MathMammoth-Grade5B noPW

Contents
Foreword ...................................................................... 6
Chapter 5: Fractions: Add and Subtract

Introduction ................................................................... 9
Fraction Terminology ................................................... 12
Review: Mixed Numbers ............................................. 13
Adding Mixed Numbers 1 ............................................ 17
Subtracting Mixed Numbers 1 .................................... 20
Subtracting Mixed Numbers 2 - Renaming ................ 23
Subtracting Mixed Numbers - Extra Practice ........... 26
Equivalent Fractions ..................................................... 28
Equivalent Fractions 2 .................................................. 32
Adding Unlike Fractions 1 ............................................ 34
Adding Unlike Fractions 2:
Finding the Common Denominator ............................. 37
Add and Subtract Unlike Fractions ............................. 40
Mixed Numbers with Unlike Fractional Parts ............ 42
Add and Subtract Several Unlike Fractions ................ 46
Comparing Fractions 1 ................................................. 48
Comparing Fractions 2 ................................................. 50
Measuring in Inches ..................................................... 53
Review: Fractions ......................................................... 57
Chapter 6: Fractions: Multiply and Divide

Introduction ................................................................... 58
Simplifying Fractions .................................................... 61
Simplifying Fractions 2 ................................................. 65
Multiplying Fractions by Whole Numbers, 1 .............. 69
Multiplying Fractions by Whole Numbers, 2 .............. 71
Multiplying Fractions by Fractions .............................. 73
Simplifying Before Multiplying 1 ................................. 77
Comparing Fractions and Decimal Multiplication ..... 80
Fraction Multiplication and Area ................................. 83
Multiply Mixed Numbers ............................................. 86
3
Dividing Fractions 1:
Divide a Fraction by a Whole Number ........................ 90
Dividing Fractions 2a:
How Many Times Does It Fit? .................................... 93
Dividing Fractions 2b: Reciprocal Numbers ............... 95
Dividing Fractions 3a: The Shortcut ............................ 99
Dividing Fractions 3b: Using the Shortcut .................. 102
Dividing Mixed Numbers ............................................. 104
Fractions to Decimals 1 ................................................ 108
Fractions to Decimals 2 - With a Calculator .............. 112
Fractions and Decimals in Measuring Units .............. 113
Ratios and Fractions ..................................................... 115
Review 1 ........................................................................ 118
Review 2 ........................................................................ 121
Chapter 7: Geometry
Introduction .................................................................. 123
Review: Angles ............................................................ 127
Review: Drawing Figures ............................................. 129
Review: Circles ............................................................. 131
Quadrilaterals ................................................................ 132
Equilateral, Isosceles, and Scalene Triangles ............. 136
Area of Right Triangles ................................................ 140
Area of Parallelograms ................................................. 143
Area of Triangles ......................................................... 146
Area of Polygons ........................................................... 149
Area and Perimeter Problems ...................................... 151
Converting Between Area Units .................................. 154
Review: Volume ............................................................ 156
Printable Cutouts for Common Solids ......................... 157
Volume of Rectangular Prisms (Cuboids) ................... 163
Surface Area of a Rectangular Prism .......................... 166
Pyramids, Prisms, Cylinders, and Cones ..................... 169
Similar Figures in a Coordinate Plane ......................... 172
A Little Bit of Problem Solving ..................................... 176
Review: Geometry ........................................................ 177
Chapter 8: Integers
Introduction .................................................................. 180
Integers ......................................................................... 182
Addition and Subtraction as Movements .................... 184
4
Adding Integers 1 ......................................................... 187
Adding Integers 2 ......................................................... 190
Subtracting Integers ..................................................... 192
Coordinate Grid ............................................................ 195
Movements in the Coordinate Grid ............................ 197
Functions Again ............................................................ 199
Review ........................................................................... 202
Chapter 9: Introduction to Percent

Introduction .................................................................. 204
Percent .......................................................................... 206
Percent of a Number .................................................... 209
Percent and Fractions with a Diagram ....................... 212
Practice with Percent .................................................... 213
Ratios, Fractions, and Percents ................................... 215
Review ........................................................................... 218
5
Foreword
In part B of the Math Mammoth Grade 5 complete curriculum we study several important topics:
fractions, geometry, integers, and a little about percent.
Each chapter has an introduction, which contains notes to the teacher; then follow the actual lessons with
problems. Each chapter ends in a review lesson. The chapter tests and cumulative reviews are found in a
separate folder and are printed separately. This product also includes an HTML page that you can use to
make extra practice worksheets for computation.
In chapter 5, we start the study of fractions, especially focusing on learning to add and subtract unlike
fractions. The next chapter continues with fraction topics such as multiplication, simplifying, and the
division of fractions. The conversion of fractions to decimals is also included. This essentially completes
the main parts of fraction arithmetic, and what is left for 6th grade is mainly review and some deepening
of the fraction topics studied here.
Chapter 7 has to do with geometry. The main focus areas are calculating areas of common shapes,
including surface areas of some solids, and the volume of a rectangular prism. The chapter also covers
classifying quadrilaterals and triangles, similar figures in a coordinate grid, nets of solids, and includes
lots of drawing problems.
What follows is a short chapter on integers (chapter 8). We study adding and subtracting integers using
several different models as “stepping stones” to the common shortcuts. Then students encounter again the
coordinate grid, this time with all four quadrants, and have some fun with moving figures and plotting
simple functions.
Lastly, the book includes a short chapter on percent (chapter 9). This is an introduction to the concept of
percent with some easy calculations. We will delve into the concept of percent much more in 6th grade.
6
Concerning Challenging Word Problems
I would heartily recommend supplementing this program with regular practice of challenging word
problems and puzzles from other sources. You could do that once a week to once every two weeks - just
occasionally as it suits your schedule. The goal of challenging story problems and puzzles is to simply
develop children’s logical and abstract thinking and mental discipline.
I have made lots of word problems for the Math Mammoth curriculum. Those are for the most part multi-
step word problems. I have included several lessons that utilize the bar model for solving problems and
tried to vary the problems.
Even so, the problems I’ve created are usually tied to a specific concept or concepts. I feel children can
also benefit from problem solving practice where the problems require “out of the box” thinking, or are
puzzle-type in nature, or are just different from the ones I have made. Additionally, I feel others are more
capable of making very different, very challenging problems.
So I’d like for you to use one or several of the resources below for some different problems and puzzles.
Choose something that fits your budget (most of these are free) and that you will like using.
Math Kangaroo Problem Database

Easily made worksheets of challenging math problems based on actual past Math Kangaroo competition
problems.
http://www.kangurusa.com/clark/pdb/
Primary Grade Challenge Math by Edward Zaccaro

The book is organized into chapters, with each chapter presenting a type of problem and the ways to think
about that problem. Then, there is a series of related story problems to solve, divided into 4 levels. $25,
ISBN 978-0967991535
You can find this at Amazon.com or various other bookstores.
http://www.amazon.com/dp/0967991536/?tag=homeschoolmath-20
Problem Solving Decks from North Carolina Public Schools

Includes a deck of problem cards for grades 1-8, student sheets, and solutions. Many of these problems
are best solved with calculators. All of these problems lend themselves to students telling and writing
about their thinking.
http://community.learnnc.org/dpi/math/archives/2005/06/problem_solving.php
Math Stars Problem Solving Newsletter (grades 1-8)

These newsletters are a fantastic, printable resource for problems to solve and their solutions.
http://community.learnnc.org/dpi/math/archives/2005/06/math_stars_news.php
Mathematics Enrichment - nrich.maths.org

Open-ended, investigative math challenges for all levels from the UK. Find the past issues box down in
the left sidebar. Choose Stage 2 problems for 5th grade.
http://nrich.maths.org/public/
http://nrich.maths.org/public/themes.php lets you find problems organized by mathematical themes.
7
Figure This! Math Challenges for Families
Word problems related to real life. They don’t always have all of the information but you have to estimate
and think. For each problem, there is a hint, other related problems, and interesting trivia. Website
supported by the National Council of Teachers of Mathematics.
http://www.figurethis.org/
MathStories.com
Over 12,000 interactive and non-interactive NCTM compliant math word problems, available in both
English and Spanish. Helps elementary and middle school children boost their math problem solving and
critical-thinking skills. It is a membership site.
http://www.mathstories.com/
“Problem of the Week” (POWs)

Problem of the week contests are excellent for finding challenging problems and for motivation. There
exist several:
Math Forum: Problem of the Week

Five weekly problem projects for various levels of math. Mentoring available.
http://mathforum.org/pow/
Math Contest at Columbus State University
Elementary, middle, algebra, and “general” levels.
http://www.colstate.edu/mathcontest/
Aunty Math
Math challenges in a form of short stories for K-5 learners posted bi-weekly. Parent/Teacher Tips
for the current challenge explains what kind of reasoning the problem requires and how to possibly
help children solve it.
http://www.auntymath.com/
Grace Church School’s ABACUS International Math Challenge
This is open to any child in three different age groups.
http://www.gcschool.org/pages/program/Abacus.html
MathCounts Problem of the Week Archive
Browse the archives to find problems to solve. You can find the link to the current problem on the
home page.
http://mathcounts.org/Page.aspx?pid=355
Math League’s Homeschool Contests
Challenge your children with the same interesting math contests used in schools. Contests for
grades 4, 5, 6, 7, 8, Algebra Course 1, and High School are available in a non-competitive format
for the homeschoolers. The goal is to encourage student interest and confidence in mathematics
through solving worthwhile problems and build important critical thinking skills. By subscription
only.
http://www.mathleague.com/homeschool.htm
8
Chapter 5: Fractions: Add and Subtract
Introduction
In fifth grade students study all aspects of fraction arithmetic. What students have learned in previous
years hopefully has built a solid conceptual understanding in their minds, on which we can now build
more.
The chapter starts out with lessons on various ways to add and subtract mixed numbers. These are meant
partially to review and partially to develop speed in fraction calculations.
The focus of this chapter is on adding and subtracting unlike fractions. Students have already added and
subtracted like fractions in previous grades. Now it’s time to “tackle” the more complex situation.
For that purpose, students need to learn first how to convert fractions into other equivalent fractions. We
begin with a visual model of splitting pieces of pie, and from that we develop the common procedure.
This skill is then used immediately in the next lessons about adding unlike fractions.
In learning how to add unlike fractions, we begin similarly by using visual models. From the visual and
concrete we gradually advance toward the abstract. Several lessons are devoted to understanding the
concepts and also to applying this new skill to subtraction as well as to addition and to mixed numbers as
well as to fractions.
Next come two lessons on comparing fractions. In these, students learn both mental math methods for
comparing fractions and a “brute force” method based on converting to equivalent fractions.
This chapter ends with a lesson on measuring in inches, this year using units as small as 1/16th of an inch.
The Lessons in Chapter 5

page span
Fraction Terminology ............................................ 12 1 page
Review: Mixed Numbers ...................................... 13 4 pages
Adding Mixed Numbers 1 .................................... 17 3 pages
Subtracting Mixed Numbers 1 .............................. 20 3 pages
Subtracting Mixed Numbers 2 - Renaming ......... 23 3 pages
Subtracting Mixed Numbers - Extra Practice ..... 26 2 pages
Equivalent Fractions ........................................... 28 4 pages
Equivalent Fractions 2 ....................................... 32 2 pages
Adding Unlike Fractions 1 ................................. 34 3 pages
Finding the Common Denominator .................... 37 3 pages
Add and Subtract Unlike Fractions .................... 40 2 pages
Mixed Numbers with Unlike Fractional Parts ..... 42 4 pages
Add and Subtract Several Unlike Fractions ........ 46 2 pages
9
Comparing Fractions 1 ........................................ 48 2 pages
Comparing Fractions 2 ..................................... 50 3 pages
Measuring in Inches .......................................... 53 4 pages
Review: Fractions ............................................. 57 1 page
Helpful Resources on the Internet
Visual Fractions
A great site for studying all aspects of fractions, including: identifying, renaming, comparing, addition,
subtraction, multiplication, division. Each topic is illustrated by a Java applet with either a number line or
a circle. There are also a couple of games, for example: make cookies for Grampy.
http://www.visualfractions.com
Who Wants Pizza?

Explains the concept of fractions, presents addition and multiplication with a pizza example, and then has
some interactive exercises.
http://math.rice.edu/~lanius/fractions/index.html
Fraction lessons at MathExpression.com

Tutorials, examples, and videos explaining all the basic fraction math topics. Look for the lesson links in
the left sidebar.
http://www.mathexpression.com/understanding-fractions.html
Clara Fraction's Ice Cream Shop

A game in which you convert improper fractions to mixed numbers and scoop the right amount of ice
cream flavors into the cone.
http://www.mrnussbaum.com/icecream/index.html
Equivalent Fractions from National Library of Virtual Manipulatives (NLVM)

See how two fractions are equivalent as the applet divides the whole into more pieces.
http://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html
Equivalent Fractions
Draw two fractions equivalent to the given fraction. Choose either a square or a circle for the basic shape.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=80
Fraction Frenzy
Click on pairs of equivalent fractions as fast as you can. See how many levels you can finish!
http://www.learningplanet.com/sam/ff/index.asp
Fresh Baked Fractions

Practice equivalent fractions by clicking on a fraction that is not equal to the others.
http://www.funbrain.com/fract/index.html
Adding fractions
Uses pictures to illustrate finding the common denominator.
matti.usu.edu/nlvm/nav/frames_asid_106_g_2_t_1.html
10
Fractioncity
Make “fraction streets” and help children with comparing fractions, equivalent fractions, addition of
fractions of like and unlike denominators while they drive toy cars on the streets. This is not an online
activity but has instructions of how to do it at home or at school.
http://www.teachnet.com/lesson/math/fractioncity.html
Visual Math Learning

Free tutorials with some interactivity about all the fraction operations. Emphasizes visual models and lets
the student interact with them.
http://www.visualmathlearning.com/pre_algebra/chapter_9/chap_9.html
Comparison Shoot Out

Choose level 2 or 3 to compare fractions and shoot the soccer ball to the goal.
http://www.fuelthebrain.com/Game/play.php?ID=47
Old Egyptian Fractions

Puzzles to solve: add fractions like a true Old Egyptian Math Cat!
http://www.mathcats.com/explore/oldegyptianfractions.html
Online Fraction Calculator

Add, subtract, multiply, or divide fractions and mixed numbers.
http://www.homeschoolmath.net/worksheets/fraction_calculator.php
11
Fraction Terminology
As we study fractions and their operations, it’s important that you understand the terms, or words, that we
use. This page is a reference. You can even post it on your wall or make your own fraction poster based
on it.
3 The top number is the numerator. It enumerates, or numbers (counts), how many pieces there are.
11 The bottom number is the denominator. It denominates, or names, what kind of parts they are.
A mixed number has two parts: a whole-number part and a fractional part.
3 3
For example, 2 is a mixed number. Its whole-number part is 2, and its fractional part is .
7 7
3 3
The mixed number 2 actually means 2 + .
7 7
Like fractions have the same denominator.

They have the same kind of parts.
It is easy to add and subtract like fractions,
because all you have to do is look at how many 2 7
and are like fractions.
of that kind of part there are. 9 9
Unlike fractions have a different denominator.

They have different kinds of parts.
It is a little more complicated to add and subtract
unlike fractions. You need to first change them into 2 3
and are unlike fractions.
like fractions. Then you can add or subtract them. 9 4
A proper fraction is a fraction that is less than 1

11
(less than a whole pie). 2/9 is a proper fraction. is an improper fraction.
9
An improper fraction is more than 1 (more than
a whole pie). Since it’s called a fraction, it’s 2
But 1 is a mixed number.
written as a fraction and not as a mixed number. 9
Equivalent fractions are equal in value. If you

think in terms of pies, they have the same amount
of “stuff to eat,” but they’re written using
different denominators, or are “cut into different 3 1
and are equivalent fractions.
kinds of slices.” 9 3
Simplifying a fraction means that, for a given

fraction, you find an equivalent fraction that
has a “simpler,” or smaller, numerator and 9 3
denominator. (It has fewer but bigger slices.) simplifies to .
12 4
12
Review: Mixed Numbers
This lesson should be mostly review. But please don’t go on to the lessons about adding and subtracting
mixed numbers until you understand well the concepts in this lesson.
Mixed numbers as pictures
1. Write the mixed numbers that these pictures illustrate.
a.
b.
c.
d.
2. Draw pictures of “pies” that illustrate these mixed numbers.
2 3
a. 4 b. 2
3 5
2 7
c. 3 d. 4
6 8
8
e. 6
10
13
Mixed numbers on a number line
3. Write the mixed number that is illustrated by each number line.
a. b.
4. Write the fractions and mixed numbers that the arrows indicate.
a. b. c. d.
5. Draw arrows to indicate where these 2 2 3 1

a. 4 b. c. 5 d. 1
mixed numbers occur on the number line. 6 6 6 6
3 4
6. a. Indicate 2 on the number line. b. Write the mixed number that is to its right: _______
5 5
1 3
c. Indicate 5 on the number line. d. Write the mixed number that is to its left: _______
5 5
14
Changing mixed numbers to fractions
3
To write 3 as a fraction, count how many fourths there are:
4
Each pie has four fourths, so the three complete pies have 3 × 4 = 12 fourths.
Additionally, the incomplete pie has three fourths.
The total is 15 fourths or 15/4.
Shortcut:
Numerator: 3 × 4 + 3 = 15 15
=
Denominator: 4 4
Multiply the whole number times the denominator, then add the numerator. The result gives you
the number of fourths, or the numerator, for the fraction. The denominator will remain the same.
7. Write as mixed numbers and as fractions.
2
a. 1 = b. = c. =
5 5
d. = e. = f. =
9
8. Mae changed 5 to a fraction, and explained how the shortcut works. Fill in the blanks.
13
There are ____ whole pies, and each pie has _____ slices. So ____ × ____
tells us the number of slices in the whole pies. Then the fractional part 9/13 means that
we add _____ slices to that. In total we get ____ slices, each one a 13th part. So the fraction is .
9. Write as fractions. Think of the shortcut.
1 2 3 6
a. 7 b. 6 c. 8 d. 6
2 3 9 10
5 1 5 7
e. 2 f. 8 g. 2 h. 4
11 12 16 8
15
Changing fractions to mixed numbers
58
To write a fraction, such as , as a mixed number, you need to figure out:
7
How many whole “pies” there are, and
How many slices are left over.
58
In the case of , each whole “pie” will have 7 sevenths. (How do you know?) So we ask:
7
How many 7s are there in 58? (Those make the whole pies!)
After those 7s are gone, how many are left over?
All that is solved by the division 58 ÷ 7! That division tells you how many 7s there are in 58.
Now, 58 ÷ 7 = 8 R2. So you get 8 whole pies, with 2 slices or 2 sevenths left over.
58 2
To write that as a fraction, we get =8 .
7 7
45
Example: is the same as 45 ÷ 4, and 45 ÷ 4 = 11 R1. So, we get 11 whole pies and
4
45 1
1 fourth-part or slice left over. Writing that as a mixed number, = 11 .
4 4
The Shortcut: Think of the fraction bar as a division symbol, then DIVIDE. The quotient tells
you the whole number part, and the remainder tells you the numerator of the fractional part.
10. Rewrite the “division problems with remainders” as problems of “changing fractions to mixed
numbers.”
b. 35 ÷ 8 = 4 R3 c. 19 ÷ 2 = ___ R ___
a. 47 ÷ 4 = 11 R3
47 3 = =
= 11
4 4
d. 35 ÷ 6 = ___ R ___ e. 72 ÷ 10 = ___ R ___ f. 22 ÷ 7 = ___ R ___
= = =
11. Write these fractions as mixed numbers (or as whole numbers, if you can).
62 16 27 32
a. b. c. d.
8 3 5 9
7 25 50 32
e. f. g. h.
2 4 6 5
24 39 57 87
i. j. k. l.
11 3 8 9
16
Adding Mixed Numbers 1
1. Can you figure out these addition problems without reading the instructions in the blue box below?
First write an addition sentence for each problem. Then afterwards read the instructions below.
+ +
a. b.
Adding mixed numbers 1

1
7
You can simply add the whole numbers 3
and fractional parts separately: + 5 7
1 3 4 4
1 + 5 = 6 or in columns 6
7 7 7 7
However, many times the sum of the fractional parts goes over one whole pie.
+ =
3 4 7 1
1 + 1 = 2 3
6 6 6 6
So first, simply add the fractional parts as usual. Then, change the fraction that is more
than one pie into one or more whole pies and a fractional part that is less than one pie.
2. These mixed numbers have a fractional part that is more than one “pie.” Change them so that
the fractional part is less than one. The first one is done for you.
3 1 11 5 7 13
a. 3 4 b. 1 c. 3 d. 6 e. 3
2 2 9 3 4 8
3. Write the addition sentences that the pictures illustrate and then add.
+ + +
a. b.
17
4. Write the addition sentences that the pictures illustrate and then add.
a. + b. +
c. + d. +
e. + +
5. Add.
2 1 4 3
a. 3 + 8 = b. 4 + 1 =
3 3 5 5
8 2 6 4
c. 6 + 1 = d. 3 + 2 =
9 9 7 7
6. Add.
3 3 6 6
a. 4 b. 3 c. 4 d. 7
7 5 9 8
5 4 7 7
+ 5 + 3 + 2 + 2
7 5 9 8
8 1
9 10
7 7
7. Find the missing addend. Imagine drawing the rest of the picture.
1 2
a. 1 + =3 b. 2 + =5
2 3
1 3
c. 1 + =5 d. 2 + =8
4 4
18
Sometimes the sum of the fractional parts can be two or more whole pies. Just figure out how many
whole pies you can make from the fractional part and add them to the whole number part.
5
+ + 1
6
3
1
6
= 5
+ 1 6
5 3 5 13 1 13 1
1 + 1 + 1 = 3 5 3 6 56
6 6 6 6 6
8. Convert these mixed numbers so that the fractional part is less than one.
13 3 11 11 13 19
a. 3 5 b. 1 c. 3 d. 6 e. 3
5 5 4 3 4 8
9. Add these mixed numbers.

1 5 4 2 2
a. 3 + 2 = b. 4 + 1 + 5 =
6 6 5 5 5
4 6 7 6 8 9
c. 6 + 1 + 1 = d. 3 + 3 + =
8 8 8 10 10 10
10. Tom has one string that is 7 3/8 inches long and another that is 5 7/8
inches long. He tied them together. In making the knot, he lost 1 4/8
inches from the total length. How long is the combined string now?
11. Add the mixed numbers.
7 5 5 7
a. 10 b. 1 c. 2 d. 1
9 11 6 10
5 9 4 9
2 3 5
9 11 6 10
8 8 3 6
+ 3 + 2 + 2 + 10
9 11 6 10
20
12
9
12. Find the missing addends.
1 1 2 2 1 2 1
a. 2 +1 + = 5 b. 3 +2 + = 8 c. 2 + + = 4
4 4 5 5 3 3 3
19
Subtracting Mixed Numbers 1
1. Warm-up: see if you can subtract mixed numbers!
3 1 1 5
Shade 2 4 . Cross out 1 4 Shade 2 8 . Cross out 8
3 1 1 5
a. 2 −1 = b. 2 8 − 8 =
4 4
1 2
3 6
Shade 2 2 . Cross out 1 3 .
Shade 2 . Cross out 1 7
7 (Hint: Change the pictures into sixths.)
3 6 1 2
c. 2 −1 = d. Challenge. 2 2 − 1 =
7 7 3
Strategy 1: Subtract whole-number parts 7

6
and the fractional parts separately. 8
2
− 3 8
This is natural to do, and it works well when the subtrahend
(the number that you subtract) has a smaller fractional part 5
3
than the minuend (the number that you start with). 8
2. Subtract.
3 7 4
1 11 8 5
4 9
1 3 1
− 1 c. − 4 d. − 1
4 9 5
4 3
b. 2 7 − 1 7 =
a. Cross out 1 1/4.
6 2 2 2 9 1 6
e. 5 11 − 3 11 = f. 6 7 − 1 7 = g. 7 10 − 1 10 − 4 10 =
20
Strategy 2: Subtract in Parts
First subtract what you can from the fractional part of the minuend. Then subtract the rest from one
of the whole pies. The examples show two slightly different ways to understand this.
1 5 2 7
2 − =? 3 9 −2 9 =?
8 8
We can’t subtract 5/8 from 1/8. So ... We can’t subtract 7/9 from 2/9.
First subtract only 1/8 of the 5/8, which So, first subtract 2 2/9, which leaves
leaves 2 whole pies. The rest (4/8) of 1 whole pie, and the rest (5/9) is
the 5/8 is subtracted from one of those subtracted from the last whole pie.
whole pies.
2 7 2 2 5
1 5 1 1 4
39 − 29 = 39 − 29 − 9 =
2 − = 2 − 8 − 8 = 5 4
8 8 8
4 4
= 1 − =
9 9
= 2 − 8 = 18
3. Subtract in parts. Remember: You can add to check a subtraction problem.
2 3 1 2
First subtract 6 , then 6 . First subtract 2, then 5 , then 5 .
2 5 1 3
a. 2 − = b. 3 5 − 2 5 =
6 6
1 7 2 6
c. 3 − 1 = d. 3 7 − 2 7 =
8 8
2 5 8
e. 5 9 − 9 − 1 9 =
21
4. Subtract in two parts. Write a subtraction sentence.
2 4
a. Cross out 1 . b. Cross out .
3 5
3 5
c. Cross out . d. Cross out 1
4 7
7 5
e. Cross out 1 . f. Cross out 1
8 6
3 6
g. Cross out 1 . h. Cross out
5 9
5 7
i. Cross out . j. Cross out 1
6 9
4
k. Cross out 3 .
5
22
Subtracting Mixed Numbers 2 — Renaming
Strategy 3: Rename the mixed number.
In this method you divide one whole pie into “slices” and join these slices from the whole pie to the
existing slices. After that, you can subtract. It’s just like “borrowing” in the subtraction of whole
numbers. Examples will make this strategy clear.
2 8 5 Borrow 1 whole pie.

