 Estimation Page 30

tens, then the units. 1 – 2 See Unit 23 Nos 1 – 4

e.g. 96 – 25: 96 – 20 = 76 3 See Unit 23 No. 4

76 – 5 = 71 4 See Unit 23 Nos 1 – 4. Estimation can be used as a form of

so 96 – 25 = 71 checking answers.

3 The compensation strategy is to round the first number (and/or

Unit 29 Rounding numbers (2) Page 31

second) to the nearest 5 or 10, then subtract the numbers and

count back the difference. 1 See Unit 23 Nos 1 – 4

e.g. 63 – 19: 2 Full price means to multiply the number by 1000.

65 – 20 = 45 As 63 was rounded up 2, count back 2; e.g. $1.3 3 1000 = $1300

as 19 was rounded up 1, but subtracted, 3 See Unit 28 No. 4

add 1. Overall, count back 1. 4 See Unit 23 No. 4

so 63 – 19 = 44

Unit 30 Tables (1) Page 31

4 See Unit 20 No. 4

1 – 3 Multiplication is the total of a number of groups or rows. It

Unit 23 Rounding numbers (1) Page 28 can be described with a number sentence such

1 – 4 Rounding is giving an approximate answer. For a as 3 3 4 = 12 or 3 or in words.

3 4

number ending in 0, 1, 2, 3 or 4 it is rounded down to the

1 2

nearest ten, and for a number ending in 5, 6, 7, 8 or 9 it is

rounded up to the nearest ten, e.g. 724 is rounded down to 720. Product, groups of, times and lots of all mean multiply.

If the numbers being considered are from 0 to 49 they are Note: anything 3 0 = 0 and anything 3 1 = itself.

rounded down to the nearest hundred and if they are from 4 See Unit 13 No. 4

50 to 99 they are rounded up to the nearest hundred.

Unit 31 Tables (2) Page 32

e.g. 485 is rounded up to 500.

1, 3 and 4 See Unit 30 Nos 1 – 3

If the numbers being considered are between 0 and 499 they are

Start Ups 3

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 31 – 43

2 Missing numbers can be found by inverse operations. 3 A mental strategy for larger multiplication is to break the

large number into its expanded form, multiply each part, and

e.g. 5 3 = 25

then add the parts together.

25 ÷ 5 = 5

e.g. 245 3 4: 200 3 4 = 800

= 5 so 5 3 5 = 25 40 3 4 = 160

or by saying ‘25 divided by what equals five’? 5 3 4 = 120

800 + 160 + 20 = 980

Unit 32 Tables (3) Page 32 4 See Unit 30 Nos 1 – 3 and Unit 35 Nos 2 – 3

1 – 3 See Unit 30 Nos 1 – 3

4 Multiplication grids can be completed by multiplying each number Unit 39 Multiples and square numbers Page 36

with the number below the 3 symbol. 1 A multiple of a number is the product of that number

e.g. and any positive whole number.

3 3 5

e.g. Multiples of 5 are 5, 10, 15, 20, …

(3 3 6) (5 3 6) 2 See Unit 30 Nos 1 – 3

6

18 30 3 A squared number is the number that results from

Note: a multiplication table is on the inside back cover. multiplying another number by itself.

e.g. 32 = 3 3 3 = 9

Unit 33 Tables (4) Page 33 4 Multiplication circles are completed by multiplying the

1 – 2 See Unit 30 Nos 1 – 3 number inside the circle by each of the numbers on the outside.

3 See Unit 31 No. 2 e.g.

4 The total amount can be found by multiplying the amounts and

adding the relevant units. (6 3 10) (3 3 10)

60 30

Unit 34 Multiplication by tens and hundreds Page 33 6 3

3 10

1 To find the total number of tens, multiply the two numbers 7 4

together, e.g. 2 3 2 tens = 4 tens. (7 3 10) (4 3 10)

2 – 4 For multiplying by numbers ending with zeros, multiply 70 40

the digits first and then add the total number of zeros.

e.g. 40 3 30: 4 3 3 = 12 Unit 40 Factors Page 36

Add two zeros as there are two in the question, 1 and 3 A factor is a number that divides evenly into another

so 40 3 30 = 1200 number, e.g. 3 is a factor of 6. Numbers can have many factors,

This can be completed horizontally or vertically. e.g. 1, 6, 2 and 3 are all factors of 6.

e.g. 1 5 2 See Unit 30 Nos 1 – 3

3 2 0 4 See Unit 39 No. 3

3 0 0 2 3 15 and add 0.

Unit 41 Multiplication and problem solving Page 37

Unit 35 Multiplication to 999 Page 34 1 See Unit 35 Nos 2 – 3

1 and 4 See Unit 33 No. 4 2 See Unit 30 Nos 1 – 3 and Unit 35 Nos 2 – 3

2 – 3 Longer multiplication can be completed by: 3 Multiplication can be checked with addition.

6 9 e.g. 2 2 or 2 2

3 5 3 3 2 2

(5 3 9) 6 6 + 2 2

4 5

+ 3 0 0 (5 3 60) 6 6

3 4 5 4 See Unit 31 No. 2

1, 2 and 4 See Unit 35 Nos 2 – 3 1 – 4 Division is the sharing or grouping of a number or

3 See Unit 33 No. 4 quantity into equal amounts. Groups of and sharing also

mean division.

Unit 37 Extended multiplication (1) Page 35 Division can be written as 18 ÷ 9 = 2 or

1 – 2 See Unit 35 Nos 2 – 3 2

Halving is the same as dividing by 2.

3 See Unit 32 No. 4 and Unit 35 Nos 2 – 3 Halving twice is the same as dividing by 4. 9 18

4 See Unit 30 Nos 1 – 3 and Unit 35 Nos 2 – 3 Halving three times is the same as dividing by 8.

Unit 38 Extended multiplication (2) Page 35 Unit 43 Division of 2-digit numbers (1) Page 38

1 See Unit 35 Nos 2 – 3 1 and 4 See Unit 42 Nos 1 – 4

2 See Unit 30 Nos 1 – 3 and Unit 35 Nos 2 – 3 2 When a division or grouping is made, and there are some items

or an amount left over, these are called remainders.

The abbreviation for remainder is r.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 43 – 59

e.g. 13 ÷ 5 = 2 groups and 3 remainder, which can be written as 2 Unit 51 Number lines Page 42

r 3. It can also be written as: 2r3 1 – 4 See Unit 3 No. 1

5 13

3 Division can be calculated by: Unit 52 Inverse operations and checking Page 42

working left to right: 10 r 3 answers

5 52 1 See Unit 13 No. 4 and Unit 20 No. 4

with larger numbers: 232 2 – 4 See Unit 13 No. 4

2 464

36 Unit 53 Number lines and operations Page 43

with trading:

1 1 – 4 See Unit 3 No. 1. Operations can be performed on a number

2 72

line using the jump strategy.

e.g. 60 + 32 = 92

Unit 44 Division of 2-digit numbers (2) Page 38

1 and 3 See Unit 43 No. 3 60 65 70 75 80 85 90 95

s See Unit 43 No. 2

4 See Unit 42 Nos 1 – 4 and Unit 43 No. 3 Unit 54 Averages (1) Page 43

1 – 4 The average is the sum of all numbers divided by how many

Unit 45 Dividing numbers containing zeros Page 39 numbers there are.

1 and 3 See Unit 43 No. 3

e.g. The average of 41, 50 and 62 is: 41 + 50 + 62 = 51

2 See Unit 43 No. 2

3

4 To find the missing digits use the inverse operation –

multiplication: Unit 55 Averages (2) Page 44

e.g. 102 102 1 – 4 See Unit 54 Nos 1 – 4

6 6 612 6 3 2 = 12

630=0 Unit 56

6 3 100 = 600 then add

Order of operations (1) Page 44

Unit 46 1 – 4 Order of operations is the order in which the

Divisibility Page 39

different operations should be completed.

1 Numbers where the digits sum to a number divisible by 3, can

This is known as BODMAS or PEDMAS.

be divided by 3.

Complete the brackets first, then multiplication and

e.g. For 72: 7 + 2 = 9 and 9 is divisible by 3, therefore 72 is

division, and finally addition and subtraction.

divisible by 3 and gives 24.

Questions with 3 and ÷ only should be worked

2 To find if a number is divisible by 7 use trial and error.

left to right.

3 See Unit 13 No. 4

B – brackets P – parentheses (brackets)

4 A number is divisible by 5 if it ends in a 0 or 5.

O – over E – exponents (powers)

Unit 47 D – division D – division

Division of 3-digit numbers (1) Page 40

M – multiplication M – mulitplication

1 – 3 If it is not possible to divide the first digit, then divide the

A – addition A – addition

first two digits. See also Unit 43 No. 3.

S – subtraction S – subtraction

e.g. 21

e.g. (3 3 4) – (2 + 1) =

12 – 3

6 126

= 9

4 See Unit 42 Nos 1 – 4 and Unit 43 No. 3 But if read without brackets: 3 3 4 – 2 + 1 = 11

Unit 48 Division with 3-digit numbers (2) Page 40 Unit 57 Order of operations (2) Page 45

1 – 4 See Unit 43 No. 3 1 – 4 See Unit 56 Nos 1 – 4

1 – 3 To divide by ten, remove one zero, or move the decimal 1 – 4 See Unit 56 Nos 1 – 4

point one place to the left.

e.g. 426 ÷ 10 = 426. Unit 59 Operations with large numbers Page 46

= 42.6 1 See Unit 16 No. 1

Note: conventional methods can also be used. 2 See Unit 21 Nos 3 – 4

See Unit 43 No. 3 3 When multiplying large numbers, multiply as normal,

4 To divide money, divide as per with a ten, but don’t that is, right to left and carry the tens as in addition.

forget the $ sign! e.g. 3 4 3 8 = 32, write the 2 and carry the 3.

4 2 1 8 Then multiply the next number.

3 4 4 3 1 and add the excess tens,

Unit 50 Division of 4-digit numbers Page 41 therefore 4 3 1 + 3 = 7.

1 – 3 See Unit 43 No. 3 1 6 8 7 2 Then 4 3 2 = 8 amd 4 3 4 = 16.

4 See Unit 40 Nos 1 and 3 and Unit 43 No. 3 4 See Unit 43 No. 3

Start Ups 5

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 60 – 71

Unit 60 Working with numbers Page 46 Unit 66 Calculator – division Page 49

1 See Unit 13 Nos 1 – 3 1 To change a fraction to a decimal, divide the top number

2 To find the missing value, calculate the answer of the complete (numerator) by the bottom number (denominator) on the

equation and then use inverse operations. calculator, e.g. 14 is 1 ÷ 4 = 0.25

See also Unit 13 No. 4. 2 See Unit 40 Nos 1 and 3

e.g. 433=6+ 3 and 4 See Unit 65 Nos 1, 3 and 4

12 = 6 + Unit 67 Fractions Page 50

12 – 6 = 6 or say 12 = 6 + what? 1, 2 and 4 The denominator is the bottom part of the fraction

3 When multiplying by 10 move the decimal point one place to (the number below the line). It shows how many parts in the

the right. whole. The numerator is the top number part of the fraction

e.g. 42.6 3 10 = 42.6 = 426 (over the line); it shows how many parts out of the whole.

When multiplying by 100 move the decimal point two places to e.g. 24 is 2 out of 4 equal parts.

the right.

Fractions can be represented with pictures or with diagrams

e.g. 4.28 3 100 = 4.28 = 428

where the fraction is the shaded/coloured part.

4 See Unit 49 Nos 1 – 2

e.g. 34 is represented by:

When dividing by 100 move the decimal point two places to

the left.

e.g. 635.1 ÷ 100 = 635.1 = 6.351 or or

Unit 61 Missing numbers Page 47 3 A number line can be used to show fractions.

1 – 4 See Unit 13 No. 4 e.g.

0 1 1

To find missing numbers use inverse operations. 2

e.g. 60 = ÷ 2 or say what divided by 2 equals 60? It can also be used for fraction equations.

The answer is 120. e.g. 1 – 12 = 12

0 1 1

2

Unit 62 Change of units Page 47

1 and 4 To change between units of length: Unit 68 Fraction of a group Page 50

10 mm = 1 cm 1 – 3 See Unit 67 Nos 1, 2 and 4

100 cm = 1 m 4 The fraction of a group can be found by dividing the number

1000 m = 1 km in the group by the denominator of the fraction.

2 and 4 To change between units of time: e.g. To find 14 of 8. Divide 8 by 4 giving 2.

60 s = 1 min Unit 69 Comparing fractions Page 51

60 min = 1 h

1 See Unit 67 No. 3

24 h = 1 day

2 – 4 When fractions are compared with the same

3 and 4 To change between units of mass:

denominator, the fraction with the largest number as the

1000 g = 1 kg

numerator is the largest fraction.

Unit 63 Reasoning with numbers Page 48 e.g. 58 is larger than 38 .

1 – 2 See Unit 61 Nos 1 – 4 and Unit 13 No. 4 If required, once compared, fractions can be written in order.

3 An array, in this case, is a rectangular shape divided into a Note: if fractions have different denominators, make them the

grid to aid the process of multiplication. same by multiplying both the denominator and the numerator

e.g. For the following array the equations 3 3 2 or 2 3 3 can be by the same number (following the idea that what is done to the

written so that each gives the answer of 6. numerator must be done to the denominator).

4 To complete the spaces, each section of the equation must be e.g. 1 = 44 or 12 = 48 or 15 = 10 2

equal. e.g. 2 3 3 = 2 3 (2 + )=

Unit 70 Equivalent fractions Page 51

To keep each section balanced: 2 + 1 = 3, so the overall

equation = 6. 2 3 3 = 2 3 (2 + 1) = 6 1 – 4 Equivalent fractions are fractions that have the same

as 2 3 2 = 4 and 2 3 1 = 2, and 4 + 2 = 6. value or amount.

e.g. all of the following fractions are equal to one half:

Unit 64 Negative numbers Page 48 1 2 3 4

2, 4, 6, 8, , ,

1 – 3 A negative number is a number less than zero and is

represented with a – sign, e.g. – 4, – 12 , – 6.2. See also Unit 3 No. 1 Unit 71 Improper fractions (1) Page 52

4 See Unit 53 Nos 1 – 4 1 – 2 An improper fraction is a fraction that is larger than

Note: it is possible to have a negative number answer. a whole. The numerator is larger than the denominator.

e.g. 54 or 97 or 21

5

Unit 65 Calculator – addition, subtraction Page 49

3 A mixed number is a number written as a whole number with a

and multiplication

fraction. e.g. 1 14 can be shaded on a diagram or written as a number.

1, 3 and 4 A calculator can be used to find answers to

equations or to check answers. = 1 14

2 See Unit 17 No. 4

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 71 – 81

It is possible to simplify improper fractions to mixed numbers 3 See Unit 73 Nos 1 – 4

by dividing the denominator into the numerator, to find how 4 See Unit 74 Nos 1, 2 and 4

many whole numbers there are, and the remainder becomes the

fraction. See also Unit 43 No. 2 Unit 76 Decimal place value – hundredths Page 54

e.g. 54 21

5 1 See Unit 1 No. 1

5 ÷ 4 = 1 r 1 21 ÷ 4 = 4 r 1 2 See Unit 1 No. 3

So 54 = 1 14 So 4 15 3 – 4 See Unit 4 No. 3. Decimals are compared left to right.

First compare whole numbers, then tenths and then

4 A mixed number can be written as an improper fraction by hundredths; to find the largest or smallest decimal.

multiplying the denominator by the whole number and adding the e.g. 1.24 is larger than 1.16 which can be written

numerator. This total is placed over the denominator. as: 1.24 > 1.16

e.g. 1 45 : (1 3 5) + 4 = 9

Unit 77 Decimals Page 55

1 See Unit 3 No. 4

So 1 45 = 9

5 2 See Unit 1 No. 3

Unit 72 Improper fractions (2) Page 52 3 A decimal is part of a whole and can be written in numbers

1 – 2 See Unit 71 No. 3 and words, e.g. 4.26 = four point two six or

3 – 4 See Unit 71 No. 4 four units, two tenths and six hundredths.

4 The number of tenths are found by locating the value in the

tenths place and writing all of the digits to the left and including

Unit 73 Fraction addition Page 53 that numeral.

1 – 4 Fraction with the same denominator can be added on a e.g. 47.8 has 478 tenths or 478

10

diagram or with numbers.

Unit 78 Comparing decimals (1) Page 55

e.g.

...

....

..... 1 See Unit 1 No. 1

1 1 1+1 ...... 1 1 1+1

4 + 4 = 4 ......

... 3 + 3 = 3 2 See Unit 76 Nos 3 – 4

3 To find the decimal that is 5 hundredths greater, add 5 to

2 1 2

= 4 or 2 = 3 the hundredths place, so for 3.41, add 5 to the 1, giving 3.46.

Note: if the answer is an improper fraction, it should be If the number in the hundredths position is 5 or greater, then

changed to a mixed number. add as normal and carry the 1 into the tenths place.

e.g. 45 + 35 = 75 = 1 25 e.g. 3.59 add 5 hundredths to give 3.64

4 See Unit 77 No. 3 and Unit 76 Nos 3 – 4

Unit 74 Fraction subtraction Page 53

1, 2 and 4 Fractions with the same denominator can be Unit 79 Decimal place value – thousandths Page 56

subtracted on a diagram or with numbers. 1 Fractions can be written as decimals. The number of zeros in

e.g. 2 – 13 O

n a diagram: the denominator indicates the number of decimal places.

e.g. 100 has 2 decimal places and 1000 has 3 decimal places.

1

Shade the subtracted part: 3

If the number is less than 1, then a zero is written in front of the

Count the fraction remaining: 1 23 231

decimal point, e.g. 1000 = 0.231

4 1 4–1 3 1

e.g. 6 – 6 = 6 = 6 = 2 3 zeros 3 decimal places

Note: if the answer is an improper fraction it should be changed 2 and 4 See Unit 76 Nos 3 – 4

to a mixed number. 3 See Unit 1 No. 3

3 See Unit 67 No. 3

Unit 80 Comparing decimals (2) Page 56

Unit 75 Fraction addition and subtraction Page 54 1 See Unit 1 No. 1

1 See Unit 73 Nos 1 – 4 and Unit 74 Nos 1, 2 and 4 2 and 4 See Unit 76 Nos 3 – 4

2 To subtract a fraction from a whole number, first make the 3 See Unit 1 No. 3

whole number a fraction with the same denominator.

e.g. 3 – 14 : M

ake the 3 into quarters by multiplying Unit 81 Decimal addition (1) Page 57

the top and bottom by 4. 1 – 4 Decimal addition is the same as regular addition. Tens,

So 3 = 124

units, tenths and hundredths all need to line up in the correct

place value columns. The easiest way is to line up the decimal

12 1 11

So 4 – 4 = 4 point first.

e.g. 4 . 2 The decimal point position also continues in the answer.

= 2 34 + 3 . 1

7 . 3

➤

Start Ups 7

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 81 – 89

Trading is treated in the same way. If the division doesn’t go, such as 3 ÷ 6, then a zero is written

e.g. 1 4 . 6 as in normal division.

+ 1 2 . 9 Note: don’t forget to include the $ and c signs when working

2 7 . 5 with money and units such as h or kg when working with

Note: any missing digits can have zeros added to keep the columns quantities.

consistent.

e.g. 4 . 2 4 . 2 0 Unit 87 Decimal multiplication and division Page 60

+ 3 . 5 1 becomes + 3 . 5 1 1 See Unit 85 Nos 1 – 4

7 . 7 1 2 See Unit 86 Nos 1 – 4

Unit 82 Decimal addition (2) Page 57 3 When multiplying by 10, move the decimal point one place to

1 – 2 See Unit 81 Nos 1 – 4. Note: when working with the right, e.g. 1.36 3 10 = 13.6

quantities don’t forget the $ and c signs for money, or units When multiplying by 100, move the decimal point two places to

such as m or L. the right, e.g. 1.36 3 100 = 136

3 – 4 See Unit 17 No. 2 When multiplying by 1000, move the decimal point three places

to the right. e.g. 1.36 3 1000 = 1360

Unit 83 Decimal subtraction (1) Page 58 Note: a zero is added if there are not enough places to move the

1 – 2 Decimal subtraction is the same as regular subtraction. decimal point.

Tens, units, tenths, hundredths all need to line up in the correct 4 When dividing by 10, move the decimal point one place

columns. The easiest way is to line up the decimal point first. to the left, e.g. 32.14 ÷ 10 = 3.214

e.g. 4 . 7 The decimal point position continues in When dividing by 100, move the decimal point two places

– 2 . 5 the answer. to the left, e.g. 32.14 ÷ 100 = 0.3214

2 . 2 When dividing by 1000, move the decimal point three places

Trading is treated in the same way. to the left, e.g. 3.21 ÷ 100 = 0.0321

e.g. 6 1 Note: a zero is added if there are not enough places to move the

1 7 . 3

– 1 2 . 9 decimal point.

4 . 4

Unit 88 Rounding decimals Page 60

Note: any missing numbers can have zeros added to keep the

1 – 2 Rounding decimals is the same as rounding whole

columns consistent.

numbers. See Unit 23 Nos 1 – 4. Numbers ending with

e.g. 4 . 4 9 4 . 4 9

– 2 . 3 digits 1 to 4 are rounded down, so 4.42 becomes 4.4.

becomes – 2 . 3 0

2 . 1 9 Numbers ending with digits 5 to 9 are rounded up,

so 1.67 becomes 1.7.

3 See Unit 25 No. 2

Note: numbers rounded to one decimal place only have one

4 See Unit 21 No. 2

number after the decimal point. Numbers rounded to two

Unit 84 decimal places have two numbers after the decimal

Decimal subtraction (2) Page 58

point.

1 – 4 See Unit 83 Nos 1 – 2

3 To round to the nearest whole number, any number with a

Note: when working with money or quantities don’t forget

decimal of 0.5 or greater rounds up, so 2.53 becomes 3. Any

$ and c signs, or units such as m or L.

number with a decimal of less than 0.5 rounds down, so

Unit 85 Decimal multiplication Page 59 47.46 becomes 47.

1 – 4 When multiplying decimals, multiplication is completed 4 See Unit 81 Nos 1 – 4 and Unit 83 Nos 1 – 2 then round to

as usual and then when finished, the total number of decimal the nearest 5c (see Unit 23 Nos 1 – 4), not forgetting the

places in the question is counted. This is the number of decimal $ and c signs.

places for the answer. Unit 89 Percentages (1) Page 61

e.g. 6 . 2 1 Two decimal places in the question.

3 3 1 – 3 Percentage means out of 100. It is represented

with the percentage sign %. Therefore 20% is 20 out of

1 8 . 6 3 Two decimal places in the answer. 20 2

100 or twenty percent or 100 or 10 or 0.2

Therefore the answer is: 18.63

Decimal multiplication can be completed horizontally or It can be represented on a diagram:

vertically.

Note: don’t forget to include the $ and c signs when working

with money.

1 – 4 When dividing a decimal by a whole number, the 4 To find the percentage of a number, express the percentage as

decimal point in the answer is lined up above the decimal point a fraction or decimal and then multiply by the number.

10

in the question, e.g. 1.26 e.g. 10% of 50 = 100 3 50 or 10% of 50 = 0.1 3 50

5 6.36 =5 =5

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 90 – 100

Unit 90 Percentages (2) Page 61 Note: a shape may have more than one line of

1 – 3 See Unit 89 Nos 1 – 3 symmetry. A regular shape is one where all sides

4 See Unit 89 No. 4 and all angles are equal.

See also Geometry Unit on page 16.

Unit 91 F ractions, decimals and

percentages Page 62 Unit 96 Classifying angles (1) Page 64

1 To convert a fraction to a decimal: either convert the fraction to 1 An angle is the amount of turn between two straight lines (arms)

one with a denominator of 100: 25 3 20 40

20 = 100 = 0.4;

fixed at a point (vertex).

or divide the numerator by denominator as a division is arms larger than

equation: 0.4 vertex

2 See Unit 89 No. 4. Don’t forget to include the signs such as $ and acute between 0º and 90º

quantities such as m.

3 To compare two amounts, have them in the same format, such right 90º

as all fractions, or all decimals, or all percentages, and then

between 90º

compare them. obtuse

and 180º

e.g. Insert the sign, < or > : 12 0.25

straight 180º

1 1

Make both fractions: 2 4 between 180º

reflex

and 360º

Then add the sign: 1 > 1

2 4 revolution (full turn) 360º

4 To complete the table, first convert the fraction to one with a

denominator of 100. Then write as a decimal with two decimal Unit 97 Classifying angles (2) Page 65

places, and finally a percentage can be written.

1 – 4 See Unit 96 Nos 2 – 4

Unit 92 Use of money Page 62 Unit 98 Comparing angles (1) Page 65

1 – 2 In the Australian money system, there are

1 – 4 See Unit 96 Nos 2 – 4

six different coins: $2, $1, 50c, 20c, 10c and 5c

and five different notes: $100, $50, $20, $10 and $5. Unit 99 Comparing angles (2) Page 66

3 – 4 Change is the leftover amount of money owed back to the 1 – 4 See Unit 96 Nos 2 – 4

person after a purchase. It can be found by counting on.

e.g. The change from $5 after spending $4.25 is: Unit 100 Drawing angles (1) Page 66

5c makes $4.30, 20c makes $4.50 and 50c makes $5.00. Therefore 1 – 2 An angle can be

the total change is 50c + 20c + 5c = 75c. measured using a protractor. 80 90 100 1

The centre of the protractor 60

70

110

100 90

10

80 70

120

13

Unit 93 Money operations Page 63 50 120

60

50

0

40º

is placed at the vertex of

0

13

14

40

0

40

14

150

30

150

30

160

20

60

20

180 170 1

170 180

10

10

3 See Unit 85 Nos 1 – 4 and Unit 35 Nos 2 – 3 angle’s arms. Then the scale

0

4 See Unit 86 Nos 1 – 4 and Unit 43 No. 3 is read around to the other arm.

Unit 94 Money rounding Page 63

For an angle facing left, it is

1 – 3 See Unit 88 Nos 1 – 2, Unit 88 No. 3 and 70

80 90 100 11

0 120

110 13

50 120

60 0

Unit 23 Nos 1 – 4

0 50

45º

13

14

40

0

40

14

150

30

50

30

0 1

160

20

20

180 170 16

170 180

10

10

0

Unit 95 protractor is turned around

Symmetry Page 64

(don’t flip) to measure 290º

1 – 4 Symmetry is when one half of the shape is a

the amount of angle below

reflection of the other, so when folded on the line

the line and this is then

(axis) of symmetry, the two halves fit exactly.

added to 180º to give

170 180

180 170 16

0

0

10

10

20

160

20

0

150

30

150

30

14

40

0

0

40

13

14

50 0

0 120 50

13 60 110

70

110º

100 90 60

120 80

70º

0 70

90 100 11 80

Start Ups 9

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 100 – 110

3 See Unit 96 Nos 2 – 4 Unit 106 Views of 3D objects Page 69

4 To draw an angle with a protractor, draw a horizontal line 1 – 4 A 3D object can be viewed from the front, side or top.

and label one end with a dot. Note: different objects could have a view the same.

top

Place the centre of the protractor on this dot, and the baseline side

along the horizontal line. front

80 90 100 11

70 0 120

60 100 90 80 70

110 13

50 120

60 0

0 50

13

14

40

0

0

40

14

150

30

See also Geometry Unit on page 16

150

30

160

20

0

20

180 170 16

170 180

10

10

0

0

Read around on the scale to the desired value and mark

Unit 107 Triangles Page 70

with a dot. 70

80 90 100 11

0 120

60 100 90 80 70

110 13

50 120

60 0

0 50

13

14

40

0

0

40

14

150

30

0

30

0 15

160

20

20

180 170 16

170 180

10

10

0

Join the vertex and this point to complete the second arm.

3 A right-angled triangle is one which has one right angle.

Label the angle.

60º

Unit 101 Drawing angles (2) Page 67 4 An isosceles triangle is a triangle with two equal sides and

1 – 2 See Unit 100 Nos 1 – 2 two equal angles.

3 See Unit 100 No. 4

4 See Unit 96 Nos 2 – 4

A scalene triangle is a triangle in which all three sides are

Unit 102 Drawing angles (3) Page 67 different lengths.

1 – 2 See Unit 100 Nos 1 – 2

3 See Unit 100 No. 4

4 See Unit 96 Nos 2 – 4 An equilateral triangle is a triangle where all the sides are

equal and all angles are equal to 60º.

Unit 103 Angles in 2D shapes Page 68

1 – 2 See Unit 96 Nos 2 – 4 and Unit 100 Nos 1 – 2

3 The sum of all angles in a triangle is 180º.

That is the three angles in a triangle always add up to 180º. Unit 108 Quadrilaterals Page 70

Therefore if two angles are known, the third can be found by 1 See Unit 107 Nos 1 – 2

counting on to 180º (or subtract the total of the known 2 – 3 The diagonal is a line joining

two from 180º) one corner of a shape to other or

60º + 70º = 130º 50º corners, except the neighbouring

180º – 130º = 50º corners.

The missing angle is 50º. 4 See Unit 103 No. 4 and Geometry Unit on page 16

60º 70º

Unit 109 Polygons Page 71

4 Remember a quadrilateral is a 4-sided shape and has

4 angles. See also Unit 96 Nos 2 – 4, Unit 100 Nos 1 – 2 and 1 A polygon is a plane shape with three or more straight sides.

Geometry Unit on page 16 A regular shape has all sides and all angles equal. An irregular

Note: the sum of all angles in a quadrilateral is 360º. shape does not. See Geometry Unit on page 16.

2 The side is a line on the edge of a shape joining its vertices.

Unit 104 3D objects Page 68

side

1 A 3D object (solid) has three dimensions; length, breadth and

height (depth). See Geometry Unit on Page 16

3 See Unit 96 No. 1

2 A face is the flat surface of a 3D shape.

4 See Unit 108 Nos 2 – 3

3 An edge is where two surfaces meet.

face

4 A corner (vertex) is a point where Unit 110 Prisms and pyramids Page 71

lines meet. 1 A prism is a solid shape with two identical parallel bases and

corner edge

all other faces are rectangles. Note: a prism takes its name from

its base.

Unit 105 Drawing 3D objects Page 69 triangular prism

See Unit 104 No. 1 and Geometry Unit on page 16

A pyramid is a 3D shape with a polygon as a base

vertex

and triangular faces that meet at a vertex.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 110 – 120

2 A cross-section is the face that is seen when a 3D object is Unit 115 Sections of solids Page 74

cut through. 1 – 3 See Unit 106 Nos 1 – 4

3 See Units 104 No. 4, Unit 104 No. 3, Unit 104 No. 2 and 4 See Unit 110 No. 2

Geometry Unit on page 16.

4 See Unit 104 No. 2 Unit 116 Nets and 3D objects Page 74

1 See Unit 106 Nos 1 – 4

Unit 111 Cylinders, spheres and cones Page 72 2 – 4 A net is the flat pattern which can be used to make a

1, 2 and 4: A cone is a 3D object with a circular or elliptical base 3D object.

and a curved surface that meets at a vertex. is the net for a

triangular pyramid.

A cylinder is a 3D object with one curved rectangular surface and Unit 117 Shapes – general review Page 75

two equal circular faces. 1 A rotation (turn) is to turn a shape or object about one point

in either a clockwise or anti-clockwise direction.

A sphere is a 3D object that is perfectly round like a ball.

A translation (slide) is to move a shape or object left/right or

3 A surface is the outer face of an object which may be flat or

up/down without rotating it.

curved. flat surface

curved surface

A reflection (flip) is a shape or object as seen in a mirror.

Unit 112 Parallelograms and rhombuses Page 72

1 – 2 A parallelogram is a special quadrilateral where opposite

sides are equal and opposite angles are equal.

A tessellation is a repeating pattern of one or more identical

shapes that fit together without any gaps.

3 – 4 A rhombus is a parallelogram with four equal sides and 2 See Unit 95 Nos 1 – 4

equal opposite angles. 3 See Geometry Unit on page 16

4 See Unit 111 No. 3, Unit 104 No. 4 and Unit 104 No. 3

Unit 113 Movement of shapes Page 73 1 – 4 Coordinates (grid references) are used to show position

1 and 4 A flip (reflection) is a shape on a grid. They are represented by pairs of letters or numbers.

or object as seen in a mirror. e.g. (A, 2) or (6, 3) or (B, C)

2 and 4 A slide (translation) is to move Note: the first coordinate is the horizontal or x-value and the

a shape or object left/right or up/down second coordinate is the vertical or y-value.

without rotating it.

3 and 4 A turn (rotation) is to turn a Unit 119 Scale Page 76

shape or object about one point in either 1 – 2 See Unit 118 Nos 1 – 4

a clockwise or anticlockwise direction. 3 A scale on a map is used to tell how large the object shown

really is. A scale such as 1 cm : 100 cm is read as 1 cm on the

Unit 114 Scale drawings and ratios Page 73 map represents 100 cm (1 m) in real life, meaning the land is

1 – 4 A scale is used to tell how large an object or item on a 100 times bigger than on the map.

map or diagram really is. A scale such as 1 cm : 100 cm reads e.g. 1 cm = 100 cm

as 1 cm on the drawing represents 100 cm (1 m) in real life, so 4 cm = 400 cm or 4 m.

i.e. the actual item is 100 times larger than in the diagram. 4 Distance is the length between two points, objects or locations.

e.g. For a scale of 1 cm : 100 cm

4 cm : 4 3 100 cm or 4 cm : 400 cm or 4 cm : 4 m Unit 120 Maps (2) Page 76

1 – 2 See Unit 118 Nos 1 – 4

3 – 4 A compass is an instrument that shows direction. Its

points are: North

NW NE

West East

SW SE

South

Start Ups 11

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 121 – 135

Unit 121 Compass directions Page 77 Unit 129 am and pm time (2) Page 81

1 – 4 See Unit 120 Nos 3 – 4 1 – 3 See Unit 128 Nos 1 and 3

4 To find a certain number of minutes after a certain time, count

Unit 122 Horizontal and vertical lines Page 77 on (by 5s would be the quickest) remembering to change between

1 and 3 A horizontal line is parallel am and pm and cross over midday and midnight.

to the horizon. e.g. 70 minutes after 10:30 pm is 11:40 pm.

2 and 4 A vertical line is at right angles

to the horizon, or straight up and down. Unit 130 24-hour time (1) Page 81

1 – 4 24-hour time uses all 24 hours of the day and is expressed with

Unit 123 Maps (3) Page 78 four digits; am or pm is not needed. For am times, the time is written

1 – 3 See Unit 118 No. 1 – 4 the same except times 1 to 9 o’clock which have a 0 written in front,

4 See Unit 120 Nos 3 and 4 e.g. 9:30 am is 0930 hours. For pm times 12 is added to the normal

time, e.g. 2 pm is 1400 hours.

Unit 124 Coordinates Page 78 Thus to write 24-hour time as pm time, 12 is subtracted from the

1 – 3 See Unit 118 Nos 1 – 4 time, e.g. 1930 hours is 7:30 pm. Midnight is 0000 hours.

4 See Unit 119 No. 4. Note: the distance can be found by

ounting squares. Unit 131 24-hour time (2) Page 82

1 – 4 See Unit 130 Nos 1 – 4.

Unit 125 Grids Page 79

1 – 4 See Unit 118 Nos 1 – 4 Unit 132 24-hour time (3) Page 82

1 – 2 See Unit 130 Nos 1 – 4

Unit 126 Perspective Page 79 3 See Unit 130 Nos 1 – 4 and Unit 128 No. 4

1 See Unit 119 No. 4 4 To find the difference between two times, check if the times

2 – 4 See Unit 100 Nos 1 – 2 are am or pm.

Two possible methods are:

Unit 127 Digital and analog time Page 80 • count on from the first time to the second time (in hours and then

1 – 2 Time is the space between one event and the next. It is 5 minute intervals is probably the easiest)

measured on a clock. To move between each number on the • convert both times to 24-hour time and find the difference.

clock, the minute hand takes 5 minutes. When the long hand is

pointing to the 6 it is stated as half past. Unit 133 Timetables and timelines Page 83

e.g. half past 4 11 12 1 1 – 3 A timetable is a table where times are organised for when

10 2

9 3 different events happen. They are used by schools, with transport

8

7 5

4

and in hospitals.

6

4 A timeline is a diagram (like a number line) used to show the

When the long hand points to the 3 it is stated as quarter past length of time between events.

and when the long hand points to the 9 it is stated as quarter to.

e.g. quarter past 7 11 12 1 quarter to 8 11 12 1 Unit 134 Time zones Page 83

9

10 2

3 9

10 2

3

1 – 4 Time zones are the different times that occur in different

8 4 8 4 states and territories. In Australia there are three time zones:

7 6 5 7 6 5

• Eastern Standard Time (EST)

3 – 4 On a digital clock the time is read as so many minutes • Central Standard Time (CST), which is 12 hour behind Eastern

past the hour, so 7:35 is 35 minutes past 7. It can also be Standard Time

written as a time to the hour, so 7:35 is 25 minutes to 8. • Western Standard Time (WST), which is 2 hours behind Eastern

Standard Time.

Unit 128 am and pm time (1) Page 80 3 See Unit 128 No. 4

1 and 3 am is the abbreviation for ante meridiem. It is any time 4 In summer NSW, ACT, Vic., Tas. and SA have daylight saving. This

in the morning between midnight and midday. is where clocks are moved forward one hour on the last Sunday in

e.g. 7 am or 9:35 am October and moved back on the last Sunday in March.

pm is the abbreviation post meridiem. It is any time in the

afternoon or evening between midday and midnight. Unit 135 Length in mm (1) Page 84

e.g. 8:30 pm or 11 pm 1 and 4 Length is the distance from one end to the other, or how

2 See Unit 127 Nos 3 – 4 long something is. It is measured with a ruler. Units include

4 To find the time that is one hour later add 1 to the hour of the millimetres (mm) for very small lengths such as the length of an ant,

time, e.g. 7:30 pm + 1 hour = 8:30 pm. This also applies to centimetre (cm), metre (m) and kilometre (km) for longer lengths

24-hour time, e.g. 0319 + 1 hour = 0419. such as the distance between two cities.

Note: if adding an hour to any time between 11:00 and 12:00 then 10 mm = 1 cm

the am will change to pm, e.g. 11:30 am + 1 hour = 12: 30 pm. For 100 cm = 1 m

pm it will change to am, e.g. 11:30 pm + 1 hour = 12:30 am. 1000 m = 1 km

1000 mm = 1 m

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 135 – 149

2 – 3 It is possible to convert between the different units. 3 – 4 Area can be calculated by multiplying the length by

e.g. 2000 mm = 2 m breadth.

4 cm

200 cm = 2 m e.g. A=432

42 mm = 4 cm 2 mm =8 2 cm

400 cm = 4 m Area is 8 cm2.

Unit 136 Length in mm (2) Page 84 Unit 144 Area (2) Page 88

1 – 2 See Unit 135 Nos 1 and 4 1 – 3 See Unit 143 Nos 3 – 4

3 – 4 See Unit 135 Nos 2 and 3 4 The area of a square can be found by squaring the side

length.

e.g. A= 42

Unit 137 Length in km (1) Page 85 = 16 (or 4 3 4) 4 cm

1 See Unit 135 Nos 1 and 4 2

Area is 16 cm .

2 and 3 See Unit 135 Nos 3 – 4

4 Speed is how fast something is moving or how far it travels Unit 145 Area (3) Page 89

in a certain time. It can be written as kilometres per hour (km/h) 1 and 3 See Unit 143 Nos 3 and 4

or metres per second (m/s). 2 To find the length or breadth from a given area, divide the

Therefore an object travelling at 100 km in 2 hours is travelling area by the given dimension.

at a speed of 50 km/h (divide both numbers by 2). e.g. If length = 6 cm and the area = 18 cm2,

the breadth is = 186 = 3, so 3 cm.

Unit 138 Length in km (2) Page 85 4 For non-regular shapes, divide them into squares and

1 See Unit 135 Nos 1 and 4 rectangles, calculate the area of each of the shapes and then

2 – 3 See Unit 135 Nos 2 – 3 add these areas together to find the total area.

4 To change metres to kilometres divide by 1000. e.g. 3 cm

3 cm

1 – 2 See Unit 135 Nos 1 and 4 4 cm 3 3 4 = 12 = 18

3 – 4 See Unit 135 Nos 2 – 3 3 3 2 = 6 2 cm Total area is 18 cm2.

Unit 140 Perimeter (1) Page 86 Unit 146 Area (4) Page 89

1 Length is the longer distance of an object (see also Unit 135

1 See Unit 143 No. 1

Nos 1 and 4). Breadth is the width from side to side of an

2 – 3 See Unit 143 Nos 3 – 4

object.

4 See Unit 145 No. 2

breadth

Unit 147 Hectares Page 90

length

1 – 4 A hectare is used to measure large areas such as a

2 and 4 Perimeter is the distance around the outside of a national park.

shape. 3m 1 hectare (ha) = 10 000 m2

e.g. P=2+3+2+3 so 2 ha = 20 000 m2 and conversely 40 000 m2 = 4 ha.

= 10 2m

Perimeter is 10 m. Unit 148 Square kilometres Page 90

3 To find the perimeter of a square, multiply the side length 1 – 4 A square kilometre is equal to

by 4. 1000 m 3 1000 m = 1 000 000 m2

e.g. P=234 Therefore 1 km2 = 100 ha

=8 so 5 km2 = 500 ha

Perimeter is 8 cm and 600 ha = 6 km2

2 cm

Unit 141 Perimeter (2) Page 87

1 – 3 See Unit 140 Nos 2 and 4 Unit 149 Mass in g and kg (1) Page 91

4 See Unit 135 Nos 1 and 4 1 Mass is the amount of matter in an object. It is measured in

grams (g) for lighter objects or kilograms (kg) for heavier

Unit 142 Perimeter (3) Page 87 objects.

1 – 4 See Unit 140 Nos 2 and 4 2 – 4 1 kilogram = 1000 grams

so 4 kg = 4000 g

Unit 143 Area (1) Page 88

and 1600 g = 1.6 kg

1 Area is the size of the surface of a shape. It is measured in

Note: mass can be written as 2 kg 100 g or 2100 g or 2.1 kg.

square units, e.g. sq cm = cm2 or sq m = m2 for larger areas. It

can also be found by counting squares.

2 See Unit 140 No. 1

Start Ups 13

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 150 – 163

Unit 150 Mass in g and kg (2) Page 91 Unit 158 Cubic metres Page 95

1 See Unit 149 No. 1 1 – 3 A cubic metre is another measurement of volume, for larger

2 – 3 See Unit 149 Nos 2 – 4 volumes. Its abbreviation is m3.

4 Masses can be added to find the total mass. 4 See Unit 155 Nos 3 – 4. Note: units are m3 in this case!

e.g. 500 g + 500 g = 1 kg

Unit 159 Chance (1) Page 96

Unit 151 Mass in tonnes (1) Page 92 1 – 4 Chance is the probability or likelihood of something

1 – 4 Another measurement of mass is the tonne. happening. It can be described in words such as certain, likely,

1 t = 1000 kg so 3 t = 3000 kg unlikely, impossible, equal chance and never.

impossible equal chance certain

Unit 152 Mass in tonnes (2) Page 92 unlikely likely

1 – 4 See Unit 151 Nos 1 – 4

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Unit 153 Capacity in mL and L (1) Page 93

1 – 4 Capacity is the amount a container can hold. It is Unit 160 Chance (2) Page 96

measured in litres (L) for larger capacities and millilitres (mL) 1 and 4 See Unit 159 Nos 1 – 4

for smaller capacities. 2 – 3 Chance can be described with a fraction or decimal or

1 litre = 1000 millilitres 5

percentage, where 1 or 100% is equal to certain, 0.5; 10 or

so 3 L = 3000 mL 1

2 or 50% is equal chance and 0.01, or 1% is almost impossible.

and 2500 mL = 2.5 L

Note: capacity can be written as 1 L 350 mL or 1350 mL Unit 161 Chance (3) Page 97

or 1.35 L.

1 – 3 See Unit 160 Nos 2 – 3

Unit 154 4 See Unit 159 Nos 1 – 4

Capacity in mL and L (2) Page 93

1 See Unit 153 Nos 1 – 4 Unit 162 Picture graphs (1) Page 97

2 Capacities can be added to find the total capacity.

1 – 4 A picture graph is a graph which uses pictures to represent

2L+4L=6L

quantities.

3 – 4 Displacement: when an object is placed completely

under water, it displaces its own volume. As the object is placed 9

in the water, the water level rises.

Number

6

1 cm3 displaces 1 mL of water.

Therefore 50 mL would be displaced by 50 cm3 and 3

M T

Days of the week

Unit 155 Cubic centimetres (1) Page 94

1 – 2 A cubic centimetre (centicube) is a standard unit for Note: One picture may represent many items, = 3 days.

measuring volume. Its abbreviation is cm3. The volume of an

Unit 163 Picture graphs (2) Page 98

object made of centicubes can be found by counting the

number of cubes. 1 – 2 See Unit 162 Nos 1 – 4

3 – 4 Volume can be calculated by multiplying the length by the 3 A tally is the process of using marks to record counting.

breadth by the height. e.g.

Shape Tally Number

e.g. 2 cm 8

V = 2 3 3 3 2

= 12 2 cm 7

Volume is 12 cm3. 3 cm 3

Note: represents a group of 5. Information recorded as a tally in

Unit 156 Cubic centimetres (2) Page 94 a table is often called a tally table or tally sheet.

1 See Unit 155 Nos 1 – 2 4 A bar chart or column graph uses bars or columns to show the

2 – 3 See Unit 155 Nos 3 – 4 number of items or objects so that they can be compared.

Note: volume of a cube can be found by multiplying the side

length by itself three times.

10

e.g. A cube of side length of 2 cm has a volume of

2 cm 3 2 cm 3 2 cm = 8 cm3. 8

Number

4

Unit 157 Cubic centimetres (3) Page 95 2

1 See Unit 155 Nos 1 – 2 and Unit 155 Nos 3 – 4

2 See Unit 155 Nos 3 – 4 red blue green yellow

Colour

3 – 4 See Unit 154 Nos 3 – 4

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Units 164 – 176

Unit 164 Line graphs (1) Page 98 Unit 174 Problem solving (2) Page 103

1, 3 and 4 A line graph joins points which represent 1 The same set of objects can be arranged in different orders. e.g.

the data. These points are often joined with lines. the digits 1, 2 and 3 can be arranged in the following ways: 123,

132, 213, 231, 312, and 321.

4

2 A cube has 6 faces. If it is joined to another cube then

3

a total of 10 faces are showing, when looked at from any

Weight 2

in kg view.

1 6 faces 10 faces

Age in years

1 2 3 4

3 See Unit 25 No. 2 and Unit 30 Nos 1 – 3

Unit 165 Line graphs (2) Page 99 4 See Unit 60 No. 2

1 – 4 See Unit 164 Nos 1, 3 and 4

Unit 175 Problem solving (3) Page 104

Unit 166 Tally marks Page 99 1 To form 1 triangle, 3 matches are used.

1 – 3 See Unit 163 No. 3

4 See Unit 163 No. 4 and Unit 164 Nos 1, 3 and 4

1 See Unit 163 No. 3 To form 2 triangles, 5 matches are used.

2 See Unit 164 Nos 1, 3 and 4

3 See Unit 163 No. 4

4 A pie graph uses a circle divided into sections where each

section represents part of the total.

2 See Unit 30 Nos 1 – 3, Unit 39 No. 3 and Unit 42 Nos 1 – 4

B

3 See Unit 30 Nos 1 – 3, Unit 42 Nos 1 – 4, Unit 25 No. 2,

Y Unit 21 Nos 3 – 4 and Unit 16 No. 1

R

4 A line interval is a straight line between two points (not passing

through any other point).

Unit 168 Column graphs (1) Page 100

1, 3 and 4 See Unit 163 No. 4

2 See Unit 163 No. 3 1st interval

Unit 169 Column graphs (2) Page 101 2nd interval

1 – 4 See Unit 163 No. 4

Note: intervals can cross over.

Unit 170 Surveys and collecting data (1) Page 101

1 – 2 See Unit 163 No. 3 Unit 176 Problem solving (4) Page 104

3 – 4 See Unit 164 Nos 1, 3 and 4 1 To form 1 square, 4 matches are used.

1 – 2 See Unit 163 No. 3

3 – 4 See Unit 163 No. 4 To form 2 squares, 7 matches are used.

1 – 4 Mean is the same as the average.