Rename 3 as 2 , and then subtract 1 6 .
6 6
Borrow 1 whole pie from
the whole pies’ column into
the fractional parts’column.
The one whole pie is 6 sixths.
At first we have three uncut pies and 2/6 more. There were already 2 sixths in
Then we cut one of the whole pies into 6 sixth the fractional parts’ column, so
parts. We end up with only two whole (uncut) that is why it becomes 8/6 after
pies and 8 sixth parts. borrowing. Now you can subtract
We say that 3 2/6 has been renamed as 2 8/6. the 5/6.
Now we can subtract 1 5/6 easily.
2 5 8 5 3
3 −1 = 2 −1 = 16
6 6 6 6
1 9 5
Rename 2
8
as 1 , and then subtract 8 . Borrow 1 whole pie.
8
Borrow 1 whole pie from

the whole pies’ column into
the fractional parts’ column.
At first we have two uncut pies and 1/8 more. The one whole pie is 8 eighths.
Then we cut one of the whole pies into 8 eighth Since there was already one eighth
parts. We end up with only one whole (uncut) pie in the fractional parts’ column, it
and 8 eighth parts. becomes 9/8 after borrowing. Now
you can subtract 5/8.
We say that 2 1/8 has been renamed as 1 9/8.
Then we can subtract 5/8 easily.
1 5 9 5 4
2 − = 1 − =18
8 8 8 8
1. Do not subtract anything. Just cut up one whole pie into fractional parts, and rename the mixed number.
1 1 2
a. 2 6 is renamed as b. 3 8 is renamed as c. 2 9 is renamed as
23
2. Do not subtract anything. Just cut up one whole pie into fractional parts, and rename the mixed number.
3 3 1
a. 2 is renamed as b. 3 10 is renamed as c. 2 is renamed as
5 4
3. Rename, then subtract. Be careful. Use the pie pictures to check your calculation.
4 8 3 7
a. 3 − b. 3 − 2
9 9 12 12
13 8 7
= 2 − 1 = = 2 − 2 =
9 9 12 12
7 3
7 9 3 3 7 2
c. 3 − 1 10 d. 2 − 1 8
10 10 8 8
9 7
−1 − 1
10 8
9 7
= − 1 = = − 1 =
10 8
4. Subtract. You can draw a picture to help you.
2 5 2 7
a. 4 − 1 = b. 3 − 1 =
6 6 9 9
5 9 1 5
c. 4 − 2 = d. 3 − 1 =
12 12 8 8
24
5. Rename (if needed) and subtract.
1 4 9 3
a. 3 b. 7 c. 12 d. 8
7 9 12 14
3 7 11 9
− 1 − 2 − 6 − 5
7 9 12 14
7 5 4 3
e. 14 f. 11 g. 26 h. 10
9 21 19 20
5 15 15 7
− 3 − 7 − 14 − 5
9 21 19 20
6. Figure out what was subtracted. You can use the circle pictures to help you.
1 3 7
a. 3 − =1 b. 4 − =2 c. 4 − =1
4 5 12
5 1 5
d. 4 − =1 e. 5 − =1 f. 4 − =
6 8 6
7. Subtract.
3 7 5 7
a. 5 −1 = d. 4 − 2 =
8 8 8 8
2 8 2 2
b. 9 − 5 = e. 13 − 4 =
15 15 5 5
11 9 5 11
c. 7 − 4 = f. 16 − 4 =
17 17 12 12
25
Subtracting Mixed Numbers - Extra Practice
1. Subtract. You can draw a pie picture to help you.
1 2 2 4
a. 4 − 2 = b. 3 − 1 =
3 3 5 5
1 3 2 5
c. 4 − 2 = d. 3 − 1 =
4 4 6 6
2 5 1 5
e. 3 − 1 = f. 4 − 2 =
8 8 12 12
3 7 3
g. 7 − 2 − 1 =
8 8 8
1 3 3
h. 7 − 2 − 2 =
4 4 4
5 9 5
i. 6 − 2 − 2 =
12 12 12
26
2. Add and subtract.
1 3 2 5 3 4
a. 2 + 5 − 3 = b. 4 + 6 − 1 =
4 4 4 6 6 6
3 7 6 7 11 2
c. 9 − 2 + 3 = d. 7 + 3 − 1 =
8 8 8 12 12 12
3. Find the missing minuend or subtrahend.
2 1 1 1
a. 5 − = 2 b. 7 − = 6 c. 6 − = 4 d. 2 − = 1
3 5 6 9
4 3 2 2 5 1 h. − 7 = 11
e. − = 3 f. − 1 = g. − 2 = 1
8 8 3 3 6 6 5 12 1 12
4. Subtract. Color the answer squares as indicated.

2 7 1 5
a. (yellow) 5 9 − 2 9 j. (yellow) 8 8 − 2 8
8 11 1 5
b. (blue) 7
15
− 4 k. (blue) 7 11 − 3
15 11
6 2 7 1
c. (blue) 5
11
− 3 l. (blue) 9 − 3
11 8 8
1 3 3 4
d. (yellow) 4
9
− 2 m. (yellow) 15 − 10
9 12 12
2 5
e. (green) 17 9 − 4 9 11 2 6 4
4 1 12 2
12 10 9 9
1 9
f. (green) 5
11
− 3 7 4
11 4 2
11 11
1 7 2
g. (green) 10 − 4 12 6
12 12
2 6
15 8
3 3
h. (yellow) 4 − 2
10 10 7 3 6 4
1 1 5 5
9 11 12 8
1 9
i (green) 5 10 − 3 10
27
Equivalent Fractions
This is an important topic. You need to understand equivalent fractions well before learning how to add
unlike fractions.
= These two fractions are equivalent fractions because they

picture the same amount. You could say that you get to “eat”
the same amount of “pie” either way. In the second picture
1 2 each slice has just been split into two pieces.
=
3 6
Splitting the pieces

The arrows above and below the equivalent fractions show into how many new pieces
each old piece was split.
×2
Each slice has been split in two.
3 6
= BEFORE: There are 3 colored pieces =
4 8
out of a total of 4.
AFTER: 6 colored pieces out of 8.
×2
×3
Each slice has been split into three.
1 3
= =
BEFORE: 1 colored piece, 3 total 3 9
AFTER: 3 colored pieces, 9 total
×3
×4
Each slice has been split into four.
1 4
= BEFORE: 1 colored piece, 2 total 1 = 1
AFTER: 4 colored pieces, 8 total 2 8
(The whole number does not change.)
×4
×2
Each slice has been split in two.
1
= =
BEFORE: 1 colored piece, ___ total
AFTER: ___ colored pieces, ___ total
×2
When all of the pieces are split the same way, both the number of colored pieces (the numerator)
and the total number of pieces (the denominator) get multiplied by the same number.
28
1. Connect the pictures that show equivalent fractions. Write the name of each fraction beside its picture.
1
2
2. Split the pieces by drawing the new pieces into the right-hand picture. Write down the equivalent
fractions. If you get confused, you can also draw in the “helping arrows” above and below the
fractions.
a. Split each piece in two. b. Split each piece into three. c. Split each piece in two.
= = =
×2 ×3 ×2
2 1 2
= = =
5 2 3
×2 ×3 ×2
d. Split each piece in two. e. Split each piece into three. f. Split each piece in two.
= = =
= = =
g. Split each piece in two. h. Split each piece in two. i. Split each piece into five.
= = =
= = =
29
3. Write the equivalent fraction. Imagine or draw the helping arrows.
a. Split each b. Split each c. Split each d. Split each e. Split each
piece into four. piece in two. piece into six. piece into four. piece into five.
3 5 1 2 1
= = = = =
4 8 2 7 4
f. Split each g. Split each h. Split each i. Split each j. Split each
piece into three. piece into ten. piece into eight. piece into seven. piece into eight.
2 5 1 3 3
= = = = =
7 8 2 5 7
4. Make chains of equivalent fractions according to the model. Pay attention to the patterns formed
by the numerators and the denominators.
= = =
1 2 4 5 6
a. = = = = = = =
1 2
= = =
1 2 4 5 6
b. = = = = = = =
3 6
= = =
1 5 6
c. = = = = = = =
2
3 6
d. = = = = = = = =
5 10 15
2
e. = = = = = = = =
7 14 21
3
f. = = = = = = = =
4
30
5. Figure out how many ways the pieces were split and write the missing numerator or denominator.
a. Pieces were b. Pieces were c. Pieces were d. Pieces were e. Pieces were
split into three. split into ____ . split into ____ . split into ____ . split into ____ .
×3 × × × ×
4 4 1 6 2 8
= = = = =
7 21 5 20 6 18 7 14 3
×3 × × × ×
f. × g. × h. × i. × j. ×
7 14 5 15 1 6 4 8
= = = = =
10 9 8 9 54 11 44
× × × × ×
k. l. m. n. o.
3 9 2 6 4 1 7
= = = = =
10 11 7 56 6 54 8 64
6. The three number lines have been divided into twelfths (12th parts), thirds (3rd parts), and
twenty-fourths (24th parts).
a. Find the fraction that is
2
equivalent to on the 12th
3
parts number line and on
the 24th parts number line.
Mark all three fractions
on the number lines:
2
= =
3 12 24
1 1
b. Do the same with . Mark the equivalent fractions on the three number lines: = =
3 3 12 24
7
c. Find and mark the fraction that is equivalent to on the 24th parts number line. What is it?
12 24
d. Find and mark a fraction on the 12th parts number line that does not
have an equivalent fraction on the 3rd parts number line. Write it here
e. Find and mark a fraction on the 24th parts number line that does not
have an equivalent fraction on the 12th parts number line. Write it here
31
Equivalent Fractions 2
These are mixed numbers: There is
= a whole-number part and a fractional part
(some whole pies and some cut-up slices).
1 2
The fractional parts and are
1 2 3 6
2 = 2 equivalent fractions. Note that the whole
3 6 number 2 does not change.
Here you see almost the same thing. But

= this time the whole pies are cut up into
slices, so we can write the whole amount
as a single (improper) fraction.
7 14 7 14
= and are equivalent fractions.
3 6 3 6
We use equivalent fractions both with mixed numbers and with improper fractions.
1. These are improper fractions. Split the slices in the right-hand picture. Write the equivalent fractions.
a. Split each slice into three. × b. Split each slice in two. ×
7 5
= =
= 4 = 3
× ×
c. Split each slice in two. × d. Split each slice into four. ×
12 3
= =
= 5 = 2
× ×
2. Fill in the missing numbers in the equivalent fractions.
3 12 7 28 9 36 2 12 8
a. 1 = 1 b. 5 = c. = d. 3 = e. =
4 10 4 3 3 15
7 21 2 12 7 7 9
f. = g. 6 = h. = i. 5 = j. =
2 9 1 6 10 80 3 18
32
3. Each column contains a set of equivalent fractions (or mixed numbers). Fill in the missing numbers.
a. b. c. d. e. f.
5 11 3 2 9 3
2 5
3 5 10 1 6 4
2 5
9 10 40 2 12 24
12 15 50 3 24 48
21 25 80 4 36 96
30 50 100 5 54 100
4. If you can find an equivalent fraction, then write it. If you can’t, then cross the whole problem out.
a. The pieces were b. The pieces were c. The pieces were d. The pieces were e. The pieces were
split into ____ . split into ____ . split into ____ . split into ____ . split into ____ .
5 2 1 2 5 8
= = = = =
7 28 5 18 4 14 3 12 6
f. The pieces were g. The pieces were h. The pieces were i. The pieces were j. The pieces were
split into ____ . split into ____ . split into ____ . split into ____ . split into ____ .
1 1 5 1 5 3 8
= = = = =
6 28 6 24 4 32 3 8
5. Explain in your own words how you can know when an equivalent fractions problem is not possible
to do. You can use an example problem or problems in your explanation.
6. Write the number 3 as a fraction using...
whole pies halves thirds fourths fifths tenths hundredths

3
1 2
33
Adding Unlike Fractions 1
Cover the page below the black line. Then try to figure out additions below.
+ = + =
1 1 What fraction 1 1 What fraction

+ = + =
3 2 would this be? 3 4 would this be?
Did you solve the problems above? Study the pictures below for solutions. Discuss them with your
teacher.
+ + +
1 1 1 1 1 1
+ + +
3 2 3 4 6 2
+ = + = + =
2 3 5 4 3 7
+ = + = + =
6 6 6 12 12 12
To add unlike fractions, first convert them to ____________ fractions. Then add.
1. Write the fractions, convert them into equivalent fractions, and then add them. Color the missing parts.
+ + +
+ + +
+ = + = + =
a. + = b. + = c. + =
34
Let’s write the addition + = + =
all on the same line now
(horizontally). 3 2 3 4
+ = + =
10 5 10 10 10
2. Change these to equivalent fractions first and then add them. Each box below has TWO problems. In
the bottom problem, you need to figure out what kind of pieces to use, but the top problem will help
you do that!
a. b.
+ = + = + = + =
1 1 1
+ = + = + = + =
2 6 6 6
+ = + = + = + =
+ = + = + = + =
c. d.
+ = + = + = + =
+ = + = + = + =
+ = + = + = + =
+ = + = + = + =
3. Look at the problems above in exercise (2). What kind of parts did the fractions have?
What kind of parts did you use in the final addition? Fill in the table.
Types of parts to add: Converted to: Types of parts to add: Converted to:
a. 2nd parts + 6th parts 6th parts b. 4th parts + 6th parts ___ parts
c. 8th parts + 4th parts ___ parts d. 2nd parts + 8th parts ___ parts
35
4. In the problems below, split
the parts (as in the example These pictures change into... ...these.
at the right) so that both
fractions will have the same
kind of parts. Example:
Write an addition sentence.

1 3 2 3 5
+ + =
4 8 8 8 8
a. + = b. + = c. + =
d. + = e. + = f. + =
5. Fill in the table based on the problems above in exercise (4).
Types of parts to add: Converted to: Types of parts to add: Converted to:
a. 2nd parts + 8th parts ___ parts d. 2nd parts + 5th parts ___ parts
b. 2nd parts + 4th parts ___ parts e. 3rd parts + 5th parts ___ parts
c. 3rd parts + 6th parts ___ parts f. 3rd parts + 2nd parts ___ parts
6. Now think: How can you know into what kind of parts to convert the fractions that you are adding?
Can you see any patterns or rules in the table?
7. Challenge: If you think you know what kind of parts to convert these fractions to, then try these
problems. Don’t worry if you don’t know how to do them—we will study this more in the next
lesson.
1 2 2 2 1 1
a. + = b. + = c. + =
2 3 5 3 3 4
36
Finding the Common Denominator
How do we add unlike fractions? The principle is very simple:
First convert the unlike fractions to like fractions. Then add.
In this lesson we study how to do this conversion.
Like fractions have the same kind of parts: they have the same denominator. When we add unlike
fractions, we need to decide what kinds of parts we can convert them into so that the converted
fractions have the same denominator.
We call this same denominator the common denominator because all of the converted fractions that
we add together will have this same denominator in common.
After you know what denominator to use (the kind of parts to convert to), you can use the principles
of equivalent fractions to do the actual conversion.
1. This table gives you some example additions and tells you what denominator to convert to. Convert
the fractions using the rule for writing equivalent fractions. Then add them.
Note: sometimes you need to convert only one fraction, not both.
fractions fractions
denominator addition sentence denominator addition sentence
to add to add
1 1 2 3 5 1 3
a. + 6 + = f. + 15 + =
3 2 6 6 6 3 5
1 1 5 1
b. + 12 + = g. + 9 + =
3 4 9 3
1 1 2 1
c. + 8 + = h. + 10 + =
8 4 5 2
1 1 3 1
d. + 6 + = i. + 21 + =
2 6 7 3
2 1 2 1
e. + 14 + = j. + 20 + =
7 2 5 4
37
The rule for finding a common denominator
The common denominator has to be a multiple of each of the denominators.
In other words, the common denominator has to be in the multiplication table of the individual
denominators. Or, the individual denominators have to “go into” the common denominator, just like 5
goes into 30.
Examples:
2 1 The common denominator must be a multiple of 5 and also a multiple
+ = +
3 5 15 15 of 3. Fifteen will work because 5 goes into 15, and 3 goes into 15.
We need to find a number that is both a multiple of 8 and a multiple of

3 1 6. Let’s check the multiples of 8: They are 8, 16, 24, 32, etc., and we
+ = +
8 6 24 24 notice that 24 is the smallest one that is also a multiple of 6, so 24
works.
We need a number that 4 can “go into” and that 8 can “go into.”
7 3 7 Actually, the smallest such number is 8 itself. So in this case, the 7/8
+ = +
8 4 8 8 does not need to be converted at all; you just convert the 3/4 into 8th
parts.
2. Find a common denominator (c.d.) that will work if you are adding these kinds of fractions.
fractions to add c.d. fractions to add c.d.

a. 4th parts and 5th parts e. 2nd parts and 7th parts
b. 3rd parts and 7th parts f. 5th parts and 10th parts
c. 10th parts and 2nd parts g. 4th parts and 6th parts
d. 3rd parts and 12th parts h. 9th parts and 6th parts
3. Find a common denominator (c.d.) that will work for adding these fractions.
Fractions c.d. Fractions c.d. Fractions c.d.
4 1 1 1 3 1
a. and b. and c. and
5 4 9 2 4 12
4. Now let’s add the fractions in Exercise #3. Use the common denominators you found above.
4 1 1 1 3 1
a. + b. + c. +
5 4 9 2 4 12
+ = + = + =
20 20
38
You can always multiply the denominators to get a common denominator. That is one
possibility. But you can often find a common denominator that is smaller than the one you get by
multiplying the denominators. Just compare the multiplication tables of the denominators.
Fractions Common denominator

2 5
and You could use 3 × 18 = 54, but actually 18 works as well, and is smaller!
3 18
7 1
and You could use 10 × 15 = 150, but actually 30 works as well, and is smaller!
10 15
2 1
and Use 7 × 6 = 42. There are no smaller numbers that would work.
7 6
5. Try to find the smallest common denominator (c.d.) that will work for adding these fractions.
Fractions c.d. Fractions c.d. Fractions c.d.

2 5 4 3 7 9
a. and b. and c. and
3 9 7 2 4 11
7 1 5 1 1 7
d. and e. and f. and
12 6 12 2 6 9
3 1 3 1 1 1
g. and h. and i. and
5 2 4 6 12 9
6. Add the fractions in the above exercise. Use the common denominators you found above.
2 5 4 3 7 9
a. + b. + c. +
3 9 7 2 4 11
+ = + = + =
7 1 5 1 1 7
d. + e. + f. +
12 6 12 2 6 9
+ = + = + =
3 1 3 1 1 1
g. + h. + i. +
5 2 4 6 12 9
+ = + = + =
39
Add and Subtract Unlike Fractions
Whether you add or subtract unlike fractions, the principle is the same:
To add or subtract unlike fractions, we convert them to like fractions first.
To do the conversion, find a common denominator. Then convert the fractions.
Then add or subtract.
Once you learn this well, you will have mastered the hardest part of fraction math!
Multiplication, division, and simplification of fractions are much easier than adding unlike fractions.
1. In the problems below and on the following page, find the letters that match these answers.
Write them in the boxes to solve the riddle.
Why did the banana go to the doctor?
23 4 7 3 11 4 4 21 7 8 28 17
36 6 15 10 24 15 6 30 45 15 30 28
17 42 9 83 3 11 27 21 10 3 1 104 7 13
21 40 35 72 10 24 40 30 18 6 14 63 6 20
!
1 2 1 1 2 2
L + W + S −
2 3 5 3 5 15
+ = + =
6 6 15 15 − =
1 1 2 1 1 1
E + C − G +
6 2 3 5 6 3
+ = − = + =
1 1 1 11 4 1
A + I + A −
10 5 3 30 5 2
+ = + = − =
40
These problems belong to the riddle on the previous page, as well.
1 1 5 2 2 1
U + T − N +
3 8 9 5 3 7
+ =
+ = − =
5 3 3 3 4 1
E − O + W −
6 8 4 10 7 2
− = + = − =
4 3 6 1 2 5
L − S − B +
5 20 7 4 9 12
− = − = + =
6 3 1 5 11 2
T − A + P −
7 5 10 6 8 9
− = + = − =
2 1 10 2 7 1
N − E + L −
3 9 7 9 8 5
− = + = − =
13 13
+ = + =
15 42
Find the fractions that can go + + + +
into the puzzles.
5 17
Hint: If the answer fraction's denominator + = + =
is 15, think what the denominators of the 12 72
two addend fractions could have been. = = = =
5 9 7 16
6 20 24 63
41
Mixed Numbers with Unlike Fractional Parts
Adding and subtracting mixed numbers when the fractional parts are unlike
This is easy: First convert the unlike fractional parts into like fractions. Then add or subtract
the mixed numbers. You already know how to do both steps.
1 4
2 2
+ 2 8
7 7
+1 +1
Split the half into eighths. 8 8
1 7 4 7 11 3 11 3
2 + 1 = 2 8 + 1 = 3 8 = 48 3 4
2 8 8 8 8
Convert 1/2 into 4/8 and add. Then, change the improper fraction 11/8 into 1 3/8.
Split the pieces so

you have sixth parts.
1 2 3 4
2 − 1 = 2 6 − 1 6
2 3
9 4 5
= 1 6 − 1 6 = 6
First convert 1/2 and 2/3 into like fractions. But before you can subtract,
you also need to rename 2 3/6 as 1 9/6 (that is, to borrow 1 whole pie).
1. Split the pieces in such a way that you can cross out what is indicated. Write a subtraction sentence.
3 1
a. Cross out 1 . b. Cross out 1 .
8 3
7 4
c. Cross out 1 . d. Cross out 1 .
10 9
42
2. Split the pieces so you have like fractional parts. Write an addition sentence.
a. + b. +
c. + d. +
3. First convert the fractional parts into like fractions, then add or subtract. Before subtracting, you may
need to borrow. After adding, you may need to change the mixed number so that its fractional part is
a proper fraction.
2 1 1
a. 6 6 b. 10 c. 17
3 8 16
4 2 3
+ 3 + 3 + 3 + 3
5 5 8
1 4 5
d. 5 e. 15 f. 16
2 8 9
4 5 1
− 2 − 8 − 10
5 6 2
1 1 2
g. 4 h. 11 i. 8
6 12 9
3 1 3
− 2 + 3 − 2
5 4 4
43
We can also subtract in parts. But we still need to convert unlike fractions into like fractions:
Split the fourth and one whole pie into twelfths.

Cross out 2 5/6 = 2 10/12.
1 5 3 10
5 − 2 = 5 12 − 2 12 First convert into like fractions.
4 6
3 3 7
= 5 12 − 2 12 − 12 Break 2 10/12 into two parts.
7 5
= 3 − 12 = 2 12 Finish the subtraction.
4. First convert into like fractions. Then subtract in parts. Follow the model.
3 7 9 4
a. 5 − 1 = 5 − 1 (like fractions) b. 8 − 5 = 8 − 5 (like fractions)
4 8 15 5
= 5 − − = 8 − −
= =
2 1 2 1
c. 3 − 1 = 3 − 1 (like fractions) d. 7 − 2 = 7 − 2 (like fractions)
9 3 7 2
= 3 − − = 7 − −
= =
3 4 2 1
e. 8 − 2 = f. 6 − 1 =
10 5 3 7
44
5. a. Sally needs 3 1/4 feet of material to make a blouse and 4 1/2 feet
to make a skirt. How many feet of material should she buy?
b. Betty uses 3 1/4 feet of material to make one shirt. She has one piece
that is 5 1/2 feet and another piece that is 4 1/2 feet. She made one
shirt from each piece of material. Now, if she combines the remnants
left over from both pieces, will she have enough to make a third shirt?
c. Hal wants to make a picture frame out of wood. He has a 24-inch strip of wood
of the correct width. The frame needs to be 4 1/4 in. high and 2 3/4 in. wide
on both sides. How long a piece of wood will be left after he finishes?
6. Lily's notebook measures 3 1/4 in. wide and

6 1/8 in. long. She wants to glue a picture on
the front so that the margins on all sides are 3/4 in.
What size should her picture be (width and length)?
7. A picture that is 10 inches high and 4 1/2 inches wide needs

a frame. The frame is made out of wood that is 1/2 inch wide.
Mark the measurements in the picture.
The gray outline shows how the wood needs to be cut.