See Unit 54 Nos 1 – 4 2 See Unit 25 No. 2 and Unit 30 Nos 1 – 3

3 See Unit 9 No. 1, Unit 35 Nos 2 – 3 and Unit 43 No. 3

Unit 173 Problem solving (1) Page 103 4 See Unit 174 No. 1

1 – 3 See Unit 60 No. 2

4 See Unit 3 No. 1

Start Ups 15

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

START UPS: Geometry Unit

2-dimensional shapes 3-dimensional objects

isosceles triangle

sphere

equilateral triangle

right-angled triangle

cone

scalene triangle

square cylinder

rectangle

hemisphere

rhombus

parallelogram

cube

trapezium

square prism

kite

heptagon

hexagonal prism

octagon

triangular pyramid

nonagon

square pyramid

decagon

rectangular pyramid

circle

pentagonal pyramid

oval

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 1 See START UPS page 1 UNIT 2 See START UPS page 1

1 Complete the numeral shown on each abacus: 1 Write the numeral shown on each abacus:

a b a b

TTh Th H T U TTh Th H T U

TTh Th H T U TTh Th H T U

c d c d

TTh Th H T U TTh Th H T U

TTh Th H T U TTh Th H T U

e f e f

TTh Th H T U TTh Th H T U

TTh Th H T U TTh Th H T U

2 Write the numeral for: 2 Write each of the following numbers in words:

a eighty-three thousand, five hundred and a 12 052

sixty-three

b 30 906

b twenty-five thousand, nine hundred and fifteen

c 11 042

c thirty-seven thousand, three hundred and

forty-five d 47 635

d forty thousand, seven hundred and ninety-one

e 90 020

e fifteen thousand and ninety-six f 70 100

f ten thousand, one hundred and fifty 3 Write the numeral for:

3 Write the value of the underlined digit:

a 70 000 + 2000 + 300 + 40 + 5

a 27 385 b 71 867 b 50 000 + 8000 + 600 + 90 + 8

c 40 219 d 55 345 c 60 000 + 400 + 70 + 3

e 16 190 f 42 612 d 20 000 + 800 + 90 + 5

4 Write each set of numbers in ascending order:

e 10 000 + 1000 + 200 + 10 + 2

a 23 815, 41 672, 38 521

f 30 000 + 5000 + 500 + 2

b 11 085, 12 346, 61 460

c 46 825, 45 118, 47 325 4 State the value of the 8 in each of the following:

e 51 045, 51 001, 51 437 c 11 058 d 83 205

f 71 185, 76 459, 73 215 e 32 981 f 46 118

5 Write the numeral for: 5 Write the numeral for:

TTh Th H T U

TTh Th H T U

7 Write the value of the underlined digit: 17 851 7 Write the numeral for: 20 000 + 3000 + 500 + 6

8 Write the set of numbers in ascending order: 8 State the value of the 8 in 18 526.

61 059, 61 738, 60 476 9 What is the number that is 5000 greater than

9 Write the number closest to 2000, with the digits thirty-two thousand, eight hundred and fifty-nine?

1, 8, 4 and 2.

☞ Answers on page 124 Units 17

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 3 See START UPS page 1 UNIT 4 See START UPS page 1

1 Label each of the numbers on the number line with the 1 Place each of the following sets of numbers in

letters a–f: ascending order:

a 16 500 b 16 732 c 16 205 a 16 487, 17 382, 15 046, 18 589

d 16 379 e 16 985 f 16 427

b 23 468, 22 475, 21 049, 24 480

16 000 16 500 17 000

2 Circle the larger number in each of the following pairs:

c 38 049, 37 672, 38 115, 37 989

a 29 006 2998

b 85 321 8641

d 42 346, 42 758, 42 675, 43 981

c 19 151 91 151

d 29 426 29 462

e 84 256, 84 265, 84 296, 84 201

e 80 172 80 476

f 42 119 41 911

f 66 375, 66 357, 66 735, 66 537

3 Write the following in numerals:

a twenty-three thousand 2 Write six numbers larger than 60 000 but

b fifty-two thousand and sixteen less than 65 000.

c seventy thousand, four hundred and three a b c

d e f

d eighty-five thousand and nine

3 Complete the following number statements with

e thirteen thousand, one hundred < or > to make them true:

f sixty-five thousand and ninety-nine a 19 999 91 899 b 4006 40 208

4 Write each of the numbers on the place value chart: c 60 479 60 749 d 18 560 16 650

Number TTh Th H T U e 76 487 67 497 f 29 562 28 562

a 33 689 4 Write six numbers smaller than 95 000 but larger

b 31 072 than 90 500.

c 33 356 a b c

d 12 850 d e f

e 36 759

5 Place the set of numbers in ascending order:

f 17 895 14 281, 41 256, 40 879, 24 256

5 On the number line, label each of the numbers:

3789, 3652, 3850 6 Write two numbers larger than 10 460 but less

than 10 500.

3600 3700 3800 3900

,

6 Circle the larger number in the pair: 7 Complete the number statement with < or > to

17 852 16 832 make it true:

7 Write eighty thousand, nine hundred as a numeral. 10 760 1806

8 Write two numbers smaller than 25 000 but larger

than 23 000.

8 Write the number on the place value chart:

,

Number TTh Th H T U

9 I am a number with the digits 1, 3, 5, 7, 9.

58 361

5 is in the tens place, 7 has the smallest value and

9 Write the two smallest numbers that can be written 3 has the second highest value.

using all of the following digits: Write down all the different numbers I could be.

3, 8, 5, 1, 2. ,

18 Excel Start Up Maths Year 5 ☞ Answers on page 124

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 5 See START UPS page 1 UNIT 6 See START UPS page 1

1 Write the numeral shown on each abacus: 1 Write true or false for each of the following:

a b a 67 382 < 76 489

b 23 186 > 23 816

T U • Tth Hth T U • Tth Hth

c 10 765 < 10 675

c d d 81 496 > 80 529

e 34 720 < 38 475

f 42 890 > 4299

T U •

Tth Hth T U • Tth Hth

2 Write the value of the 8 in each of the following:

e f

a 28 765

b 80 425

T U • Tth Hth T U • Tth Hth

c 43 285

2 Write the value of each of the underlined digits:

d 11 758

a 2.79 b 41.86

e 22 846

c 17.98 d 20.48

f 18 423

e 10.06 f 132.96

3 Write the numeral for each of the following:

3 Write each number on the place value chart:

a twenty-one thousand, three hundred and six

a fourteen point three six

H T U . Tth Hth

b twenty-nine point five nine b s ixty thousand, one hundred and ninety-five

c o ne hundred and fifteen

point three three c eleven thousand and eighty

d eighty point zero six d forty-six thousand, five hundred and twenty

e two hundred point nine nine

f one hundred and fifty-six e ninety thousand and fifty-five

4 Write each of the following numbers in words: f thirty-eight thousand, one hundred and ninety-eight

a 105.67

b 30 080.22 4 Write six numbers between 48 325 and 48 947:

c 1046.10 a

d 800.46 b

e 99.98 c

f 46 050.03 d

5 Write the numeral shown on e

the abacus. T U • Tth Hth

f

6 Write the value of the underlined digit: 1246.73 5 True or false? 98 760 < 98 675

7 Write the number on the place value chart: 6 Write the value of the 8 in 25 832.

eight hundred and twenty-five point four nine

H T U . Tth Hth 7 Write the numeral for fifteen thousand, one hundred

and eleven.

8 Write 4006.95 in words. 8 Write two numbers between 68 742 and 68 954.

9 Circle the largest number: ,

• one thousand, two hundred and nine point six 9 What is the:

• one thousand, two hundred and nine point eight five a smallest 5-digit number you can write?

• one thousand, two hundred and seven point three two b smallest 4-digit number you can write?

☞ Answers on page 124 Units 19

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 7 See START UPS page 1 UNIT 8 See START UPS page 1

1 Write each of the following numbers on the place value 1 Draw discs on each abacus for the following numbers:

chart: a 27 851 b 326 285

a twenty-nine thousand, two hundred and six

b one hundred and fifty thousand HTh TTh Th H T U HTh TTh Th H T U

c nine hundred and three thousand and fifteen c 174 236 d 110 404

d five hundred and thirty-six thousand, four hundred

e seven hundred and ninety thousand and eleven HTh TTh Th H T U HTh TTh Th H T U

f four hundred thousand, two hundred and ninety-six e 326 198 f 428 176

HTh TTh Th H T U

a

HTh TTh Th H

b HTh TTh Th H T U T U

d a 107 429 438 467 b 140 278 104 115

e c 89 426 890 375 d 92 486 98 379

f e 104 600 107 900 f 913 875 913 900

2 True or false? 3 Match the correct name and numeral:

a 214 186 < 219 486 a five hundred and twenty-one thousand 5 021

b 872 146 < 782 159 b five hundred thousand and twenty-one 500 201

c 380 420 > 395 172 c five thousand and twenty-one 5 210

d fifty thousand and twenty-one 521 000

d 110 426 > 105 498 e five thousand, two hundred and ten 50 021

e 725 105 < 841 490 f five hundred thousand, two hundred 500 021

f 617 549 > 599 396 and one

3 Write the place value of each of the underlined digits: 4 Use each set of digits to write the largest possible

number:

a 172 385 b 493 508

a 1, 7, 6, 3, 0

c 117 511 d 829 376

b 2, 7, 9, 8, 5, 1

e 140 135 f 915 420

c 1, 8, 3, 5, 8, 6

4 State the number of thousands in each of the

following: d 5, 9, 8, 9, 8, 7

a 21 469 b 326 421 e 4, 4, 3, 8, 6, 7

c 805 123 d 46 824 f 5, 0, 5, 1, 7, 6

e 8 325 f 998 5 Draw the discs on the abacus for 176 051:

hundred and ninety-one on the place value chart: HTh TTh Th H T U

HTh TTh Th H T U 6 Complete with < or >: 109 936 190 988

7 Match the correct name and numeral:

6 True or false? 178 932 > 185 670 a one hundred and seventy-six thousand 1 076

b one hundred and seventy-six 176 000

7 Write the place value of the underlined digit:

c one thousand and seventy-six 176

170 539

8 Use the set of digits 2, 4, 6, 8, 0, 2 to write the largest

8 State the number of thousands in 107 519. possible number.

9 Find half of:

9 Make the largest possible number with the digits

a 298 360 b 11 758 4, 8, 7, 2, 3, 9 and write it in words.

c 490 857 ,

20 Excel Start Up Maths Year 5 ☞ Answers on page 125

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 9 See START UPS page 1 UNIT 10 See START UPS page 1

1 Write the next two numbers in each of the following 1 Write the numeral for each of the following:

number patterns: a 20 000 + 4000 + 600 + 20 + 5

a 21, 22, 23, 24, , b 50 000 + 8000 + 200 + 30 + 2

b 4, 8, 12, 16, , c 10 000 + 200 + 50 + 6

c 70, 77, 84, 91, , d 40 000 + 900 + 70 + 6

d 410, 420, 430, 440, , e 80 000 + 6000 + 300 + 40 + 9

e 103, 106, 109, 112, , f 70 000 + 8000 + 900 + 80 + 1

f 455, 460, 465, 470, ,

2 Expand each of the following numerals:

2 Find the number 1000 more than: a 14 689

a 4205 b 995 b 32 418

c 14 685 d 496 241 c 24 360

e 21 486 f 9480 d 21 419

3 Write the first four terms for each of the number e 46 189

patterns, starting at:

f 30 405

a 50 and count by twos

3 Write each of the following in expanded form as digits:

b 109 and count by ones

a two hundred and ninety-eight

c 30 and count by threes

b one thousand, seven hundred and fifty-two

d 140 and count by hundreds

e start at 9 000 and count by fifties

c four thousand, three hundred and twenty

f 10 006 and count by thousands

d twenty-six thousand, five hundred and seventy-one

4 Find the tenth term in the following number patterns:

e forty-two thousand, seven hundred and five

a 3, 6, 9, 12, …

b 100, 105, 110, 115, …

f eighty-nine thousand, three hundred and sixty-two

c 11, 22, 33, 44, …

d 1000, 990, 980, 970, …

4 Write the value of the underlined digit in words:

e 4860, 4859, 4858, 4857, …

a 26 385 b 17 543

f 1400, 1500, 1600, 1700, …

c 20 198 d 64 328

5 Write the next two numbers in the number pattern:

e 44 687 f 98 100

12, 24, 36, 48, ,

5 Write the numeral for:

6 Find the number 1000 more than 109 908.

50 000 + 2000 + 800 + 60 + 7

7 Write the first four terms in the number pattern

starting at 1500 and counting by twenties. 6 Expand the numeral 73 490.

expanded form as digits.

8 Find the tenth term in the number pattern:

8 Write the value of the underlined digit in words:

2286, 2486, 2686, 2886, …

67 851

9 Complete the table and write a rule that describes the

number pattern: 9 What is:

First term 90 80 70 60 50 40 a 5000 more than

Second term 79 69 59 b 3000 less than

20 000 + 3000 + 600 + 80 + 5?

☞ Answers on page 125 Units 21

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 11 See START UPS page 1 UNIT 12 See START UPS page 2

1 Write each of the following as ordinal numbers: 1 Write the number 5 greater than:

a first b third a 196

c fourth d fiftieth b 207

e nineteenth f second c 419

2 What position comes: d 1889

a after ninth? e 42 950

b before third? f 36 495

c after 21st? 2 Write the number 5 less than:

d before 5th? a 73

e after 100th? b 824

f before 12th? c 10 502

3 If eight people swim in a backstroke race, d 49 729

a what position is the winner? e 85 000

b what is last position? f 7200

c what position is after 5th?

3 True or false?

d what position is before 4th?

e what position are the first three swimmers? a 4100 < 4111

, ,

b 17 685 > 32 761

f and the two fastest swimmers will go through to the c 80 250 < 80 052

final, what positions are these? , d 26 198 > 26 981

4 Write the positions before and after: e 32 190 > 32 910

a 10th f 11 011 < 11 110

b 51st 4 Use < or > to make each of the following number

c 18th statements true:

d 12th a 8000 + 400 + 20 8842

e 2nd b 9000 + 100 + 1 9000 + 90 + 9

f 120th c 6333 3000 + 600 + 30 + 3

5 Write sixteenth as an ordinal number. d 1000 + 90 + 800 + 6 1986

6 What position comes after 40th? e 40 000 + 30 + 6 4000 + 300 + 60

7 If only six people swim in a backstroke race, f 75 290 70 000 + 4000 + 200 + 90

what is the last position?

8 Write the positions before and after: 5 Write the number 5 greater than 40 900.

22nd 6 Write the number 5 less than 13 473.

9 There were five snails in a race. Draw in the snails and

label the positions of the first three: 7 True or false? 10 765 < 10 675

20 000 + 1000 + 40 + 600 + 3 + 26 143

Finish Start Finish

9 Write the number 1000 less than:

90 000 + 8000 + 9 + 900 + 80

22 Excel Start Up Maths Year 5 ☞ Answers on page 125

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 13 See START UPS page 2 UNIT 14 See START UPS page 2

1 Match the pattern to its rule: 1 What are the following as numerals?

a 15, 24, 33, 42 3 3 a C

b 11, 10 34 , 10 12 , 10 14 ÷5 b DC

c 2, 10, 50, 250 + 1.3 c DCC

d 3, 9, 27, 81 +9 d CM

e 500, 100, 20, 4 3 5 e MM

1

f 1.1, 2.4, 3.7, 5.0 – 4 f MC

2 Write the rule for each of the following patterns: 2 Write each of the following numbers as Roman

a 0.1, 0.2, 0.4, 0.8, 1.6 numerals:

b 0.3, 0.6, 0.9, 1.2 a 33

b 27

c 12 , 14 , 18 , 161 ,

c 65

d 50, 48.5, 47, 45.5

d 94

e 12 , 34 , 1, 1 14

e 88

1 3 5 7

f 4 10 , 4 10 , 4 10 , 4 10 f 46

3 Complete the table: 3 Write each of the following numbers as Roman

Starting number Rule: 3 6 + 3 numerals:

a 112 a 3000

b 114 b 300

c 110 c 400

d 120

d 691

e 115

e 585

f 100

f 747

4 Find the answers to:

4 Write each of the following as numbers:

a 3 3 6 ÷ 6 = b 108 + 17 – 17 =

a LXXVI

c 42 ÷ 7 3 7 = d 65 – 25 + 25 =

b DXV

e 200 3 3 ÷ 3 = f 96 + 37 – 37 =

c CCIV

5 Match the pattern to its rule: d XCII

a 13, 26, 39, 52 3 2 e LXXXVII

b 10, 20, 40, 80 + 13 f MLIV

6 Write the rule for: 4, 4 12 , 5, 5 12 5 What is MDC as a numeral?

7 Complete the table:

6 Write 93 as a Roman numeral.

Starting number Rule: 3 6 + 3

7 Write 2568 as a Roman numeral.

50

8 Find the answer to:

8 Write DLXXVI as a number.

90 ÷ 10 3 10 =

9 Draw a clock face using Roman numerals and add the

9 Explain what you discovered with the answers of time 3 o’clock.

questions 4 and 8.

Use 100 + 72 – 72 as an example.

☞ Answers on pages 125–6 Units 23

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 15 See START UPS page 2 UNIT 16 See START UPS page 2

1 Use the concept of doubles to add: 1 Complete:

a 11 + 12 = a 3 6 7 b 4 2 6 c 3 8 2

+ 1 8 9 + 1 7 5 + 4 5 3

b 64 + 65 =

c 73 + 74 =

d 25 + 26 = d 6 5 4 e 8 6 5 f 4 2 5

+ 1 2 8 + 9 6 + 3 8 9

e 121 + 122 =

f 154 + 155 =

2 Complete:

2 Use the split strategy to add:

a 1 3 5 g b 1 4 2 cm c $ 2 2 5

a 43 + 35 = 2 1 6 g 1 1 6 cm $ 1 0 7

+ 1 0 0 g + 9 6 cm + $ 3 2 6

b 76 + 67 =

c 47 + 65 = d 3 2 8 mL e 2 7 6 kg f 4 7 m

1 7 6 mL 4 9 0 kg 4 1 2 m

d 81 + 53 = + 2 3 5 mL + 1 1 5 kg + 1 4 9 m

e 98 + 46 =

f 37 + 29 = 3 Complete:

3 Use the compensation strategy to add: a

50 + 40 = b 30 + 50 =

a 54 + 41 = 500 + 400 = 300 + 500 =

b 65 + 79 = c 20 + 90 = d 60 + 70 =

c 37 + 28 = 200 + 900 = 600 + 700 =

d 256 + 39 = e 90 + 60 = f 80 + 30 =

e 123 + 63 = 900 + 600 = 800 + 300 =

f 127 + 58 = 4 Complete the following tables:

4 Use the jump strategy to add: a + 4 15 26 32 b + 46 58 63 70

a 46 + 39 = b 84 + 96 = 17 23

c 28 + 69 = d 375 + 482 = c + 33 49 56 65 d + 21 35 46 59

e 265 + 179 = f 267 + 305 = 35 51

e + 86 27 95 72 f + 43 79 62 91

15 28

5 Use the concept of doubles to add: 5 Complete: 1 0 9

+ 2 9 8

73 + 72 =

6 Use the split strategy to add:

145 + 23 = 6 Complete: 4 2 5 g

1 7 6 g

7 Use the compensation strategy to add: + 3 0 2 g

265 + 52 =

8 Use the jump strategy to add: 425 + 136 = 7 Complete: 70 + 40 =

700 + 400 =

8 Complete the table:

+ 98 75 52 66

9 Find the solutions to the following and list the 43

strategies that you used:

9 Jodie sold 479 chocolate frogs, 156 chocolate bars, 217

a 47 + 26 + 75 = , fruit bars and 127 boxes of dried fruit for the fundraiser.

b 92 + 92 + 83 = , How many items did she sell altogether?

c 63 + 59 + 21 = ,

24 Excel Start Up Maths Year 5 ☞ Answers on page 126

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 17 See START UPS page 2 UNIT 18 See START UPS page 2

1 Find: 1 Find:

a $ 1 7 6 0 b $ 7 8 5 0 c $ 4 8 3 2 a 4 3 6 5 b 1 7 9 8 c 3 4 8 5

$ 2 1 9 5 $ 1 1 7 0 $ 9 7 5 + 2 8 5 6 + 4 6 5 5 + 1 7 6 7

+ $ 1 3 7 6 + $ 8 9 0 + $ 3 2 1 0

3 8 8 4 2 4 8 5

d e f 1 1 4 9

d $ 5 1 1 1 e $ 4 6 7 5 f $ 3 7 8 5 + 1 1 9 6 + 2 3 6 7 + 5 3 6 2

$ 1 2 5 6 $ 2 4 6 8 $ 3 4 6 7

+ $ 3 4 8 5 + $ 1 0 5 9 + $ 1 7 4 9

2 Complete the missing numbers:

2 Find: a 4 6 3 7 b

7 8 6 3 c 3 2

a the sum of 1765 and 3796 + 1 2 + 1 5 + 1 5 3 6

b the total of 4298 and 1520 7 9 9 0 8 2

c the addition of 1986, 3475 and 2486 d 4 7 e 6 7 f 5 6 7

d 4760 plus 3825 + 2 1 5 + 4 3 + 2 3 5

e 1176, 4893 and 3446 added together 3 0 0 7 0 5 9 8 4

f 3851 and 2498 totalled 3 Find the total of:

3 Complete: a 1785, 2630 and 1765

a 2 8 5 b 3 2 7 c 4 2 8 8 b 4279, 1051 and 3685

4 4 9 8 5 8 9 0 4 8 0

+ 5 6 + 1 7 0 + 1 0 c 4356, 1079 and 1111

d 1985, 6630 and 980

e 676, 985 and 7351

d 2 1 6 5 e 4 2 8 0 f 3 2 7

1 0 7 7 6 4 9 f 2483, 1076 and 4385

+ 6 + 4 9 5 + 2 7 8 0

4 Complete:

4 Complete the table by first rounding each number to a $ 1 0 7 4 b $ 6 3 7 5 c $ 8 4 6 5

the nearest ten: $ 3 2 6 + $ 2 4 9 8 $ 2 9 8

+ $ 4 9 5 + $ 5 7 9

Question Estimate Actual Difference

a 176 + 29 $ 3 6 8 4 $ 3 9 4 5 $ 3 1 5 0

d + $ 1 4 9 3 e + $ 4 9 9 9 f $ 2 5 1 2

b 107 + 55

+ $ 3 2 0

c 212 + 98

d 309 + 86

e 109 + 76 5 Find: 5 6 7 3

f 462 + 81 + 2 1 9 5

5 Find: $ 1 7 6 0

$ 2 5 5 0 6 Complete the missing numbers: 7 8 5

+ $ 3 7 9 0

+ 1 2

4 3 0

6 Find the sum of 1750, 2176 and 3452.

7 Complete: 4 9 6 7 Find the total of 4285, 1176 and 3321.

1 1 0 8

+ 2 7 8 Complete: $ 2 7 8 5

$ 1 1 9 5

+ $ 4 5 0

8 Complete the table by first rounding each number to

the nearest ten:

Question Estimate Actual Difference 9 a Find the total of $1065, $2990 and $3764.

765 + 79 b If Tom had $9999 to begin with, how much

9 Use three different numbers to write an equation that would he have left after spending the amount

totals 5732. in part a?

☞ Answers on pages 126–7 Units 25

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 19 See START UPS page 2 UNIT 20 See START UPS page 2

1 Complete:

1 Complete:

a 2 0 4 6 3 8 b 6 4 1 1 2 5 c 6 0 7 8 5 a 5000 + 6000 =

+ 1 4 7 9 3 5 + 2 8 4 3 1 5 + 4 9 6 3 2 b 300 + 500 =

d 8 5 6 3 7 e 8 1 5 6 3 f 1 1 4 3 6 0 c 1800 + 700 =

+ 4 9 1 1 2 + 7 2 9 8 5 + 5 8 3 4 1 1

d 900 + 2400 =

e 9000 + 7000 =

2 Find which two 11 765 43 021 56 662

number total:

f 3400 + 6000 =

24 985 31 764 67 050

2 Use the jump strategy to complete:

a 43 529 = +

a 63 + 65 = b 132 + 47 =

b 88 426 = +

c 68 + 39 = d 148 + 14 =

c 92 035 = +

e 347 + 56 = f 256 + 15 =

d 99 683 = +

3 Use the compensation strategy to complete:

e 36 750 = +

a 36 + 39 =

f 74 785 = +

b 47 + 69 =

3 Find:

c 242 + 51 =

a $ 2 6 3 1 8 5 b $ 2 9 4 6 3 0

+ $ 1 7 6 4 3 9 + $ 5 2 1 4 3 9 d 545 + 57 =

e 47 + 132 =

c 1 2 8 4 9 6 m d 4 8 5 1 2 5 g f 336 + 83 =

+ 3 7 8 2 1 9 m + 3 6 4 8 2 1 g

4 Check each of the addition equations with subtraction:

e 5 8 1 6 9 5 L f 8 5 8 3 2 cm a 4 3 6 b 2 2 8

+ 9 4 2 1 8 L + 1 1 8 6 7 5 cm + 1 2 5 – 1 2 5 + 3 9 6 – 3 9 6

4 Calculate the total cost of:

hatchback $29 990 sports car $37 985 c 5 3 1 d 8 5 8

+ 1 7 6 – 1 7 6 + 9 7 – 9 7

4WD $42 980 minibus $65 178 motor bike $19 460

a 4WD + hatchback

b minibus and motor bike e 7 7 5 f 5 8 5

+ 2 5 7 – 2 5 7 + 3 8 2 – 3 8 2

c minibus and hatchback

d sports car and motor bike

e 4WD and motor bike 5 Complete: 80 + 270 =

f sports car and hatchback 6 Use the jump strategy to complete: 89 + 38 =

5 Complete: 1 7 8 5 9 0

+ 6 2 4 3 8 5 7 Use the compensation strategy to complete:

156 + 49 =

6 Find which two numbers 46 725 43 189 45 852

total 89 041: + 8 Check the addition equation with subtraction:

7 Find: 4 2 6 1 7 7 mm 4 7 3

+ 9 8 6 4 5 mm + 2 8 8 – 2 8 8

8 Calculate the total cost of the 4WD and sports car of

question 4. 9 a Use the numbers 4, 6, 7 and 8 to write the largest

1 4 3 7 2 9 7 6 4 7 8 and the smallest 4-digit numbers.

9 Which is larger? + 6 8 5 4 6 2 8 3 4 9

or + 9 1 4 2 3 ,

b Add these two numbers together.

26 Excel Start Up Maths Year 5 ☞ Answers on page 127

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 21 See START UPS page 3 UNIT 22 See START UPS page 3

1 Estimate the following by first rounding each number 1 Complete:

to the nearest ten: a 400 – 62 =

a 124 – 71 b 900 – 348 =

b 201 – 97 c 9000 – 1436 =

c 311 – 38 d 300 – 117 =

d 156 – 27 e 4000 – 2915 =

e 229 – 54 f 800 – 78 =

f 117 – 68 2 Use the jump strategy to find:

2 Complete the tables: a 71 – 56 = b 87 – 35 =

a – 32 58 76 45 b – 38 72 98 45 c 91 – 58 = d 45 – 23 =

9 19

e 76 – 49 = f 81 – 55 =

c

– 79 50 41 82 d – 37 85 72 59

3 Use the compensation strategy to find:

29 11

a 63 – 19 =

e

– 53 86 75 46 f – 86 53 91 78

b 96 – 48 =

21 31

c 72 – 38 =

3 Complete: d 81 – 14 =

a 4 7 1 b 7 5 6 c 7 8 2 e 62 – 46 =

– 2 4 7 – 3 2 9 – 3 4 7

f 96 – 58 =

d 6 3 7 e 9 9 0 f 5 5 6 4 Check each subtraction with addition:

– 2 1 8 – 7 2 5 – 4 3 9

a 4 3 7 b 5 6 2

– 2 4 8 + 2 4 8 – 3 9 5 + 3 9 5

4 Complete:

a 8 6 2 b 5 3 7 c 9 4 9 c 7 2 1 d 8 1 1

– 5 8 1 – 3 6 1 – 2 9 6

– 4 8 3 + 4 8 3 – 1 7 3 + 1 7 3

d 5 6 5 e 6 1 4 f 8 8 5

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

–

3 4 5 + 3 4 5 – 2 9 6 + 2 9 6

5 Estimate the following by first rounding each number

to the nearest ten:

5 Complete: 4000 – 298 =

147 – 53

6 Use the jump strategy to find: 95 – 48 =

6 Complete the table:

– 72 56 89 91 7 Use the compensation strategy to find:

39 52 – 28 =

7 Complete: 9 7 5 8 Check the subtraction with addition:

– 3 5 7

6 3 2

– 3 8 5 + 3 8 5

4 7 9

8 Complete: – 2 8 5

9 Complete the wheel:

90 34

9 Draw a number line to illustrate: 23

–17

65

52 47

379 – 27 = 78 81

☞ Answers on page 127 Units 27

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 23 See START UPS page 3 UNIT 24 See START UPS page 3

1 Round each of the following numbers to the nearest 1 Find the answers to:

hundred: a 90 – 56 =

a 408 b 289 b 63 – 45 =

c 756 d 647 c 42 – 38 =

e 1181 f 2949 d 381 – 12 =

2 Round each of the following numbers to the nearest e 214 – 25 =

thousand:

f 465 – 31 =

a 1972 b 2005

2 Find:

c 7156 d 4358 a 1 0 0 0 b 2 0 0 0

e 12 724 f 16 500 – 3 9 5 – 5 0 1

3 Circle the following numbers that round to 2600, to the

nearest hundred: c 4 0 0 0 d 4 0 0 0

– 6 4 7 – 5 6 0

a 2714 b 2595

c 2439 d 2615 e 3 0 0 0 f 5 0 0 0

e 2689 f 2551 – 3 7 9 – 4 2 6

4 Round each number to the nearest thousand, then

complete the estimate: 3 Find:

a 4871 + 1986 b 7385 + 11 325 a 6 0 0 0 b 4 0 0 0 c 2 0 0 0

– 1 2 7 5 – 2 3 4 0 – 1 4 9 6

E= + E= +

E= E=

d 4 0 0 0 e 7 0 0 0 f 3 0 0 0

c 5632 + 4215 d 7299 – 5106 – 2 3 8 5 – 4 2 8 0 – 1 7 5 8

E= + E= –

E= E= 4 Find:

e 9905 – 2746 f 11 756 – 3478 a 4 3 7 6 b 1 1 0 9 c 5 8 9 5

– 2 1 8 5 – 2 7 5 – 3 4 8 6

E= – E= –

E= E= d 3 7 2 1 e 2 3 6 7 f 3 0 0 0

5 Round 1705 to the nearest hundred. – 1 8 4 5 – 1 4 7 5 – 1 7 5 8

6 Round 14 786 to the nearest thousand: 5 Find the answer to:

7 Circle the following numbers that round to 6100 to the 463 – 45 =

nearest hundred:

6 Find: 7 0 0 0

6052 5495 6352 6181 – 7 5 0

8 Round each number to the nearest thousand then

complete the estimate:

7 Find:

47 185 + 23 627 4 0 0 0

– 3 2 6 5

E= +

E=

8 Find:

9 Estimate the total cost of the shopping by first rounding 5 8 7 6

– 3 2 8 9

each amount to the nearest $10:

$27 $46 $128

DVD T-shirt shoes 9 John had 2756 lollipops. If he sold 1489, how many

did he have left?

E=

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 25 See START UPS page 3 UNIT 26 See START UPS page 3

1 Complete each of the following: 1 Complete:

a 6 7 5 6 b 2 7 8 6 c 3 3 4 6 a 8 5 4 7 0 b 7 5 8 3 2 c 6 7 5 5 3

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

d 8 2 6 9 e 8 8 6 6 f 7 3 5 0 d 6 8 2 3 1 e 6 8 2 9 2 f 7 1 7 1 8

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

2 Find:

2 Find the difference between:

a $9500 and $2754 a 67 329 minus 43 681

b $8852 and $3678 b 68 348 subtract 42 365

c $5860 and $3983 c 73 524 take away 38 649

d $9870 and $6623 d 32 405 less 17 763

e $7156 and $5249 e the difference between 24 983 and 37 851

f $4244 and $2985

f 82 437 take away 46 832

3 Complete the missing numbers:

3 Find:

a 2 4 7 9 b

4 6 8 5 c 7 7 2 1 a 1 0 0 0 0 b 8 0 0 0 0

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

7 9 2 1 0

c 9 0 0 0 0 d 5 0 0 0 0

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

– 2 6 – 1 6 8 – 2 1 9

0 6 8 3 7 1 7 5 e 5 0 0 0 0 f 3 0 0 0 0

– 7 9 5 – 2 8 5 2 5

4 a T here were 3426 tickets and 875 tickets were sold.

How many were left?

4 Find the difference between 80 000 and:

b T here were 4876 apples in one bin and 3485 in

a 24 326

another. What is the difference?

b 48 275

c T here are 2490 people in the hall. How many more

people will fit if the hall holds 5000 people? c 79 350

d T he cost of buying a car was $9875. If $6483 had d 975

been paid, how much was still owing? e 4265

e A charity aimed to raise $5000. If $3264 was f 53 921

collected, how much more was needed?

5 Complete: 4 7 2 8 3

f James bought 2645 bricks for his paving. If he only – 2 6 4 9 1

used 1786, how many bricks were left?

5 Complete: 3 8 4 9 6 Find 82 485 less 36 492.

– 2 9 6 8 7 Find: 2 0 0 0 0

– 1 1 3 1 5

6 Find the difference between $4260 and $3852.

8 Find the difference between 80 000 and 32 403.

7 Complete the missing numbers: 7 9 3

– 2 7 4

9 Find the difference in cost between the two shopping

7 3

lists:

8 There were 5287 items in the shop and 4758 items

Milk $1.75 Cheese $3.85

were sold. How many were left?

Bread $2.95 Bread $2.75

9 If Mr Toe was born on 19 January 1913, how old was Cereal $4.68 Ham $3.98

he on 30 January, 2006?

☞ Answers on page 128 Units 29

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 27 See START UPS page 3 UNIT 28 See START UPS page 3

1 Find: 1 Round each number to the nearest ten and then

a 8 3 4 4 5 b 5 8 2 7 6 c 5 4 5 2 9 complete the estimate:

– 6 8 4 9 3 – 3 9 1 5 4 – 2 6 3 8 5

a 172 + 49: + E=

b 309 + 258: + E=

d 3 9 0 8 8 e 4 2 9 2 1 f 3 6 2 7 7

– 2 6 4 7 2 – 2 4 8 3 5 – 1 9 4 8 5 c 174 + 232: + E=

d 179 – 52: – E=

2 Find the difference between:

e 523 – 78: – E=

a 56 800 km and 23 956 km f 426 – 81: – E=

b 12 356 mm and 945 mm

2 Round each number to the nearest hundred and then

c 72 540 m and 68 329 m complete the estimate:

d 76 273 s and 29 348 s a 345 + 189: + E=

e 46 251 L and 28 350 L b 791 + 432: + E=

f 58 011 kg and 34 756 kg c 856 + 249: + E=

3 Complete the tables: d 892 – 468: – E=

a – 11 350 72 950 40 550 e 582 – 347: – E=

2 500

f 775 – 263: – E=

b – 4 867 3 985 6 754

3 4170 2850 5450 7752 9326

1 752

c – 46 351 58 529 73 247

Which two numbers will add to give each estimate:

2 455 a 7000 b 9000

d – 51 456 32 465 79 850 c 8000 d 12 000

3 847 e 13 000 f 14 000

e – 72 485 82 769 92 100 4 Estimate each answer in thousands and then find the

40 361 exact answer:

f – 98 475 88 325 79 546 a 3 6 2 0 b 8 3 5 1 c 7 2 1 4

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

76 451 + 5 0 4 9 + 1 1 9 5 + 7 6 6 7

4 Find:

a

7 0 0 0 0 b

5 0 5 0 0 c 1 4 0 0 0 d 3 8 5 4 e 1 0 5 2 f 2 4 6 8

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

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

d 6 4 0 0 0 e

8 5 0 0 0 f 9 2 0 0 0

– 3 2 7 8 0 – 7 2 4 0 6 – 9 1 3 7 5 5 Round the numbers to the nearest ten and then

complete the estimate:

2 4 3 6 5

5 Find: – 1 7 4 8 7 159 + 248: + E=

6 Round each number to the nearest hundred and then

6 Find the difference between 32 465 g and 17 357 g. complete the estimate:

946 – 273: – E=

7 Complete the – 11 859 12 015 20 004

7 Which two numbers in question 3 can be added to give

table: 2 437 an estimate of 11 000.

4 6 3 0 0

8 Find: – 2 9 3 2 5 8 Estimate each answer in 9 7 6

1 2 4 5

thousands and then find + 1 7 7 5

the exact answer:

9 Write, in words, the difference between twenty-six

thousand, four hundred and ninety-five and sixteen 9 Estimate the answer in 3 8 5 6

3 4

thousand, seven hundred and twenty. thousands then find the

exact answer of:

30 Excel Start Up Maths Year 5 ☞ Answers on page 128

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 29 See START UPS page 3 UNIT 30 See START UPS page 3

1 Round each of the following prices to the nearest $500: 1 Find:

a $9756 b $2345 a 3 groups of 7 b 9 groups of 7

c $4215 d $17 463 c 5 groups of 10 d 6 groups of 3

e $13 249 f $26 145 e 8 groups of 6 f 7 groups of 5

2 Complete the table by writing the full price: 2 Find:

Item Price in ’000s Full price a 7 3 3 = b 539=

a computer $4 c 236= d 938=

b printer $1.2 e 11 3 4 = f 7 3 12 =

c couch $2.5

3 Find:

d desk and chair $3.4 a 1 1 b 9

e bookcase $2.4 3 2 3 3

f filing system $0.8

3 Estimate each answer in thousands, then find the c 6 d 1 0

3 7 3 8

exact answer:

a 8 6 3 4 b 4 5 8 5 c 7 9 3 6

– 2 1 9 3 – 2 8 2 6 – 5 2 2 1 e 7 f 3

3 9 3 0

d 3 7 5 1 e 2 9 4 6 f 6 6 7 2

– 2 1 8 7 – 1 8 6 3 – 2 8 9 5 4 Write a division fact from each of the multiplication

facts:

4 Round each amount to the nearest $10 and estimate a 7 3 6 =

the total cost:

a $ 4 6 3 b $ 7 8 5 c $ 4 8 5 ÷ =

$ 2 4 8 – $ 3 4 7 $ 2 9 9 b 11 3 8 =

+ $ 1 9 6 + $ 3 0 2

÷ =

$ 4 6 3 7 e $ 4 1 5 8 f $ 2 3 5 6

d – $ 2 4 1 8 $ 2 3 6 7 – $ 1 8 2 9 c 335=

+ $ 1 1 0 9 ÷ =

d 936=

5 Round $14 780 to the nearest $500.

6 Complete the table by writing the full price: ÷ =

Item Price in ’000s Full price e 537=

security system $1.8 ÷ =

7 Estimate the answer in thousands, then find the f 12 3 4 =

exact answer: 8 6 4 5 ÷ =

– 5 2 1 1

5 Find 0 groups of 5.

6 Find: 12 3 10 =

8 Round each amount to the nearest $10 and estimate 7 Find: 1 0

the total cost: 3 6

$ 6 3 4

$ 7 8 1

+ $ 2 6 6 8 Write a division fact from the multiplication fact:

9 3 5 =

9 Estimate the total cost to build a fence: ÷ =

concrete $66 9 Complete the path:

poles $179 3 3

3 20

pailings $346 2

÷

8 ÷5

paint $213 34

☞ Answers on page 129 Units 31

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 31 See START UPS page 3 UNIT 32 See START UPS page 4

1 Find the product of: 1 Find:

a 8 and 9 a 3 3 10 =

b 4 and 10 b 835=

c 7 and 2 c 11 3 7 =

d 0 and 7 d 438=

e 3 and 6 e 333=

f 6 and 8 f 639=

2 Complete the missing numbers: 2 Find:

a 5 3 = 25 a 2 groups of 7

b 10 3 = 90 b 8 times 10

c 33 =6 c 9 lots of 2

d 3 10 = 0 d the product of 1 and 6

e 3 7 = 56 e 10 multiplied by 0

f 3 4 = 12 f 12 times 5

3 True or false? 3 True or false?

a 8 3 2 = 4 3 4 a 10 3 3 = 5 3 6

b 10 3 5 = 2 3 20 b 437=339

c 636=934 c 834=637

d 734=338 d 6 3 6 = 12 3 3

e 932=336 e 12 3 2 = 4 3 6

f 7 3 5 = 4 3 10 f 12 3 4 = 6 3 9

4 Find the total number of legs of: 4

Complete:

a 7 spiders a 3 4 5 6 7 b 3 7 8 9 10

b 9 cows 3 7

c 5 insects c 3 2 5 8 3 d 3 6 7 9 8

d 8 chickens 10 9

e 10 octopuses e 3 10 9 11 4 f 3 3 8 6 7

f 6 elephants 6 8

5 Find the product of 7 and 10. 5 Find: 7 3 7 =

6 Complete the missing number:

6 Find 3 multiplied by 9.

35 = 45

7 True or false?

7 True or false?

7 3 7 = 5 3 10

4 3 3 = 6 3 2

8 Complete:

8 Find the total number of legs of 11 ducks.

3 7 11 8 9

4

9 Find the total number of legs of each animal:

9 Complete:

a 43 b 73

3 8

11 10

312

5 7

12 9

c 33 d 10 3

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 33 See START UPS page 4 UNIT 34 See START UPS page 4

1 Find the product of: 1 Complete:

a 10 and 2 b 7 and 4 a 4 3 2 tens = tens

c 11 and 9 d 4 and 5 b 5 3 4 tens = tens

e 7 and 7 f 5 and 3 c 10 3 7 tens = tens

2 Find: d 9 3 9 tens = tens

a 11 3 10 = b 838= e 4 3 8 tens = tens

c 135= d 432= f 2 3 5 tens = tens

e 12 3 4 = f 930= 2 Complete:

3 Find the missing numbers: a 5 3 20 =

a 3 3 2 = = 31 b 2 3 30 =

b 53 = 20 = 2 3 c 4 3 40 =

c 538= = 10 3 d 6 3 500 =

d 36= = 3 3 12 e 3 3 800 =

e 3 3 = 24 = 4 3 f 9 3 400 =

f 33= =932 3 Complete:

4 Find the total cost of:

a 4 0 b 8 0 c 2 0

3 7 3 3 3 5

a 4 books at $9 each

b 10 hats at $5 each d 3 0 0 e 9 0 0 f 7 0 0

3 4 3 2 3 6

c 2 chocolate bars at $2 each

d 6 games at $10 each

e 7 lunches at $6 each 4 Complete:

a 2 7 b 1 5 c 3 2

f 4 drinks at $3 each 3 4 0 3 3 0 3 5 0

5 Find the product of 8 and 12.

6 Find 3 3 9. d 1 2 0 e 2 6 3 f 1 9 0

3 2 0 3 4 0 3 5 0

7 Find the missing numbers:

6 3 = = 3 3 10

5 Complete: 7 3 3 tens = tens

8 Find the total cost of 5 toys at $8 each.

6 Complete: 8 3 800 =

7 Complete: 3 0

9 List the 9 times table and the different patterns 3 6

you can find.

8 Complete: 1 2 6

3 3 0

9 Estimate by rounding each initial number to the

nearest ten before multiplying:

a 19 3 7

b 52 3 6

c 98 3 7

d 407 3 5

e 825 3 8

f 246 3 5

☞ Answers on pages 129–30 Units 33

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 35 See START UPS page 4 UNIT 36 See START UPS page 4

1 Find the total of: 1 Complete:

a 4 flocks of 50 birds a 7 0 0 b 8 3 2 c 9 7 4

3 5 3 4 3 6

b 3 lots of 60 cards

c 8 bunches of 30 flowers d 4 0 2 e 5 4 6 f 9 9 9

d 6 sets of 40 books 3 8 3 9 3 7

e 5 rows of 90 disks

f 7 boxes of 80 bananas 2 Complete:

a 1 0 4 1 b 2 4 8 3 c 1 6 0 5

2 Find: 3 6 3 3 3 4

a 3 9 b 1 8 c 1 4

3 3 3 6 3 8

d 1 1 0 7 e 1 0 3 2 f 4 0 9

3 8 3 7 3 9

d 9 8 e 7 5 f 4 6

3 5 3 4 3 7

3 Find the total of:

a 8 bags with 562 sweets in each

3 Find:

a 1 2 1 b 2 3 5 b 452 people in each of 9 trams

3 7 3 4 c 327 packs with 7 CDs in each pack

c 1 6 3 d 1 1 9 d 7 rows with 406 cabbage plants per row

3 6 3 5

e 2 4 8 f 1 2 8 e 5 piles with 216 bricks in each

3 2 3 3

f 759 people at each of 4 performances

4 Find: 4 Complete:

a 5 3 $24 a 615 3 4 =

b 6 3 $149 b 675 3 5 =

c 4 3 $215 c 709 3 8 =

d 3 3 275 mL d 295 3 9 =

e 7 3 115 mL e 524 3 6 =

f 2 3 250 mL f 786 3 7 =

5 Find the total of 9 sets of 20 tools. 5 Complete: 3 4 3

3 3

6 Find: 6 Complete: 1 7 8 9

2 6 3 5

3 9

7 Find the total number of:

7 Find: 6 boxes with 215 DVDs in each box.

1 4 5

3 6

8 Complete: 3 3 824 =

9 Use the different cards to complete:

8 Find 4 3 $226. 8

4 2 1 3 3 3

9 Find 275 3 35 and check the answer with a calculator.

7 8 6 5 5 4

34 Excel Start Up Maths Year 5 ☞ Answers on page 130

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 37 See START UPS page 4 UNIT 38 See START UPS page 4

1 Complete: 1 Find:

a 4 7 b 3 6 c 6 3 a 2 3 5 b 4 6 8 c 7 6 6

3 8 3 7 3 5 3 4 3 6 3 7

d 1 7 e 9 8 f 8 1 d 3 9 8 e 4 2 3 f 5 8 6

3 9 3 6 3 3 3 8 3 9 3 3

2 Complete: 2 Find the product of:

a 4 3 6 b 2 4 8 c 8 1 6 a 546 and 3 b 295 and 9

3 5 3 3 3 2

c 727 and 4 d 6 and 351

d 3 1 2 e 4 2 7 f 1 1 9 e 7 and 619 f 5 and 256

3 6 3 9 3 8

3 Use mental and written strategies to complete:

a 393 3 4

3 Complete:

a 3 42 35 21 19 b

b 732 3 5

3 50 121 14 72

6 5 c 454 3 6

d 707 3 9

c 3 81 43 20 52 d 3 26 31 49 60

7 3 e 356 3 8

f 241 3 7

e

3 25 41 12 70 f 3 71 26 32 19

8 10 4 a T he school had 9 rows of 72 seats. How many seats

were there altogether?

4 a How many days are there in 26 weeks?

b T here were 6 eggs in each of 214 egg cartons. How

many eggs were there altogether?

b How many minutes in are there 9 hours? c J o bought 8 packets of paper. If each packet had

cW

hat is the total amount in 3 bottles of 125 mL 125 sheets, how many pieces of paper were there

of drink? altogether?

d How many hours are there in 7 days? d In a fundraiser, Sid collected 3 times as much as

eD

ave travelled at 102 kilometres per hour between Harry. If Harry collected $395, how much did Sid

Sydney and Melbourne. If the trip took 9 hours, collect?

how far did Dave travel? e In a model boat there are 214 pieces. How many

f Sue measured a length of wood at 76 cm. If she had pieces are there in 5 model boats?

9 pieces of wood all the same length, what was the f A carpark has 7 rows with 89 parking spaces in each

total length of all the wood? row. If the carpark is full, how many cars are there

altogether?

5 Complete: 4 2

3 6

5 Find: 3 9 2

3 4

6 Complete: 3 4 9

3 9

6 Find the product of 6 and 423.

7 Use mental and written strategies to complete:

7 Complete: 3 19 28 46 80

512 3 7

7

8 Emily had 416 five cent coins. How many cents did

8 If a year has 365 days, how many days are there Emily have altogether?

in 4 years?