How long a piece of wood is needed to make the frame?
8. Cindy needs to make two cakes, one batch of pancakes, and some sauce.
She needs 3 1/2 dl of flour for a cake, 5 dl of flour for a batch of pancakes,
and 3/4 dl of flour for the sauce. (The abbreviation dl means deciliter.)
A 1 kg bag of flour is about 15 dl.

Will that one bag of flour be enough for her?
45
Add and Subtract Several Unlike Fractions
(This lesson is challenging. Students who are struggling to add or subtract just two fractions may skip it.)
When we add or subtract more than two unlike fractions, the principles remain the same:
First, find a common denominator for all of the fractions. This common denominator has to be
a multiple of each of the individual denominators. Next, convert all the fractions to like
fractions. Then add or subtract.
Study these examples carefully:
The common denominator must be a multiple of 5, a multiple

2 1 1 of 3, and a multiple of 2. The “obvious” one is obtained by
+ +
3 5 2 multiplying all three: 3 × 5 × 2 = 30. None of the smaller
numbers, such as 5, 10, 15, 20, or 25 work.
20 6 15 41 11 Notice that we give the answer as a mixed number.
+ + = = 1 The answer 41/30 is not wrong, but it’s customary to
30 30 30 30 30
give the final answer as a mixed number when possible.
1 7 5 The first “candidate” that might come to mind is 16, but

+ − 6 does not go into 16. So let’s keep checking the multiples
2 8 6 of 8. Indeed, 24 will work because 2, 8, and 6 all go into
24 evenly.
12 21 20 13
+ − = Notice that we add the first two fractions, then subtract
24 24 24 24 the third.
1. Find a common denominator (c.d.) that will work to add or subtract these fractions.
fractions c.d. fractions c.d. fractions c.d.

a. 2 1 1 b. 1 1 2 c. 1 1 2
+ + + + − +
3 6 2 6 4 3 2 10 3
2. Add or subtract the fractions from Exercise #1. Use the common denominators that you found.
2 1 1 1 1 2 1 1 2
a. + + b. + + c. − +
3 6 2 6 4 3 2 10 3
46
3. Add or subtract.
7 1 1 1 1 2 2 1 2
a. − − b. + + c. + +
8 4 3 5 10 3 9 2 3
7 1 1 1 3 1 5 1 1
d. − − e. + − f. + +
4 5 2 7 4 2 6 9 2
4. Solve the equations for x. Remember, the connection between addition and subtraction works even
when the numbers are fractions.
1 7 9 1
a. x + = b. + x = 2
4 8 10 5
5 3 1 2 1
c. x− = d. x− − =
6 8 6 3 2
1 2 7 1
e. x + + = 4 f. 2 − x = 1
3 7 11 2
47
Comparing Fractions 1
Sometimes it is easy to know which fraction is greater.
With like fractions, all you have to do is to check which
fraction has more “slices,” and that fraction is greater. 7 2
>
9 9
If both fractions have the same number of pieces,

3 3 then the one with bigger pieces is greater.
<
9 8
Sometimes you can see that one fraction is less than

1/2 and the other is more than 1/2. Here, 4/7 is clearly
more than 1/2, and 5/12 is clearly less than 1/2. 4 5
>
7 12
Any fraction that is bigger than one must also be

bigger than any fraction that is less than one.
6 9 Here, 6/5 is more than 1, and 9/10 is less than 1.
>
5 10
If you can imagine the pie pictures in your mind,

then you can “see” which fraction is bigger. For
2 1 example, it’s easy to see that 2/5 is more than 1/4.
>
5 4
1. These are like fractions. Compare them, and write > or < .
8 4 21 25 4 2 49 61
a. b. c. d.
11 11 16 16 20 20 100 100
2. These fractions have the same number of pieces. Compare them, and write > or <.
2 2 7 7
c. e.
11 5 4 6
1 1 3 3 5 5 1 1
a. b. d. f.
8 10 9 7 14 9 20 8
48
3. Compare these fractions to one half. Then write >, <, or =.
4 1 1 4 7 1 6 1
a. b. c. d.
9 2 2 7 12 2 10 2
1 3 3 1 1 5 5 1
e. f. g. h.
2 4 6 2 2 8 11 2
4. Compare each fraction to one. Then write >, <, or = in the box.
8 3 4 9 6 3 7 8 12 8
a. b. c. d. e.
7 3 4 11 5 4 8 7 9 11
5. Compare these fractions by imagining the pies in your mind.
3 5 1 2 1 3 5 7 5 3
a. b. c. d. e.
4 6 3 8 3 9 6 8 8 4
6. Here are three number lines that are divided respectively into halves, thirds, and fifths. Use them to
help you put the given fractions in order, from the least to the greatest.
1 2 2 1 1 7 3 4 6 2
a. , , , , b. , , , ,
3 5 3 5 2 5 2 3 5 2
___< ___< ___ < ___ < ___ ___< ___< ___< ___ < ___
7. For each pair of fractions, find one that is between them. Any such fraction will do!
(Hint: You can visualize pies in your mind, or convert the fractions into like fractions.)
1 1 2 7 3 1
a. < < b. < < c. < <
6 3 3 8 8 2
49
Comparing Fractions 2
Comparing unlike fractions
Sometimes none of the “tricks” explained in the previous
lesson work. But we do have one more up our sleeve!
3 5
Convert both fractions into like fractions. Then compare. 5 9
In the picture on the right, it’s hard to be sure if 3/5 is really
more than 5/9. Convert both into 45th parts, and then it is easy 27 25
>
to see that 27/45 is more than 25/45. Not by much, though! 45 45
1. Convert the fractions into like fractions, and then compare them.
2 5 5 7 1 3 8 7
a. b. c. d.
3 8 6 8 3 10 12 10
5 7 3 4 6 8 1 2
e. f. g. h.
8 12 8 10 9 12 5 9
2. Convert the fractions into like fractions and compare them.
7 5 4 3 7 6 7 2
a. b. c. d.
10 7 9 7 8 7 10 3
50
3. A certain coat costs $40. Which is a bigger discount:
1/4 off the normal price, or 3/10 off the normal price?
Does your answer change if the original price

of the coat was $60 instead? Why or why not?
4. Compare the fractions using any method.
5 3 5 4 3 1 3 4
a. b. c. d.
12 8 12 11 10 5 8 7
4 1 5 11 7 10 5 5
e. f. g. h.
15 3 6 16 6 8 12 8
3 4 13 9 2 1 1 1
i. j. k. l.
4 11 10 8 13 5 10 11
5. Find the equivalent fraction when the denominator is 100.
1 3 6 1
a. = b. = c. = d. =
2 100 10 100 10 100 4 100
1 2 3 2
e. = f. = g. = h. =
5 100 10 100 4 100 5 100
6. Compare these fractions with hundredth parts. Write > or <.
1 40 6 42 7 75 1 23 1 9
a. b. c. d. e.
2 100 10 100 10 100 4 100 10 100
7. Write the three fractions in order.
7 9 7 1 4 2
a. , ,
8 10 9
___< ___< ___ b. , ,
3 10 9
___< ___< ___
51
8. Rebecca took a survey of a group of 600 women. She found that 1/3 of
them never exercised, that 22/100 of them swam regularly, 1/5 of them
jogged regularly, and the rest did other sports.
Which was a bigger group, the women who jogged or the women who swam?
How many women in her survey sample do exercise?
9. The number lines below are divided into eighths, tenths, and sixths.
Use the number lines to put the given fractions in order.
5 8 7 9 7 9 11 7 12 10
a. , , , , b. , , , ,
6 10 8 10 10 8 10 6 10 8
___< ___< ___ < ___ < ___ ___< ___< ___< ___ < ___
The seven dwarfs could not divide a pizza into 7 equal slices.
The oldest suggested, “Let’s cut it into 8 slices, let each
dwarf have one piece, and give the last piece to the dog.”
But then another dwarf said, “No! Let’s cut it into 12 slices instead, and give
each of us 1 1/2 of those pieces, and the dog gets the 1 1/2 pieces left over.”
Which suggestion would give more pizza to the dog?
52
Measuring in Inches
Here are four rulers that all measure in inches. They are NOT to scale. Instead, they are “blown up”
to be “bigger” than the actual rulers, so you can see the divisions better.
The tick-
marks are:
every
1/2-inch:
every
1/4-inch:
every
1/8-inch:
every
1/16-inch:
1 1 1
1. Find the -inch mark, 1 -inch mark, and 2 -inch mark on all of the rulers above. Label them.
2 2 2
1 3 1 3 1
2. Find the -inch mark, the -inch mark, the 1 -inch mark, the 1 -inch mark, the 2 -inch mark,
4 4 4 4 4
3 1
the 2 -inch mark, and the 3 -inch mark on the bottom three rulers above. Label them.
4 4
3. Look at the ruler that measures in 1/8-inches. On that ruler find and label tick marks for these points:
The 1/8-inch point, the 5/8-inch point, the 7/8-inch point, the 1 5/8-inch point, and the 2 3/8-inch point.
Find these same points also on the ruler that measures in 1/16-inches.
4. Look at the ruler that measures in 1/16-inches. On that ruler find tick marks for these points: the
1/16-inch point, the 3/16-inch point, the 5/16-inch point, the 7/16-inch point, the 9/16-inch point,
the 11/16-inch point, the 13/16-inch point, and the 15/16-inch point.
53
5. Measure the following colored lines with the rulers given. If the end of the line does not fall exactly on
a tick mark, then read the mark that is CLOSEST to the end of the line.
a. d.
b. e.
c. f.
g.
h.
i.
j.
k.
l.
54
6. Measure the following lines using different rulers. Cut out the rulers from the bottom of this page.
a. b.
Using the 1/4-inch ruler: __________ in. Using the 1/4-inch ruler: __________ in.
c. d.
e. f.
You may cut out the following rulers:
55
7. Find six items in your home that you can measure with your ruler and measure them.
a. __________________________ _______ in. b. __________________________ _______ in.
c. __________________________ _______ in. d. __________________________ _______ in.
e. __________________________ _______ in. f. __________________________ _______ in.
8. It’s time to put your fraction skills to

use adding and subtracting fractions
of inches!
a. Carefully measure the sides of the

purple quadrilateral at the right
and find its perimeter.
b. A company packs little jars of skin

salve in boxes. Each jar is 1 3/8 inches
high. How many of those jars can be
stacked on top of each other in a box
that is 6 inches tall? 10 inches tall?
c. A small rectangular bulletin board

measures 15 3/4 in. by 9 1/8 in.
What is its perimeter?
d. Draw below any triangle, and find its perimeter.
56
Review: Fractions
1. Add and subtract the fractions and mixed numbers.
5 1 3 1
a. + d. +
7 3 10 3
2 6 3 2
b. 3 −1 e. 1 −
7 7 8 3
1 2 4 1
c. − f. 2 + 3
2 9 5 4
2. Compare the fractions, and write < , >, or = in the box.
1 3 3 1 7 70 1 28 1 2
a. b. c. d. e.
2 5 11 3 10 100 4 100 5 9
3. For the division problem 23 ÷ 6 = 3 R5, write a corresponding

problem where a fraction is changed into a mixed number.
4. A company divided a project so that Mark would do 1/10 of it,

Leslie would do 1/2 of it, and Jerry the rest.
What part was left for Jerry?
5. 32/100 of the land is planted in wheat, 42/100 of the land is

planted in barley, 2/10 is planted in oats, and the rest is resting.
What part of the land is resting?
6. Which is a better deal: 1/5 off of a book that costs $35,

or 2/11 off of a book that costs $33?
Would the situation change if both deals involved a book

that costs $50? Explain.
57
Chapter 6: Fractions: Multiply and Divide
Introduction
This is another long chapter devoted solely to fractions. It rounds out our study of fraction arithmetic. (If
you feel that your student would benefit from taking a break from fractions for a while, then you can
optionally have him or her study chapter 7 on geometry in between chapters 5 and 6.)
We start out by simplifying fractions. Since this process is the opposite to making equivalent fractions,
studied in chapter 5, it should be relatively simple for students to understand. We also use the same visual
model, just backwards: This time the pie pieces are joined together instead of split apart.
Next comes multiplying a fraction by a whole number. Since this can be solved by repeated addition, it is
not a difficult concept at all. In order to teach the concept, multiplying a fraction by a fraction is first
explained as taking a certain part of a fraction. After that, students are shown the usual shortcut for
multiplication of fractions.
Simplifying before multiplying is a process that is actually not absolutely necessary for 5th graders, but I
have included it here because it prepares students for the same process in future algebra studies and
because it makes fraction multiplication easier. Also, I have tried to include explanations of why the
methods work. Most of these explanations are actually proofs. I feel it is a great advantage for students to
get used to mathematical reasoning and proof methods well before they start high school geometry.
Then we apply fraction multiplication to calculating the area of rectangles and to multiplying mixed
numbers.
Next comes the division of fractions. Fraction division is presented gradually in five separate lessons to
totally avoid just “announcing” it as one simple shortcut rule. This gradual approach in several steps leads
to understanding the concept involved and provides justification for the shortcut.
The first step is dividing a fraction by a whole number, which is easy to understand with the model of
dividing pieces of pie among a certain number of people. The next step is “measurement division,” in
which we consider, “How many times does the divisor fit into the dividend?” For example, 3 ÷ (1/2) can
be solved that way. Students will notice a shortcut for divisions of the type n ÷ (1/m) where n and m are
whole numbers. This shortcut is of course leading them towards the ultimate shortcut that works with any
kind of fraction division.
The lesson about reciprocal numbers is crucial for understanding why the shortcut for fraction division
works. It explains, for example, why 3/4 fits exactly 4/3 times into 1. After this, we generalize the process
learned in this lesson to apply to any fraction. This also is a common way mathematical proofs are often
built: First a specific case is established, and then the general case is derived from it. So the lessons
actually illustrate a common technique for mathematical reasoning. It may be slightly disguised, since it is
spread over several lessons, but nevertheless students are exposed to the thinking processes used in
mathematics.
Some students may not grasp the logical ideas behind the proof. If that happens, make sure they at least
get the procedural understanding of fraction division (“To divide by a fraction, multiply by its reciprocal”)
and are able to perform the calculations. Then come back to these lessons next year and try again.
The last major topic in this chapter is converting fractions into decimals, and it will be studied again in 6th
grade. Students need to understand that sometimes we can perform this conversion with mental math and
that division (either long division or dividing with a calculator) will always do the trick. The skill of
converting fractions to decimals is then applied to some problems with measuring units.
58
Lastly, we present a comparison between ratios and fractions. Ratios is a topic that will be studied a lot in
6th and 7th grades, especially in connection with proportions. We are laying the groundwork for that here.

page span
Simplifying Fractions .................................................. 61 4 pages
Simplifying Fractions 2 ............................................... 65 4 pages
Multiplying Fractions by Whole Numbers, 1 ............. 69 2 pages
Multiplying Fractions by Whole Numbers, 2 .............. 71 2 pages
Multiplying Fractions by Fractions ............................. 73 4 pages
Simplifying Before Multiplying 1 ............................... 77 3 pages
Comparing Fractions and Decimal Multiplication ...... 80 3 pages
Fraction Multiplication and Area ................................ 83 3 pages
Multiply Mixed Numbers ........................................... 86 4 pages
Divide a Fraction by a Whole Number ....................... 90 3 pages
93 2 pages
How Many Times Does It Fit? ...................................
Dividing Fractions 2b: Reciprocal Numbers .............. 95 4 pages
Dividing Fractions 3a: The Shortcut ........................... 99 3 pages
Dividing Fractions 3b: Using the Shortcut ................. 102 3 pages
Dividing Mixed Numbers ........................................... 104 4 pages
Fractions to Decimals 1 .............................................. 108 4 pages
Fractions to Decimals 2 - With a Calculator .............. 112 1 page
Fractions and Decimals in Measuring Units .............. 113 2 pages
Ratios and Fractions .................................................. 115 3 pages
Review 1 .................................................................... 118 3 pages
Review 2 .................................................................... 121 2 pages
59
Visual Fractions
A great site for studying all aspects of fractions, including: identifying, renaming, comparing, addition,
subtraction, multiplication, division. Each topic is illustrated by a Java applet with either a number line or
a circle. There are also a couple of games; for example: make cookies for Grampy.
http://www.visualfractions.com/
Who Wants Pizza?

These fun tutorials use a pizza example to explain the concept of a fraction and addition and
multiplication of fractions. Some interactive exercises are included.
http://math.rice.edu/~lanius/fractions/index.html
Fraction lessons at MathExpression.com

Tutorials, examples, and videos explain all of the basic topics of math with fractions. Look for the lesson
links in the left sidebar.
http://www.mathexpression.com/understanding-fractions.html
Fraction Model and Fraction Pie

Select the numerator and the denominator, and the applet shows the fraction as a pie/rectangle/set model,
as a decimal, and as a percent.
Comparing Fractions, Decimals, and Percentages

This site has fact sheets, a nice matching pairs game, online quiz, and printable worksheets.
http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/comparingall3/index.shtm
Fraction Decimal Conversion

Practice fractions and decimal numbers online with a matching game, concentration, and flash cards.
http://www.quia.com/jg/65724.html
Online Fraction Calculator

Add, subtract, multiply or divide fractions and mixed numbers.
http://www.homeschoolmath.net/worksheets/fraction_calculator.php
60
Simplifying Fractions
Do you remember how to convert fractions into equivalent fractions?
×2 ×3
= 3 6 = 1 3
= =
4 8 3 9
Each slice has been Each slice has been
split two ways. ×2 split three ways. ×3
We can also reverse the process. Then it is called SIMPLIFYING:
÷2 ÷3
= 6 3 = 3 1
= =
8 4 9 3
The slices have been The slices have been
joined together in twos. ÷2 joined together in threes. ÷3
Notice:
Both the the numerator and the denominator change into smaller numbers, but the value
of the fraction does not. In other words, you get the SAME AMOUNT of pie either way.
The fraction is now written in a simpler form. We also say that the fraction is written in lower
terms, because the new numerator and denominator are smaller numbers than the originals.
Both the numerator and the denominator are divided by the same number.
This number shows how many slices are joined together.
1. Write down the simplification, labeling the arrows and doing the division as in the examples above.
a. The parts were joined together in ______. b. The parts were joined together in ______.
÷
÷
= =
=
=
÷
÷
61
2. Write the simplifying process. You can also write the arrows and the divisions to help you.
a. The slices were b. The slices were c. The slices were d. The slices were
joined together joined together joined together joined together
in ___________. in ___________. in ___________. in ___________.
= = = =
÷3
3
=
6
÷3
e. The slices were f. The slices were g. The slices were h. The slices were
joined together joined together joined together joined together
in ___________. in ___________. in ___________. in ___________.
= = = =
3. Draw a picture and simplify the fractions.
a. Join together each two parts. b. Join together each four parts. c. Join together each three parts.
2 = =
=
6
d. Join together each six parts. e. Join together each seven parts. f. Join together each four parts.
= = =
62
When you simplify, you divide the numerator and the denominator by the same number.
5
Can can you choose just any number? _______ For example, can you simplify ? _______
7
To simplify, you need to find a number that “goes” into both the numerator and the denominator so
that you can divide them evenly. We say that the numerator and the denominator have to be divisible
by the same number.
9 50
Simplify . ÷ 3 Simplify . ÷ 10
12 60
Since three goes into 9 and three 9 3 Since 50 and 60 are both 50 5
goes into 12, we can divide the = divisible by ten, we can divide =
12 4 60 6
numerator and the denominator the numerator and denominator
by three. This means that we’re by ten. So the slices are
joining the slices together in threes. ÷ 3 joined together in tens. ÷ 10
6 ÷ 1
28
Simplify . Simplify . ÷ 4
7 40
We cannot find any number that 6 6 Both 28 and 40 are in the
would go into 6 and 7 (except 1, = multiplication table of 4. 28 7
7 7 =
of course). So 6/7 is already as Therefore, we can divide the 40 10
simplified as it can be. It is numerator and denominator by
÷ 1
already in its lowest terms. four. This means that the slices ÷ 4
are joined together in fours.
4. Simplify the fractions. Draw pie pictures of the process.
= = = =
÷ ÷ ÷ ÷
2 4 3 4
a. = b. = c. = d. =
8 10 9 8
÷ ÷ ÷ ÷
= = = =
÷ ÷ ÷ ÷
8 4 6 6
e. = f. = g. = h. =
12 12 10 9
÷ ÷ ÷ ÷
63
5. Simplify to write the fractions in lowest terms.
÷
12 24 3 15 16
a. = b. = c. = d. = e. =
20 32 15 18 20
6. You can’t simplify some of these fractions because they are already in lowest terms.
Cross out the fractions already in lowest terms and simplify the rest.
2 2 6 7 11
a. b. c. d. e.
3 6 13 12 22
6 5 9 4 4
f. g. h. i. j.
12 11 20 7 28
7. Simplify. Place the letter from each problem under the correct answer, and thus solve the riddle.
WHY ARE TEDDY BEARS NEVER HUNGRY?
3 2 1 2 1 3 1 1 2 1 1 2 1 1 3 5 3 3 1 3
4 5 2 7 4 5 2 4 3 6 4 7 3 3 4 6 10 10 2 7
.
Because
5 4 6 4
E. = H. = R. = E. =
10 10 10 8
6 3 3 4
L. = S. = A. = S. =
9 9 12 12
3 30 15 4
W. = E. = T. = Y. =
18 60 20 14
8 15 15 4
Y. = F. = D. = A. =
28 50 35 16
6 6 25 25
F. = T. = A. = U. =
20 8 100 30
64
Simplifying Fractions 2
Suppose we were to simplify

36
into
6
. ÷6 ÷2 ÷ 12
48 8
6 3 36 6 3
Then, we could further simplify into . 36 3
8 4 = = or =
48 8 4 48 4
This all could have been done in one step, if we
had divided 36 and 48 by 12 in the first place. ÷6 ÷2 ÷ 12
3
Since cannot be simplified any further, we say it is in its lowest terms.
4
Whether you simplify a fraction in several steps or in one step, you get the same result.
When you cannot simplify a fraction any further, the fraction is in its lowest terms.
1. Simplify as indicated. Fill in the missing parts.
a. ÷ 10 ÷4 b. ÷5 ÷3
You could simplify 40 You could simplify 75

in one step if you = = in one step if you = =
120 105
divided by ______. divided by _____.
÷ 10 ÷4 ÷5 ÷3
c. ÷3 ÷2 d. ÷2 ÷7
You could simplify 30 You could simplify 42

in one step if you = = in one step if you = =
96 98
divided by ______. divided by _____.
÷3 ÷2 ÷2 ÷7
2. Simplify the following fractions.
9 9 24 42
a. = b. = c. = d. =
27 36 32 50
56 24 25 44
e. = f. = g. = h. =
64 64 70 110
60 14 150 27
i. = j. = k. = l. =
200 49 200 90
65
3. Simplify the fractional parts of these mixed numbers. Follow the example.
4 1 3 15 18
a. 1 = 1 b. 5 = c. 7 = d. 3 =
16 4 27 20 24
4. Simplify these improper fractions using the same process you used for proper fractions. Then rewrite
the simplified fraction as a mixed number. Follow the example.
÷2
14 7 3 54 32
a. = = 1 b. = c. =
8 4 4 36 18
÷2
56 64 99
d. = e. = f. =
49 48 54
Remember, you cannot always simplify a fraction.

11
cannot be simplified because there is no number that “goes” into both 11 and 12.
12
11
We say that 11 and 12 do not have common factors. So is in its lowest terms
12
because you cannot write it with any smaller or “lower” numerator and denominator.
5. Some of the following fractions or fractional parts of mixed numbers CANNOT be simplified.
Simplify the ones that can be simplified. Give your answer as a mixed number when possible.
14 8 8
a. b. c. 2
29 21 15
8 22 27
d. e. f.
18 8 11
5 21 14
g. h. 1 i.
13 35 22
9 44 25
j. 4 k. l.
23 10 6
66
When doing fraction problems, you should 4 7 8 7 15 3 1
always give your answer: + = + = = = 1
5 10 10 10 10 2 2
change into change into
in the most simplified form like fractions
simplify
a mixed number
(in the lowest terms), and
as a mixed number, if possible. — OR —
It doesn’t matter which you do first—convert 4 7 8 7 15 5 1

the answer into a mixed number or simplify— + = + = = 1 = 1
5 10 10 10 10 10 2
but usually it is easier to simplify first, then change into change into
convert into a mixed number. simplify
like fractions a mixed number
6. Add or subtract. Give your answer as a mixed number in lowest terms.
5 5 7 3
a. + b. +
6 3 12 4
3 6 9 1
c. + d. −
2 7 10 15
7 5 15 3
e. − f. −
2 6 8 10
7. Three students did a problem that said, “Simplify to the lowest terms.”
96 12 96 8 96
= = = =
120 120 120
a. Jerry divided the numerator b. Mark divided them by 12. c. Nancy divided them by 24.
and the denominator by 8,
and then by 3.
Who got it right? ________________________ Who didn’t? ____________________________

Why? ________________________________________________________
8. Use a line to connect all the expressions 13 32 3 4

that are equivalent (those that represent 2 1 1
26 12 4 12
the same “amount of pie(s)”).
8 1 10 21
2 2
6 2 15 12
1 7 10 2
1 2
3 4 4 3
67
9. Tommy is on the track team. He spends 10 minutes warming up before
practice and 10 minutes stretching after practice. All together, he spends
a total of one hour for the warm-up, the practice, and the stretching.
What part of the total time is the warm-up time?