9 What is the difference between the two answers?

9 Which whole numbers could be multiplied by 168 to 3 2 6

give an answer between 600 and 1000? and 4 5 8

3 4 3 3

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 39 See START UPS page 4 UNIT 40 See START UPS page 4

1 Write the first five multiples of each number: 1 List all the factors of:

a 5: , , , , a 6: , , ,

b 7: , , , , b 8: , , ,

c 11: , , , , c 20: , , , , ,

d 9: , , , , d 15: , , ,

e 15: , , , , e 100: , , , , ,

f 20: , , , , , , ,

2 Multiply: f 60: , , , , , ,

a 14 by 2 b 35 by 2 , , , , ,

c 43 by 2 d 18 by 4 2 Multiply each of the following by 8:

e 22 by 4 f 56 by 4 a 7

3 a 6 squared = b 12

b 1 squared = c 15

c 3 squared = d 20

d 7 squared = e 25

e 12 squared = f 62

f 9 squared =

3 True or false?

4 Complete:

a b a 6 is a factor of 28

7 1 1 2 b 4 is a factor of 50

6 6

34 8 37 10 c 7 is a factor of 49

3 4 9 4

5 2 5 3

d 3 is a factor of 90

e 12 is a factor of 34

c d

f 15 is a factor of 60

8 9 5 6

4 9

39 5 33 7

7 6 10 8 4 a 16 = squared

3 10 1 2

b9= squared

c 25 = squared

e f

d 100 = squared

9 2 7 8

7

38 3

2

36 1 e1= squared

10 0 10 3

8 4 4 9 f 81 = squared

5 Write the first five multiples of 12: 5 List all the factors of 21:

, , , , , , ,

6 Multiply 73 by 2. 6 Multiply 13 by 8.

7 8 squared =

7 True or false?

8 Complete: 25 is a factor of 100

3 10

9

35 8

4 5 8 64 = squared

7 6

9 True or false?

9 Find: 32 + 42 + 52 3 is a factor of 92.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 41 See START UPS page 4 UNIT 42 See START UPS page 4

1 Find the errors in the following equations and give the 1 Divide each of the following numbers by 2:

correct answer: a 46

a 2 4 5 b 3 0 9 c 4 2 1

3 6 3 7 3 8 b 84

1 4 6 0 2 1 0 3 3 3 6 9 c 90

d 1 1 0 2 e 1 3 2 0 f 2 0 3 4 d 262

3 9 3 6 3 4

9 9 9 8 6 9 2 0 8 1 2 6 e 182

f 448

2 a S am earned $597 a week for 5 weeks. How much did

he earn altogether? 2 Divide each of the following numbers by 4:

b F red collected 322 on average stamps a year for a 64

9 years. How many stamps did he have? b 92

c How many days are there in 150 weeks? c 116

dH

ow many balls are there in 421 boxes, if there are d 252

8 balls in each box?

e 480

e C indy walks 825 m to and from school each day. How

far does she walk in one week? f 684

f H

ow much soft drink is there for the party if there 3 Divide each of the following numbers by 8:

are 7 bottles with 125 mL in each bottle? a 128

3 Check each multiplication using addition: b 360

a 4 2 6 b 7 8 5 c 3 1 1 7 c 568

3 4 3 3 3 5

1 7 0 4 2 3 5 5 1 5 5 8 5 d 200

d 2 4 8 3 e 9 5 6 f 1 1 0 7 e 152

3 2 3 3 3 4

f 504

4 9 6 6 2 8 6 8 4 4 2 8

4 Complete:

4 Find the missing numbers:

a b

a 2 4 0 b 1 2 c 1 8 6 54 7 56

3 3 3 7 3 9

c d

7 0 9 2 4 1 6 7 4

4 28 5 55

d 4 2 7 e 9 3 8 f 4 3 1 e f

3 3 3 6 10 120 3 18

2 1 3 5 7 5 0 4 2 6

5 Divide 120 by 2.

5 Find the error in the following 4 3 5 0

3 7

and give the correct answer:

3 0 1 5 0 6 Divide 156 by 4.

6 There are on average 3204 bees in a hive. How many

bees are there in 3 hives? 7 Divide 448 by 8.

7 Check using addition: 9 4 2

3 6

5 6 5 2 8 Complete:

8 Find the missing numbers: 2 4

3 7

7 49

1 7 2 2

9 Draw a diagram (picture) to illustrate and solve:

9 Write two different multiplication equations that gives

the answer 212.

4 20

☞ Answers on page 131 Units 37

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 43 See START UPS page 4 UNIT 44 See START UPS page 5

1 Complete: 1 Complete with trading:

a b a b c

6 60 7 77 4 68 3 84 6 90

c d d e f

8 64 7 56 7 98 5 95 3 75

e f 2 Solve:

4 36 9 45 a b c

2 These divisions have remainders: 2 48 5 75 6 72

a b d e f

4 19 6 67 2 76 3 45 4 76

c d 3 These have remainders:

9 55 8 60

a b c

e f 4 85 6 92 8 90

7 51 2 23

d e f

3 Complete with trading: 3 71 5 77 7 83

a b

4 a S cott had 85 apples to put in 5 baskets. How many

3 45 4 64

apples were there in each basket?

c d b S ally had 78 eggs to place into cartons of 6 eggs.

8 96 2 78 How many cartons did she need?

e f c J ordan had 52 jellybeans to share between her and a

3 51 6 84 friend. How many did they receive each?

4 Find one share:

a 66 balls shared by 6 d A ndrew had to put 76 sheep into 4 paddocks evenly.

b 70 flowers shared by 5 How many sheep did he put in each paddock?

c 91 bricks shared by 7

d 56 pens shared by 4 e A ndrea used 89 pieces of paper for the week. How

many pieces did she use each day?

e 96 cards shared by 8

f 81 coins shared by 3

f Jake had 54 counters to share between 4 people for

5 Complete: a game. How many did each person receive?

5 60

6 This division has a remainder: 5 Complete:

3 28 4 72

6 Solve:

7 Complete with trading:

3 81

2 54 7 This has a remainder:

6 87

8 Find one share of 70 books shared by 5.

8 Zac had 90 matchsticks to place in 8 boxes.

How many did he place in each box?

9 Show the equation is correct by writing a different type

of equation to check the answer. 9 Write four number facts using the numbers: 7, 13, 91

6r4

6 40

38 Excel Start Up Maths Year 5 ☞ Answers on page 131

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 45 See START UPS page 5 UNIT 46 See START UPS page 5

1 Complete: 1 Circle the numbers which are divisible by 3:

a b c a 6

5 525 7 728 8 816 b 102

d e f c 91

7 714 4 436 6 624 d 76

2 Rewrite each of the following and then work out the e 115

answer: f 123

a 105 ÷ 3 = b 920 ÷ 4 = c 630 ÷ 6 = 2 Circle the numbers which are divisible by 7:

a 49

b 81

d 808 ÷ 8 = e 735 ÷ 7 = f 981 ÷ 9 =

c 105

d 182

3 Solve: e 164

a b f 277

3 306 2 806 3 Write a division fact from the multiplication fact:

c d a 14 3 6 = 84

7 708 6 607 b 16 3 9 = 144

e f c 17 3 5 = 85

5 501 8 805 d 27 3 4 = 108

4 Find the missing digits: e 24 3 8 = 192

a 210 b 100 f 18 3 7 = 126

4 4 4 Divide each of the following by 5:

c 105 d 301 a 320

2 3 b 125

e 102 f 106 c 160

6 5 d 490

5 Complete: e 261

f 378

9 927 5 Which of these numbers are divisible by 3?

6 Rewrite 505 ÷ 5 and then work out the answer: 28, 24, 87, 71

6 Which of these numbers are divisible by 7?

7 Solve: 107, 112, 287, 807

13 3 8 = 104

8 Find the missing digits:

8 Divide 422 by 5.

223

3

9 Find eight hundred and twenty-nine divided 9 Write the rule for finding if a number is divisible by 6.

by four.

☞ Answers on page 131 Units 39

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 47 See START UPS page 5 UNIT 48 See START UPS page 5

1 Complete: 1 Find:

a b c a b

5 575 7 784 8 960 2 374 8 944

d e f c d

6 696 9 954 4 868 5 765 7 952

2 Divide: e f

a b 4 692 6 726

4 208 6 444

2 Find:

c d a b

7 581 5 325 5 912 6 812

e f c d

8 424 9 342 3 775 7 824

3 Rewrite the following equations and then work out e f

each answer: 9 852 4 786

a 750 ÷ 6 = b 946 ÷ 8 = c 667 ÷ 4 =

3 True or false?

a 657 ÷ 9 = 73

d 552 ÷ 3 = e 979 ÷ 7 = f 763 ÷ 9 = b 951 ÷ 8 = 112

c 939 ÷ 7 = 134

d 216 ÷ 3 = 72

4 Share: e 887 ÷ 6 = 148

a 684 cows among 4 f 324 ÷ 4 = 81

b 966 stickers among 6 4 Complete:

c 426 buttons among 3 a b

d 847 nails among 7 4 300 8 900

e 896 stamps among 8 c d

f 765 photos among 5 7 400 6 700

5 Complete: e f

7 800 3 400

3 642

5 Find:

6 Divide: 6 876

6 Find:

3 174

4 933

7 Rewrite 918 ÷ 7 and then work out the answer:

7 True or false? 250 ÷ 5 = 25

8 Complete:

9 800

9 A box of 755 centicubes was shared among 5 students

in the group. How many centicubes did each student 9 Chong travelled 154 km in a week. How far did he

receive? travel each day?

40 Excel Start Up Maths Year 5 ☞ Answers on page 131

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 49 See START UPS page 5 UNIT 50 See START UPS page 5

1 Divide each of the following by 10: 1 Divide 6452 by:

a 130 a 2

b 270 b4

c 490 c6

d 356 d5

e 925 e8

f 615 f 10

2 Find: 2 Find:

a b a b

10 7 6 0 10 9 5 0 2 1146 6 4608

c d c d

10 170 10 8 8 0

4 4784 4 1448

e f e f

10 6 4 0 10 3 6 0 8 4368 3 2001

3 Find:

3 Find:

a b a b

10 2 2 1 10 3 4 7 6 6192 9 1881

c d c d

10 8 9 6 10 7 0 5 5 4000 7 7028

e f e f

10 4 5 6 10 5 4 3

4 1232 8 6432

4 Find how much it is for one if ten items cost:

4 Find which of the numbers 3, 5, 7 and 9 are factors of:

a $50 a 3003 b 1881

b $180 c 1900 d 4116

c $240 e 1359 f 3156

d $36

5 Divide 3750 by 6.

e $179

f $298

6 Find:

5 Divide 217 by 10.

7 1995

6 Find: 7 Find:

10 4 7 0 7 7749

7 Find: 8 Find which of the numbers 4, 3 and 7 are

factors of:

10 6 7 8 a 1300

8 Find how much it is for one if ten items cost $636. b 2994

c 1806

9 There was 200 g of flour. How many times could 9 Fill in the missing numbers:

Sara take 10 g of it? 1 6 5

9 1 5

☞ Answers on page 131 Units 41

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 51 See START UPS page 5 UNIT 52 See START UPS page 5

Inverse operations and checking

Number lines answers

1 Write the value of each letter of the number line: 1 Use addition to check the subtraction. Tick the boxes

f d a c e b for those that are correct and write the answers for

0 1 2 3 4 5 6 7 8 9 10

those that are incorrect:

a b c a 36 – 8 = 42

d e f b 52 – 7 = 45

2 Label each of the following values on the number line: c 66 – 17 = 59

d 85 – 28 = 57

30 40 50 e 112 – 45 = 67

a 37 b 49 c 32 f 176 – 98 = 74

d 44 e 44 12 f 35 12 2 Use multiplication to check the divisions. Tick the boxes

for those that are correct and write the answers for

3 Label each of the following values on the number line:

those that are incorrect:

a 28 ÷ 7 = 3 b 48 ÷ 6 = 8

c 45 ÷ 9 = 3 d 48 ÷ 3 = 12

0 1

1

e 56 ÷ 8 = 7 f 32 ÷ 4 = 8

a 12 b 12 c 1

4

3 Use inverse operations to check these statements.

Answer with true or false:

d 56 e 23 f 11

12

a 76 + 52 is more than 120

4 Estimate and label each of the following values on the

number line: b 248 – 85 is less than 150

c 900 ÷ 6 is greater than 130

1000 1500 2000

d 80 3 12 is greater than 1000

a 1450 b 1261 c 1735 e 921 – 437 is less than 490

d 1900 e 1007 f 1625 f 800 ÷ 5 is less than 140

4 Rewrite using inverse operations and find the value

5 Write the value of the letter:

m

of the *

a * + 14 = 29

1 3

b * – 47 = 43

6 Label 32 12 on the number line: c * 3 7 = 777

d * ÷ 6 = 21

e * + 4 = 10

30 40 50

5 Use addition to check the subtraction:

0 1 1 247 – 83 = 164

2

6 Use multiplication to check the division:

8 Estimate and label 1825 on the number line: 72 ÷ 9 = 6

7 Use inverse operations to check the statement.

Answer true or false.

1000 1500 2000

378 + 295 is greater than 670

9 Draw a number line from 60 to 90 and label

8 Rewrite using inverse operations to find the value of

the points: 69, 85, 71, 66 and 78.

the *

* 3 6 = 114

9 Find the value of the star:

* 3 3 + 6 = 21

42 Excel Start Up Maths Year 5 ☞ Answers on page 132

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 53 See START UPS page 5 UNIT 54

UNIT 1 See START UPS page 5

1 Use the number lines to find: 1 Find the average of each pair of numbers:

a 712 + 18 = 700 710 720 730

a 10 and 20 b 20 and 40

b 395 + 25 = 390 400 410 420

c 0 and 100 d 150 and 200

c 405 + 23 = 400 410 420 430

e 36 and 40 f 112 and 118

d 219 + 16 = 210 220 230 240 2 Find the average of each set of numbers:

e 114 + 17 = 110 120 130 140 a 1, 3, 5 b 2, 4, 6

f 398 + 13 = 390 400 410 420 c 26, 28, 30 d 19, 20, 21

2 Use the number lines to find: e 130, 140, 150 f 210, 230, 250

a 987 – 25 = 960 970 980 990 3 Find the average cost of:

b 476 – 19 = 450 460 470 480 a $1.20, $1.60, $1.40

c 753 – 18 = 730 740 750 760 b $1.10, $1.30, $1.20

d 619 – 25 = 590 600 610 620 c $2, $6, $4

e 414 – 17 = 390 400 410 420 d $10, $5, $15

f 875 – 19 = 850 860 870 880 e $50, $100, $150

3 Use the number lines to find: f $120, $100, $110

a 27 ÷ 9 = 0 10 20 30 4 a W

hat is the average age of children in the family

b 3 3 8 = 0 10 20 30

if the children are 2, 3, 5 and 10 years old?

c 30 ÷ 6 = 0 10 20 30

d 4 3 7 = 0 10 20 30

bW

hat is the average cost of hot food if the items cost

$1.10, $1.20, $1.50 and $1.80?

e 28 ÷ 4 = 0 10 20 30

f 6 3 5 = 0 10 20 30

cW

hat is the average height of 3 students, who were

4 Draw a number line to show each of the following: 1.60 m, 1.57 m and 1.54 m tall?

a start at 2 and count by 4s d If 4 hens laid 4, 7, 6 and 7 eggs in a week, what was

b start at 6 and count by 7s the average number of eggs laid in the week?

c start at 200 and count by 3s

d start at 100 and count backwards by 3s e T he temperature for 5 days at noon was 18ºC, 25ºC,

19ºC, 21ºC and 22ºC. What was the average daily

e start at 47 and count backwards by 2s temperature at noon?

f Four different bags of sweets were opened and there

f start at 200 and count backwards by 8s were 22, 26, 24 and 24 sweets in each bag. What

was the average number of sweets in a bag?

5 Use the number line to find: 526 + 23 =

520 530 540 550 5 Find the average of 176 and 182.

6 Use the number line to find: 408 – 22 = 6 Find the average of 7, 9, 14.

380 390 400 410 7 Find the average cost of $14, $17 and $20.

7 Use the number line to find: 13 3 2 = 8 The ads on TV were timed and four different ads took

0 10 20 30

36 s, 48 s, 20 s and 34 s. What was the average

length of a TV ad?

8 Draw a number line, starting at 80 and count by 6s.

9 a Find the average of 27, 35, 42, 28, 36, 27 and 40.

9 a D

raw a number line from 0 to 10 and mark every half.

b Write 5 numbers that have an average of 10.

b Write a question based on the number line.

☞ Answers on page 132 Units 43

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 55 See START UPS page 5 UNIT 56 See START UPS page 5

1 Find the average of each set of numbers: 1 Complete:

a 4, 5, 6, 7, 8 a 40 – 8 + 12 =

b 10, 12, 14, 16, 18 b 36 + 12 – 4 =

c 10, 20, 30, 40, 50 c 59 – 14 + 6 – 3 =

d 7, 9, 11, 13, 15 d 72 + 9 – 14 + 2 =

e 100, 300, 500, 700 e 66 – 4 – 8 + 11 =

f 42, 48, 54, 56 f 92 – 30 + 16 – 4 =

2 Write the average of each of the following as a 2 Complete:

decimal: a 4 3 2 3 6 =

a 7, 9, 12, 14, 15 b 79, 135, 113 b 8÷239=

c 211, 305, 417 d 8, 6, 3, 5, 7 c 20 ÷ 4 3 10 =

e 19, 27, 36, 14, 21 d 24 ÷ 6 3 3 =

f 118, 210, 309, 400 e 4 3 6 ÷ 12 3 2 =

3 Write the average of each of the following as mixed f 4 3 12 ÷ 8 ÷ 2 =

numbers:

3 Complete:

a 12, 13 b 42, 43, 45

a 40 + (10 ÷ 2) =

c 110, 121, 115 d 15, 17, 19, 22

b (9 + 3) ÷ (8 – 6) =

e 141, 152 f 79, 81, 83, 84

c (5 3 8) + 7 =

4 a T wo fish were caught. One weighed 1.5 kg and the

d 50 – (4 3 8) =

other 3 kg. What was the average weight?

e 6 3 (5 + 3 + 2) =

b T hree jars held 120 g, 200 g and 250 g.

Find the average weight. f (10 ÷ 2) 3 (12 – 3) =

c T hree pieces of wood measure 1.60 m, 1.72 m and 4 Complete:

1.79 m. What is the average length? a 6 + 4 3 3 =

d F our containers hold 1.25 L, 2 L, 5 L and 2.6 L of b 7 3 3 – (3 3 5) =

water. What is the average volume of water in the

containers? c 30 – 4 3 7 =

e In 4 boxes there were 22, 20, 18 and 24 pencils. Find d 50 + (2 3 6) ÷ 4 =

the average number of pencils in the boxes. e 20 3 2 ÷ 5 + 3 =

f 60 – 8 + 4 3 2 =

f T here were 118, 120, 110 and 136 raffle tickets in

5 Complete:

4 books. What was the average number of raffle

tickets of the books? 60 – 20 – 15 + 3 =

5 Find the average of 27, 29, 31 and 33. 6 Complete:

6 Write the average of 25, 27, 29, 30 and 33 as a 100 ÷ 10 3 2 =

decimal.

7 Complete:

7 Write the average of 142, 140 and 130 as a mixed

number. (2 3 10) ÷ (4 3 1) =

8 Two bottles of drink held 1.25 L and 2.0 L of soft drink. 8 Complete:

What was the average volume of the soft drink?

5 3 8 – 3 3 2 =

9 Write an equation and find the answer to:

9 Draw a grid 6 3 4 and a grid 3 3 6. Find the average

number of squares of the grids. start at 50, divide by 5, add 4, multiply by 2 and

divide by 7.

44 Excel Start Up Maths Year 5 ☞ Answers on page 132

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 57 See START UPS page 5 UNIT 58 See START UPS page 5

1 Put in the brackets to make the equations true: 1 Complete:

a 6 3 4 + 2 = 36 b8+8÷4=4 a 6 3 4 ÷ 2 =

c 54 ÷ 9 – 3 = 9 d 100 ÷ 10 3 5 = 2 b 36 ÷ 6 3 10 =

e 19 – 6 + 2 = 11 f 4 3 3 + 5 = 32 c 40 3 2 ÷ 8 =

2 Find: d 63 ÷ 9 3 3 =

a 23 – 10 ÷ 2 = b 32 – (16 ÷ 2) = e 10 3 8 ÷ 4 =

c 100 ÷ (5 3 5) = d 20 ÷ 4 + 8 = f 33435÷3=

e 8 ÷ (2 3 4) = f 7+833= 2 Find:

3 Try these: a 20 + 10 + 15 – 6 =

a (8 + 4) ÷ 3 + 7 = b 27 – 13 + 12 + 9 =

b 6+8÷233= c 42 – 20 – 3 + 14 =

c 7 3 9 – 30 ÷ 10 = d 140 – 21 + 13 – 64 =

d 60 ÷ 10 + 50 ÷ 5 = e 156 + 7 – 9 + 27 =

e 7 – 20 ÷ (2 3 2) = f 198 – 121 + 32 – 14 =

f 5 + 5 3 3 – 11 =

3 Complete the brackets first:

4 a W

hat is the total number of plants if there are

a 50 + (3 3 10) – 14 =

12 rows of 4 plants and 5 more plants in a container?

b 21 – (6 + 11) – 3 =

c (4 3 8) – (8 + 2) =

bH

ow many boxes are there if there are 60 pencils

with 10 in each box and 40 crayons with 5 in each d (10 3 10) – (6 + 9) =

box? e (5 + 2) 3 7 – 3 =

c I earned $7 per hour for working 3 hours on Friday f 10 – (6 + 2) + 27 =

and $9 per hour for working 5 hours on Saturday.

How much did I get paid altogether? 4 Complete:

a 14 + 8 3 3 =

d T here were 3 paddocks of 8 cows and 6 paddocks of b 20 + 36 ÷ 6 – 5 =

4 horses. How many animals altogether? c 50 – 5 3 8 =

d 64 ÷ 8 – 7 =

e F or the party I had 6 boxes with 5 small cakes in e 150 – 6 3 7 =

each, 8 pieces of slice and 3 tarts. How many items

f 3 3 4 ÷ 6 + 80 =

for sweets did I have?

f D

uring a sale I saved $3 on a $15 T-shirt and $8 on a 5 Complete:

$36 jumper. How much did I pay in total? 5 3 9 ÷ 3 =

6 Find:

5 Put in the brackets to make the equation true:

20 + 47 – 3 + 15 =

20 3 3 – 4 + 11 = 45

6 Find: 3 3 7 + 14 = 7 Complete the brackets first:

10 3 9 – (40 + 5) =

7 Try: 8 – 10 ÷ (5 – 3) =

8 Adam has 20 cards, but Dave has 3 more than Adam 8 Complete:

and Sean has 7 fewer cards than Adam. What is the 120 + 8 3 6 – 63 =

total number of cards?

9 Find the missing number:

9 True or false?

9 3 – 30 ÷ 10 = 33

(9 + 3) 3 (18 – 15) = 6 3 4 + 16

☞ Answers on pages 132–3 Units 45

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 59 See START UPS page 5 UNIT 60 See START UPS page 6

1 Find: 1 Write the rule for each of the following number

a 4 8 6 3 1 b 6 6 4 2 5 c 1 1 0 4 6 patterns:

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

+ 3 1 0 5 1 + 3 4 1 1 2 + 3 4 2 8 5 a 70, 61, 52, 43, 34

b 621, 207, 69, 23

d 6 1 3 2 1 e 4 8 3 5 2 f 1 1 0 7 5

9 8 5 1 1 0 6 6 2 4 3 1 c 13, 52, 208, 832

+ 2 1 1 8 3 + 9 8 7 2 + 9 9 9 8

d 111, 180, 249, 318

2 Find: e 1.6, 4.8, 14.4, 43.2

a 1 5 0 0 0 b 3 4 6 7 2 c 1 0 7 2 5 f 70, 35, 17.5, 8.75

– 2 1 9 8 – 2 1 5 9 7 – 6 4 8 3

2 Find each missing number:

d 4 4 2 7 3 e 4 2 0 5 1 f 1 2 0 0 0 a ÷ 2 = 5 3 10

– 1 9 3 4 6 – 3 4 6 1 0 – 5 9 7 6 b 36 + 8 = 34

c 7 3 3 = 63 ÷

3 Find: d 304 ÷ 4 = + 23

a 4 2 4 3 b 1 0 7 5 c 9 8 5 1 e 2 3 21 = 200 –

3 6 3 3 3 8

f 115 3 3 = 69 3

d 4 3 8 5 e 1 0 4 7 f 2 4 6 8 3 Find each of the following:

3 5 3 4 3 7

a 6.2 3 10 =

b 7.6 3 10 =

4 Find: c 6.85 3 10 =

a b d 8.54 3 100 =

6 7524 5 5525 e 3.26 3 100 =

c d f 55.43 3 100 =

4 14108 7 7896 4 Find each of the following:

e f a 32 ÷ 10 =

9 7911 8 7720 b 76 ÷ 10 =

5 Find: c 42.3 ÷ 10 =

2 4 8 6 3 d 98 ÷ 100 =

3 6 8 4 2

+ 1 1 0 4 9 e 426 ÷ 100 =

f 32.5 ÷ 100 =

6 Find: 5 Write the rule for the number pattern:

1 2 0 5 0

– 6 3 9 1 21, 42, 63, 84

6 Find the missing number:

7 Find: 4 3 8 6 109 – 23 = 2 3

3 3

7 Find: 19.6 3 100 =

8 Find: 8 Find:

3 7464 439 ÷ 10 =

9 The total cost of four televisions was $3052: 9 What is the pattern when:

a On average, what did each television cost? a multiplying by 10 and 100?

bW

hat is the total cost of the televisions and b dividing by 10 and 100?

three computers at $1946 each?

46 Excel Start Up Maths Year 5 ☞ Answers on page 133

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 61 See START UPS page 6 UNIT 62 See START UPS page 6

1 Find the missing numbers: 1 Change each of the following lengths to metres:

a 24 + = 40 a 200 cm b 500 cm

b – 60 = 190 c 3 km d 8 km

c 36 + = 52 e 1400 mm f 2500 mm

d – 119 = 147 2 Change each of the following times to minutes:

e 321 + = 500 a 1 hour

f – 49 = 215 b 3 hours

2 Find the missing numbers: c 2 12 hours

a 3 6 = 72 d 60 seconds

b 93 = 108

e 90 seconds

c 30 3 = 300

f 630 seconds

d 14 3 7 =

3 Change each of the following weights to kilograms:

e 3 3 = 150

a 2000 g b 4000 g

f 12 3 = 144

c 6000 g d 250 g

3 Find the missing numbers:

e 500 g f 468 g

a ÷4=8

4 a A dripping tap loses 200 mL of water each day.

b ÷7=5 How much water is lost in one week?

c 81 ÷ =9 b S ix children shared 3 L of orange juice equally.

d 200 ÷ =4 How much did they each receive?

e 100 ÷ =5 c I bought 2 kg of flour. Mum borrowed 250 g.

f ÷ 2 = 25 How much did I have left?

4 Find the missing numbers: d A builder needed four lengths of 85 cm pieces of wood.

How many metres of wood did she need to buy?

a 96 = 8 3

b 101 = 42 +

e A football game lasts for two hours. If there are

c 60 = ÷2 three breaks of ten minutes each, how long is the

d 121 = 200 – playing time?

e 460 = + 137 f F or a banquet at a restaurant there was 1800 g of

f 360 = 36 rice. If each person received 200 g, how many people

received rice?

5 Find the missing number:

5 Change 750 cm to metres.

27 + = 75

6 Find the missing number:

4 3 = 28 6 Change 1 14 hours to minutes.

7 Find the missing number: 7 Change 550 g to kilograms.

45 ÷ = 15 8 For swimming training, Daisy swam 1.5 km on Monday,

8 Find the missing number: 700 m on Tuesday, 900 m on Thursday and 1.2 km on

96 = 201 – Friday. How far did she swim for the week?

9 Write an equation for the following and solve it:

There were 27 people at the party and 16 more people 9 If a car travelled at 60 km every hour, how far did it

arrived after finishing their game of cricket. How many travel each second?

people, in total, were at the party?

(Hint: you may need to use a calculator.)

☞ Answers on page 133 Units 47

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 63 See START UPS page 6 UNIT 64 See START UPS page 6

1 Find the missing numbers: 1 Record the value of each letter:

a 46 + = 85 b 60 – = 22 d e a f b c

c 3 6 = 54 d 90 ÷ = 10 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

e 336+ = 25 f 73 + 8 = 57 a b c

2 Complete the spaces to make the number sentences d e f

true: 2 Record each of the following temperatures:

a 20 + 15 = 7 3 b ÷ 5 = 25 3 2 a–20–15–10 b –20–15–10–5 –50 05 510 1015 1520 2025 2530 30

–5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

30 30 –20–15–10

–20–15–10 –5 0 5 10 15 20 25 30 –20–15–10 –5 0 5 10 15 20 25 30

c 4 3 7 = 16 + d 54 ÷ = 92 – 86 ºC ºC ºC ºC

ºC ºC

e 27 + = 5 3 8 f 113 – 65 = 12 3 c–20–15–10 d

–5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

30 30 –20–15–10 –5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

30 30

–20–15–10 –5 0 5 10 15 20 25 30 –20–15–10 –5 0 5 10 15 20 25 30

3 Write a multiplication equation for each of the arrays: ºC ºC ºC ºC

ºC ºC

a 3 = e–20–15–10

–5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

f –20–15–10–5 –50 05 510 1015 1520 2025 2530 30

30 30 –20–15–10

–20–15–10 –5 0 5 10 15 20 25 30

ºC ºC

–20–15–10 –5 0 5 10 15 20 25 30

ºC ºC

b 3 = ºC ºC

temperatures:

3 =

a–20–15–10

13ºC –5 –50 05 510 1015 1520 2025 2530 30 b–20–15–10

–20–15–10 9ºC –5 –50 05 510 1015 1520 2025 2530 30

–20–15–10

–20–15–10 –5 0 5 10 15 20 25 30

d

–20–15–10 –5 0 5 10 15 20 25 30

3 = ºC ºC ºC ºC

ºC ºC

c–20–15–10

3ºC –5 –50 05 510 1015 1520 2025 2530 30 d–20–15–10

–20–15–10 –4ºC–5 –50 05 510 1015 1520 2025 2530 30

–20–15–10

–20–15–10 –5 0 5 10 15 20 25 30 –20–15–10 –5 0 5 10 15 20 25 30

e 3 = ºC ºC

ºC

ºC ºC

ºC

e–20–15–10

–1ºC –5 –50 05 510 10

–20–15–10 15 15

20 20 30 30 f–20–15–10

25 25

–20–15–10 –5 0 5 10 15 20 25 30

–8ºC –5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

–20–15–10 –5 0 5 10 15 20 25 30

30 30

ºC ºC ºC ºC

f 3 = ºC ºC

a 4 + 3 – 5 = –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

4 Complete the following equations: b 3 – 5 + 4 = –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

a 3 3 6 = 3 3 (2 + )= c 4 + 2 – 6 – 1 = –1 0 1 2 3 4 5 6 7 8 9 10

b 6 3 8 = 6 3 (4 + )= d 8 – 5 – 7 + 3 = –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

c 10 3 (5 + 2) = 10 3 = e 6 – 9 + 4 = –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

d 7 3 (3 + 3) = 7 3 =

f –6 + 5 + 4 – 2 =

e 5 3 ( + )=533=

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

f 8 3 ( + )=839=

5 Record the value of the letter g.

5 Find the missing number: g

2 3 + 16 = 40 –3 –2 –1 0 1 2 3

6 Record the temperature of the thermometer:

6 Complete to make the number sentence true: –20–15–10 –5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

30 30

–20–15–10 –5 0 5 10 15 20 25 30

14 3 2 = 7 3 ºC ºC

ºC

7 Write a multiplication 7 Colour the thermometer to show the temperature

equation for the array: –20–15–10 –5 –50 05 510 10

–20–15–10 15 15

20 20

25 25

–20–15–10 –5 0 5 10 15 20 25 30

30 30

3 of 8ºC. ºC ºC

ºC

8 Complete: 8 Show the number sentence –2 + 5 – 3 + 4 =

on the number line:

6 3 (5 + 3) = 6 3 =

9 Place the numbers 4, 5 and 6 in the correct spaces to –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

find the answer. 9 In a quiz, Ben scored 4 points, lost 6 points and scored

3 + = 29 5 points. What was Ben’s final score?

48 Excel Start Up Maths Year 5 ☞ Answers on page 133

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 65 See START UPS page 6 UNIT 66 See START UPS page 6

alculator – addition, subtraction and

C Calculator – division

multiplication

1 Find the answer to each of the following: 1 Change each of the given fractions to a decimal using

a 42 + 86 + 91 + 75 = a calculator:

46 17

b 5876 – 925 = a 100 b 100

c 49 3 6 = c 1

d 3

3 8

d 10 + 245 +139 + 58 =

4 7

e 872 – 87 = e 9 f 8

2 Find the actual answers and work out the difference a 60

between the answer and the estimate: b 144

Number sentence Estimate Actual Difference

c 72

a 563 + 291 + 476 1330

d 160

b 538 – 271 1270

c 26 3 4 1120 e 48

d 483 + 611 + 298 1390 f 92

e 1623 – 598 1020 3 Use a calculator to complete each of the following

f 21 3 9 1180 divisions:

3 Circle three numbers which have the product shown a b

in the product column: 8 978 4 461

Numbers Product

c d

a 3 4 5 6 7 8 9 172 5 987 6 777

b 3 4 5 6 7 8 9 210

c 3 4 5 6 7 8 9 504 e f

8 958 5 604

d 3 4 5 6 7 8 9 192

e 3 4 5 6 7 8 9 105 4 Use a calculator to complete each of the following

f 3 4 5 6 7 8 9 360 divisions:

4 Find: a b

a 6.3 multiplied by 7 9 7 4 0 2 7 1107

b the sum of 6 and 7 multiplied by 3 c d

c 37 subtracted from 89 added to 42 5 3201 7 3071

d the difference of 20 and 6 multiplied by 4 e f

e 1 4 multiplied by the difference of 8.6 and 10.7 6 4376 8 5578

4

5 Change 7 to a decimal using a calculator.

f 9.8 multiplied by 40 then 17.5 is added

5 Find the answer to: 19 3 14 6 Find all the factors of 500.

6 Find the actual answer and work out the difference

between the answer and the estimate: 7 Use a calculator to complete:

Number sentence Estimate Actual Difference

508 – 389 120

8 265

7 Circle three numbers which have the product of 90:

Numbers Product 8 Use a calculator to complete:

3 4 5 6 7 8 9 90

6 6679

8 Find the difference between 19.3 and 7.8 multiplied

by 4. 9 Jude had 1027 books to share between 4 libraries.

9 Find two numbers with a difference of 10 that give the How many books did each library receive?

product of 231. ,

☞ Answers on pages 133–4 Units 49

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 67 See START UPS page 6 UNIT 68 See START UPS page 6

1 What fraction of each shape is shaded? 1 What fraction of each group is shaded?

a b a b

c d c d

e f e f

2 What part of each shape in Question 1 is not shaded? 2 Circle the given fraction of each group:

1 1

a b a 3 of 9 b 4 of 12

c d

e f

1 1

3 Label each of the fractions of the number line: c 5 of 15 d 4 of 8

0 a e 5 b f d 10 c

12 12

1 1

a b e 6 of 12 f 4 of 16

c d

e f

4 Shade each shape the fraction indicated: 3 Use the array to find:

a 56 b 12 a 12 of 30

b 15 of 30

c 35 d 38

c 13 of 30

e 14 f 7

10 d 16 of 30

1

e 10 of 30

5 What fraction of is shaded?

1

f 15 of 30

6 What fraction of is not shaded? 4 Find the fraction of each group:

a 14 of 20 = b 16 of 12 =

7 Label the fractions of the number line: ,

c 19 of 18 = d 1

10 of 60 =

0 a 1

2

b 1 e 17 of 28 = f 1

3 of 27 =

8 Shade: 1

2

5 What part of is shaded?

9 Draw a number line from 0 to 2 and divide 6 Circle 1

3 of:

into sixths.

1

7 Use the array of question 3 to find 30 of 30.

1

8 Find: 8 of 24

9 Arthur had 48 chocolate bars to sell for fundraising. If

his parents bought 18 of them, how many bars did

they buy?

50 Excel Start Up Maths Year 5 ☞ Answers on page 134

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 69 See START UPS page 6 UNIT 70 See START UPS page 6

1 Order the following fractions on the number line: 1 Circle the equivalent fractions:

1 3 1 6 6 1

a 2 b 4 c 4 a 12 8 2

d 1 12 e 1 14 f 1 b 2

4

3

6

4

8

6 1 3

c

0 1 2 12 3 9

4 6 2

2 Order each set of fractions from smallest to largest: d 12 15 5

3 1 1

a 4, 2, 1, 4 e 2 1 1

16 4 8

2 1 5 7

b 8, 2, 8, 8 f 3 6 5

6 12 8

4 1 9 7

c 10 , 10 , 10 , 10 2 Divide to make the smallest equivalent fraction:

9 6

2 4 3

a 12 = b 8 =

d 5, 5, 1, 5

5 8

1 3 3 1

c 20 = d 10 =

e 2, 4, 8, 8

10 10

1 1 1 7

e 15 = f 30 =

f 2 , 5 , 10 , 10

3 Answer true or false:

3 Complete with < or > to make each number sentence 4 2

true: a 10 = 5

1 1 1 1 3 1

a 2 3 b 10 5 c 4 2 b 7

8 =

3

4

1 1 9 5 2 5

d 6 3 e 10 6 f 3 6 c 4

8 =

1

2

4 Shade the larger fraction: 3 2

1 3 7 4 d 4 = 3

a 2 or 8 b 10 or 5

7 3

e 10 = 5

4 2

1 1 5 3

f 6 = 3

c 6 or 3 d 8 or 4

4 Write an equivalent fraction for:

2 3

a 8 = b 6 =

9 5 2 5

e 12 or 6 f 3 or 6 c 5

8 = d 1

3 =

8 2

e 10 = f 5 =

5 Circle the equivalent fractions:

5 Order the fractions 34 , 14 , 23 , 13 on the number line:

2 3 4

3 9 6

0 1

4

6 Order the set of fractions from smallest to largest: 6 Divide 12 to make the smallest equivalent fraction.

3 1 5 7

4 , 3 , 12 , 12

7 Complete with < or > to make the number sentence true:

1

4

5

12

7 Answer true or false:

6 2

8 Shade the larger fraction: 12 = 3

1 5

4 or 12 1

8 Write an equivalent fraction for: 4

9 Complete with > or < to make the number

statement true: 9 How many sixths are there in one and a half wholes?

five sixths nine twelfths

☞ Answers on page 134 Units 51

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 71 See START UPS page 6 UNIT 72 See START UPS page 7

1 Write the improper fraction for each of the following 1 Shade each of the following fractions:

set of shaded shapes: a 1 34 b 2 13

a b

c 1 78 d 3 12

c d

e 1 103 f 2 45

e f

2 Write the mixed number for each of the following:

2 Name the improper fractions labelled on the a 12

b 8

5 3

number line:

1 a 2 b 3 7 6

c 6 d 4

5 d 10 e c f

5 5

9 12

a b c e 5 f 8

3 Change each of the improper fractions to mixed a 4 34 b 2 15

numbers:

5 7

c 3 107 d 2 58

a 4 b 5

4 13

e 1 56 f 4 12

c 3 d 10

4 Write the improper fraction to describe the shaded

e 10

8 f 7

2

fractions:

4 Write the improper fraction for each of the mixed a b

numbers:

a 1 35 b 2 14

c d

c 1 23 d 3 103

e 2 16 f 1 58

5 Write the improper fraction for: e f

number line:

1 2

a b

4

3

6

3

9

6 Write the mixed number for: 4

a b

9

7 Change 5 to a mixed number. 7 Write the improper fraction for: 3 18

8 Write the improper fraction that describes:

11

9 Draw a diagram to show: 6

9 How many sixths did Hannah eat if she ate one whole

chocolate bar and 56 of another one?

52 Excel Start Up Maths Year 5 ☞ Answers on pages 134–5

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 73 See START UPS page 7 UNIT 74 See START UPS page 7

1 Colour each fraction addition to find the answer: 1 Complete the diagrams to show:

3 2 1 3 2 3

a + 6 6 = b + 5 5 = a 2 – 3 = b3– 4 =

1 1 2 5 2 5

c + 4 4 = d + 8 8 = c1– 5 = d 2 – 8 =

3 4 1 4 5 1

e 10 + 10 = f 7 + 7 = e2– 6 = f 3– 2 =

2 Complete the additions: 2 Complete:

a + = 5

8

1

8 b + =2

5

3

5

a 46 – 26 = b 23 – 13 =

7 2 5 3

c 3

10 + 6

10 = d 14 + 24 = c 10 – 10 = d 12 – 12 =

e 16 + 26 = f 4

12 + 5

12 = e 34 – 24 = f 4

5 – 3

5 =

3 Use the number line to find:

3 Complete the additions, simplifying answers if

possible:

0 1 2 3 4

a 58 + 58 = b 24 + 34 =

a 1 – 14 = b 4 – 14 =

5 6 4 2

c 10 + 10 = d + = 3 3

c 3 – 14 = d 2 – 14 =

5 3 4 2

e + =6 6 f 5 + 5 =

e 3 – 34 = f 2 – 34 =

4 Find pairs of fractions

4 Find pairs of fractions

2 5 5 1 3 3 2 4 3

12 10 12 5 10 5 5 10 12 2 4 4 3 7 4 9 7 1

12 10 12 5 12 5 10 10 5

that could be added to give the following that could be subtracted to give the following answers:

answers: 5 5

3 7 a 12 b 10

a 5 b 12

1 2

7 4 c 5 d 10

c 10 d 5

2 3

9 5 e 5 f 12

e 10 f 12 1

5 Complete the diagram to show: 3 – 3 =

4 1

5 Colour boxes to show the addition 8 + 8 and find the

answer:

7 2

6 Complete: 8 – 8 =

1

2 3 7 Use the number line to find: 2 – 3 =

6 Complete: 6 + 6 =

0 1 2

7 Complete and simplify: 8 Circle the pair of fractions 5

6

2

3

3

6 that subtract

5

6 +

5

6 = to give 26 .

3 2 2 9 Draw a diagram to show: 3 – 2 15 =

8 Circle the pair of fractions 6 3 6 that add to give 56 .

9 Find the sum of one fifth plus one fifth plus one fifth.

☞ Answers on page 135 Units 53

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 75 See START UPS page 7 UNIT 76 See START UPS page 7

1 Complete: 1 Write the numeral shown on each abacus:

1 1 10 3

a + = 3 3 b 12 – 12 = a b c

c 36 + 26 = d 78 – 38 =

U • Tth Hth U • Tth Hth U • Tth Hth

1 1 9 2

e + =

2 2 f 10 – 10 = d e f

2 Complete:

a 4 – 15 = U • Tth Hth U • Tth Hth U • Tth Hth

b 3 – 26 =

a 4.75

1

c1– 10 = b 2.31

1 c 9.58

d4– 12 =

d 3.69

e 2 – 14 = e 7.82

f 11.75

f 3 – 18 =

3 True or false?

3 Add each of the following, writing answers as numbers:

a 0.6 > 0.69

a one third and two thirds

b 1.45 < 1.54

b two fifths and one fifth

c 1.5 < 5.1

c two sixths and one sixth

d 0.32 > 0.53

d five eighths and two eighths

e 1.06 > 1.60

e three tenths and four tenths

f 1.19 > 1.09

f seven twelfths and four twelfths

4 Order the following decimals from smallest (a)

4 Find the difference between each of the following,

to largest (f):

writing answers as numbers:

2.61 3.50 4.61

a three quarters and one quarter

3.53 2.98 4.08

b three thirds and one third

c nine tenths and seven tenths 5 Write the numeral shown on the abacus:

e four fifths and one fifth U • Tth Hth

f ten twelfths and three twelfths 6 Write the value of the underlined digit: 3.18

5 Complete: 5

+ 2

=

7 7

7 True or false? 1.76 > 1.56

1

6 Complete: 3 – 10 =

7 Add six eighths and one eighth, writing the answer 8 Order the following decimals from smallest (a)

as a number: to largest (c):

1.18 1.32 1.06

9 Complete the label for the hundreds grid:

8 Find the difference between five tenths and two tenths,

writing the answer as a number: Units Tenths Hundredths

.

a 14 + 1

12 = b 9

12 + 4

8 =

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 77 See START UPS page 7 UNIT 78 See START UPS page 7

1 Write each number on the place value chart: 1 Draw on each abacus the given decimals:

a three tenths Units . Tenths Hundredths a 32.16 b 42.45

b o ne and fourteen

hundredths T U • Tth Hth T U • Tth Hth

c two and six tenths c 30.65 d 61.72

d o ne and nine

hundredths

T U • Tth Hth T U • Tth Hth

e three point one

seven e 4.07 f 32.77

f four point seven eight

2 Write the value of each of the underlined digits: T U • Tth Hth T U • Tth Hth

c 102.46 d 516.33 a 42.18 43.81 b 63.82 63.28

e 46.01 f 164.23 c 18.49 18.51 d 13.24 13.42

3 Write the decimal represented by: e 26.42 27.35 f 12.19 9.99

a 2 hundreds, 3 tens, 8 units, 4 tenths and 3 Write the decimal that is 5 hundredths greater than:

3 hundredths a 3.21 b 4.63

b 4 hundreds, 2 tens, 3 units, 3 tenths and c 21.15 d 42.39

1 hundredth

e 60.47 f 29.09

c 4 hundreds, 6 tens, 7 units, 2 tenths and

7 hundredths 4 Answer true or false:

d 3 hundreds, 5 tens, 6 units, 5 tenths a s ix point three five is greater than five point one eight

e 2 hundreds, 1 ten, 4 units, 8 tenths

b s even point nine eight is greater than seven point

f 2 hundreds, 7 units, 3 tenths and 2 hundredths nine nine

c two point one five is less than two point five one

4 How many tenths are there in each of the following d two point three five is less than three point one two

numbers:

a 246.18 b 347.85 c 110.72 e four point nine six is less than five

d 486.99 e 431.05 f 63.46 f two point four two is greater than two point three

5 Write the number in the place value chart:

one and seven hundredths 5 Draw 43.58 on the abacus:

Units . Tenths Hundredths

T U • Tth Hth

6 Use < or > the complete the number statement:

6 Write the value of the underlined digit in:

25.72 28.35

170.52 7 Write the decimal that is 5 hundredths greater

7 Write the decimal represented by: than: 2.78

3 hundreds, 2 tens, 1 unit and 6 hundredths 8 Answer true or false.

8 How many tenths are there in 14.61? four point one seven is less than four point seven one

9 Shade the hundredths grid to show:

9 Of: Harry 1.52 m Yuko 1.60 m

5 tenths less than 0.86

Grace 1.56 m Tess 1.61 m

a Who is the tallest person?

b Who is the shortest person?

☞ Answers on page 135 Units 55

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 79 See START UPS page 7 UNIT 80 See START UPS page 7

1 Write the decimal for each fraction: 1 Write the numeral shown on each abacus:

279 845

a 1000 b 1000 a b

324 96

c 1000 d 1000

e f

1000 1000

c d

2 Order the following decimals from smallest (a) to

largest (f):

0.146 0.111 0.189 0.325 0.468 0.247 T U • Tth Hth TTth T U • Tth Hth TTth

a b e f

c d

e f T U • Tth Hth TTth T U • Tth Hth TTth

a 117.643 a 6.735 < 6.617 b 8.238 < 8.301

b 248.119 c 4.107 > 4.701 d 6.179 > 6.217

c 483.472 e 9.118 < 9.985 f 5.615 < 6.019

d 864.109

3 Write the value of the underlined digit in each of the

e 785.273 following:

f 832.149 a 12.345 b 72.851

4 Circle the larger decimal in each of the following c 61.049 d 85.287

pairs: e 14.116 f 19.245

a 24.318 14.347 4 Circle the smaller decimal in each of the following

b 83.276 82.388 pairs:

c 46.785 46.832 a 2.149 2.631

d 55.856 55.876 b 4.876 4.785

e 91.245 91.147 c 6.119 7.248

f 30.105 30.096 d 3.049 3.020

216

e 8.410 8.509

5 Write the decimal for: 1000

f 10.176 10.719

6 Order the decimals from smallest (a) to largest (c): 5 Write the numeral shown

1.763 1.521 1.695 on the abacus:

a b c T U • Tth Hth TTth

7 Write the value of the underlined digit in: 6 True or false? 3.416 > 3.328

243.017

7 Write the value of the underlined digit: 107.219.

8 Circle the larger decimal in the pair:

17.385 16.985 8 Circle the smaller decimal of the following pair:

a 2 L and 375 mL 9 What is the decimal that is 3 tenths larger than 14.236

b 5 m and 249 mm and is 4 hundredths less than 14.576?

c 6 kg and 759 g

56 Excel Start Up Maths Year 5 ☞ Answers on pages 135–6

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 81 See START UPS page 7 UNIT 82 See START UPS page 8

1 Complete: 1 Complete:

a 4 . 7 b 7 . 8 a 7 . 2 3 b 8 . 9 6 c 7 . 3 2

+ 3 . 2 + 2 . 9 + 2 . 4 8 + 7 . 5 4 + 5 . 9 1

c 1 2 . 8 d 1 3 . 9

+ 2 . 4 + 2 . 4 d 6 . 3 5 e 7 . 5 6 f 8 . 4 6

2 . 1 1 2 . 7 8 3 . 7 2

+ 8 . 6 3 + 3 . 4 9 + 1 . 0 5

e 3 4 . 6 f 4 0 . 7

+ 1 2 . 3 + 4 . 4 2 Complete:

a $ 6 . 4 5 b $ 3 . 4 5 c $ 2 . 9 9

+ $ 2 . 9 8 + $ 8 . 7 5 + $ 6 . 4 8

2 Add each of the following pairs of numbers:

a 5.7 and 3.8 b 4.9 and 6.5

d $ 7 . 3 5

e $ 8 . 8 9 f $ 4 . 7 0

c 10.3 and 8.5 d 7.6 and 4.8 $ 2 . 0 5 $ 2 . 4 7 $ 2 . 9 8

+ $ 5 . 4 6 + $ 3 . 0 0 + $ 6 . 4 5

e 20.4 and 19.7 f 32.6 and 18.5

3 Find: 3 Find the sum of:

a 7 . 6 b 1 1 . 2 a 6.42 m, 3.49 m and 7.62 m

3 . 2 7 . 8

+ 1 . 4 + 3 . 5 b $4.35, $8.15 and $7.95

c 1.89 L, 2.46 L and 1.80 L

c 9 . 3 d 8 . 5

0 . 6 1 . 6 d 3.65 kg, 4.25 kg and 1.06 kg

+ 2 . 4 + 2 . 5

e 7.98 cm, 2.5 cm and 0.9 cm

e 4 . 7 f 6 . 7 f 1.45 s, 2.46 s and 1.08 s

3 . 8 4 . 3

+ 2 . 1 + 2 . 4 4 a Find the total amount of $2.95 and $6.95.

b F ind the total distance of 3.45 km, 1.78 km and

4 Complete: 4.25 km.

a 3 . 2 6 b 6 . 4 5 c Find the total weight of 4.62 kg, 1.08 kg and 3.95 kg.