What part of the total time is the actual practice time?
10. A computer screen is 1600 pixels wide. A certain horizontal line on the screen is 1200 pixels wide.
a. What part of the screen width does the line take up?
b. How wide should the line be if you want it to take up

exactly 3/8 of the total width of the screen?
11. Color the parts of this 24-part circle according to how you spend your time during a typical day.
Include sleeping, eating, bathing, school, housework, TV, etc. Write the name of each activity and
what fractional part of your day it takes. Simplify the fractional part if you can.
Why do we need to give answers in lowest terms?

That is just considered the
“tidy” way of writing
fractional answers in
mathematics. While it might
not sound so important to you
now, these principles are
needful in higher math, as
well.
Consider the simplification of an algebraic fraction that you see above. We surely don’t want to
fail to simplify such an expression, seeing how simple it becomes in the end!
68
Multiplying Fractions by Whole Numbers 1
1. Color repeatedly, and solve the multiplications.
3 3 2 2
a. First color . Then color another . b. First color . Then color another .
8 8 5 5
3 2
Continue until you’ve colored five times . Continue until you’ve colored four times .
8 5
3 2
5× = 4× =
8 5
7 6
c. Color five times . d. Color five times .
12 10
7 6
5× = 5× =
12 10
5
e. Color nine times .
8
5
9× =
8
The multiplication of whole numbers can be solved by repeated addition:

5 × 4 = 4 + 4 + 4 + 4 + 4 = 20 3 × 120 = 120 + 120 + 120 = 360
Multiplying a fraction by a whole number can be solved the same way:
1 1 1 1 3 2 2 2 2 2 2 10 1
3× = + + = 5× = + + + + = = 1
4 4 4 4 4 9 9 9 9 9 9 9 9
2. Write the multiplication problems as addition problems and solve them. Remember to give your answer
as a mixed number and to simplify the fractional parts to lowest terms whenever possible.
1 2
a. 5 × = b. 2 × =
4 3
2 2
c. 4 × = d. 5 × =
7 10
2 2
e. 6 × = f. 7 × =
7 19
69
3. Solve. Can you find a SHORTCUT where you don't have to solve these by actually adding?
2 1 1 5
a. 3 × b. 5 × c. 8 × d. 4 ×
9 6 9 7
5 3 2 3
e. 6 × f. 5 × g. 7 × h. 3 ×
7 4 5 10
Explain: The shortcut is: __________________________________________________________
____________________________________________________________________________
We know that multiplication can be done in either order.

In other words, multiplication is commutative.
3 3 15 7
So 5 × is the same as × 5. They both equal or 1 .
8 8 8 8
4. Multiply.
7 5 4 14
a. 5 × b. 10 × c. ×7 d. ×3
9 12 9 25
1 8 15 12
e. 16 × f. 7 × g. 2 × h. × 10
12 7 4 17
A fraction of a number is the same as that fraction TIMES the number.

In other words, the word “of” translates into multiplication. For example:
3 3 3 42
of 14 is × 14. You can solve this by multiplying 14 × = = 6.
7 7 7 7
5. a. Marlene wants to cut down on sugar, so she decided to

use only 2/3 of the amount of sugar called for in the Brownies
recipe. How much sugar will she need?
1/2 C butter
2 C brown sugar
b. After tasting the brownies, Marlene thinks they taste too strongly 4 eggs
of cocoa, so she wants to reduce that ingredient by 1/3. 12 tbsp cocoa powder
How much cocoa powder will she put into the next batch? 2 cups flour
1 tsp vanilla
70
Multiplying Fractions by Whole Numbers, 2
There is something interesting about multiplying “a fraction times a whole number” or
multiplying “a whole number times a fraction.”
1
12 × means 12 copies of 1/4,
1 4
× 12 means a fourth part of 12, which is 3. which makes 3 whole pies.
4
A fourth part of 12 is the same as 12 fourth parts. Both are 3.
2 2
× 10 means two fifth parts of 10, 10 × means 10 copies of 2/5,
5 5
which is 4. which makes 4 whole pies.
A two-fifth part of 10 is the same as 10 two-fifth parts. Both are 4.
1. Fill in the missing parts.
5× means 5 copies of ,
× 5 means a part of 5,
which is .
which is .
A _________ part of 5 is the same as 5 ___________ parts. Both are _______.
× 7 means parts of 7, 7× means 7 copies of ,

which is . which is .
A ____________ part of 7 is the same as 7 _____________. Both are _______.
71
You can do multiplication in any order. In other words, multiplication is commutative.
4 4
So, 7 × is the same as × 7. In either case, you multiply 4 × 7 (or 7 × 4), and
11 11
28 6
that tells you how many 11th parts you get. The answer is therefore = 2 .
11 11
We can write the intermediate step with a fraction line like this:
3 3 × 15 45 1 2 20 × 2 40 5
× 15 = = = 11 or 20 × = = = 5
4 4 4 4 7 7 7 7
2. Multiply. Give your answer in lowest terms and as a mixed number, if possible.
7 5 9 7
a. ×9 b. 13 × c. 10 × d. 3 ×
11 11 14 15
3 11 11 7
e. × 10 f. × 10 g. 12 × h. 4 ×
20 15 10 12
3. A metal factory makes 5 in. × 4 in. metal plates

with a screw hole positioned at a point 2/3 of
the width from the left side, and 2/3 of the length
from the bottom. Find the exact distances marked
with x and y in the picture.
4. This morning one of the kids is sick, so mom

Pancakes
wants to make only 2/3 of her usual recipe.
How much will she need of each ingredient?
4 dl water
2 eggs
What do you think she should do with the eggs?
3 dl whole wheat flour
(dl stands for deciliter)
(pinch of salt)
50 g butter for frying
5. For an upcoming get-together, Alison needs to multiply the coffee

recipe. Assume that half of the guests drink one serving, and
Coffee (5 servings)
the other half drink two servings. Find how much coffee she’ll
need, if she has:
3 1/2 cups water
a. 30 guests
1/4 cup coffee
b. 50 guests
c. 80 guests.
72
Multiplying Fractions by Fractions
Most textbooks simply “announce” the rule for multiplying fractions by fractions. This lesson and the exercises in it will let
you think and discover WHY the rule works. So please follow all of the explanation and do all of the exercises.
1 1 1
We have studied how to find of a whole number. For example of 24 is × 24 = 12.
2 2 2
NOTE: The word OF translates into MULTIPLICATION.
1 1
Finding of any fraction also means multiplying times that fraction!
2 2
1 1 1 1 1 1 1 1
× means of . × means of .
2 3 2 3 4 3 4 3
Half of the 1/3-piece is . A fourth part of the 1/3-piece is .

1 1 1 1 1 1
× = × =
2 3 6 4 3 12
1. The pictures show how much pizza is left, and you must share it equally with one, two, or three other
people. Divide the pizza. What kind of part do you get? Write a multiplication sentence.
1 1 1 1
a. Find of b. Find of c. Find of d. Find of
2 2 2 2
1 1
× = × = × = × =
2 4
1 1 1 1
e. Find of f. Find of g. Find of h. Find of
3 3 3 3
1 1 × = × = × =
× =
3 2
1 1 1 1
i. Find of j. Find of k. Find of l. Find of
4 4 4 4
× = × = × =
Shortcut - multiply fractions of the type 1/n

You might have noticed that in the above exercises, all of our fractions
1
were of the form (where n is a whole number),
n
and that we could have just multiplied the 1 1 1 or 1 1 1
× = × =
denominators to get the new denominator. 4 5 20 2 6 12
73
We have now studied how to find 1/2 or 1/3 or 1/5 of some fractions. But how about finding some
other kind of fractional part? Let's again compare this to finding fractional parts of whole numbers.
3 3 1
Remember? To find of 16, or in other words × 16, you can first find of 16, which is 4.
4 4 4
3
Then just take that three times, which is 12. In other words, × 16 = 12.
4
We can use the same exact idea when finding a fractional part of another fraction.
2 1 1 1 1
Example. Find of . First we find of , which is . 2
3 4 3 4 12
2 1 2 × =
3
Then, of is double that much, or .
3 4 12
4 1
Example. Find of
5 7
1 1 1 4 1 4
First we find of , which is . Then, of is four times that much, or .
5 7 35 5 7 35
Multiplying a fraction by a fraction means taking that fractional part of the fraction.
It is just like taking a certain part of what is left over when that leftover is already a fraction.
2. The pictures show how much pizza is left, and you get a certain part of the leftovers. How much will
you get? Write a multiplication sentence. Color in an answer picture.
3 2
a. × = b. × =
4 3
(First find 1/4 of 1/2, then multiply the result by 3.) (First find 1/3 of 1/2, then multiply the result by 2.)
1 1 1 1 1 1
× = and ×3= × = and ×2=
4 2 8 8 3 2
3 2
c. × = d. × =
4 3
(First find 1/4 of 1/3, then multiply the result by 3.) (First find 1/3 of 1/3, then multiply the result by 2.)
1 1
× = and ×3= × = and ×2=
4 3
2 4
e. × = f. × =
5 5
(First find 1/5 of 1/2, then multiply the result by 2.) (First find 1/ of 1/ , then multiply the result by .)
× = and ×2= × = and × =
74
A shortcut for multiplying fractions:
Multiply the numerators to get the numerator for the answer.
Multiply the denominators to get the denominator for the answer.
Let’s compare.
The roundabout way The shortcut
5 1
× =?
6 2
5 1 5×1 5
(First find 1/6 of 1/2, then multiply the result by 5.) × = =
6 2 6 × 2 12
1 1 1 1 5
× = and ×5=
6 2 12 12 12
2 3
× =?
8 5
(Find 1/8 of 3/5, then multiply that result by 2. And to find
1/8 of 3/5, first find 1/8 of 1/5, and then multiply that by 3.) 2 3 2×3 6 3
× = = =
1 1 1 1 3 8 5 8 × 5 40 20
× = Multiplied by 3 that’s ×3= Then,
8 5 40 40 40
3 6 3
multiplied by 2 that’s ×2= = (simplified)
40 40 20
In the “roundabout way,” we do each multiplication separately.

In the shortcut, we can just do them all at once.
Study the examples on the right. 3 4 3×4 12 4

× = = =
7 9 7×9 63 21
Remember always to give your final
answer as a mixed number in 12 9 12 × 9 108 27 7
simplified form. × = = = = 2
5 8 5×8 40 10 10
3. Multiply. Give your answers in the lowest terms (simplified) and as mixed numbers, if possible.
3 2 11 1 3
a. × b. × c. 8 ×
9 9 12 6 13
2 2 5
d. 9 × e. × 8 f. 10 ×
3 9 7
75
4. Multiply. Give your answers in the lowest terms (simplified) and as mixed numbers, if possible.
3 7 7 6 9 4
a. × b. × c. ×
4 8 10 5 20 5
2 1 1 2 5 1
d. × = e. × = f. × =
5 3 4 7 4 3
2 3 2 2 3 1
g. × = h. × = i. × =
3 4 9 3 5 10
5. There was 1/4 of the pizza left. Marie ate 2/3 of that.
What part of the original pizza did she eat?
What part of the original pizza is left now?
6. Mary jogs 7/12 miles each day, five days a week.

Calculate how many miles she jogs during a 52-week year.
7. Sally wants to make 1/3 of the recipe at the right.

How much does she need of each ingredient? Brownies
3 cups sweetened carob chips

8 tablespoons extra virgin olive oil
2 eggs
1/2 cup honey
1 teaspoon vanilla
3/4 cup whole wheat flour
3/4 teaspoon baking powder
1 cup walnuts or other nuts
Find the missing factors.
6 1 1 5 3 1 2 3
a. × = b. × = c. × = d. × =
7 7 4 16 8 16 5 10
1 1 1 3 5 1
e. × = f. × = 1 g. × = 1 h. × =
5 20 5 8 6 3
76
Simplifying Before Multiplying 1
1. Solve. You may use a calculator, but first try to find a “shortcut” so that you don’t need the calculator.
a. 20 ÷ 5 × 5 = b. 5 × (37 ÷ 5) = c. 1,890 × 5 ÷ 5 =
28 ÷ 7 × 7 = 7 × (228 ÷ 7) = 104,056 × 7 ÷ 7 =
Let’s rewrite the problems above using the fraction line to indicate division.
20 37 1,890 × 5
× 5 = 20 5× = 37 = 1,890
5 5 5
28 228 104,056 × 7
× 7 = 28 7× = 228 = 104,056
7 7 7
Hopefully you noticed that:
If you multiply and divide by the same number, you haven’t changed anything!
7 5 231 × 11
Examples: 4× = 7 ×9=5 = 231
4 9 11
We indicate this by crossing out the number that is used to both multiply and divide.
This crossing out of numbers is also called simplifying.
5 7 16 × 45
Examples: 8× = 5 × 10 = 7 = 45
8 10 16
2. Do the problems in two ways: (1) by calculating and (2) by simplifying. See the example.
a. Calculate: b. Calculate: c. Calculate:

12 84 3 5 × 11
×7 = = 12 10 × = =
7 7 10 11
Simplify: Simplify: Simplify:
12 3 5 × 11
× 7 = 12 10 × = =
7 10 11
3. Simplify.
82 49 14 × 16
a. × 77 = b. 13 × = c. =
77 13 14
77
You can cross out any number that appears both above and below the 5×9 5
=
division line ... IF the only operation used (besides division) is multiplication. 9×7 7
5×9
Why does this work? Well, the expression 9 × 7 is how you would calculate the fraction
5 9
multiplication problem × . But it is also the way you would calculate the multiplication
9 7
9 5
problem × . In the latter problem ,we may simplify 9/9 to 1/1 or just 1 before even
9 7
5×9 5 9 9 5 5
calculating anything. So, equals × , which equals × , which equals .
9×7 9 7 9 7 7
If you change both of the 9s in the above example to any other number, the same reasoning applies.
So, no matter what number appears both above and below the fraction line, you can cross it out,
provided the numbers are multiplied, not added or subtracted. (With addition, it does not work: (5 + 2)/(5 × 3)
is 7/15, not 2/3.)
4. Simplify before multiplying.
4 5 2 3 7 3
a. × = b. × = c. × =
5 9 3 10 10 7
5 4 1 8 6 11
d. × = e. × = f. × =
8 5 11 8 11 6
You can also write another equivalent, simpler 1 2

fraction in the place of a fraction. 3 5 5 3 4 6
× = × =
In the first example on the right, 3/6 is simplified to 1/2 6 8 16 7 10 35
2 5
before multiplying. We write a tiny “1” above the “3”
and a tiny “2” below the “6”. In the other example, 4/10 is simplified to 2/5 before multiplying.
1 3
Why does this work? Obviously, we can write instead of since they are equivalent fractions.
2 6
5. Simplify one or both fractions before multiplying. Use equivalent fractions. Look at the example.
3 1
6 2 3×1 3 2 2 8 1
a. × = = b. × = c. × =
10 14 5×7 35 4 15 12 2
5 7
8 14 6 6 27 21
d. × = e. × = f. × =
32 21 15 9 45 49
78
You may cross out the same number from the numerator and the denominator
IF the only operation used in them is multiplication.
8 ×12 12 5×5×2 10 1 6×3 1

Examples: = = = 3 =
7×8×3 21 3×5 3 3 5×3×6 5
There may be more multiplicands in the numerator If it looks like “nothing” is left
than in the denominator or vice versa. in the numerator or denominator,
in reality there is a “1.”
6×3 6×3×1
Why does this work with ? Well, it is equal to because multiplying by 1
5×3×6 5×3×6
6 3 1
does not change a thing! And that is the way you would calculate the problem × × and
5 3 6
6 3 1
also the problem × × . In this last problem we can simplify 6/6 and 3/3 to 1. Then all that
6 3 5
1
is left is , the answer.
5
6. Simplify by crossing out the numbers that appear both above the fraction line and below it.
6×2 8×8 5 3
a. = b. = c. × =
5×6 8×9 11 5
9×3×2 8×4 2×7×2

d. = e. = f. =
2×9 3×4×5 7×2
7. Simplify and multiply.
3 8 3×7×9 21 3
a. × = b. = c. × =
8 24 2×3×7 49 15
Epilogue: What happens if you don’t simplify before multiplying?

Let’s look at two ways to calculate a certain problem.
1 1 3
7 6 6 3 7 6 3
× = = × =
35 8 40 20 35 8 20
5 5 4
Tina first simplifies 7/35 to 1/5. Lastly, she Just like Tina, Jack simplifies 7/35 to 1/5, but
simplifies her answer from 6/40 to 3/20. he also simplifies 6/8 to 3/4 before he multiplies.
Jack did all of the simplifying before multiplying. Tina simplified some before multiplying, and
some after. But both of them got the right answer. Simplifying before multiplying does NOT
change the final answer—it just makes it easier to multiply because the numbers are smaller!
79
Comparing Fraction and Decimal Multiplication
Decimals are just fractions with denominators of 10, 100, 1,000, and so on.
1 7 1 5 64 9 208
0.1 = , 0.7 = , 0.01 = , 0.05 = , 0.64 = , 0.009 = , 0.208 = .
10 10 100 100 100 1000 1000
Multiply decimals as if there were no decimal points. Then put a decimal point in the answer
so that the answer has as many decimal digits as the factors had in total.
0.7 × 0.5 = 0.35 0.02 × 0.4 = 0.008 1.1 × 0.8 = 0.88 0.004 × 7 = 0.028
The reason for this “rule” becomes clearer when you multiply the decimals as fractions. Look
carefully at how many zeros there are in the denominators.
When you multiply 7 tenths and 5 tenths as fractions, you 0.7 × 0.5 = 0.35
multiply the denominators, 10 and 10, to get the new denom-
inator, 100, for the product. This denominator 100 means 7 5 7×5 35
that the answer is in hundredths, or has two decimal digits. × = =
10 10 10 × 10 100
When you multiply 2 hundredths and 4 tenths as fractions, 0.02 × 0.4 = 0.008
the denominators 100 and 10 are multiplied; the answer
has the denominator 1,000. So, the answer has thousandth 2 4 2×4 8
parts, or three decimal digits. × = =
100 10 100 × 10 1000
0.004 × 7 = 0.028
The first factor has three decimals (denominator 1,000).
The second factor has zero decimals (denominator 1).
4 4×7 28
The answer has three decimals (denominator 1,000). × 7 = =
1000 1000 1000
There are exactly as many digits after the decimal point

as there are zeros in the denominator of the fraction.
1. Write each decimal multiplication using fractions and solve it.
a. 0.3 × 0.8 = 0.24 b. 0.9 × 0.2 = c. 0.05 × 0.3 =
× = × = × =
d. 0.9 × 0.04 = e. 1.2 × 0.3 = f. 0.21 × 4 =
× = × = × =
80
Notice: If a decimal number has...
1 decimal digit, then when it is written as a fraction, its denominator is 10.
For example, 0.6 = 6/10 and 9.8 = 98/10.
2 decimal digits, then when it is written as a fraction, its denominator is 100.
For example, 0.64 = 64/100 and 9.08 = 908/100.
3 decimal digits, then when it is written as a fraction, its denominator is 1000.
For example, 0.604 = 504/1000 and 9.008 = 9008/1000.
Therefore, however many zeros there are in a fraction’s denominator (10, 100, or 1000), that is exactly
how many decimal digits (.x, .xx, or .xxx) there are in the corresponding decimal.
When you multiply fractions with denominators of

10, 100, 1000, etc., the new denominator has the
same number of zeroes as there were in the
denominators that were multiplied.
This means that, written as decimals, the answer

has as many decimal digits as there were decimal
digits in the factors.
So now you know why we have that rule for

decimal multiplication!
2. Rewrite each multiplication of fractions in decimals and solve it.
a. × = b. × = c. × =
4 2 8 11 8 4
× = × = × =
100 10 10 10 1000 10
d. × = e. × = f. × =
8 7 9 11 21 4
× = × = × =
10 100 100 100 10 10
g. × = h. × = i. × =
24 2 51 6
× = 3 × = × 12 =
10 10 100 1000
81
Remember that you can drop any decimal zeros on the end without changing the value of the number.
For example: 0.2 = 0.20 = 0.200 and
1.06 = 1.060 = 1.0600
In the multiplication on the right, the answer
0.20 can be simplified to 0.2.
As fractions, 20/100 can be simplified to 2/10.
It can also be further simplified to 1/5.
3. Write the multiplications both in decimals and in fractions. Then simplify the answers.
a. 0.5 × 0.8 = = b. 0.05 × 0.2 = = c. 0.15 × 0.4 = =
× = = × = = × = =
d. × = = e. × = = f. × = =
5 6 25 2 35
× = = × = = × 2 = =
10 100 10 10 1000
4. In your notebook, multiply the decimals in columns.

a. 0.54 × 21.6 b. 5.9 × 4.108
5. Multiply. Note: In order to multiply, you need to have two of the same thing, either as two decimals
or as two fractions. You can either change the fraction to a decimal or change the decimal to a fraction.
a. Change 0.9 to a fraction first. b. Change 7/100 to a decimal. c. Change 0.9 to a fraction first.
2 7 4
× 0.9 × 0.3 0.9 ×
5 100 7
2 9
× = =
5 10
8 4 41
d. × 0.05 e. 0.09 × f. × 0.2
9 10 10
82
Fraction Multiplication and Area
To find the area of a rectangle, you multiply the lengths of the
sides. For example, in the rectangle on the right, the sides
are 4 units and 7 units, so the area is 4 × 7 = 28 square units.
We can apply the same idea to fractions, too.

The square has sides that are each 1 unit
long.
So the total area of the square is 1 square
unit.
Let’s color a rectangle inside it that has
sides that are 1/2 and 2/3 unit long.
1 2 2 1
× = =
2 3 6 3
Remember: The two fractions being multiplied
side side The AREA, compared
represent the lengths of the sides of the rectangle,
length length to the total area
and the answer represents the area that the sides
enclose.
Example. On the top side, 2/5 of the side is colored.

On the left side, 1/2 of the side is colored.
1 2 2 1
We multiply those fractions: × = =
2 5 10 5
The answer means that 2/10, or 1/5, of the total area is colored.
Example. On the top side, 2/3 of the side is colored.

On the left side, 3/4 of the side is colored.
2 3 6 1
We multiply those fractions: × = =
3 4 12 2
So 6/12, or 1/2, of the whole area is colored.
1. Write the multiplication sentence that describes each picture.

a. b. c.
× = × = × =
83
2. Write the multiplication sentence that describes each picture.
a. × = b. × =
c. × = d. × =
e. × = f. × =
3. Multiply the fractions, and shade a picture to illustrate the multiplication. Simplify your answers.
1 1 1 1
a. × = b. × =
4 2 2 6
1 5 1 2
c. × = d. × =
2 6 3 5
2 3 4 2
e. × = f. × =
7 4 7 3
1 3 2 2
g. × = h. × =
6 5 9 3
84
Remember?
If the side lengths are measured in centimeters, the area is measured in square centimeters (cm2).
If the side lengths are measured in feet, the area is measured in square feet (sq. ft.).
Whatever unit of length is used for the sides, that unit squared is used for the area.
4. a. Draw a 1 in by 1 in square. What is its area?
b. Draw a rectangle with sides 3/4 in and 5/8 in.

so that its two sides touch the sides of the
1 in by 1 in square you drew.
See the illustration below (not to scale).
c. Find the area of your rectangle.
5. a. Draw a 1 in by 1 in square.
b. Draw a square with 11/16-inch sides so

that its two sides touch the sides of
the 1 in by 1 in square you drew.
c. Find the area of the square with
11/16-in. sides.
6. a. Draw a 1 cm by 1 cm square.
b. Draw the rectangle with sides 3/10 cm and 7/10 cm

so that its two sides touch the sides of the 1 cm by 1 cm square.
c. Find the area of the rectangle.

Give your answer both as a fraction and as a decimal.
7. a. Draw a 3 cm by 1/2 cm rectangle and find its area.
b. Draw a 2 in by 5/8 in. rectangle and find its area.
Which is the larger area, a square with 7/8-mile sides,

or a rectangle that is 1/4 mile by 3 miles?
85
Multiply Mixed Numbers
Multiplying mixed numbers is not difficult at all.
Example:
Change the mixed numbers to fractions first. 2 5
Multiply the fractions. 1 ×2
7 6
Give your answer as a mixed number.
The most difficult part of all this is to remember 9 17 9 × 17 153 27
not to multiply the mixed numbers until you have × = = = 3
7 6 42 42 42
first changed them into fractions!
1. First change the mixed numbers to fractions. Then multiply the fractions.
Give each answer as a mixed number with the fractional part in lowest terms.
1 1 1 1
a. 2 ×1 b. 10 ×2
4 2 3 2
1 1 1 1
c. 5 × d. 4 ×3
5 6 9 5
5 1 2 1
e. 3 ×5 f. ×5
6 3 7 10
3 1 3 1
g. 3 ×4 h. 10 ×9
8 6 10 3
86
If you multiply a whole number and a mixed number, you can also multiply in parts.
Multiply the whole number times the whole number.
Multiply the whole number times the fractional part.
Add.
5 5
1 1 8 × 2 = 8×2 + 8 ×
5 × 4 = 5×4 + 5 × 6 6
7 7
4
8×5 20 2
5 5 = 16 + = 16 = 22
= 20 + = 20 6 3 3
7 7
3
2. Multiply in parts.
1 2
a. 2 × 7 b. 10 × 5
3 5
4 2
c. 7 × 2 d. 4 × 3
7 9
3. In calculating areas, you often need to multiply mixed numbers.

a. Find the area of a rectangle that is
3/4 of a mile wide and 1/2 a mile long.
b. A carpet is 5 1/2 feet wide and 7 1/2 feet long.