+ 4 . 3 1 + 2 . 3 9

d Find the total length of 1.89 m, 3.75 m and 2.68 m.

c 3 . 4 8 d 2 . 1 1

+ 7 . 8 5 + 3 . 9 0

e Find the total time of 1.88 s, 4.32 s and 10.86 s.

e 4 . 6 7 f 2 . 7 6

+ 5 . 3 5 + 1 . 5 8 f Find the total amount of $4.15, $17.23 and $6.47.

6 . 2 6 . 3 7

5 Complete: 5 Complete: + 2 . 9 8

+ 3 . 5

6 Complete: $ 7 . 1 9

6 Add: 4.8 and 19.3 + $ 3 . 6 5

7 Find: 2 . 6

3 . 7

+ 4 . 8 7 Find the sum of 1.98 L, 2.45 L and 3.98 L.

8 Find the total weight of 10.65 kg, 3.98 kg and

7 . 3 5 14.25 kg.

8 Complete: + 2 . 1 9

9 Anton rode his bike 4 days a week. How far did he ride

in one week if he rode: 13.26 km on Monday, 19.75 km

9 Is the total of 3.4 and 7.6 greater than or less than the on Tuesday, 14.29 km on Thursday and 18.99 km on

total of 2.46 and 7.54? Friday?

☞ Answers on page 136 Units 57

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 83 See START UPS page 8 UNIT 84 See START UPS page 8

1 Complete: 1 Find:

a

4 . 6 b

7 . 9 c 1 4 . 3 a 10 – 3.42 b 6 – 4.87

– 2 . 3 – 6 . 6 – 9 . 7

c 7 – 2.91 d 18 – 15.18

d

8 . 7 e 2 1 . 5 f 3 6 . 3 e 23 – 12.46 f 9 – 3.05

– 5 . 8 – 1 7 . 8 – 1 8 . 5

2 Find:

a 5 4 . 6 b 1 7 . 5 1

– 3 1 . 2 5 – 2 . 9

2 Complete:

a 2 . 9 8 b 3 . 7 6

– 1 . 8 7 – 2 . 4 5 c 7 0 . 8 6 d 1 4 . 2 8

– 1 1 . 9 1 – 7 . 6

c 7 . 4 2 d 1 1 . 8 5

– 6 . 5 3 – 2 . 9 6 e 4 2 . 0 4 f 9 5 . 0 3

– 1 9 . 6 – 7 2 . 1 8

e – 7 0 . 3 6

2 7 . 4 1 f – 8 0 . 1 5

5 2 . 3 8 3 Find:

a $ 3 5 b $ 1 4 . 5 0 c $ 7 . 4 8

– $ 1 7 . 2 7 – $ 1 2 . 6 5 – $ 3 . 7 6

3 Find the difference between:

a 4.26 and 2.38 d $ 1 8 e $ 7 2 . 6 3 f $ 4 2 . 5 6

– $ 1 4 . 4 5 – $ 2 4 . 4 5 – $ 1 7 . 3 9

b 17.45 and 12.88

c 12.72 and 4.83

4 a K atie saved $90 but spent $47.66 on DVDs. How

d 23.12 and 14.63 much did she have left?

e 46.29 and 23.56 b A t the start of the year Violet was 1.45 m tall and by

f 41.46 and 35.19 the end of the year she was 1.51 m tall. How much

4 Complete: had she grown?

– 7.91 10.05 13.29 21.37 46.42 60.00 c B ob had to cut 1.35 m from a 2 m length of wood.

How much was left over?

5.86 a b c d e f

d S ue used 1.35 kg of potatoes from a 5 kg bag. What

a weight of potatoes was left over?

b e A dam saved $10.65 but needed $20 for a school

c camp. How much more did he need to save?

d

e f There was 1.75 L of juice in a jug, but a recipe

required 3.4 L. How much more juice was needed?

f

5 Complete: 2 1 . 8 5 Find: 30 – 23.85

– 1 3 . 9

6 Find: 2 1 . 0 8

– 4 . 9

6 Complete: 4 . 7 8

– 2 . 3 9

$ 1 4 . 0 5

7 Find: – $ 6 . 5 2

7 Find the difference between: 29.43 and 16.76

8 Complete: – 10.67 21.14 8 4.86 kg of cement was used from a 10 kg bag. How

3.25 much cement was left?

9 James had $20.00 and he spent $8.29. How much 9 Write a subtraction equation that gives 3.29 as

money did he have left? the answer.

58 Excel Start Up Maths Year 5 ☞ Answers on page 136

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 85 See START UPS page 8 UNIT 86 See START UPS page 8

1 Write the expression for: 1 Complete:

a 5 groups of 6.3 a b

b 8 groups of 3.5 6 63.6 5 90.5

c 7 groups of 11.4 c d

2 44.6 3 75.6

d 6 groups of 5.31

e 4 groups of 6.64 e f

5 73.5 4 86.4

f 9 groups of 13.23

2 Complete: 2 Complete:

a 4 . 6 b 1 . 8 c 9 . 3 a b

3 3 3 7 3 5

3 7.32 5 8.15

c d

d 3 2 . 5 e 1 9 . 6 f 2 1 . 5 7 9.87 4 7.32

3 2 3 6 3 4

e f

8 9.76 6 6.54

3 Complete:

a 1 . 3 2 b 4 . 7 9 c 6 . 8 9 3 If I had a box of apples weighing 38.4 kg, how much

3 4 3 5 3 7 would each bag weigh if the apples are placed in:

a 6 bags?

d 1 3 . 2 5 e 1 7 . 2 4 f 4 3 . 0 6

3 2 3 8 3 9 b 4 bags?

c 8 bags?

4 Find:

d 3 bags?

a $ 4 . 2 5 b $ 6 . 4 0 e 10 bags?

3 3 3 6

f 5 bags?

4 Find:

c $ 5 . 9 5 d $ 1 1 . 5 5

3 4 3 5 a b

8 $9.76 4 $6.12

e $ 4 . 6 5 f $ 1 5 . 6 5 c d

3 8 3 7

5 $3.55 6 $5.82

e f

5 Write the expression for 3 groups of 21.75:

3 $9.63 7 $8.47

5 Complete:

6 Complete:

3 72.6

1 . 2

3 8 6 Complete:

6 7.26

7 Complete:

7 If I had a box of apples weighing 36.6 kg, how much

1 4 . 3 6 would each bag weigh if the apples are placed in

3 5

4 bags?

8 Find:

8 Find: $ 3 . 8 5

3 7 4 $9.28

9 Mel threw a shot-put a total of 49.92 m in 3 attempts.

9 Calculate the cost of buying 6 packets of textas if What was the average length of each of Mel’s

one packet costs $12.15. throws?

☞ Answers on page 136 Units 59

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 87 See START UPS page 8 UNIT 88 See START UPS page 8

1 Find: 1 Round each of the following to one decimal place:

a 5 . 0 6 b 7 . 3 9 a 4.32

3 4 3 8

b 17.49

c 47.84

c 6 . 8 1 d 2 . 4 6

3 5 3 7 d 21.315

e 4.689

e 1 . 0 9 f 4 . 9 5 f 12.358

3 3 3 9

2 Round each of the following to two decimal places:

2 Find: a 4.219

a b b 3.867

4 52.4 5 6.25 c 14.219

c d d 2.049

3 67.5 6 9.72 e 6.108

e f f 35.463

7 85.4 3 8.49 3 Round each of the following to the nearest

3 Find each of the following: whole number:

a 3.6 3 100 = a 24.35 b 2.58

b 8.75 3 100 = c 4.63 d 12.435

c 29.3 3 100 = e 1.079 f 36.903

d 5.75 3 1000 = 4 Complete the sums and then round the answers to the

e 62.758 3 1000 = nearest 5c:

f 57.521 3 1000 = a $ 2 . 4 3 b $ 1 0 . 4 5

+ $ 7 . 8 5 + $ 3 . 9 8

4 Find each of the following:

a 0.47 ÷ 10 = c $ 1 2 . 2 5 d $ 1 4 . 9 8

+ $ 1 0 . 6 2 + $ 6 . 4 3

b 5.45 ÷ 10 =

c 25.7 ÷ 10 =

e $ 3 2 . 2 5 f $ 1 0 0 . 0 0

d 32.45 ÷ 100 = + $ 7 3 . 4 8 + $ 7 3 . 4 8

e 46.109 ÷ 100 =

f 26.315 ÷ 100 = 5 Round 3.015 to one decimal place.

5 Find: 2 . 4 6

3 7

6 Find: 7 Round 13.498 to the nearest whole number.

4 36.8

7 Find: 6.315 3 1000 = 8 Complete the sum and then round the answer to the

8 Find: 14.215 ÷ 100 = nearest 5c: $ 1 4 . 8 3

+ $ 2 5 . 6 8

9 Find:

a 428.315 ÷ 1000 =

b 349.205 3 1000 = 9 Complete the multiplication and then round the answer

to the nearest 5c: $ 4 . 3 7

c 89.315 ÷ 1000 = 3 4

d 30.105 3 1000 =

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 89 See START UPS page 8 UNIT 90 See START UPS page 9

1 What percentage of each square is coloured? 1 Write each of the following fractions as a percentage:

10 35

a b a 100 b 100

7 16

c 100 d 100

66 85

e f

c d 100 100

a 15% b 2%

e f

c 22% d 39%

2 What percentage of each square in question 1 is

not coloured?

e 83% f 99%

a b c

d e f

3 Write each of the following as a number:

a twenty-six percent 3 Write each of the percentages as a fraction:

b nineteen percent a 30% =

c forty-five percent b 75% =

d eighty percent c 9% =

e seven percent d 28% =

f fifty-three percent e 12% =

4 Find: f 60% =

a 10% of 40 b 50% of 60 4 Find:

c 100% of 100 d 25% of 16 a 50% of 70 chickens

e 75% of 120 f 20% of 50 b 10% of 30 pencils

5 What percentage of the square is coloured? c 25% of 60 children

d 10% of 40 teachers

e 20% of 80 flowers

f 75% of 100 shoes

43

5 Write as a percentage.

6 What percentage of the square is not coloured? 100

6 Colour the square to show 27%:

7 Write thirty-seven percent as a number.

7 Write 54% as a fraction.

8 Find 10% of 70.

9 Draw a picture to show 50% of 10 chickens.

8 Find 25% of 80 cups.

9 Find the total if 10% is $2.

☞ Answers on pages 136–7 Units 61

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 91 See START UPS page 9 UNIT 92 See START UPS page 9

1 Change each of the following to decimals (you may 1 Find the total number of each coin/note needed to

need a calculator): make $40:

1 1

a 2 b 5 a $2 b $1

1 1 c $5 d 20c

c 8 d 4

e 50c f $10

4 3

e 10 f 4 2 Find how many drinks costing $2.50 each Owen could

2 Find: buy with:

a 50% of $2 a $5 b $10

b 25% of 4 m c $15 d $20

c 10% of 30 kg e $25 f $50

d 20% of 1 m 3 If Jo had $20 and spent the following amounts, how

e 75% of 1 hour much change would she receive?

f 10% of 90c a $14 b $7.50

3 Add < or > to make the number statement true: c $8.35 d $4.65

a 1

25% b 30% 40 e $12.90 f $18.75

2 100

4 Estimate how much change Greg would receive to the

75 1

c 100 0.8 d 0.3 4 nearest $1 if he started with $100 and spent:

e 3

50% f 90% 0.85 a $73.95

4

b $51.85

c $47.28

Fraction 100 Decimal Percentage

d $19.99

4

a 10 e $32.10

b 3

4 f $60.43

7

5 Find the total number of 10c coins needed to

c 25 make $40.

d 3

5

11

6 Find how many drinks costing $2.50 each Owen could

e 20 buy with $30?

f 23

50

7 If Jo had $20 and spent $6.45, how much change

7

5 Change 20 to a decimal. would she receive?

6 Find 20% of 80 m.

7 Add < or > to make the number statement true: 8 Estimate how much change Greg would receive

30 to the nearest $1 if he started with $100 and

100 0.25 spent $87.35.

8 Complete the table:

Fraction 100 Decimal Percentage 9 a Find the total cost of the items below.

1 b Find the change from $50.

4

9 Draw a picture to show 10% of a chocolate bar.

$5.75 $3.85 $2.50

Jam

$4.12 $3.25 $3.63

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 93 UNIT 94

UNIT 1 See START UPS page 9

1 Find the total cost of: 1 Round each of the following amounts to the

a $ 4 . 6 3 b $ 7 . 8 5 c $ 1 8 . 2 9 nearest $10.

+ $ 2 . 9 8 + $ 4 . 2 6 + $ 4 . 9 8

a $25.90 b $33.47

c $115.95 d $136.75

d $ 3 . 1 4 e $ 4 1 . 8 5 f $ 2 2 . 4 3

$ 7 . 5 5 $ 1 2 . 3 8 $ 1 8 . 6 9 e $258.14 f $343.45

+ $ 2 . 4 8 + $ 5 . 7 9 + $ 1 2 . 1 0

2 Round each of the following amounts to the

nearest dollar.

2 Find the change from $7.50 if Suzie spent:

a $6.32

a $5.25

b $9.16

b $6.99

c $42.74

c $3.45

d $97.56

d $7.15

e $172.85

e $5.85

f $114.12

f $4.10

3 Round each of the following amounts to the

3 Find the cost of: nearest 5c.

a 3 apples at $1.20 each a $2.43

b 4 books at $8.90 each b 71c

c 5 newspapers at $1.35 each c $4.86

d 7 magazines at $5.95 each d $3.99

e 2 CDs at $21.45 each e $143.22

f 8 drinks at 95c each f $185.58

4 Find how much, on average, each person spent if: 4 Complete each of the equations and round the answer

a 5 children spent $15.75 to the nearest 5c.

a $ 1 4 . 2 7 b $ 4 0 . 0 0

b 7 teachers spent $24.15 + $ 3 . 8 5 – $ 2 7 . 3 8

c 3 mums spent $37.95

d 10 dads spent $121.40 c $ 2 . 1 6 d

3 3

e 4 doctors spent $63.40

3 $4.62

f 6 actors spent $137.10 e $ 1 3 . 6 5 f

5 Find the total cost of: $ 6 . 2 9 $ 2 . 9 8 $ 2 1 . 7 5

$ 4 . 8 5 3 . 5 0

+ $ – $ 1 4 . 9 9

+ $ 3 . 2 5

5 Round $146.35 to the nearest $10.

6 Find the change from $9.20 if Suzie spent $8.55.

6 Round $47.83 to the nearest dollar.

7 Round $52.33 to the nearest 5c.

8 Complete and round the answer to the nearest 5c.

8 Find how much on average each person spent if $ 4 . 6 3

8 friends spent $16.80. 3 7

9 26 children went on an excursion. If entry to the 9 Annita bought 3 T-shirts at $12.98 each. How much

aquarium cost $2.50 each, the bus cost $3.50 each and change would she receive from $40.00 to the nearest

lunch cost $4.15 each, what was the total cost of the 5c?

excursion?

☞ Answers on page 137 Units 63

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 95 See START UPS page 9 UNIT 96 See START UPS page 9

1 Circle the following shapes that are symmetrical: 1 State the number of angles in each of the following

a b c shapes:

a b c

d e f

d e f

2 Draw in the line(s) of symmetry for each of the

following shapes: 2 Name the type of each of the following angles:

a b c a b c

d e f d e f

3 Complete each of the following drawings to make the 3 Draw a:

shapes symmetrical: a a reflex angle b a straight angle

a b c

d e f c a right angle d a obtuse angle

4 Complete the following table:

No. of axes of e a acute angle f a revolution

Regular shape No. of sides

symmetry

a triangle

b square

c pentagon 4 True or false?

d hexagon a 360º is a right angle

e octagon b 270º is a straight angle

f circle c 30º is an acute angle

5 Is symmetrical? d 100º is an obtuse angle

e 275º is a reflex angle

6 Draw in the line(s) of symmetry on: f 300º is a revolution

5 Find the number of angles in:

7 Complete the drawing to make the shape symmetrical:

6 Name the angle:

8 Complete the table:

No. of axes of 7 Draw a right angle facing left.

Regular shape No. of sides

symmetry

heptagon

8 True or false? 180º is a straight angle.

9 List the alphabet and circle all of the letters that are 9 Name the different types of angles in the shapes:

symmetrical.

a b c

, ,

64 Excel Start Up Maths Year 5 ☞ Answers on pages 137–8

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 97 See START UPS page 9 UNIT 98 See START UPS page 9

1 Write the angle type of each of the following: 1 Complete the table:

a b c

Diagram a b

Type c right obtuse d reflex revolution

d e f Size 0º – 90º 90º e 180º f 360º

2 Find which angle(s) in the diagram are:

a acute

i

m

2 Give the angle type for each of the following: b obtuse

h

a 5º b 180º c right

c 90º d 110º d reflex j k

e 280º f 342º e straight l g

a a revolution 3 Circle the larger angle of each pair:

b less than a right angle B a 150º acute

C

c a straight angle b 340º revolution

D

d larger than a straight angle c 10º obtuse

e a right angle E d 92º right

f larger than a right angle but e 310º straight

less than a straight angle F

f 178º reflex

4 Answer true or false:

4 Draw an angle which is:

a 45º is an obtuse angle a less than 360º and greater than 180º

b 89º is a right angle b less than 90º

c 360º is a revolution c greater than 90º but less than 180º

d 156º is an obtuse angle d less than 360º

e 270º is a right angle e greater than 180º

f 200º is a reflex angle f greater than 180º but less than 270º

5 Write the angle type:

5 Complete:

Diagram

6 Give the angle type for 76º. Type straight a

Size b 180º – 360º

7 Match the angle with the description:

6 Name the angle type labelled m in question 2.

a A straight angle

7 Circle the larger angle of the pair:

b B reflex angle

obtuse 200º

c C right angle 8 Draw an angle which is less than

180º but greater than 90º.

8 Answer true or false: 50º is an acute angle.

9 Draw a shape that has three right angles and two 9 Draw a shape that has

obtuse angles. six obtuse angles.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 99 See START UPS page 9 UNIT 100 See START UPS page 9

1 Circle the larger angle in each pair: 1 Record the size of each of the following angles:

a 80º b 100º a 70

80 90 100 11

0 120

b 70

80 90 100 11

0 120

60 100 90 80 70 60 100 90 80

110 13 110 70 13

50 120

60 0 50 120

60 0

30 50 0 50

1 13

14

14

40

40

0

0

0

0

40

40

14

14

150 20 10 0

150 20 10 0

30

30

150

50

30

30

c 160º d 300º

0 1

160

160

20

20

0

180 170 16

180 170 16

170 180

170 180

10

10

0

0

c d

90 100 11

e 45º f 300º

80 90 100 11

70 0 80

120 70 0 1

60 100 90 80 70 60 100 90 80 20

110 13 110 70 13

50 120

60 0

50 120

60 0

0 50 50

13 13

0

14

40

14

40

0

0

0

40

0

14

40

150 20 10 0

14

30

150 20 10 0

30

50

30

150

30

0 1

160

20

160

20

0

180 170 16

180 170 16

170 180

10

170 180

10

2 True or false?

0

e f

0

90 100 11 90 100 11

80 80

70 0 120 70 0 120

60 100 90 80 70 60 100 90 80 70

110 13 110 13

50 120

60 0 50 120

60 0

0 50 0 50

13 13

14

14

40

40

0

0

0

0

40

40

14

14

b 360º is a straight angle

150 20 10 0

150 20 10 0

30

30

150

150

30

30

160

160

20

20

0

0

180 170 16

180 170 16

170 180

170 180

10

10

c 90º is a right angle

0

2 Use a protractor to measure each of the following

d 160º is a reflex angle angles to the nearest five degrees:

e 14º is an acute angle a b c

f 79º is an obtuse angle

3 How many right angles make each of the following? d e f

a b

3 Give the angle type for each of the angles in question 2:

c d a b c

d e f

e f 4 Use a protractor to draw each of the following angles:

a 20º b 110º

4 Draw an angle:

a smaller than 45º b larger than 300º

c 75º d 30º

e 155º f 135º

80 90 100 11

70 0

120

60 100 90 80 70

110 13

50 120

60 0

0 50

13

14

40

0

0

40

14

150

30

150

30

160

20

0

20

180 170 16

170 180

10

10

0

6 True or false? 190º is an obtuse angle. nearest five degrees.

7 How many right angles will 7 Give the angle type for the angle in

make this angle? question 6.

8 Draw an angle less than 180º. 8 Use a protractor to

draw a 15º angle.

9 Describe the different angles in the triangle by 9 Investigate if it is possible to

completing: I am a shape with draw a shape with

one 60º angle and

three 100º angles.

66 Excel Start Up Maths Year 5 ☞ Answers on page 138

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 101 See START UPS page 10 UNIT 102 See START UPS page 10

1 Record the size of the following angles: 1 Measure and record each of the shaded angles:

a 80 90 100 11

b 80 90 100 11

a 90 100 111

b

90 100 111

70 0 70 0 80 10 80 10

120 120 7700 12 7700 12

60 100 90 80 70 60 100 90 80 70 60 100 90 80 70 0 60 100 90 80 70 0

110 13 110 13 110 13 110 13

50 120

60 0 50 120

60 0

50 0 60 0 50 0 60 0

0 50 0 50 12 50 12 50

13 13 13

0

13

0

14

14

40

40

14

14

40

40

0

0

0

0

40

40

14

14

0

40

40

150 20 10 0

150 20 10 0

14

14

30

30

15

15

30

30

150

150

30

30

0 116

0 116

50

50

30

30

160

160

0 1

0 1

20

20

0

10 220

10 220

0

60 17

60 17

180 170 16

180 170 16

20

20

180 170 16

180 170 16

170 180

170 180

10

10

1700

1700

10

10

180

180

0

0

0

0

c 80 90 100 11

d 70

80 90 100 11

0

c 7700

80 90 100 111

10

12

d 7700

80 90 100 111

10

12

70 0 60 100 90 80 120 60 100 90 80 70 0 60 100 90 80 70 0

120 70 110 13 110 13

60 100 90 80 110 13 50 12

0 60 0 50 12

0 60 0

110 70 13 50 120

60 0 50 50

50 120

60 0 0 50 13

0

13

0

14

14

13

40

40

0 50

14

40

13

0

0

0

14

40

40

40

14

14

0

15

15

40

0

30

30

14

150 20 10 0

0

30

40

0 116

0 116

50

50

14

30

30

150 20 10 0

30

150

30

0 1

0 1

150

0

10 220

10 220

30

60 17

60 17

160

20

20

20

180 170 16

180 170 16

0

160

20

180 170 16

0

1700

1700

180 170 16

170 180

10

10

10

170 180

10

180

180

0

0

0

0

0

0

e 70

80 90 100 11

0

f 70

80 90 100 11

0

e 7700

80 90 100 111

10

12

f 7700

80 90 100 111

10

12

120 120 60 100 90 80 70 0 60 100 90 80 70 0

60 100 90 80 60 100 90 80 110 13 110 13

110 70 13 110 70 13 50 12

0 60 0 50 12

0 60 0

50 120

60 0 50 120

60 0 0 50 0 50

0 50 0 50 13 13

14

14

40

40

13 13

0

14

14

40

40

0

40

40

0

14

14

15

15

0

30

30

40

40

14

14

150 20 10 0

150 20 10 0

0 116

0 116

50

50

30

30

30

30

150

150

0 1

0 1

30

30

0

10 220

10 220

60 17

60 17

160

160

20

20

20

20

180 170 16

180 170 16

0

0

180 170 16

180 170 16

1700

1700

10

10

170 180

170 180

10

10

180

180

0

0

0

0

0

2 Estimate the size of the following angles and then 2 Measure and record each of the following angles:

measure with a protractor to the nearest 5º. a b c

a , b , c ,

d e f

a 80º b 60º

a 160º b 75º

e 140º f 50º

c 30º d 115º

4 True or false?

a 80º is an acute angle

e 90º f 145º

b 60º is an obtuse angle

c 90º is a right angle

4 Name the angle type for each of the angles in d 110º is a reflex angle

question 3: e 45º is an acute angle

a b c f 180º is a straight angle 50

60

0

12

0

7700

110

80

100 90

90 100 111

80 70

10

12

60

0

50

13

0

13

14

d e f

40

0

0

40

14

15

30

0 116

50

30

0 1

0

10 220

60 17

90 100 11

20

80

180 170 16

70 0 120

1700

60 100 90 80

10

110 70 13

50 120

60 0

180

0

0 50

13

14

40

0

0

40

14

150

30

150

30

160

20

0

20

180 170 16

170 180

10

10

0

then measure it with a protractor draw a 25º angle.

to the nearest 5º. , 8 True or false? 100º is an obtuse angle.

7 Use a protractor to 9 Draw a picture of an alien that

draw a 40º angle. has three angles between 90º

8 Name the angle type for the angle of question 7. and 180º and four angles

between 0º and 90º, and

9 Accurately draw three angles between 70º and 90º. label these angles on

your picture.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 103 See START UPS page 10 UNIT 104 See START UPS page 10

1 For the triangle: 1 Name each of the following 3D objects:

a name the angle type a a b

a

b name the angle type b

c measure angle a

d measure angle b c d

e measure angle c c b

f add angles a + b + c

2 For the triangle: e f

a name the angle type a

a

b name the angle type b

c measure angle a 2 Find the number of faces for each of the

d measure angle b 3D objects in question 1:

b c

e measure angle c a b

f add angles a + b + c c d

3 Find the missing angles in each of the following

e f

triangles: 3 Find the number of edges for each of the

55º

a a

b

b

c

c 3D objects in question 1:

70º

45º 60º 60º a b

e c d

d e f

120º

d

15º e f

40º

80º 70º

f

135º

4 Find the number of corners for each of the

4 For the quadrilateral: 3D objects in question 1:

a

a measure angle a a b

b measure angle b b c d

d

c measure angle c e f

d measure angle d 5 Name the 3D object:

e name the angle type c c

f name the angle type d

a

5 For the triangle, measure angles: 6 Find the number of faces:

a and b b

b

6 For the triangle, measure angles: 40º 7 Find the number of edges:

a and b a

80º

7 Find the missing angle: 50º

8 Find the number of corners:

?

8 For the quadrilateral, measure angles a 9 A number of blocks are placed end-to-end as shown

below.

a ,b , b How many faces are showing (when picked up and

c and d . d c looked at from any direction) if there are:

9 Complete: a 2 blocks?

The sum of the angles in any triangle is . b 3 blocks?

Extension: What do the sum of the angles at the centre c 4 blocks?

of a circle equal?

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 105 See START UPS page 10 UNIT 106 See START UPS page 10

1 Complete by tracing each of the following objects: 1 Match the solids to one of their elevations:

a b a cube

b cylinder

c d c cone

d triangular prism

e f e hexagonal prism

f pentagonal pyramid

2 Draw dotted lines in each of the following to provide 2 Draw the top, front and side views of:

the hidden detail: Name Diagram Top Front Side

a b

cylinder a b c

c d triangular

d e f

prism

e f

3 Draw the top, front and side views of:

3 Using the dot paper, copy each of the diagrams: Diagram Top Front Side

a b a b c

d e f

c d

e f a b

4 Draw each of the following 3D objects: c d

a cube b rectangular prism

c triangular prism d square pyramid e f

e cylinder f triangular pyramid

5 Match the solid to one of its views.

5 Complete by tracing:

or

6 Draw a dotted line to show 6 Draw the top view of:

the hidden detail:

7 Using the dot paper, 7 Draw the

copy the diagram. side view of:

8 Draw a cone.

8 From the shapes, identify and draw

the 3D object.

9 Draw a top, side 9 For the box, measure angles c

a b

and front view of: a, b and c with a protractor.

a= b= c=

☞ Answers on page 139 Units 69

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 107 See START UPS page 10 UNIT 108 See START UPS page 10

Triangles Quadrilaterals

1 Measure each side and each angle of the triangle: 1 What is the side length of each of the following squares?

a cm a b

b cm e

c cm c

b

d º

c d

e º f d

f º a

2 Measure each side and each angle of the triangle:

e f

a cm e

b cm

c cm b a 2 What is the length of the diagonals of each of the

squares in question 1, top right to bottom left corner?

d º

a b c

e º f d d e f

f º c

3 Are the following triangles right-angled? 3 What is the length of the diagonals of each of the

a b c following squares in question 1, top left to bottom right

corner?

a b c

d e f

d e f

4 Label each of the following triangles as isosceles, 4 Match the label with the quadrilateral:

scalene, equilateral or right-angled: a square

a b b rectangle

c rhombus

c d d kite

e parallelogram

e f f trapezium

5 What are the lengths of the sides of the

5 Measure the angle marked e in the triangle. rectangle? ,

e question 5, top right to bottom left corner?

6 Measure the side length marked f on the triangle.

f 7 What is the length of the diagonal b of the rectangle

in question 5, top left to bottom right corner?

7 Is the triangle right-angled?

8 Match the label with the quadrilateral:

parallelogram

8 Label the triangle as isosceles, scalene,

rhombus

equilateral or right-angled:

9 Complete by writing in the missing words:

The sides of a square are all .

9 Find the number of axes of symmetry of: All angles in a square are angles.

a an isosceles triangle The diagonals of a square are lengths

b an equilateral triangle and they meet at angles.

70 Excel Start Up Maths Year 5 ☞ Answers on pages 139–40

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 109 See START UPS page 10 UNIT 110 See START UPS page 10

1 Name each of the following shapes: 1 Name the following prisms and pyramids:

a b a b

c d

c d

e f

e f

2 Find the number of sides of each of the following

shapes: 2 Name the cross-section of each of the following

a b prisms and pyramids:

a b

c d

e f

c d

3 Find the number of angles of each of the following

shapes:

a b e f

c d

3 Complete the table:

No. of No. of No. of

Object corners edges faces

e f

a triangular prism

4 Find the number of diagonals of each of the following b triangular pyramid

shapes: c cube

a b drectangular pyramid

e pentagonal prism

c d f hexagonal pyramid

4 Draw the set of faces for a pentagonal pyramid:

e f a b c

5 Name the shape: d e f

6 Find the number of sides of: 5 Name the object:

6 Name the cross-section of the object.

7 Find the number of angles of:

8 Find the number of diagonals of:

7 Complete the table:

9 Draw an irregular: No. of No. of No. of

Object corners edges faces

a triangle

square pyramid

b quadrilateral 8 Draw the set of faces of a triangular pyramid:

c pentagon

9 Draw a rectangular

pyramid with the base

facing towards you.

☞ Answers on page 140 Units 71

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 111 See START UPS page 11 UNIT 112 See START UPS page 11

1 For each of the objects, state if it is shaped like a cone, 1 Measure the side lengths and diagonals of the

cylinder or sphere: parallelogram:

a volcano b orange a

c

c drinking straw d witches’ hat b

f

e soccer ball f tin of beans c b

e d

2 Name the solid modelled in: d

e a

a b c

f

2 Measure the side lengths and diagonals of the

d e f

parallelogram:

a c

b

b e

3 Complete the table: c d

f

Solid No. of surfaces No. of edges

d

cone

cylinder

e a

sphere f

3 Measure the side length and diagonals of the rhombus:

4 Which of a cone, cylinder or sphere has:

a

a a vertex? a

b

b one base?

c d

c two bases? e b

d

d no corners? f

e

e a rectangular surface? c

f

f no flat surfaces?

4 Measure the side length and diagonals of the rhombus:

5 Is a section of pipe shaped like a cone, cylinder or a

sphere? a

b f

6 Name the solid modelled: c b

d d e

e

7 Complete the table:

Solid No. of corners

f c

cone 5 Measure the angles of the parallelogram in question 1.

cylinder

sphere 6 Measure the angles of the parallelogram in question 2.

8 Which of a cone, cylinder or sphere has an equal

distance from the centre at all points? 7 Measure the angles of the rhombus in question 3.

8 Measure the angles of the rhombus in question 4.

9 For a cone, draw the:

a top view b side view c front view

9 What are the:

a similarities

b differences

between a rhombus and a parallelogram?

72 Excel Start Up Maths Year 5 ☞ Answers on page 140

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 113 See START UPS page 11 UNIT 114 See START UPS page 11

1 Flip each of the following 2D shapes: 1 For the rectangle, find the total number of squares

a b when the side lengths are made:

a twice as long

c d b 3 times as long

c 10 times as long

e f d 4 times as long

e 6 times as long

2 Slide each of the following 2D shapes: f 5 times as long

a b 2 If a square is 2 3 2 in size, what factor has it

been increased by if there are:

a 16 squares b 36 squares

c d

c 400 squares d 100 squares

e 64 squares f 144 squares

e f

3 If the scale is 1 cm : 10 cm complete the following

table:

3 Turn each of the following 2D shapes in the direction of 1 cm : 10 cm

the arrow: a 5 cm

a b b 200 cm

c 3 cm

d 900 cm

c d

e 1 cm

f 1000 cm

e f

4 If the scale is 1 cm : 2 m, complete the following table:

1 cm : 2 m

4 Match each of the following terms with the diagrams: a 4m

flip right, slide up, turn left, flip down, slide left, turn right b 5 cm

a b c 12 m

d 3 cm

c d e 1m

f 10 cm

e f 5 For the rectangle, find the total

number of squares when the side

5 Flip the shape: lengths are made 12 as long.

6 If a square is 2 3 2 in size, what

factor has it been increased by if

6 Slide the shape: there are 196 squares?

7 If the scale of an object is 1 cm : 10 cm, what is the

actual height of a toy that is 6 cm tall on paper?

7 Turn the shape:

8 If the scale of an object is 1 cm : 2 m,

8 Describe the following: what is the height on paper

of a 20 m tall building?

9 On the second grid

9 Continue the pattern by rotating the triangle: enlarge the picture.

☞ Answers on page 141 Units 73

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 115 See START UPS page 11 UNIT 116 See START UPS page 11

1 Match the solids with the view: 1 Draw the shapes that make up the following solids:

a a b

b

c c d

d e f

e

f 2 Match the net with its object:

2 For each of the following solids draw the top view: a

a b b

c

c d

d

e f e

f

3 For each of the following solids draw the side view: 3 Name the 3D objects that are made with the following

a b nets:

a b

c d

c d

e f

e f

4 For each of the following solids draw the shape

resulting from the cross-section:

a b 4 Draw a net for a:

a triangular pyramid b triangular prism

c d

c rectangular prism d rectangular pyramid

e f

e square pyramid f cube

5 Match the solid with its view:

5 Draw the shapes that make up:

6 Match the net to its object:

6 For draw the top view.

7 Name the 3D object that can be

made with the net:

7 For draw the side view. 8 Draw a net for a

8 For d raw the shape resulting hexagonal pyramid.

E

from the cross-section. 9 Look at the net of a cube. A B C D

draw the solid and a and if B is on the base, what letter is on the top?

name it. b what letter is opposite F?

74 Excel Start Up Maths Year 5 ☞ Answers on page 141

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 117 See START UPS page 11 UNIT 118 See START UPS page 11

1 Label each of the following as rotation (turn), 1 What feature can be O

Sydney

Harbour Sydney

translation (slide), reflection (flip) or tessellation: found in square: N

Bridge Opera

House

The Rocks

a b a 4F M

Harbour

Control

Tower

Circular

Quay

House

Government

Sydney Museum of

b 4E L Observatory Contemporary

Art

Cahill Expressway

K

Macquarie St

c 5B

c d J

d 7A I

Overseas

Passenger

Australia

Square State

Terminal Library

e 7I

Pitt St

Parliament

H King

Street

House

e f f 2M G Wharf

Pir

ram

National Sydney

F

aR

Maritime Aquarium

2 Name the

d

Museum Hyde

E

Pyrmont

Bridge

Park

2 How many axes of symmetry has: D Hall

Anzac

George Street

C Memorial

a b Exhibition

Chinese

Liverpoo

l St

B Centre

Gardents Goulburn Street

c d bN

ational Maritime A Chinatown

e f Museum 1 2 3 4 5 6 7 8 9 10

a b d Town Hall

e Government House

f Sydney Opera House

c d 3 Give two sets of coordinates for:

a Hyde Park ,

e f b Anzac War Memorial ,

c Sydney Harbour Bridge ,

4 Complete the following table: d Circular Quay ,

Solid No. of surfaces No. of vertices No. of edges e The Rocks ,

f Pyrmont Bridge ,

a

4 Name the road which is:

b

a north of China Town

c

b south of Hyde Park

d c west of Parliament House

e d south of Circular Quay

f e west of the National Maritime Museum

5 Label the following as rotation, translation, reflection or f east of the Town Hall

tessellation. 5 What feature can be found in square 9I?

6 Name the coordinates that could be used to find the

Museum of Contemporary Art.

6 How many axes of symmetry has

7 Name the shape in question 6:

?

7 Give two sets of coordinates for the State Library.

8 Complete the table: ,

Solid No. of surfaces No. of vertices No. of edges 8 Name the road which is west of the State Library.

9 Draw the top view of the model: 9 Start at the Town Hall, travel North on George Street to

Australia Square, turn East to Pitt Street, travel North to

the end of the road. What is the museum found at the

end of the road?

☞ Answers on page 142 Units 75

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 119 See START UPS page 11 UNIT 120 See START UPS page 11

1 Name the places found at the following coordinates: 1 Give the coordinates of:

a (H, 3) 8

a A ngola

Digit Hut

H

out

7

b (F, 6) Algeria Libya Egypt

Nail Look

mp

Swager

The Ridge

Fin

6

b T anzania G

nt

c (B, 5)

Poi

Mali Niger

ky

5

Pin

Chad Sudan

d (D, 2) 4 Hand Harbour

Flesh

Fields Curve Cove

F Guinea Nigeria

c K enya Ethiopia

e (C, 4) 3

Lifeline River bP

oin

t E Cameroon

Uganda

um Gabon Dem Rep Kenya

Th of the

f (F, 1) 2

Palm Hill

d S udan D Congo

Tanzania

1 Pores Pond

2 Give a set of coordinate C Angola Zamia

Mozambique

0

points for each of the e L ibya Zimbabwe Madagascar

Namibia Botswana

A B C D E F G H B

following locations: Scale 1 cm = 100 m

South

a Flesh Fields b Finger Swamp f Egypt A Africa

Scale = 700 km

e Lifeline River f Pores Pond 2 Name the country

3 Use the scale on the map to determine the length at the coordinates:

represented by each line: a (5, A) b (5, H)

a c (5, D) d (2, H)

b e (5, F) f (7, B)

c 3 Which country is approximately:

d a 800 km south of Angola?

e b 800 km north of Sudan?

f c 1000 km west of Madagascar?

4 Estimate the direct distance between each of the d 500 km north of Gabon?

following places in metres using the scale: e 1000 km west of Libya?

a Pinky Point and Hand Harbour f 500 km east of Mozambique?

b Thumb Point and Pores Pond 4 Give the distance to the nearest 500 km across each

c Palm Hill and Flesh Fields of the following countries (east to west):

d Digit Hut and The Ridge a Angola

e Nail Lookout and Lifeline River b Niger

f Curve Cove and Palm Hill c Mali

5 Name the place found at (D, 3): d Tanzania

6 Give a set of coordinate points for Pinky Point. e Chad

f Dem. Rep. of the Congo

7 Use the scale on the map to determine the length 5 Give the coordinates of Zimbabwe.

represented by the line below:

6 Name the country found at the coordinates (6, F).

8 Estimate the direct distance between Thumb Point

and Palm Hill. 7 Which country is approximately 800 km north of the

Dem. Rep. of the Congo?

9 Name three places to visit on the map and work out 8 Give the distance to nearest 500 km (east to west)

how far to travel between all three. across Kenya.

9 Estimate the total direct distance between South

Africa and Libya in kilometres.

76 Excel Start Up Maths Year 5 ☞ Answers on page 142

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 121 See START UPS page 12 UNIT 122

UNIT 1 See START UPS page 12

1 What is: 1 Circle the horizontal lines:

a s outh of the ladybird? a b c

b n orth of the mosquito?

d e f

c west of the centipede?

2 Circle the vertical lines:

d east of the cockroach?

a b c

e north of the ant?

f west of the dragonfly?

ar d e f

2 In which direction is the:

a bee from the butterfly?

b caterpillar from the cockroach? 3 In each of the following shapes, circle the horizontal

lines:

c spider from the dust mite?

d ladybird from the mosquito? a b

e ant from the dragonfly? c d

f butterfly from the ant?

e f

3 What insect is:

4 In each of the following shapes, circle the vertical

a N of the ant and W of the butterfly? lines:

b E of the mosquito and S of the dust mite?

a b

c W of the dust mite and N of the centipede?

d S of the butterfly and E of the spider? c d

e N of the mosquito and W of the dust mite? e f

f S of the ladybird and W of the mosquito?

5 Circle the horizontal line:

4 Where does the centipede move if it goes:

a 1 place north and 2 east?

6 Circle the vertical line:

b 2 places north and 1 west?

c 1 place north and 1 west?

7 Circle the horizontal lines:

d 1 place north and 1 east?

e 2 places east?

f 1 place east and 2 north?

5 What is east of the ant?

8 Circle the vertical lines:

6 In which direction is the spider from the bee?

7 Which insect is S of the caterpillar and E of the ant?

9 Write your name in capital letters and draw in red all of

8 Where does the caterpillar move if it goes north 1 place the horizontal lines. Then circle all of the vertical lines.

and 1 west?

9 Complete the compass:

N

☞ Answers on page 142 Units 77

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 123 See START UPS page 12 UNIT 124 See START UPS page 12

1 What town on 11 Thursday Island

1 Name each of the shapes on the grid:

R

the map is at: a

10 Q

a (D, 4) Weipa

b g

9

Gre

P

b (C, 7)

at

Coen f

c

Ba

8 Cooktown

rrie

O

c (C, 9)

r

Cairns

d

Re

7

ef

N

d (C, 10) 6

Burketown Georgetown

Townsville e

Finders Highway M

e (A, 2) 5 Ma

tild

f

Bru

aH

wy L

ce

f (F, 1) 4

Hw

e

Longreach

2 List the coordinates

y

K

3

2 Give a grid Birdsville

Springsure

of the corners of each of J

reference for: 2

Brisbane the shapes on the grid:

I

a Cooktown 1 St George a H

d

b Cairns A B C D E F G H b G

c Townsville c F

c

d Thursday Island d E

e Burketown e D

a b

f Longreach f C

0 1 2 3 4 5 6 7

the shapes on the grid:

b Flinders Highway ,

a b

c Bruce Highway ,

c d

d Whitsunday Islands ,

e f

e Matilda Highway ,

4 What is the distance, in units, between:

f Southern border ,

a (1, C) and (3, C)?

4 Name a place: b (4, B) and (6, B)?

a north of Georgetown c (4, P) and (6, P)?

b north of St George d (0, P) and (3, P)?

c south of Thursday Island e (4, E) and (7, E)?

d west of Rockhampton f (3, K) and (6, K)?

e south of Cooktown 5 Name the shape labelled g on the grid:

f south of Weipa

5 What town on the map is at (F, 3)? 6 List the coordinates of the corners of the shape

labelled g on the grid:

6 Give a grid reference for Rockhampton.

7 Write two sets of coordinates for the western border. 7 Name two points that lie inside the shape labelled g.

,

8 What is the distance, in units, between (1, R) and (3, R)?

8 Name a place east of Burketown.

9 List the towns and the direction you would travel 9 Set up a grid and list the

driving from Townsville to Weipa. points for a friend to

draw a pentagon.

78 Excel Start Up Maths Year 5 ☞ Answers on page 143

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 125 See START UPS page 12 UNIT 126 See START UPS page 12

Grids Perspective

10 1 Here are two pictures as seen by an ant and a bird.

9 A B

8

7 Measuring in mm, complete the following table:

6 How many times

Width of top of Width of bottom of

Picture bigger is the bottom

container container

5 than the top?

A a b c

4

B d e f

3

The same rectangular prism has been drawn from

2

different view points for questions 2, 3 and 4.

1 B B

a C A b c

B

C A

C A

0 1 2 3 4 5 6 7 8 9 10 11 12

1 Draw blue dots at: d e B f B

B C A C A

a (3, 8) b (2, 9) C A

c (1, 9) d (0, 8)

2 Use a protractor to measure angle A in each of the

e (0, 2) f (2, 2) pictures:

2 Draw red dots at: a b c

a (4, 2) b (4, 3) d e f

c (4, 6) d (6, 6) 3 Use a protractor to measure angle B in each of the

e (7, 5) f (7, 4) pictures:

3 Draw green dots at: a b c

a (9, 2) d e f

b (9, 6) 4 Use a protractor to measure angle C in each of the

pictures:

c (11, 6)

d (12, 5) a b c

e (12, 3) d e f

f (11, 2) 5 Here is a picture as seen by a boy.

Complete the following table:

4 Draw orange dots at: How many times

Width of top of Width of bottom of

Picture bigger is the bottom

a (6, 3) container container

than the top?

b (7, 2)

a b c

c (5, 3)

d (8, 2) The cube is for questions 6, 7 and 8: B

C

e (8, 4) 6 Measure angle A. A

5 Draw blue dots at (3, 3) , (3, 5) and (1, 5).

8 Measure angle C.

6 Join the orange dots that have the first coordinate

as 8 to form the letter I. 9 Draw a picture of a road

disappearing into the distance.

7 Join the rest of the orange and red dots together to Hint: the part of the road

form a letter. closest to you should be

8 Join the green dots together to form the 4th letter of wider and the furthest part

the alphabet. should be the narrowest.

9 Join the blue dots together to complete the word.

© Pascal Press ISBN 978 1 74125 262 0 Excel Advanced Skills Start Up Maths Year 5

UNIT 127 See START UPS page 12 UNIT 128 See START UPS page 12

1 Write each of the following times in words: 1 For each of the following digital times, write before

a 11 12 1

b 11 12 1

c 11 12 1 midday or after midday:

10 2 10 2 10 2

9

8 4

3 9

8 4

3 9

8 4

3

a am

4:25 b pm

8:05 c am

12:35

7 6 5 7 6 5 7 6 5

d pm

03:19 e am

1 1:58 f pm

2:35

d 10

11 12 1

2

e 10

11 12 1

2

f 10

11 12 1

2

9 3 9 3 9 3

8 4 8 4 8 4

7 6 5

7 6 5

7 6 5

a 11 12 b 1 c 11 12 1 11 12 1

10 2 10 2 10 2

9 3 9 3 9 3

7 6 5 7 6 5 7 6 5

11 12 1 11 12 1 11 12 1

9

10 2

3 9

10 2

3 9

10 2

3

afternoon morning evening

8 4 8 4 8 4

: : :

7 6 5 7 6 5 7 6 5

d half past ten e ten to six f quarter past one d 11 12 1 e 11 12 1 f 11 12 1

10 2 10 2 10 2

11 12 1 11 12 1 11 12 1

9 3 9 3 9 3

10 2 10 2 10 2

8 4 8 4