How many square feet does it cover?
c. The square on the right measures 10 in. × 10 in. and

the rectangle inside it measures 6 7/8 in. × 3 1/2 in.
How many square inches is the colored area?
87
A common error: Many students think that when
multiplying two mixed numbers, you can just multiply
the whole number parts and the fractional parts
separately. This doesn't work!
1 3
To see why not, consider this problem: 1 ×3 .
2 4
1 3
Jim thought: “I’ll just multiply 1 × 3 and ×
2 4
1 3 3
and add them. I get 1 × 3 = 3 and × = .
2 4 8
3
So the total is 3 .” This is wrong! Can you see why?
8
The shaded area in the picture shows what 1 1/2 × 3 3/4 really is. You should be able to find
3 whole shaded rectangles and also 4 + 4 + 4 + 3 + 6 = 21 shaded eighth parts.
21 5 3
So the real answer is 3 = 5 . Therefore, the answer is NOT 3 .
8 8 8
Let’s check that result by changing the mixed 1 3 3 15 45 5

1 ×3 = × = = 5
numbers to fractions and multiplying normally: 2 4 2 4 8 8
Advanced material (may be omitted): The correct way to multiply mixed numbers in parts:
For two mixed numbers, there are four partial multiplications to do:
First, multiply the two whole-number parts (1 × 3)
Then multiply the first whole number times the second fractional part (1 × 3/4).
Next, multiply the first fractional part times the second whole number (1/2 × 3).
Lastly, multiply the two fractional parts (1/2 x 3/4).
Then add up all four partial results.
This next picture shows each of the four partial products in a different color:
1 3
1 × 3 =
2 4
3 1 1 3
= 1 × 3 + 1 × + ×3 + ×
4 2 2 4
3 1 3
= 3 + + 1 +
4 2 8
3 1 3 5
Adding them up: 3 + +1 + = 5
4 2 8 8
All of this may still be less work than changing mixed numbers into fractions, multiplying them, and
then changing the answer back into a mixed number. So it is your choice which method you prefer
to use.
88
4. Multiply using any method (other than with a calculator).
1 1 1 1
a. 1 ×1 b. 2 ×2
2 2 2 5
1 1 1 2
c. 2 ×5 d. 4 ×1
2 6 3 7
5 2 1 1
e. 2 ×3 f. 2 ×5
8 3 9 3
5. Standard letter-size paper measures 8 1/2 × 11 inches.
a. What is the area of this kind of paper in square inches?
b. If you use 1/2-inch margins on all four sides, what is the real writing area in square inches?
6. Jason had one stamp that measured 1 1/2 in × 7/8 in

and another stamp that measured 1 1/8 in × 1 1/4 in.
Which stamp had the larger area?
89
Divide a Fraction By a Whole Number
To understand how to divide fractions by a whole numbers, think of
dividing pieces of pie among a certain number of people.
You can always check each division by multiplication. If you multiply
the answer by the divisor, you should get back the original dividend.
4 6
of a pie is divided between two people. is divided among three people.
5 8
4 2 2 4 6 2 2 6
÷2= Check: ×2 = ÷3= Check: ×3 =
5 5 5 5 8 8 8 8
1. Color each person’s share with a different color, and write a division sentence.
4 3
a. of a pie is divided among four people. b. of a pie is divided among three people.
6 5
6 6
c. of a pie is divided between two people. d. of a pie is divided among three people.
9 10
6 15
e. of a pie is divided among three people. f. of a pie is divided among five people.
12 20
2. Write a division sentence for each problem and solve it.
a. There is 6/9 of a pizza left over, b. A cake was cut into 20 pieces. There are
and three people share it equally. 12 pieces left over, and four people share
How much does each one get? them equally. What fraction of the original
cake does each person get?
90
Sometimes you need to split the existing pieces into smaller ones when you share the
leftovers equally among a certain number of people.
1/2 of a pie is divided among 1/5 of a pie is divided

three people. among three people.
1 1 1 3 1 1 1 1 3 1
÷3= Check: ×3 = = ÷3= Check: ×3 = =
2 6 6 6 2 5 15 15 15 5
3. The leftover pie is divided equally. How much does each person get? Write a division sentence.
a. Divide between two people. b. Divide between two people. c. Divide between two people.
1 1 1
÷2= ÷2= ÷2=
2 3 5
d. Divide between two people. e. Divide among five people. f. Divide among four people.
g. Divide among four people. h. Divide among three people. i. Divide among three people.
Can you think of a shortcut?
4. Solve the following problems based on the shortcut you (hopefully) noticed in the previous exercise.
1 1 1 1
a. ÷2= b. ÷2= c. ÷3= d. ÷5=
6 10 7 8
5. Now solve the opposite problem: if each person got this amount of pie, then how much was
there originally?
1 2 1 3
a. ÷3 = b. ÷2 = c. ÷6 = d. ÷3 =
4 5 7 10
91
This time we will divide multiple leftover pie pieces among a certain number of people.
When 3/4 is divided equally between two Another way of solving the same problem
people, one fourth piece must be split into is to split each fourth piece into 2.
two. Each person gets 1/4 and 1/8. This means we change the 3/4 into 6/8.
3 1 1 3 3
÷2= + = ÷2
4 4 8 8 4
6 3
÷2 =
8 8
6. The leftover pie is divided equally. How much does each person get? Write a division sentence.
a. Divide 5/6 between two people. b. Divide 2/3 among three people.
First split each piece into 2 new ones. First split each piece into 3 new ones.
5 2
÷2= ÷3=
6 3
c. Divide 2/3 among four people. d. Divide 3/4 among four people.
First split each piece into 4.
e. Divide 2/5 among three people. f. Divide 4/5 among three people.
First split each piece into 3. First split each piece into 3.
4
÷3=
5
a. Solve this “long” division! b. What did this division start with?
1 1
÷5÷4÷3÷2= ÷3÷5÷7÷9=
2 1260
92
How Many Times Does It Fit?
How many times does one thing fit into another? From this situation, you can always write a division.
Think: “How many times does the divisor go into the dividend?”
1 1
How many times does go into 2? How many times does go into 3?
4 2
How many times does go into ? How many times does go into ?
1 1
Eight times. We can write a division: 2 ÷ =8 Six times. We can write a division: 3 ÷ =6
4 2
1. Solve. Write a division.
1 1
a. How many times does go into 2? b. How many times does go into 1?
3 4
1 1
2÷ = 1÷ =
3 4
2 1 1
c. How many times does go into 2? d. How many times does go into ?
5 4 2
2
2÷ = ÷ =
5
2 3
e. How many times does go into 2? f. How many times does go into 3?
3 4
2
2÷ = ____ ÷ =
3
3
1 h. How many times does go into 6?
g. How many times does go into 3? 4
4
____ ÷ =
____ ÷ =
93
2. Divide. Think, “How many times does the divisor go into the dividend?” Use pictures to help.
1 1 1
a. 3 ÷ = c. 4 ÷ = e. 3 ÷ =
6 9 8
2 4 6
b. 3 ÷ = d. 4 ÷ = f. 3 ÷ =
6 9 8
1 1 1 1
g. 3 ÷ = h. 3 ÷ = i. 4 ÷ = j. 2 ÷ =
2 7 5 3
3. a. How many 1/2-meter pieces can you cut out of

a roll of string that is 6 meters long?
b. How many 3/4-mile stretches are there in

a jogging track that is 4 1/2 miles long?
c. A drinking glass measures 3/10 of a liter.

How many glasses full of water do you get out of a 3-liter pitcher?
Have you noticed the pattern? There is a shortcut to doing this kind of problem!
1 1 1
5 ÷ 3 ÷ 9 ÷
4 8 7
5 × 4 = 20 3 × 8 = 24 9 × 7 = 63
To divide by a fraction, just “invert” and multiply!

That is, multiply by the reciprocal of the divisor. Notice that 1/4 upside down, or inverted, is just 4/1
= 4. More formally, we call 1/4 and 4 reciprocal numbers, or just reciprocals. Similarly, 1/5 and its
inverse, 5, are reciprocal numbers.
Doesn’t this shortcut make sense? For example, in the problem 5 ÷ 1/4, you can think that
since 1/4 goes into 1 exactly 4 times, it must go into 5 exactly 5 × 4 = 20 times.
4. Solve. Use the shortcut.
1 1 1 1
a. 3 ÷ = b. 4 ÷ = c. 3 ÷ = d. 5 ÷ =
6 5 10 10
1 1 1 1
e. 7 ÷ = f. 4 ÷ = g. 4 ÷ = h. 9 ÷ =
4 8 10 8
94
Dividing Fractions 2b: Reciprocal Numbers
1 2
We know that goes into 1 exactly five times. But how many times does go into 1?
5 5
Let’s think with pictures: goes into two times, and then we have 1/5 left over.
2 1
How many times does fit into ? Or, with pictures, how many times does go into ?
5 5
That’s like trying to fit a two-part piece into a hole in a puzzle that holds just one of the two parts.
Only 1/2 of the two-part puzzle piece fits. So 2/5 goes into 1/5 half a time. And 2/5 fits into one
exactly 2 1/2 times.
2 1
We can write a division from this: 1 ÷ = 2
5 2
Let’s look at another, similar example:
1 3
We know that goes into 1 exactly four times. But how many times does go into 1?
4 4
Again, let’s think with pictures: goes into just once, and then we have 1/4 left over.
3 1
So, how many times does fit into ? That is, how many times does go into ?
4 4
We have a three-part (3/4) puzzle piece to fit into a one-part (1/4) hole, so only 1/3 of the piece fits.
3 1
Putting it all together, 3/4 fits into 1 a total of 1 1/3 times. As division, we write it: 1 ÷ = 1
4 3
Here’s yet one more example. Study this one carefully.
1 5
We know that goes into 1 exactly seven times. But how many times does go into 1?
7 7
Thinking with pictures, goes into just once, and then we have 2/7 left over.
5 2
How many times does fit into ? With pictures, how many times does go into ?
7 7
That five-part puzzle piece fits into a hole big enough for two parts just 2/5 of the way.
5 2
So 5/7 fits into 1 a total of 1 2/5 times. Written as a division sentence, it’s: 1 ÷ = 1
7 5
95
1. Solve. First think how many times the fraction fits into 1 completely, and then think how many times it
fits into the leftover part. Write a division.
a. How many times b. How many times
does go into ? does go into ?
1 ÷ = 1 ÷ =
c. How many times d. How many times
1 ÷ = 1 ÷ =
e. How many times f. How many times
1 ÷ = 1 ÷ =
g. How many times does h. How many times does

go into ? go into ?
1 ÷ = 1 ÷ =
i. How many times j. How many times
1 ÷ = 1 ÷ =
96
2. Write the divisions from the previous exercise
so that the answer is written as a c. 1 ÷ = g. 1 ÷ =

fraction, and not as a mixed number.
For example, 2 1/3 (the answer to
#1-a) would be written as 7/3. I d. 1 ÷ = h. 1 ÷ =
want you to notice something special!
3 7
a. 1 ÷ = e. 1 ÷ = i. 1 ÷ =
7 3
b. 1 ÷ = f. 1 ÷ = j. 1 ÷ =
c. × = 1 g. × = 1
3. Did you notice what was special?
Now let’s turn it around:
Write each division sentence from
above “backwards” as a multipli- d. × = 1 h. × = 1
cation. The first one is done for you.
3 7
a. × = 1 e. × = 1 i. × = 1
7 3
b. × = 1 f. × = 1 j. × = 1
These pairs of numbers are called reciprocal numbers!
Reciprocal numbers
Two numbers are reciprocal numbers of each other if, when multiplied, they make 1.
3 4 3 4 12
is a reciprocal number of because × = = 1.
4 3 4 3 12
1 1 7
is a reciprocal number of 7 because × 7 = = 1.
7 7 7
a b
You can find the reciprocal of a fraction by flipping the numerator and denominator: .
b a
a b a×b
This works because × = =1 (The a’s and b’s cancel each other in simplification.)
b a a×b
For mixed numbers, first write them as fractions, then find the reciprocal number.
3 11 4
Since 2 = , its reciprocal number is .
4 4 11
97
4. Find the reciprocal numbers.
5 1 7
a. b. c. 1 d. 32 e. 100
8 9 8
1 2 1 3
f. 1 g. 3 h. 79 i. 2 j.
23 11 8 1000
5. Solve the division problems.
3 6 11 7
a. 1 ÷ b. 1 ÷ c. 1 ÷ d. 1 ÷
4 7 12 10
How many times does go into ?
We have eight pieces trying to fit into five ... so they fit 5/8 of the way.
8 5
As a division, we write 1 ÷ = . The idea of reciprocal numbers works here as well.
5 8
5 8
If you check the division by multiplication, it checks: × = 1.
8 5
6. Solve the division problems.
7 3 10 1
a. 1 ÷ b. 1 ÷ c. 1 ÷ d. 1 ÷ 2
4 2 3 4
7. In a long list of ingredients, a recipe calls for 1/2 cup of butter. Alison had plenty
of all of the ingredients but the butter.
How many batches of the recipe can she make if she has ...
a. 2 1/2 cup of butter?
b. 1 1/4 cup of butter?
8. Among many other ingredients, a recipe calls for 2/3 cup of wheat flour. In her pantry Sarah had plenty
of all the other ingredients, but only a little wheat flour.

How many batches of the recipe can she make if she has ...
a. 4/3 cup of wheat flour?
b. 1 cup of wheat flour?
98
Dividing Fractions 3a: The Shortcut
5 7
You have learned that in a division problem such as, “one divided by a fraction,” 1 ÷
, or 1 ÷ ,
9 6
2 7 7 6
the answer is the reciprocal number of the divisor. For example, 1 ÷ = , or 1 ÷ = .
7 2 6 7
Let’s use this to solve some other division problems.
3
2÷ = ? In other words, how many times does go into ?
4
3 4
First, let’s solve how many times goes into . Since 1 ÷ = , we know it goes 4/3 times.
4 3
If 3/4 fits into one 4/3 times, then it fits into two double that many times, or 8/3 times.
3 3 3 4 8 1
So, the answer to 2 ÷ is double the answer to 1 ÷ . Therefore, 2 ÷ = 2× = = 2 .
4 4 4 3 3 3
Last, but not least, ask yourself: “Does the answer make sense?”
Yes because must fit into over 2 times (exactly 2 1/3 times).
2
5÷ = ? That is, how many times does go into ?
3
2 3
Again, let’s solve how many times goes into . Since 1 ÷ = , we know it goes 3/2 times.
3 2
If 2/3 fits 3/2 times into one, then it fits five times that many times into five, or 5 × 3/2 times.
2 2 2 3 15 1
So to solve 5 ÷ , take five times the answer to 1 ÷ . Therefore, 5 ÷ = 5× = = 7 .
3 3 3 2 2 2
Does the answer make sense? Yes. It is easy to imagine that fits into
over 7 times (exactly 7 1/2 times).
1. Solve. Just for this problem, don’t write the answers as mixed numbers. The first two are done for you.
3 10 5 7
a. 1 ÷ = d. 1 ÷ = g. 1 ÷ =
10 3 6 9
3 10 30 5 7
b. 3 ÷ =3× = e. 2 ÷ = h. 6 ÷ =
10 3 3 6 9
3 5 7
c. 5 ÷ =5× = f. 4 ÷ = i. 8 ÷ =
10 6 9
99
The “trick” we used on the previous page actually works for any division problem. For example,
5 2
÷ = ? Or, how many times does fit into ? (It looks like about three times.)
6 7
First we will figure out how many times 2/7 fits into 1. Then 2/7 will fit into 5/6 exactly 5/6 as many
times as it fits into 1.
2 7
Let’s see how many times 2/7 fits into 1. We see that 1 ÷ = .
7 2
5 2 5 7 35 11
Now we will take 5/6 times that answer. So the answer to ÷ is × = = 2 .
6 7 6 2 12 12
It makes sense from the pictures that 2/7 would fit into 5/6 almost three times, or exactly
2 11/12 times.
Similarly:
2 6 6
To solve ÷ , use the answer to the problem 1 ÷ , which is 5/6. Just multiply that by 2/3.
3 5 5
Why? If 6/5 fits exactly 5/6 times into 1, then it will fit 2/3 that many times into 2/3—or 2/3 × 5/6.
2 6 2 5 10 5
The solution is ÷ = × = = .
3 5 3 6 18 9
Essentially what happens when we divide by a fraction is that we multiply by the reciprocal of the
divisor. Can you see that? That’s the general “shortcut” to solve all division problems with fractions.
To divide by a fraction, just multiply by the reciprocal of the divisor.

How many times How many times How many times
does go into ? does go into ? does go into ?
3 1 7 2 2 2
÷ ÷ ÷ =
4 3 4 5 9 7
3 9 1 7 5 35 3 7 7
× 3 = = 2 × = = 4 × =
4 4 4 4 2 8 8 9 9
Answer: 2 1/4 times (or Answer: 4 3/8 times Answer: 7/9 times (that is,
a little more than 2 times). (almost 4 1/2 times). not even one full time!).
4 2 5 3
÷ 4 ÷ 3 ÷
7 3 6 8
1 1 2 1 2 5 8 40 20 2
× = × = × = = =2
7 7 3 3 9 6 3 18 9 9
Four people share 4/7 of a pie. Three people share 2/3 of a pie. So 3/8 fits into 5/6 exactly
Each gets 1/7 of the pie. Each gets 2/9 of the pie. 2 2/9 times.
Remember: There are TWO changes in each calculation.

1) You need to change the division into multiplication.
2) You need to use the reciprocal of the divisor.
100
2. Solve. Give your answer as a mixed number in simplified form.
3 2
a. ÷ 5 b. ÷8
4 3
3 1
× =
4 5
4 3 2 3
c. ÷ b. ÷
7 7 3 5
23 13 1
e. ÷5 f. ÷
10 3 5
2 2 6
g. 4 ÷ h. ÷
5 3 7
3. Five siblings (What’s a sibling? Look it up!) inherited a plot

of land that measures 8/10 of an acre. If they divide the plot
equally, then what portion of an acre will each one get?
4. Three people share a 1/4-kg chocolate bar equally.

How many grams will each of them get?
5. How many 3/8-foot long pieces can you cut

out of 11 feet of ribbon?
How long is the piece that is left over?
101
Dividing Fractions 3b: Using the Shortcut
In order to divide, just multiply by the reciprocal of the divisor.
This shortcut ALWAYS works, whether the dividend and the divisor are whole numbers or fractions.
4 3 7 5 7
÷ ÷ 2 ÷
7 4 8 12 5
4 4 16 7 12 84 21 1 5 10 3
× = × = = = 2 2 × = = 1
7 3 21 8 5 40 10 10 7 7 7
goes into goes into goes into

almost 4/5 times a little over 2 times. almost one and half times
(16/20 would be 4/5). Yes, that is reasonable. (1 3/7 is close to 1 1/2).
Yes, that is reasonable. Yes, that is reasonable.
Remember to check if the answer is reasonable: Would the divisor go into the dividend that many
times?
1. Write a division sentence. When you get your answer, check if your answer is reasonable.
Ask, “Is this how many times the divisor would fit into the dividend?”
a. How many times b. How many times c. How many times does
does go into ? does go into ? go into ?

4 1 3 1
÷ ÷ ÷
6 3 4 6
4
= × 3=
6
d. How many times e. How many times f. How many times
does go into ? does go into ? does go into ?
102
2. Divide. If possible, give your answer as a mixed number and always in lowest terms.
5 2 8 3 11 3
a. ÷ b. ÷ c. ÷
8 5 5 4 12 10
1 8 2 2
d. ÷ e. 14 ÷ f. 4 ÷
4 3 3 5
3. Fill in the patterns! Many of these you can do mentally.
a. b. c. d.
1 1 1 1
3 ÷ = 6 ÷ = 1 ÷ = 8 ÷ =
5 4 4 2
2 2 1 2
3 ÷ = 6 ÷ = 2 ÷ = 8 ÷ =
5 4 4 2
3 3 1 3
3 ÷ = 6 ÷ = 3 ÷ = 8 ÷ =
5 4 4 2
4 1
3 ÷ = ÷ = ÷ = ÷ =
5 4
5 1
3 ÷ = ÷ = ÷ = ÷ =
5 4
Mark wanted to check if the shortcut for division would work

with whole numbers. Here’s what he tried:
12 ÷ 3 60 ÷ 20 17 ÷ 5
1 12 1 60 1 17 2
12 × = = 4 60 × = = 3 17 × = = 3
3 3 20 20 5 5 5
a. Did it work? b. Did it make the division problems any easier?
c. Did it make the division problems any different?
103
Dividing Mixed Numbers
To divide by a fraction, multiply by the reciprocal of the divisor.
This shortcut always works, even when the dividend 5 2
or divisor or both are mixed numbers. 1 ÷ 2
7 3
Since we need to use the reciprocal of the divisor, and in the end
also to multiply fractions, first change the mixed numbers into 12 8
= ÷
fractions. Then divide using the shortcut you have learned. 7 3
In the example on the right, we first change mixed numbers to
12 3 36 9
fractions. Then, division by 8/3 is changed into multiplication by × = =
its reciprocal, 3/8. After multiplying, the fractions are simplified. 7 8 56 14
The hardest part of dividing mixed numbers is to REMEMBER to change them into fractions first.
1. Divide.
7 2 5
a. 2 ÷ b. 4 ÷ 1
8 5 6
5 2 1 3
c. 2 ÷1 d. 10 ÷
6 5 10 4
2 4 1
e. 5 ÷ f. 2 ÷4
7 11 5
104
2. Now you get to be a “detective,” like teachers often need to be, to figure out what these children did
wrong. In each case, (1) explain the mistake made and (2) solve the problem the right way.
a. Jenny: “I got this:” b. Mark: “My calculation gives:”

1 2 2 1 3 1 3 4 12 2
÷ = = ÷1 = × = = 2
8 5 40 20 5 4 5 1 5 5
Jenny’s mistake: Mark’s mistake:
Correct calculation: Correct calculation:

1 2 3 1
÷ = ÷1 =
8 5 5 4
c. Fred: “This problem goes like this:” d. Susan: “It is this way I think.”
1 1 1 2 2 23 8 184 16
1 ×2 =2 3 ÷2 = × = = 8
10 4 40 7 3 7 3 21 21
Fred’s mistake: Susan’s mistake:

1 1 2 2
1 ×2 = 3 ÷2 =
10 4 7 3
e. Ted: “What did I do wrong?” f. May: “I know how to divide!”
1 1 11 4 44 22 1 1 1 1 1
1 ×2 = × = = 10 ÷2 = 10 ÷ 2 + ÷ =5
10 4 10 9 90 45 8 4 8 4 2
Ted’s mistake: May’s mistake:

1 1 1 1
1 ×2 = 10 ÷2 =
10 4 8 4
105
Another method for dividing fractions
1) Change both fractions to equivalent fractions Example:

that have a common denominator.
1 3
2) Divide the numerators only! ÷
2 10
This method is not necessarily less work, but it may make
more sense intuitively. 10 6
÷
In the example on the right, we can ask: 20 20
“How many times does 6 twentieths go into 10 twentieths?”
Well, that is the same as asking how many times 6 of anything 10 4 2
10 ÷ 6 = =1 =1
goes into 10 of that same thing. The answer is: 1 2/3 times. 6 6 3
3. Solve using any method.
5 4 1 1 2
a. ÷ 9 b. ÷ c. ÷
7 10 4 6 3
7 4 1 1
d. ÷ 10 e. 4 ÷ 3 f. 7 ÷ 6
12 9 3 12
4. Can you divide by half? Remember to think about how many times one-half goes into the dividend.
1 1 1 1 1
a. 2 ÷ = b. 2 ÷ = c. 4 ÷ =
2 2 2 2 2
1 1 1
d. 3 ÷ = e. 11 ÷ = f. 5 ÷ =
2 2 2
1 1 1 1 1
g. 20 ÷ = h.. 14 ÷ = i. 105 ÷ =
2 2 2 2 2
106
5. a. An eraser is 1/8 inch thick. How many erasers
can be stacked into a 4-inch tall box?
b. The eraser is 1 3/8 inches long. The box is 6 inches long.

How many erasers fit in lengthwise?
c. The eraser is 13/16 inch wide. The box is 5 inches wide.

How many erasers fit in widthwise?
d. Use the calculations above to figure out what would be

the total number of erasers that could fit into the box.
6. How many of the same kind of erasers would fit into a box with
these dimensions: length of 12 in × width of 10 in × height of 8 in?
7. A certain animal mini-puzzle is 8'' × 5 3/4'' in size.

How many of those puzzles can fit on a 4 ft × 4 ft table?
8. Jill makes necklaces that must be exactly 20 inches long. Her beads are of different sizes;
some are 1/8 inch thick. Others are 1/4, 3/8, or 1/2 inch thick.
a. How many beads would be in a necklace Bead Width

made solely of SS beads? SS 1/8 in
S 1/4 in
b. How many beads would be in a necklace
made solely of S beads? M 3/8 in
L 1/2 in
c. How many beads would be in a necklace
made solely of L beads?
d. What happens if she tries to make

a 20-inch necklace using only M beads?
e. She also makes a necklace with the pattern SS-SS-M.

How many of each kind of bead does she need?
f. How about for a necklace with an S-S-S-L pattern?
107
Fractions to Decimals 1
Fractions to decimals 1
Remember that decimals such as 0.6, 1.708, and 5.49 are fractions.
They have denominators of 10, 100, 1000, or 10,000 (and so on).
You’ve already studied how to write decimals as fractions.
One way to write a fraction as a decimal is to find an equivalent
fraction with a denominator of 10, 100, 1000, or 10,000 (and so on).
Examples:
4 14
= = 0.8 = = 0.56
5 10 25 100
First rewrite 4/5 using the First rewrite 14/25 using the
denominator 10. Then write denominator 100. Then write it
it as a decimal. as a decimal.
1. Write the fractions as decimals.
2 3 11
a. = = b. = c. = =
5 10 5 20 100
9 21 3
d. = = e. = f. =
25 100 50 4
7 4 49
g. = h. = i. =
20 25 50
2. Add. Hint: make sure the addends are written as decimals or as fractions, but not both.
2 2 3
a. + 0.7 = b. 0.54 + = c. 1.01 + =
5 25 4
3 4
d. + 0.14 + + 2.7 =
50 5
108
Fractions to decimals 2
The previous method only works if the denominator of our fraction is a factor of 10, 100, or 1000 (and
so on). For example, it works if the denominator is 2, 4, 5, 20, 25, 40, 50, 100, 200, 250, etc.
But there is also a general method that always works, no matter what the denominator. This method is:
Think of the fraction line as a division symbol and divide (using long division or calculator).
Either the process of long division or the calculator will always give you a decimal number.
Example: 0.8 7 5 Check:

7 )
8 7.0 0 0 0
means 7 ÷ 8. Write 7 (the dividend) inside 6 4
8 64
the division “corner” with lots of decimal zeros, 0.8 7 5
60
like this: 7.0000. × 8
-56
This division ends after we have three decimal 40 7.0 0 0
digits in the quotient. So, 7/8 = 0.875. -40
0
3. Convert the fractions to decimals using long division
5 13 9
a. b. c.
8 16 40
8 ) 5.0 0 0 ) )
Check: Check: Check:
109
Repeating decimals 0.8 3 3 3 Check:
Sometimes when we divide fractions using long )
6 5.0 0 0 0
4 1
division, the division does not end. The quotient 48
repeats some part of its decimal digits. 0.8 3
20
× 6
You can indicate a repeating decimal by placing three -18
dots after the decimal, or by placing a line over those 20 4.9 8
decimal digits that repeat. -18 You cannot easily multiply
5 with a repeating decimal.
For example, written as a decimal is 0.8333... 20 Instead, multiply using the
6
or 0.83. You can also give the answer as a rounded
-18 rounded decimal, and if the
2 answer you get is close to the
decimal: 5/6 ≈ 0.83 original dividend, it checks.
More examples:
0.7 means the same as 0.777... 0.251 means the same as 0.251251251...
2.845 means 2.845454545454545... 1.712 means 2.71222222...
Note that 8 is not part of the repeating This time, 7 and 1 are not part of
pattern—only 4 and 5 are. the repeating pattern—only 2 is.
4. Divide. Give your final answer by placing a line over the repeating part of the decimal.
2 2 1
a. b. c.
9 3 6
) ) )
Check: Check: Check:
110
5. Write the fractions as 7 1 7
decimals. Use a notebook O = P = O =
12 3 18
for long divisions.
5 7 7
Then place the letter in the O = R = S =
6 8 16
box of the correct answer
and solve the two riddles! 3 11 9
N = R = I =
8 12 22
4 7
M = R =
9 15
a. What’s pretty from up front, ugly from behind, b. It goes up full, comes down empty.
and changes all the time? If the soup gets cold—you’d better hurry!
0.4 0.409 0.46 0.916 0.83 0.875 0.4375 0.3 0.583 0.38 0.375
I recommend that you 1 1 1 1

= = = =
memorize the decimal 2 3 4 5
equivalents of these 2 2 2
fractions. = = =
3 4 5
3 3
You can write them here = =
as a reminder. 4 5
4
=
5
6. Write the mixed numbers as decimals. Try not to look above!
3 3 1 4 2
a. 2 = b. 5 = c. 11 = d. 8 = e. 7 =
5 4 3 5 3
7. Compare the decimals to the fractions. Write >, <, or =.
3 1 4 1
a. 0.64 b. 0.320 c. 1.4 1 d. 7.265 7
4 3 10 4
8. Write these numbers in order from the smallest to the largest.

3 1 2 2 3 2
0.49 0.525 0.425 0.6 0.32 0.55
4 3 5 10 5 3
111
Fractions to Decimals 2 - With a Calculator
1. Write the fractions as decimals. Place a line over the repeating part of the decimal.
Use a calculator. The order of keystrokes on most calculators is something like:
(for example).
a. b. c. d.
1 1 1 1
= = = =
6 8 9 11
2 2 2 2
= = = =
6 8 9 11
3 3 3 3
= = = =
6 8 9 11
4 4 4 4
= = = =
6 8 9 11
5 5 5 5
= = = =
6 8 9 11
6 6 6 6
= = = =
6 8 9 11
7 7 7 7
= = = =
6 8 9 11
2. a. Based on the pattern you surely noticed in (1.c), guess what 8/9 is as a decimal.
Check with a calculator.
b. Do the same with 8/11, 9/11, and 10/11.
3. Calculate with the help of a calculator.

13
0.685 × 0.95 − =
24
4. In this problem, you’ll investigate the patterns produced when fractions are written as decimals.
Your task is to find at least three three fractions whose decimal expansion repeats with 3’s only,
and at least three fractions whose decimal expansion repeats with 6’s only.
The denominators of your fractions have to be between 13 and 30. Also, the fractions have to
be reduced to lowest terms (10/30 does not qualify).
For example, you might check the repeating decimals produced by 1/13, 2/13, 3/13 and then by 1/14, 2/14, 3/14, and so on.
112
Fractions and Decimals in Measuring Units
Express the distance 2 ft 5 in in feet, using a decimal rounded to two decimal digits.
First write 2 ft 5 in as a mixed number: it is the same as 2 5/12 feet.
Then use the calculator to find 5/12 as a decimal.
Since 5/12 = 0.416, therefore 2 ft 5 in is 2.416 ft or ≈ 2.42 ft.
1. Express the measurements as indicated, using a decimal rounded to two decimal digits.
a. 2 lb 7 oz = _________ lb b. 6 ft 9 in. = ___________ ft c. 5 T 250 lb = ___________ T
d. 7 gal 3 C = _________ gal e. 20 ft 11 in. = ___________ ft f. 2 qt 15 oz = ___________ qt
g. 17 ft 11 in = _________ ft h. 1 pt 4 oz. = ___________ pt i. 2 gal 45 oz = __________ gal
2. A baby weighs 9.87 pounds. Is this more or less than 9 lb 14 oz?
3. A room measures 12 ft 5 in × 8 ft 11 in.

Express these dimensions in feet, and then
calculate the area of the room in square feet.
Express the weight 12.37 lb using pounds and ounces.

We need to express 0.37 as a fraction with denominator 16. There’s another way to do this,
but for now, we’ll just guess and check!
First, use common sense: 0.37 is not 15/16 nor 1/16. But it might be 5/16 or 6/16 or even 7/16—
it’s obviously less than half (0.50 = 8/16). Now use the calculator to convert the likely fractions to
decimals and check which of them is closest to 0.37: 5/16 = 0.3125 6/16 = 0.375 7/16 = 0.4375
Clearly, 6/16 is the fraction closest to 0.37. So 12.36 lb ≈ 12 lb 6 oz.
4. Express the measurements as indicated.
a. 5.45 lb = _____ lb ____ oz b. 2.39 ft = _____ ft ____ in c. 10.7 ft = _____ ft ____ in
d. 31.17 lb = _____ lb ____ oz e. 1.2 pt = ______ pt_____ oz f. 0.28 ft = ______ in
g. 0.44 lb = ______ oz h. 0.86 qt = _____ C ____ oz i. 0.43 qt = ______ oz
113
Write 2.2 miles as miles and feet. Write 5.283 miles as miles and yards.
(1 mile = 5280 feet) (1 mile = 1760 yards)
We need to find 0.2 or 2/10 of 5,280 feet. To find 0.283 of 1,760 yards, multiply
Do that by multiplying 0.2 mi × 5,280 ft/mi 0.283 mi × 1,760 yd/mi = 498.08 yd.
Round to whole yards!
= 1,056 ft.
Therefore, 5.283 miles is 5 miles 498 yards.
So 2.2 miles is 2 miles and 1,056 feet.

a. 3.4 mi = ____ mi ______ ft b. 7.309 mi = ____ mi ______ yd
c. 31.17 T = _____ T ______ lb d. 12.829 mi = ____ mi ______ yd

(1 ton (T) = 2000 lbs)
6. The marathon race is exactly 26 miles 385 yards long.

However, it is also often said to be 26.22 miles long (this is a rounded figure).
Which of the two measurements is longer?
How big is the difference between the two measurements in miles? In yards? In feet?
7. Using an online map service, Cynthia found that the distance between her home and the nearest
shopping center was 0.768 miles. Which of the following are practically equal to that distance?
a. 4,055 feet b. 768 yards c. 4/5 miles d. 1,352 yards e. 2,304 feet
8. The Swansons are planning to buy new wall-to-wall carpeting for their bedroom, which
measures 14' 5'' by 12' 11''. The carpet company will cut the carpet to the right size and
charge them $1.13 per square foot of carpet delivered. Find (1) the area of the bedroom
in square feet and (2) the price of the carpeting. (Note: Do not round the decimals
that you get in the intermediate steps; round only the final answers.)
a. Draw a 1/3-meter line on the ground or on a large piece of paper,

measuring as accurately as you can with a metric measuring tape.
b. Now measure your line in inches and fractional parts of inches: 1/3 m = ________ inches.
c. Find a method to calculate the result you found in part (b), using the fact that
1 inch = 2.54 cm.
114
Ratios and Fractions
A ratio is simply a comparison of two numbers or other quantities.
In the picture on the right, there are three hearts and five stars. To compare the hearts to the stars,
we can say that the ratio of hearts to stars is 3:5 (read “three to five”).
The ratio of stars to hearts is therefore 5:3 (read “five to three”).
Notice that the order in which you mention the members of the ratio matters.
We can use fractions, too, to describe this same picture, like this:
3 5
of the shapes are hearts. of the shapes are stars.
8 8
You can also compare one quantity to the whole group using a ratio.
The ratio of circles to all shapes is 2:9.
2
This is really similar to saying that of the shapes are circles.
9
3
A theater has 110 plastic chairs in stacks. of the chairs are blue, and the rest are white.
5
We can present this same information, using
a ratio instead of a fraction, like this:
There are 110 chairs, some blue, some white.
The ratio of blue chairs to white chairs is 3:2.
Notice carefully: The ratio does NOT mention that the chairs could be divided into five equal parts.
But if you draw a diagram of the situation, you can easily see that. (Also note that 3 + 2 = 5.)
1. Describe the images using ratios and fractions.
a. b.
The ratio of circles to pentagons is ____ : ____ The ratio of diamonds to triangles is ____ : ____
The ratio of pentagons to all shapes is ____ : ____ The ratio of triangles to all shapes is ____ : ____
of the shapes are pentagons. of the shapes are diamonds.
c. Mr. Hyde owns 1,200 acres of land. of it is forest, and the rest of
it is swampland. The ratio of the forest to swampland is ____ : ____.

Of the land, ______ acres are forest, and ______ acres are swampland.
115
2. “Translate” between a picture or diagram representation, “fraction language,” and “ratio language.”
Picture or Diagram As Fractions As a Ratio
a.
of the shapes are hearts. The ratio of hearts
to diamonds is 1:5.
of the shapes are diamonds.
b. 3
of the shapes are circles.
4 The ratio of circles to
triangles is ___ : ___ .
of the shapes are triangles.
c. The ratio of the number of

of the 112 songs are slow. slow songs to the number of
fast songs is ___ : ___.
of the 112 songs are fast. There are ____ songs in all.
3. A store got a shipment of 155 calculators.

The ratio of basic calculators to scientific calculators was 4:1.
a. Draw a model to represent the situation.
b. What fractional part of the calculators were basic calculators?
c. How many scientific calculators were there?
4. There are 1,407 students in the local community college.

The ratio of male students to female students is 3:4.
b. What fractional part of the students are male?
c. How many male students are there?
5. A jar contains 810 beans. Five-sixths of the beans

are white beans, and the rest are pinto beans.
b. What is the ratio of white beans to pinto beans?
c. How many white beans are there?
116
6. Jack has a box filled with white and transparent marbles
in a ratio of 2:5. He has 38 white marbles.
b. What fractional part of the marbles are white?
c. How many marbles does he have in all?
You can also have a ratio that compares

three (or more) different quantities.
In the picture, the ratio of triangles to hearts to stars is 3:2:4.
3 2
Using fractions, we say that of the shapes are triangles, of the shapes are hearts,
9 9
4
and of the shapes are stars.
9
7. The ratio of circles to squares to triangles is 4:2:7.

What fractional part of the shapes are squares?
4 5
8. If of the shapes are hearts, of them are circles, and the rest are diamonds, then:
11 11
a. What is the ratio of hearts to circles to diamonds?
b. What is the ratio of diamonds to circles to hearts?
9. A trail mix recipe contains raisins, nuts, and dried fruit (other than
raisins) in a ratio of 4:3:1. If you want to make 2 pounds of the mix,
then how many ounces of each ingredient do you need?
10. Another trail mix recipe contains raisins, nuts, and dried fruit
in a ratio of 2:3:1. If you want to make 2 pounds of this recipe,
then about how many ounces of each ingredient do you need?
11. A truck is carrying orange juice, peach juice, and pear juice
bottles in a ratio of 7:3:2. If there are 1,200 pear juice bottles,
then how many orange juice bottles are there?
How many bottles of juice in total does the truck contain?
117
Review 1
1. Simplify (write the fractions in lowest terms).
6 4 8 6 2
a. = b. = c. = d. = e. =
12 10 10 9 8
12 9 5 10 40
f. = g. = h. = i. = j. =
16 18 15 100 100
2. Simplify (write the fractions in lowest terms).
7 × 10 7 3 15 28
a. b. × c. ×
15 × 7 14 12 25 32
3. Multiply.
2 2 5 4
a. 7× b. × c. ×5
5 7 6 11
3 4 1 1 2
d. 10 ×7 e. × 2 f. 1 × 5
10 9 8 6 3
118
4. Think about how many times the divisor goes into the dividend, and divide mentally.
1 1 2 1 6 3
a. 2 ÷ b. 4 ÷ c. ÷ d. ÷
3 4 5 5 7 7
3 1 2 1 2 2
e. 1 ÷ f. 2 ÷ g. 6 ÷ h. 2 ÷
4 4 3 5 7 7
5. A string that is 5 3/4 inches long

is cut into four equal pieces.
How long are the pieces?
6. Solve the problems.

a. Of 112 contestants, 3/8 were women.
How many were not?
b. One-third of a cake was decorated with chocolates,

1/4 with sprinkles and the rest with strawberry frosting.
What part was decorated with strawberry frosting?
7. Divide. Give your answer in lowest terms and as a mixed number, if possible.
3 1 6 3
a. ÷ b. ÷3 c. 7 ÷
10 5 11 4
2 7 2 4 7
d. 4 ÷ 3 e. 5 ÷ 1 f. 10 ÷3
9 9 5 5 10
119
8. Make a picture that illustrates the multiplication as an area, and solve.
1 1 5 3
a. × b. ×
2 3 6 4
9. A loaf of bread was cut into 30 slices.

After a day, 5/6 of it was left. Then the
family ate 1/5 of the remaining bread.
How many slices are left now?
10. Determine which sheet of paper has the greater area

and also how much greater the area is in square inches:
(1) a 6 1/2'' by 8 1/2'' sheet or (2) a 5 7/8'' by 9'' sheet.
Be a teacher-detective: how did the kids come up with these answers?
a. Jerry can’t figure out what goes wrong: b. Emily has something fishy going on here:
2 3 1 4 1 3
÷ 1 =6 ÷ 1 =1
7 4 8 5 2 5
1 2 6 1 1 1
2 ÷ = 2 ÷ = 1
3 5 35 3 4 3
1 2 2 1 2 3
1 ÷ 2 =2 1 ÷ 2 =
5 3 9 5 3 10
What error does Jerry make each time? What error does Emily make each time?
120
Review 2
1. Solve and draw a picture to illustrate these calculations.
7 8 3 8
a. + b. 3 × c. ÷2
10 10 10 10
2. You have learned to do all four operations with fractions!
Operations:
Sum Difference Product Quotient
Fractions:
1 1
a. and
2 4
2 1
b. and
3 5
3 1
c. 1 and
5 4
6 2
d. 5 and 1
10 5
121
3. You only have 3/4 cup of walnuts in the cupboard,
so you decide to make only 3/4 of the recipe. Brownies
3 cups sweetened carob chips

How much of each ingredient do you need? 8 tablespoons olive oil
2 eggs
1/2 cup honey
1 teaspoon vanilla
3/4 cup whole wheat flour
3/4 teaspoon baking powder
1 cup walnuts or other nuts
4. A piglet is born weighing 3 lb 4 oz. If it gains approximately

7 1/3 ounces per day during its 12-day nursing period, then
how much will it weigh at weaning (the end of the nursing period)?
5. A sheet of stickers has 48 stickers that each measure 1 1/4'' by 1 1/4''.

Little Hannah starts to stick them on the front cover of a notebook,
side by side. The notebook measures 5 1/2'' by 8 1/2''.
How many stickers can she fit on the cover?
6. Write the fractions as decimals. Round unending decimals to four decimals. Do not use a calculator.
4 2
a. = b. =
5 3
17 1
c. = d. =
20 8
4 5
e. = f. =
7 13
7. Find the area in square feet of a room

that measures 10 ft 4 in by 13 ft 1 in.
Round your answer to two decimals.
a. 2.71 lb = _____ lb ____ oz b. 8.14 ft = _____ ft ____ in c. 0.7 ft = _____ in
d. 0.44 lb = ______ oz e. 0.44 mi = ________ ft f. 2.35 T = _______ lb
122
Chapter 7: Geometry
Introduction
The problems in this chapter involve lots of drawing. Geometry is a “hands-on” subject, and many
children like that. Moreover, drawing is an excellent means of achieving the conceptual understanding
that geometry requires.
Exercises marked with the symbol “ ” are meant to be done in the student’s notebook or on
blank paper.
This geometry chapter starts out with several lessons that review topics studied in previous grades, such
as measuring angles, the vocabulary of basic shapes, and using a compass to draw circles. These review
lessons also give those children who haven’t previously used Math Mammoth an opportunity to “catch
up.”
After the review lessons we study equilateral and isosceles triangles. Students are now able to classify
triangles both in terms of their sides and also in terms of their angles. The lesson has several drawing
problems and one easy compass-and-ruler construction of an equilateral triangle.
Then we go on to study the seven different terms used for classifying quadrilaterals. Many textbooks
concentrate on learning the vocabulary only, but I have also included several problems that require some
thought and even one construction, that of a rhombus. Although many state standards dictate that these
words for various quadrilaterals be learned during some earlier grade (3rd or 4th), just learning the
words—“rhombus,” “trapezoid,” “kite,” and so on—is meaningless until students can also do something
with the figures, such as calculate their areas, find their angles, and reason about their properties. For this
reason these terms are introduced here in 5th grade instead.
This chapter focuses on calculating areas, beginning with the area of a right triangle, which is always half
of the area of the corresponding rectangle. Once students learn to calculate the area of a parallelogram and
realize that the principle applies not just to right triangles and rectangles, but that the area of any triangle
is always half of the area of the corresponding parallelogram, then they can split any polygon into
triangles and thus find its area.
Converting Between Area Units is an introductory lesson. This topic will be studied more in higher
grades.
Then we study certain aspects of common solids: the volume of a rectangular prism, surface areas of some
solids, and nets of common solids. (Printable pages of some of the nets are included at the very end of the
book rather than at the end of the chapter.)
The volumes of round-shaped solids, such as cylinders, cones, and spheres, are not studied until middle
school, as students first need to study the concept of pi (3.1416...) and its relation to the area of a circle.
Another limitation is that students cannot yet find the altitude of the triangle from only the lengths of its
sides because that requires the Pythagorean Theorem. Because of these limitations, students cannot yet
calculate the surface area or volume of most solids, and these calculations are therefore limited here to
certain solids only.
The lesson, Similar Figures in a Coordinate Grid, gives students an opportunity to review the coordinate
grid and familiarize themselves with similar figures. This lesson is introductory in the sense that similar
figures will be studied in much more depth when students understand how to solve proportions.
123
page span
Review: Angles .................................................... 127 2 pages
Review: Drawing Figures .................................... 129 2 pages
Review: Circles .................................................... 131 1 page
Quadrilaterals ....................................................... 132 4 pages
Equilateral, Isosceles, and Scalene Triangles ...... 136 4 pages
Area of Right Triangles ........................................ 140 3 pages
Area of Parallelograms ......................................... 143 3 pages
Area of Triangles .. .............................................. 146 3 pages
Area of Polygons ................................................. 149 2 pages
Area and Perimeter Problems ............................. 151 3 pages
Converting Between Area Units ......................... 154 2 page
Review: Volume ................................................. 156 1 pages
Printable Cutouts for Common Solids ................ 157 6 pages
Volume of Rectangular Prisms (Cuboids) .......... 163 3 pages
Surface Area of a Rectangular Prism .................. 166 3 pages
Pyramids, Prisms, Cylinders, and Cones ............ 169 3 pages
Similar Figures in a Coordinate Plane ................ 172 4 pages
A Little Bit of Problem Solving ......................... 176 1 page
Geometry Review................................................ 177 3 pages
124
Turtle Pond
Guide a turtle to a pond using commands that include turning him through certain angles and moving him
specific distances.
Banana Hunt at Primary Games

Help the monkey find bananas and learn to estimate angles.
http://www.primarygames.co.uk/pg2/bhunt/bhunt.html
Ladybug Leaf
Guide the ladybug to turn right or left, 90° or 45°, or to move forward or backward.
Ladybug Mazes
Similar to the Ladybug Leaf, but this time you guide the ladybug through a maze.
Polygon Matching Game

http://www.mathplayground.com/matching_shapes.html
Polygon Vocabulary
Another matching game.
http://www.quia.com/cc/2758.html
Shape Explorer
Find the perimeter and area of odd shapes on a rectangular grid.
http://www.shodor.org/interactivate/activities/perimeter/index.html
Patch Tool
An online activity where the student designs a pattern using geometric shapes.
Interactive Tangram Puzzle

Place the tangram pieces so that they form a given shape.
Tangram Set
Cut out your tangram set by folding paper.
http://tangrams.ca/inner/foldtan.htm
Geometry - Math Warehouse

Detailed lessons about angles, triangles, quadrilaterals, circles, similar triangles, parallelograms,
polygons, and trapezoids.
www.mathwarehouse.com/geometry
National Library of Virtual Manipulatives for Interactive Mathematics: Geometry

A collection of interactive activities: Congruent triangles, fractals, geoboard activities, golden rectangle,
ladybug leaf, ladybug mazes, platonic solids, tangrams, tessellations, transformations, and more.
http://nlvm.usu.edu/en/nav/category_g_3_t_3.html
125
Interactive Geometry
at Mathsnet.net. This is by far the most comprehensive and magnificent interactive geometry resource I've
found on the Internet! The link above is to the main page. You can use these quick links to access some of
the tutorials (there are lots more):
www.mathsnet.net/geometry/index.html
» Interactive Shape
Get a clear and complete understanding of the patterns and properties of shapes with the help of
interactive pictures.
www.mathsnet.net/shape/index.html
» Three Dimensions
View 3-D interactive pictures of Platonic solids, prisms, and pyramids; practice your ability to
visualize 3-dimensional objects from all viewpoints; and more.
www.mathsnet.net/geometry/solid/index.html
Triangle Explorer
Practice finding the area of triangles. NICE!
http://www.shodor.org/interactivate/activities/triangle/index.html
Interior Angles
Nice lesson and explanation about interior angles of polygons.
http://www.coolmath4kids.com/interior.html
Angles
Practice obtuse/right/acute angles and vertical/corresponding/alternate interior or exterior angle concepts.
http://www.shodor.org/interactivate/activities/angles/index.html
Area Of Parallelogram
This Java applet and its explanation illustrate where the formula for the area of a parallelogram comes
from.
http://www.cut-the-not.com/Curriculum/Geometry/AreaOfParallelogram.shtml
Dynamic Rectangle and Parallelogram

Drag the sides of a dynamic parallelogram or a rectangle to explore these concepts.
http://standards.nctm.org/document/eexamples/chap5/5.3/index.htm
Length, Perimeter, Area, and Volume of Similar Figures

Use this interactive figure to explore how the scale factor affects the size and the area of similar figures.
The discussion provided helps the teacher somewhat, but a specific lesson plan would be more helpful.
http://standards.nctm.org/document/eexamples/chap6/6.3/index.htm
Dynamic Geometry® Explorations

A bunch of interactive geometry activities, along with instructions and questions to guide your
exploration. You need a Java-enabled browser.
http://www.keymath.com/DG/dynamic/index.html
Tim’s Triangular Page

Lists all the basic facts about triangles, followed by some problems.
http://sakharov.net/triangle.html
126
Review: Angles
An angle is a figure formed by two rays
that have the same beginning point. That
point is called the vertex. The two rays
are called the sides of the angle.
Imagine the two sides as being like two
sticks that open up a certain amount.
The more they open, the bigger the angle.
An angle can be named (1) after the vertex
point, or (2) with a letter inside the angle, or
(3) using one point on the ray, the vertex point,
and one point on the other ray.
We measure angles in degrees. You can use

a protractor like the one at the right to measure
angles. The angle in blue measures 35 degrees.
A full angle = 360° A straight angle = 180° A right angle = 90°
A zero angle = 0°
Angles that are more than 0° but less than 90° are called acute (“sharp”) angles.
Angles that are more than 90° but less than 180° are called obtuse (“dull”) angles.
1. Continue the sides of

these angles with a
ruler. Then, measure a. b.
them with a
protractor.
127
2. In your notebook, draw:
a. Any acute angle. Measure it. Label the angle as “An acute angle, xx°.”
b. Any obtuse angle. Measure it. Label the angle as “An obtuse angle, xx°.”
3. Draw three dots on an empty page and join them to form a triangle.
Draw the dots far enough apart so that the triangle nearly fills the page.
Then, measure the angles of your triangle.
The angles of my triangle are: ________°, ________°, and ________°.
What is the sum of these angle measures?
4. Draw a horizontal line and mark a point on it. This point will be the vertex of an angle.
Draw the other side of the angle from the vertex so that the angle measures 76°.
5. Follow the procedure above to draw acute angles with the following measures:
a. 30° b. 60° c. 45°
6. Draw obtuse angles with the following measures:

a. 135° b. 100° c. 150°
7. Now that you have drawn several angles, estimate the angle measure of these angles. Write down the
estimates on the top lines. Then measure the angles, and write down the measures on the bottom lines.
a. b. c.
________° ________° ________°
________° ________° ________°
d. e. f.
________° ________° ________°
________° ________° ________°
I m port a nt T e rm s
an angle an acute angle

a zero angle a right angle
a straight angle an obtuse angle
128
Review: Drawing Figures
We will make use of many of the following shapes in this lesson. Review the terms here:
A right triangle – a triangle with one right angle.
An obtuse triangle – a triangle with one obtuse angle.
An acute triangle – a triangle with all three angles acute.
A polygon – a closed figure made up of line segments.
A quadrilateral – a polygon with four sides.
A rectangle – a quadrilateral that has four right angles.
A square – a rectangle whose sides are all equally long.
A pentagon – a polygon with five sides. A heptagon – a polygon with seven sides.
A hexagon – a polygon with six sides. An octagon – a polygon with eight sides.
These pictures remind you how to use a

protractor or a triangular ruler to draw a line
that is at a right angle to another line—in
other words, a perpendicular line.
You’ll also need to know:

A vertex is a “corner” of a polygon.
A diagonal is a line segment drawn from one vertex of a polygon to another (inside the polygon).
1. Draw six dots on an empty page in your notebook. Connect the dots with straight line
segments so that you get a polygon.
a. What is the polygon called? ______________________________
b. Find the perimeter of your polygon in centimeters. ___________ cm
c. Measure all the angles of your polygon. The angles measure:
________°, ________°, ________°, ________°, ________°, and ________° .
d. Draw enough diagonals inside your polygon so that it is now divided into triangles.
How many diagonals did you have to draw? _____ How many triangles did you get? _____
Compare your answer with your classmates, or repeat the exercise with other hexagons.
2. a. Use the “dot-method” to draw a heptagon. Draw enough diagonals inside your heptagon
to divide it into triangles. How many diagonals did you draw? ______
How many triangles did you get? ______
b. Use the “dot-method” to draw an octagon. Draw enough diagonals inside your octagon
to divide it into triangles. How many diagonals did you draw? ______
How many triangles did you get? _______
129
4. a. Draw a copy of this figure in your notebook
as exactly as you can! Use measuring tools
to make your right angles exactly 90°.
b. Find the angle measures and side lengths in
inches of the triangle B.
Angle measures: ________° , ________ °, and ________ ° .

Side lengths: _______ in., ________ in., and ________ in.
c. Classify triangles A, B, and C as acute, right, or obtuse:
Triangle A is _____________________________
Triangle B is _____________________________
Triangle C is _____________________________
5. a. Draw a square with 3 1/4 inch sides.

b. Draw its two diagonals and find the length of each diagonal: ________ in.
c. Classify the four triangles that are formed. Are they acute, right, or obtuse?
These two pictures illustrate how it is ENOUGH to know

the measures of two angles and the length of the side
between them in order to copy a triangle.
In other words, you don’t have to know all the angles and
the sides to copy it—just two angles and a side is sufficient.
6. a. Draw a triangle that has a 25° angle, a 115°angle, and a 3" side between those angles.
b. Draw a triangle that has a 67° angle, a 75°angle, and a 5-cm side between those angles.
7. Draw a copy of this triangle. Your triangle should match

this triangle exactly if they were placed on top of each other.
a right triangle diagonal

pentagon
an acute triangle perpendicular
hexagon
an obtuse triangle quadrilateral
heptagon
polygon rectangle
octagon
vertex square
130
Review: Circles
Let’s review some terms:
The circumference is the line
around the outside of the circle.
The radius is the distance from
the center point to the circumference.
The diameter is the distance across
the circle, through the center point.
Use a notebook for all exercises.

1. Use a compass and draw a circle with: a. a radius of 3.4 cm. b. a diameter of 6 1/2 inches.
2. a. Draw a circle with a radius of 4 cm. Mark its center point.

Now draw a square around the circle so that the sides of the square are 8 cm long.
(Hint: First you need to draw some lines to help you.)
b. Draw any square with 7-cm sides. Your task is to draw a circle inside the square so that the
diameter of the circle is 7 cm, and it touches the sides of the square, yet does not “go over.”
(Hint: First you need to figure out a method for finding the center point.)
3. Draw a copy of the design on the right. Start by drawing

the horizontal and the vertical (dashed) lines, then draw the
circle, and lastly the lines that make the red square.
4. Draw a copy of the design on the left. Start by

drawing the dashed lines marked with 1 and 2.
Then draw the two other dashed lines at 45° angles.
Now draw the circle. Lastly draw the line segments

that make the red polygon. What kind of polygon is it?
5. The image on the right shows a method for drawing

a regular hexagon. Use it to draw a regular hexagon
of your own.
circumference radius diameter
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Quadrilaterals
Quadrilaterals are polygons with four sides (quadri- = four, lateral = sided).
You already know about the three quadrilaterals below.
(Note: If two sides of a quadrilateral are said to be congruent, it means those sides have the same length.)
1. A parallelogram’s opposite 2. A rectangle has four right 3. A square is a rectangle with

sides are parallel. angles. all four sides congruent.
We can organize these three quadrilaterals in a tree diagram like on the right. A Tree
Start “reading” the tree diagram from the top, beginning with the parallelogram. Diagram
The next figure, the rectangle, is like a “child” to the parallelogram. If the
parallelogram is the parent of the family, then its child has the same “family name”
because it belongs to the parallelogram family. Why? Because a rectangle’s opposite
sides are parallel! So it, too, is a parallelogram! Additionally, its angles are all right
angles, so a rectangle has something more than a parallelogram does.
Similarly, a square is like a “child” of the rectangle. The square has the same
properties as its “parent” and “grandparent”: the square is also a rectangle, and it’s also
a parallelogram. Additionally, all of its sides are congruent.
Quadrilaterals
Now let’s add a new “family member” Tree Diagram
to the diagram: the rhombus.
4. A rhombus is a The rhombus is a parallelogram, so it
parallelogram with belongs under the parallelogram in the
four congruent sides tree diagram.
(a diamond).
It shares something with the square,
as well. Both have four congruent
sides. This means the square goes under the rhombus. But the
rhombus and the rectangle do not share characteristics (other than
both being quadrilaterals).
1. Draw a quadrilateral that has four right angles and one side 2 inches long. Can you draw
only one kind of quadrilateral like that, or can you draw several kinds that all look different?
(Compare your results with those of your classmates.)
2. A regular quadrilateral would be a quadrilateral whose sides are all congruent and whose angles all
have the same measure. What is the usual name for such a figure?
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5. A trapezoid (called 6. A kite has two pairs of congruent sides 7. A scalene
a trapezium in that touch each other. In the image, the quadrilateral has
Britain) has one pair one pair of congruent sides is marked with sides all of
of parallel sides. a single tick mark, and the other pair of different lengths.
congruent sides is marked with two marks.
3. Each quadrilateral below is either a parallelogram, a rhombus, a trapezoid, or a kite. Write their names.
a. _________________________________ b. _________________________________
c. _________________________________ d. _________________________________
e. _________________________________ f. _________________________________
g. _________________________________ h. _________________________________
i. _________________________________ j. _________________________________
4. Our tree diagram is now complete with six different Quadrilaterals Tree Diagram
kinds of quadrilaterals! Name each type of quadrilateral
in the diagram. (The seventh figure on top is just a
generic quadrilateral).
5. Answer the questions. The tree diagram will help.
a. Is a rhombus also a kite?
b. Is a square also a kite?
c. Is a rectangle also a kite?
d. Is a square also a trapezoid?
e. Is a parallelogram also a kite?
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Here’s a clever way to draw rhombi (that’s the plural of rhombus) with a compass and a ruler. It works
because whenever some things are at the same distance from some place, you can use a circle to
position them properly.
Draw a point A and Choose any two points Draw a circle using B Draw a point where the last
a circle of any size B and C on the as the center and the two circles intersect. Draw
with A at its center. circumference. This same radius AB. Then the line segments to form the
makes AB congruent draw a circle of the rhombus. Erase your circle
to AC (why?). same radius using C as lines as best you can.
the center.
6. a. Draw a rhombus with 2-inch sides following the method above.

b. Draw a rhombus with 6.4-cm sides following the method above.
Can you draw only one kind like that, or can you draw several that
all look different? (Compare your results with those of your classmates.)
7. Draw a trapezoid so that its parallel sides measure 5 in and 3 in.

Can you draw several such trapezoids that are not identical?
8. A parallelogram’s sides measure 2 in., 3 in., 2 in., and 3 in.

Is it also a kite? A rhombus? A trapezoid?
9. A trapezoid’s sides measure 5 cm, 3 cm, 8 cm, and 3 cm.

Is it also a kite? A parallelogram? A rhombus?
10. Janine is supposed to draw a quadrilateral with each side 1 1/2 inches long.
Can she draw only one kind, or can she draw several different-looking ones?
Explain.
11. Draw quadrilaterals that have both (#1) two pairs of congruent sides and also
(#2) two pairs of parallel sides. Write the different types of quadrilaterals that
you can draw under these constraints.
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12. Solve the quadrilaterals puzzle and uncover a message!
Quadrilateral Letter
I have one right angle. I look like a toy that comes back to you.
I have the biggest area around here!
I am the little rhombus!
Two (and only two) of my sides are parallel. The other two are
congruent.
There’s nothing congruent or parallel about me.
I’m the bigger parallelogram with four congruent sides.
I am the big rhombus!

I’ve got right angles and two pairs of congruent sides.
I have four right angles and four congruent sides!
Two—and only two—of my sides are parallel. None are

congruent.
They call me a rectangle.
I’m one of the parallelograms in the bunch with a vowel
inside me.
I have two pairs of parallel sides, but not all of my sides
are congruent.
You can’t find a more regular quadrilateral than me.
While I do have two parallel sides, you cannot draw a line of
symmetry through me.
Trapezoid is my name, but I don’t have any congruent sides.

Scalene—yep, that’s me!
None of my sides are parallel to each other, but I have two
pairs of congruent sides.
I’m the diamond-shape again ... the bigger one.
If you stretch me, I’ll be a rectangle.
Oops! I don’t even belong to this group!
!
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Equilateral, Isosceles, and Scalene Triangles
If all three of a triangle’s sides are the same as a “same-legged” triangle, the “legs” being the
length, it is called an equilateral triangle. two sides that are the same length.
Equi- refers to things that are the “same” or
“equal”, and lateral means “sided.” Think of it Mark the two sides of each isoceles triangle that
as a “same-sided” triangle. have the same length:
And if all the sides of a triangle have different

lengths,
then it is a scalene triangle.
If just two of a triangle’s sides are the same length,
then it is called an isosceles triangle. Think of it
1. Classify the triangles by

the lengths of their sides
as either equilateral,
isosceles, or scalene.
2. Fill in the table by classifying the triangles labeled as (a), (d), (e), and (g) above as “acute,” “right,” or
“obtuse” (by their angles), and also as “equilateral,” “isosceles,” or “scalene” (by their sides).
Triangle Classification by the sides Classification by the angles

a
d
e
g
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3. Draw diagonals into these polygons until they are divided into triangles.
Mark the triangles with numbers 1, 2, 3, etc. Then classify the triangles by their sides and angles.
The first one is done for you.
a. b.
Both 1 and 2 are

isosceles right triangles.
c. d.
4. a. Draw an isosceles triangle: First draw the two sides that have the same length. Use a ruler to
make sure they are equal. Then draw the third side last. (The angle measures can be
anything!)
b. Measure the angles of your triangle. They measure ________ °, ________ °, and ________ ° .
5. Measure all the angles in the isosceles triangles (a) and (b)
a. They measure _______ °, _______ °, and ______ ° .
b. They measure _______ °, _______ °, and ______ °.
What do you notice?
___________________________________________
___________________________________________
___________________________________________
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Two angles in an isosceles triangle have the same angle measure. They are
called the base angles. The remaining angle is called the top angle.
6. a. Draw an isosceles triangle with 40° base angles. (The length of the sides can be anything.)
Measure the top angle. It is _______ ° . The three angle measures add up to _______ ° .
b. Draw an isosceles triangle with 75° base angles. (The length of the sides can be anything.)
Measure the top angle. It is _______ ° . The three angle measures add up to _______ ° .
7. Draw an isosceles triangle with a 40° top angle. (Hint: You cannot draw it exactly with
only that information. You need to calculate something.)
The base angles are _______ ° . The three angle measures add up to _______ ° .
8. Draw an isosceles triangle with an 80° top angle.

The base angles are _______ ° . The three angle measures add up to _______ ° .
9. a. Draw a scalene obtuse triangle where one side is 3 cm and another is 7 cm.
b. Measure the third side.
Compare your triangle to those of your classmates or try to draw another one yourself.
Can you draw several different-looking triangles with this information?
Or do they all look the same (congruent)?
10. a. Draw an isosceles right triangle whose two sides measure 5 cm.
b. Measure the third side.
Compare your triangle to those of your classmates or try to draw another one yourself.
Can you draw several different-looking triangles with this information?
Or do they all look the same (congruent)?
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Draw an equilateral triangle with a compass and a ruler
We need to make sure the three sides have the same length. The vertices are at the same distance from
each other. A compass can help us draw things that are at the same distance from each other!
Draw a circle using point A as the center point

Draw a line segment and mark two points on it. and the length AB as the radius. The third vertex
These points mark one of the sides of the of the triangle MUST lie on this circle because
triangle. its distance from point A has to be the same as
point B’s distance from point A.
Can you see what was done in this picture? The triangle is finished!
11. Draw at least three different equilateral triangles in

your notebook using the method above.
12. a. Make a guess about the angle measures

in an equilateral triangle: _______°
b. Now measure the angles in the equilateral

triangle on the right. They measure _______ °
equilateral triangle isosceles triangle scalene triangle
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Area of Right Triangles
This rectangle is divided into two right triangles that are congruent. This means that
if you could flip one of them and move it on top of the other, they would match exactly.
The rectangle has an area of 2 × 4 = 8 square units.
Can you figure out what the area of just one of the triangles is?
Here the area of the whole rectangle is 3 × 5 = 15 square units.

How could you figure out the area of just one of the triangles?
Here the sides of the triangle are 4 and

3 units. The other two sides of the Can you figure
rectangle are drawn with dotted lines. out the area
of this triangle?
The area of the rectangle is 12
square units. The area of just the
triangle is half of that, or 6 square units.
Let’s look closer at the last triangle above.

Hopefully you figured out that its area is 9.
To confirm that, we can actually count the
little squares in the triangle.
Notice that some of the parts don’t cover a complete

square, but by combining those we
can make whole squares and then count them.
1. Trace the “helping rectangle” for these right triangles. Then find the area of the triangles.
a. ________ square units
b. ________ square units
c. ________ square units
d. ________ square units
e. ________ square units
f. ________ square units
g. ________ square units
h. ________ square units
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To find the area of a right triangle, multiply the lengths of the two sides that are perpendicular
to each other (in other words, the two that form the right angle). Then take half of that.
This works because the area of a right triangle is exactly ___________ of the area of a certain
rectangle.
2. Draw a right triangle whose two perpendicular sides are given below, and then find its area.
a. 1 inch and 3 inches
b. 1.2 cm and 5 cm
c. 2 1/2 inches and 1 1/2 inches.
We can find the area of this house-shape in three parts.

1. The square has an area of 4 × 4 = 16 square units.
2. Triangle 2 has perpendicular sides of 3 and 2 units,
so its area is (1/2) × 2 × 3 = 3 square units.
3. Triangle 3 is the same shape and size as triangle 2,
so its area is also 3 square units.
Lastly, add the areas: 16 + 3 + 3 = 22 square units in total.
3. Find the area of these compound shapes. The shapes have already been divided into rectangles
and right triangles. Just add the areas of the individual pieces!
a.
b.
c.
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4. Divide the colored shapes into rectangles and
right triangles and find their area.
a.
b.
5. a. Draw a right triangle whose area is 8 square inches.

What can the lengths of the two perpendicular sides be?
b. Draw a right triangle whose area is 13 square centimeters.

What can the lengths of the two perpendicular sides be?
6. Here you see two different-shaped right triangles

that both have the area of _____ square units.
On the grid below, draw 2 different right triangles

that each have an area of:
a. 6 b. 9 square units.
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Area of Parallelograms
We draw a line from one vertex of the parallelogram in The rectangle’s area is 6 × 4 = 24
order to form a right triangle. Then we move the right triangle square units, and that is also the
to the other side, as shown. Look! We get a rectangle! area of the original parallelogram.
Here is another parallelogram. Again, we draw a line segment so This rectangle’s area is
that it forms a right triangle, and we move the triangle to the other 6 × 3 = 18 square units,
side as shown. Again we get a rectangle! and that is also the area of
the original parallelogram.
It works here, as well. The area of the

rectangle and of the parallelogram is
4 × 4 = 16 square units.
The area of a parallelogram is the same as the area of the corresponding rectangle.
You construct the rectangle by moving a right triangle from one side of the parallelogram to the other.
1. Draw a line in each parallelogram so that it forms a right triangle. Imagine moving that triangle to the
other side to form a rectangle. Find the area of the rectangle, thereby finding the area of the original
parallelogram.
a. _________ sq. units
b. _________ sq. units
c. _________ sq. units
d. _________ sq. units
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One side of the parallelogram is called the base.
You can choose any of the four sides to be the
base, but people often use the “bottom” side.
A line segment that is perpendicular to the base
and goes from the base to the opposite side of
the parallelogram is called the altitude.
When we do the trick of “moving the triangle,” one
side of the final rectangle is congruent to (has the
same length as) the parallelogram’s altitude. The
other side is congruent to the parallelogram’s base.
Therefore, the formula for the area of a
parallelogram is: BASE ALTITUDE.
2. Draw an altitude to each parallelogram. Highlight or “thicken” the base. Then find its area.
a. _________ sq. units
b. _________ sq. units
c. _________ sq. units
d. _________ sq. units
e. _________ sq. units
3. Draw the altitudes to the parallelograms on the right

and find their areas. What do you notice?
On the grid below, draw as many differently

shaped parallelograms as you can that all have
an area of 12 square units.
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4. Draw an altitude to the parallelograms. Use a protractor or a triangular ruler—do not “eyeball” it.
Then measure the base and the altitude to the tenth of a centimeter. Lastly, find the area of the
parallelograms. Round your answer to whole square centimeters.
5. This is a 36° angle. Use that as one corner of a parallelogram.

Continue the base side until it measures 3 7/8 inches.
Continue the other side so it is 3 inches long. The other
angles of the parallelogram are 144°, 36°, and 144°.
a. Complete drawing the

parallelogram.
b. Find its area.
c. Find its perimeter.
6. Find the area of the parallelograms:
a. in square inches.
b. in square meters.
a. b.
The larger parallelogram’s altitude is half of its base, and the

base and altitude of the smaller parallelogram are half the base
and altitude of the larger one. Find the area of the purple
shading.
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Area of Triangles
We can always put any triangle together with
a copy of itself to make a parallelogram.
Therefore, the AREA of any triangle must be
exactly half of the area of that
parallelogram.
Again, we use a base and an altitude.
The base can be any side of the triangle,
though people often use the “bottom” side.
The altitude is perpendicular to the base,
and it goes from the opposite vertex to the
base (or to the continuation of the base).
Notice how the altitude of a triangle may
fall outside of the triangle itself. But it’s Area: 5 × 4 ÷ 2 Area: 3 × 3 ÷ 2
still perpendicular to the base. = 10 square units = 4.5 square units
BASE ALTITUDE
The area of a triangle is half of the base times the altitude, or:
2
Note that the base and the altitude MUST be expressed in the SAME units of measure (cm, in, etc.).
1. Draw an altitude to each triangle. Use those altitudes to find their areas.
a. _______ square units b. _______ square units c. _______ square units
d. _______ square units e. _______ square units f. _______ square units
2. This figure is called a ___________________.
Calculate its area in parts.
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More Examples
This is an obtuse triangle, and the altitude drawn from the top
vertex does not actually touch the base. The base is 4 units,
and the altitude is 3 units.
4×3
The area is = 6 square units.
2
You can choose any side to be the base. Here, it makes

sense to choose the vertical side as the base.
4×6
The area is = 12 square units.
2
Here it is easiest to think of the base being on the “top.”

The altitude falls outside the actual triangle.
5×3
The area is = 7 1/2 square units.
2
3. Draw altitudes to the triangles and find their areas.
a. ______ square units

b. ______ square units
c. ______ square units
d. ______ square units
e. ______ square units f. ______ square units
4. Draw as many different-shaped triangles as you can that have an area of 12 square units.
147
Many times none of the sides of a triangle are
vertical or horizontal. But you still need to draw
the altitude. Use a protractor or a triangular
ruler to draw the altitude so that it is exactly
perpendicular to the base.
Remember, you can choose which side is the base!
Measure the altitude and base as precisely as you
can with a ruler.
5. Draw an altitude to each triangle, and find its area....

a. in square centimeters. b. in square inches.
6. Draw a triangle whose area is 3 square inches.

Can you draw only one kind of triangle like that, or can you
draw several kinds with different shapes?
7. Divide this quadrilateral

into triangles, and then
find its area in square
centimeters.
You may use a
calculator.
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Area of Polygons
To calculate the area of polygons, all you have to do is divide them into easy shapes, such as
rectangles and triangles. Calculate the area of each easy shape separately, and add them to find the
total area.
1. This figure is called a ______________________.
Calculate its area using the three triangles.

For each triangle, use the vertical side as the base.
2. Here is another way of calculating the area of the same figure.

1) Calculate the area of the rectangle that encloses the figure.
2) Calculate the areas of the four shaded triangles.
3) Subtract.
Use this method and verify you get the same result as above.
3. Use the subtraction method

to find the areas of the
shaded figures.
b.
a.
4. a. The side of each little square in

the drawing on the right is 1 inch.
Find the area of the polygon.
b. Imagine that the side of each little

square is 2 inches instead.
What is the area now?
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Example. This shape consists of a rectangle and a right triangle.
The area of the rectangle is 14 1/2 in. × 7 in. Let’s calculate that in parts.
We get 14 × 7 + 1/2 × 7 = 98 + 3 1/2 = 101 1/2 square inches.
The area of the triangle is (7 in. × 12 1/2 in.) ÷ 2. We get
(7 × 12 + 7 × 1/2) ÷ 2 = (84 + 3 1/2) ÷ 2 = 87 1/2 ÷ 2
= 43 3/4 square inches.
So the total area is 101 1/2 + 43 3/4 = 145 1/4 square inches.
5. Calculate the total area of the figures.
a.
b.
c.
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Area and Perimeter Problems
Find the area of the shaded figure.

The easiest way to do this is: (1) Find the area of the
larger outer rectangle, (2) find the area of the white
inner rectangle, and (3) subtract.
The area of the large rectangle is 7 cm × 10 cm = 70 cm2
We can find the sides of the white rectangle by subtracting.
The longer side of the white rectangle is
10 cm − 5 cm − 1 cm = 4 cm.
The shorter side is 7 cm − 2 cm − 2 cm = 3 cm.
So the area of the white rectangle is 4 cm × 3 cm = 12 cm2.
Now we subtract to find the shaded area: 70 cm2 − 12 cm2 = 58 cm2.
1. Find the area of the shaded figure.

All lines meet at right angles.
2. The image on the right shows a picture frame.

Find the area of the actual frame (that is, of the shaded part).
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1. Find the perimeter of the figure.
We need to find the length of each side and then add the lengths.
Start, for example, at the side marked with 1, then the side marked
with 2, then side 3, and so on, until you have “traveled” all the way
around the figure.
Side 1 is 3 cm. Side 2 is 2 cm. Side 3 is 5 cm. The total perimeter is:
3 cm + 2 cm + 5 cm + 5 cm + 4 cm + 1 cm + 4 cm + 4 cm = 28 cm.
2. Find the area of the figure.
Divide the figure into rectangles by drawing some additional lines.
Rectangle 1 has an area of 4 cm × 4 cm = 16 cm2
So the total area is: 16 cm2 + 12 cm2 + 10 cm2 = 38 cm2
3. Find the area and the perimeter of this figure.

4. a. The perimeter of a rectangle is 42 cm.

If one of the long sides of the rectangle is
11 cm, then how long are the short sides?
b. The perimeter of a square is 6 1/2 inches.

How long is one side of the square?
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The dimensions are given in centimeters.

The dimensions are given in inches.

The dimensions are given in centimeters.
Measure what you need to from this star

to find: (a) its perimeter in centimeters
and (b) its area in square centimeters.
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Converting Between Area Units
In the image, if the side of each little If the sides of the small squares The image below shows
square is 1 inch, then the big square below measure 1 foot, then 1 square centimeter.
has an area of 1 square foot. the side of the larger square It is divided into square
measures 1 yard. millimeters.
So how many square inches are
there in 1 square foot? How many square feet are How many square
there in 1 square yard? millimeters are in one
1 sq. ft = __________ sq. in. square centimeter?
1 sq. yd. = _________ sq. ft.
1 cm2 = _________ mm2
1. Imagine a square with one-meter sides. Each side is _____ cm.

The area in square meters is ____ m × _____ m =______ m2.
The area in square centimeters is ______ cm × _______ cm =__________ cm2.
2. Imagine a square with two-meter sides. Each side is ______ cm.

The area in square meters is ____ m2. The area in square centimeters is ________ cm2.
3. Imagine a square with eight-foot sides. Each side is _____ in.

The area in square feet is _____ ft2. The area in square inches is ________ in2.
4. Use reasoning similar to the above to determine:
a. How many square feet are in one square mile?
b. How many square yards are in a 0.8 mi by 2 mi rectangle?
c. How many square meters are in one square kilometer?
d. How many square meters are in a rectangle with 0.2 km and 150 m sides?
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5. Measure what you need from the figures to calculate their areas, both in square millimeters
and in square centimeters.
a. _____________ mm2 b. _____________ mm2 c. _____________ mm2
_____________ cm2 _____________ cm2 _____________ cm2
6. Connect the dots in the figure below to get a quadrilateral. Divide it into triangles, and draw the
altitudes of the triangles. Measure what you need to find the area of the quadrilateral in square
millimeters.
a. Calculate the area to the nearest square millimeter. Round it to the nearest hundred.
b. Calculate the area to the nearest square centimeter. One way to do that is to convert the altitudes
and bases into centimeters and then calculate the area. There is another way as well.
c. Compare the answers to parts (a) and (b) (just the numbers, without the units mm2 and cm2).
By what number do you need to multiply the answer in (b) to get the answer in (a)?
155
Review: Volume
The volume of an object has to do with how much space it takes up.
We can measure the volume of objects by checking to see
how many cubic units (little cubes) fit into the objects.
This little cube is 1 cubic unit.
The volume of the figure on the right is six cubic units. Notice that one cube is not
visible.
1. Find the volume of these figures in cubic units.
a. _________ cubic units b. _________ cubic units c. _________ cubic units
If each side of this cube measures 1 cm, then the volume of the cube is 1 cubic centimeter.
This is abbreviated as 1 cm3.
So where does the little raised “3” come from? To find the volume, we multiply the width, the height,
and the depth of a cube. This means we multiply 1 cm × 1 cm × 1 cm. The unit, “centimeter” (cm),
gets multiplied by itself three times, and the little “3” in cm3 shows that.
If each side of the cube measured 1 inch, the volume would be 1 cubic inch (1 cu. in.).
If each side of the cube measured 1 foot, the volume would be 1 cubic foot (1 cu. ft.).
If each side of the cube measured 1 meter, the volume would be 1 cubic meter (1 m3).
If each side of the cube measured 1 millimeter, the volume would be 1 cubic millimeter (1 mm3).
2. Find the total volume when the length of the side of a cube is given.
The side of each cube is 1 in. The side of each cube is 1 m. The side of each cube is 1 mm.
a. __________________ b. __________________ c. __________________
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Printable Cutouts for Common Solids
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158
159
160
161
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Volume of Rectangular Prisms (Cuboids)
A rectangular prism is simply a box with sides that meet at right angles.
They are also called cuboids or rectangular boxes.
Many people call the three dimensions that we measure
“length,” “width,” and “height.” Here we’ll use “width,”
“depth,” and “height.”
The width will be the dimension that runs left to right.
The depth will be the dimension that points away from
you—into the paper, so to speak. The height will be
the dimension pointing “up” in the figure.
We can multiply to find the volume of a rectangular prism: The bottom layer has
5 × 2 = 10 cubes (the width times the depth). There are 3 layers, so we multiply the
result for one layer by 3 (the height) to get the total volume, which is 3 × 10 = 30 cubes.
Find the volume of a rectangular prism by multiplying its width, height, and depth.
1. Find the volume of these figures in cubic units by using multiplication.
a. b. c.
Figure width depth height VOLUME

a.
b.
c.
a. _______________________
2. Find the volume of the rectangular prisms in the exercise (1)
if they had one more layer of blocks added on top.
b. _______________________
c. _______________________
3. Design a box (give its width, height, and depth) with a volume of
a. 64 cubic inches
b. 1,200 cubic centimeters
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4. The picture shows an aquarium that is 1/4 filled with water.
a. Find the volume of the aquarium.
b. Find the volume in cubic centimeters of the water in it.
5. The volume of this box is 36 cubic inches.

If it is 6 inches wide and 2 inches tall, find the depth of the box.
6. John’s room is 12 ft × 18 ft, and it is 7 ft high. The family plans to lower the ceiling by 1 foot.
a. What will the volume of the room be after that?
b. How much volume (in cubic feet) will the room lose?
7. Optional. Measure the width, height, and depth of two dressers in your home.
Find out which one has the bigger volume.
8. A certain book’s dimensions are 8 in × 10 in × 3/4 in. Design a box that can contain
20 books (i.e., give its dimensions). Note: There are several ways to lay out the books
in a box —they can all be in one pile, in several piles, or standing up.
9. The inside measurements of Mary’s fridge are: 47 cm wide, 45 cm deep, and 87 cm tall.
a. Find the volume of the fridge in cubic centimeters.
b. We know that 1 inch = 2.54 cm. Using that, convert all the measurements
into inches and find the volume of Mary’s fridge in cubic inches.
Hint: First ask yourself, “Which unit is larger, an inch or a centimeter?” Then decide whether the
numbers in centimeters (47, 45, and 87) will get larger or smaller when you convert them into inches.
164
Comparing cubic units with other units of volume
In the traditional English system of measurement, there is no easy way to relate cubic inches or
cubic feet to cups, pints, quarts, and gallons. You have to rely on conversion factors from
mathematical tables.
But in the metric system there is an easy way! It is simply this:
1 ml = 1 cm3 (1 milliliter is 1 cubic centimeter.)

This relation allows us to calculate volumes using cubic centimeters and then easily to convert
those volumes into liters or milliliters.
10. Find the volume in liters. (Hint: First find it in milliliters.)
a. ___________ L b. ___________ L c. ___________ L
11. A milk carton measures 7 cm × 7 cm at the bottom and is 18 cm high.

How many milliliters less than 1 liter is its volume?
12. If the bottom of a milk carton has dimensions 7 cm × 7 cm, then what
should the height of the carton be to make its volume exactly 1 liter?
13. The volume of 1 cubic meter in cubic centimeters is
_______ cm ×_______ cm ×_______ cm = _______________ cm3.
Use this relation to help you figure out how many liters there are in one cubic meter.
14. A large rectangular water reservoir measures 3.5 m × 3.5 m × 2 m.

A family uses about 600 liters of water out of the reservoir each day.
If the reservoir starts full, then after how many days will it be empty?
165
Surface Area of a Rectangular Prism
Review: Space figures
This is a pyramid. It is a space figure, also called a
solid. Other solids that you know are the cube, the
cone, the rectangular prism, and the sphere (ball).
They are called “space figures” because they are not
flat objects on paper but reside in space, in three
dimensions.
A face of the solid is a flat “side” that has an area. An edge is the line segment where two faces meet.
A vertex is a corner where three or more edges meet.
This picture shows a flat figure, called a net, that can be

folded to form a space figure, in this case a cube.
A cube has six faces, and each face is a square. If we
find the total area of these six faces, we will have found
the surface area of the cube.
Let’s say that each edge of this cube measures 2 cm. Then one face would have an area of
2 cm × 2 cm = 4 cm2, and the total surface area of the six faces of the cube would be
6 × 4 cm2 = 24 cm2.
1. Can these patterns be folded into a cube? In other words, are they nets of a cube?
You can check your answers by copying the patterns on paper, cutting them out, and folding them.
a. b. c. d. e. f.
2. Each edge of a cube measures 4.5 cm.

Find its surface area.
3. The surface area of a cube is 96 square inches.

a. What is the area of one face of the cube?
b. How long is each edge of the cube?
c. Find the volume of the cube.
4. The volume of a cube is 27 cubic feet.

Find its surface area.
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5. Match each rectangular prism (1), (2), (3), and (4) with the correct net (a), (b), (c), and (d).
Again, if you’d like, you can copy the nets onto paper, cut them out, and fold them.
1. 2. 4.
3.
d.
a. c.
b.
6. Find the surface area of each rectangular prism above, if the edge of each little cube is 1 cm.
a. ________ cm2 b. ________ cm2 c. ________ cm2 d. ________ cm2
7. Find the surface area of each rectangular prism above, if the edge of each little cube is 2 cm.
a. ________ cm2 b. ________ cm2 c. ________ cm2 d. ________ cm2
8. Draw a net for these rectangular prisms.
a. b.
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A rectangular prism has six faces. Let’s find its surface area.
The two faces on the The two faces on the top The two faces on the front
ends are identical. Each and bottom are identical. and back are also identical.
of them has an area of Each has an area of Each has an area of
7 cm × 5 cm = 35 cm2. 9 cm × 7 cm = 63 cm2. 9 cm × 5 cm = 45 cm2.
So the total surface area is: 2 × 35 cm2 + 2 × 63 cm2 + 2 × 45 cm2

= 70 cm2 + 126 cm2 + 90 cm2 = 286 cm2.
To find the surface area of a rectangular prism, add together the areas of the top and
the bottom faces, the two faces at the ends, and the front and back faces.
9. Find the surface area of the prisms.
a.
b.
10. Annie wants to cover the sides of this box with one long piece of pretty
wrapping paper. She does NOT want to cover the bottom or the top.
a. What is the length and width of the piece of wrapping paper?
b. What is the area of the wrapping paper?
168
Pyramids, Prisms, Cylinders, and Cones
(Please use the printable cutouts for common solids provided at the back of the book.)
Pyramids
The bottom face of a pyramid is a polygon—any polygon—and its other
faces are always triangles. A pyramid is named by the shape of its bottom
face.
The pyramid on the right is called a pentagonal pyramid, because its bottom
face is a pentagon.
If the bottom face is a triangle, then it is a triangular pyramid. If the bottom face is a rectangle,
then it is a rectangular pyramid. If a square, then it is a square pyramid. If a hexagon, then it is a
hexagonal pyramid. And so on.
To find the surface area of any solid (including a pyramid), add the areas of all the faces.
1. a. What kind of pyramid can you build

with the net on the right?
b. Measure what you need from
the figure, and find the surface
area of the pyramid to the nearest
square centimeter.
You can copy the pattern on paper,

and then cut and fold it into a pyramid.
2. The sides of the bottom square of this square pyramid

measure 5.5 cm and the altitude of each of the triangles
is 8.6 cm. Find the surface area of the pyramid.
169
Prisms
A prism has two identical polygons as its top and bottom faces. These
polygons are called the bases of the prism. The bases are connected with
side faces that are parallelograms. (They could also be rectangles.)
Prisms, too, are named after the polygon used as the bases. For example, a triangular prism has
triangles as bases, and a pentagonal prism has pentagons as bases.
This figure on the left is often called a
rectangular prism. More specifically, it
is a right rectangular prism because all of
its angles are right angles.
This is to differentiate it from the figure on
the right, which doesn’t have right angles
and is called an oblique rectangular prism.
To draw a prism, first draw the two bases. Then connect the vertices with lines.
Cylinders
Cylinders are like prisms, only the bases have a rounded shape, like a circle or an ellipse.
To draw a cylinder, first draw the two bases.
Then connect them with two lines, one on either side.
The net of a cylinder consists of the two rounded shapes
for the bases and a parallelogram for the face that is
wrapped around the cylinder.
Cones
Cones have a circle (or ellipse) as a base and also another face that wraps
around the base and closes at a single vertex at the top. The net of a cone
consists of the circle or ellipse and a sector of a circle.
3. Name the solids.
a. b. c.
d. e. f. g.
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4. a. This is a quadrangular prism. Finish drawing it.
b. What polygon is used in the two ends of the prism?
5. What solids can be constructed from these nets?
a. b. c.
d. e. f.
6. The height of this box is 4 cm, its width is 15 cm,

and its depth is 10 cm.
Find the volume and the surface area of the box.
7. a. What solid can you build from this net?
b. Find its surface area
171
Similar Figures in a Coordinate Plane
The coordinates of the vertices of the little rectangle are:
(0, 0), (2, 0), (2, 1), and (0, 1).
If we multiply each x-coordinate and y-coordinate by 3, we get
the coordinates of the larger rectangle:
(0, 0), (6, 0), (6, 3), and (0, 3)
The larger rectangle has the same basic shape as the little
rectangle. It’s just larger. So we say that the two figures are
similar.
Two polygons are said to be similar if you can multiply the coordinates of the vertices of one
polygon by some number to get the coordinates of the vertices of the other polygon.
Similar polygons have the same basic shape, but they can be of different sizes.
1. Multiply all of the coordinates of the vertices of the figure by the given number.
Draw the resulting new, similar figure.
a. The vertices of the square have the coordinates:
( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )
These coordinates multiplied by 2 become:
( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )
b. The coordinates of the vertices of the triangle are:
( ___, ___ ) ( ___, ___ ) ( ___, ___ )
When multiplied by 2.5, these coordinates become:
( ___, ___ ) ( ___, ___ ) ( ___, ___ )
c. The quadrilateral has vertices with coordinates of:
( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )
These coordinates multiplied by 3 are:
( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )
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d. The vertices of this triangle have coordinates of:
( ___, ___ ) ( ___, ___ ) ( ___, ___ )
These coordinates multiplied by 2 become:
( ___, ___ ) ( ___, ___ ) ( ___, ___ )
e. This parallelogram has its vertices at the coordinates:
( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )
Multiply those coordinates by 1/2:
( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )
The number by which you multiply all the coordinates is called the scale factor.
Stretching a figure by a factor of 3 means that all of its coordinates are multiplied by 3.
Shrinking a figure by a factor of 3 means that all of its coordinates are divided by 3.
2. Write down the coordinates of the vertices of this

small triangle:
( ___, ___ ) ( ___, ___ ) ( ___, ___ )
Now, in the same coordinate grid, draw the resulting
triangles when you enlarge this triangle by scale factors
of 2, 3, 4, and 5.
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3. Draw a small polygon of your own here.
Use small numbers for the coordinates.
Now, in the same coordinate grid, draw

the figures that result when you enlarge your
polygon by the scale factors 2, 3, and 4.
Since a circle has no vertices, we can’t scale it by multiplying the

coordinates of its vertices. Instead, we use our scale factor to
multiply (1) the coordinates of the center point and (2) the radius.
For example, the little circle here has its center at (1, 1) and a
radius of 1. Multiplying those by 2, we get the larger circle with
its center at (2, 2) and a radius of 2.
ALL circles are similar: They have the same shape and differ only in size.
4. Draw a circle with its center at (1, 1) and

a radius of 1.
Draw the circles that result if you multiply
the center and the radius by scale factors
of 2, 3, 4, and 5.
Use a compass to draw them neatly.
Don’t “eyeball” them.
.
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5. Look carefully at the picture below, which
shows four nested figures:
Redraw this picture in the grid at the right,

enlarging it by a scale factor of 3.
6. Let’s call the small shaded rectangle in the grid at the

right “Rectangle 1.” Now, in the same coordinate
grid, draw the rectangles that you get by enlarging
Rectangle 1 by scale factors of 2, 3, 4, and 5. Let’s
call these new rectangles “Rectangle 2,”
“Rectangle 3,” and so on.
Now fill in this table:
rectangle side lengths perimeter area
1 1 and 2 6 2
2
3
4
5
Now let’s notice a few things:
The lengths of the sides of rectangle 2 are _____ times the lengths of the sides of rectangle 1.
The perimeter of rectangle 2 is _____ times the perimeter of rectangle 1.
The area of rectangle 2 is _____ times the area of rectangle 1.
Repeat these comparisons for rectangle 5. What do you notice?
175
A Little Bit of Problem Solving
1. Consider some squares that are numbered 1, 2, 3, and so on. Let the Square
sides of Square 1 be 2 m long, of Square 2 be 4 m long, of Square 3 Side Length Area
number
be 6 m long, and so on. Find their areas. Record them in the table
on the right. 1 2m 4 m2
2 4m
a. What is the area of the 11th square? 3 6m
4
b. What number square has an area that is 10,000 m2?
5
6
2. A wall is 16 feet high and 10 feet wide. It has one 3.5 ft x 4.5 ft window in it.
a. What is the area of the actual wall (not including the window’s area)?
b. The paint that you’re going to use covers 350 square feet per gallon.
How many quarts of paint do you need to paint the wall?
3. a. The highlighted area makes up what part of the whole design?

(Remember to simplify your fraction.)
b. A certain room measures 15 ft × 20 ft. What part of the floor

would a 5 × 4 ft carpet cover?
4. This aquarium’s dimensions are 2 ft × 1.5 ft × 1.5 ft.

How many cubic inches of water would fit in it?
5. Here are two designs for tiling a wall. What fractional part
of each design consists of the darker color?
a. b.
176
Review: Geometry
1. Measure all the angles of the triangles. Then classify the triangles.
a. Angles: _______ °, _______ °, _______ ° b. Angles: _______ °, _______ °, _______ °

Acute, obtuse, or right? Acute, obtuse, or right?
Equilateral, isosceles, or scalene? Equilateral, isosceles, or scalene?
2. a. Draw an isosceles triangle with 50° base angles and a 7 cm base side
(the one between the base angles).
b. Measure the top angle. It is _______ ° .
c. Find the perimeter of your triangle in millimeters.
3. a. What is this shape called?

b. Draw enough diagonals inside the shape to divide it into triangles.
c. Number each of the triangles.
d. Classify each triangle according to its sides (equilateral, isosceles,
scalene) and according to its angles (acute, obtuse, right).
4. Name the different types of quadrilaterals.
177
5. Name the quadrilateral that...
a. is a parallelogram and has four right angles
b. is a parallelogram and has four sides of the same length
c. has two parallel sides and two sides that are not parallel.
6. Draw a triangle whose vertices are at

(0, 0), (5, 0), and (7, 3).
Draw an altitude to the triangle.
Find its area.
7. Find the area of the quadrilaterals in square units.
a. b.
8. Find the area of the triangle in square centimeters.
9. Find the perimeter and area of this figure.

All measurements are in inches.
178
10. Find the area of the yellow shaded figure at the right.
11. a. Draw a circle with its center at (2, 3) and

with a radius of 2 units. Use a compass.
b. Enlarge the circle by a scale factor of 2.

Use (4, 6) as the center point.
12. What is the height of this box if its bottom dimensions are 2 cm × 4 cm
and its volume is 32 cubic centimeters?
13. Find the volume and the surface area of this rectangular prism.
14. What solids can you

build out of these nets?
a.
179
Chapter 8: Integers
Introduction
This short chapter is intended as an introduction to integers. We won’t study all the aspects of arithmetic
with integers yet—that will happen in 6th and 7th grades.
Integers are introduced using the number line to relate them to the concepts of temperature, elevation, and
money. Adding and subtracting integers is presented through several models. The two main models are
(1) movements along the number line and (2) positive and negative counters. With the help of these
models, students should not only learn the shortcuts, or “rules,” for adding and subtracting integers, but
also understand why these shortcuts work.
This new knowledge is then applied to the coordinate grid. Students learn to locate points in all four
quadrants and associate movements in the coordinate grid with addition and subtraction. Lastly, we once
again touch on the topic of functions. Not only is this last topic preparing students for pre-algebra and
algebra courses, but it’s also a really nice application of integer addition and subtraction.
This chapter does not cover absolute value or division of integers. Multiplication of integers is only
touched on in one of the coordinate grid lessons, and there only the case of a positive integer times a
negative integer. The topics left out are studied in 6th grade.

page span
Integers ........................................................... 182 2 pages
Addition and Subtraction as Movements ...... 184 3 pages
Adding Integers 1 .......................................... 187 3 pages
Adding Integers 2 .......................................... 190 2 pages
Subtracting Integers ....................................... 192 3 pages
Coordinate Grid ............................................. 195 2 pages
Movements in the Coordinate Grid ............... 197 2 pages
Functions Again ............................................ 199 3 pages
Review .......................................................... 202 2 pages
Color Chips Addition

The user drags positive or negative chips to the working area, then combines them in pairs to see the sum.
http://matti.usu.edu/nlvm/nav/frames_asid_161_g_2_t_1.html
Number Balls Game

Click on the rotating number balls in ascending order.
http:// themathgames.com/arithmetic-games/integers/order-positive-negative-integers.php
180
MathCar Racing
Outdrive Funbrain’s math car by getting the highest score and practice integer operations.
http://www.funbrain.com/osa/index.html
Choose Operation Game

Choose the range to include negative numbers in this fun game to get practice in how to add, subtract,
multiply, and divide integers.
http://www.homeschoolmath.net/operation-game.php
Color Chips Subtraction

Drag individual positive or negative chips or positive-negative chip pairs into working area as instructed,
then subtract them.
http://www.matti.usu.edu/nlvm/nav/frames_asid_162_g_2_t_1.html
Integers: Operations with Signed Numbers

Clear and cute presentations of the rules for integer operations, including “The Party in the Mathland” for
determining the sign of multiplication and division results. There is a link to practice exercises with
instant feedback.
http://amby.com/educate/math/integer.html
Space Coupe to the Rescue

By choosing a positive or negative number, the player controls the vertical position of a spaceship. If the
spaceship reaches the same vertical position as a virus pod, then the pod is destroyed.
http://pbskids.org/cyberchase/games/negativenumbers/index.html
Flashcards with Negative Numbers

Interactive flashcards at APlusMath.com.
http://www.aplusmath.com/Flashcards/sub-nflash.html
Adding Real Numbers at Explorelearning.com

An interactive “gizmo” that illustrates the addition of integers on a number line. It has an exploration
guide and assessment questions. It’s by subscription, but it has a free 30-day trial account.
http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=211
General Coordinates Game

Either type in the coordinates of a displayed point or enter coordinates and the applet will plot the point.
http://www.terragon.com/tkobrien/algebra/topics/orderdpairs/op.html
Graph Mole
A fun game about plotting points in the coordinate plane. Plot the points before the mole eats the
vegetables.
http://funbasedlearning.com/algebra/graphing/default.htm
Graphit
A graphing tool that plots both functions and ordered pairs.
http://www.shodor.org/interactivate/activities/graphit/index.html
181
Integers
When we continue the number line towards the left from zero, we come to the negative numbers.
The negative whole numbers are −1, −2, −3, −4, and so on.
The positive whole numbers are 1, 2, 3, 4, and so on. You can also write them as +1, +2, +3, etc.
Zero is neither positive nor negative.
Taken all together, the negative and positive whole numbers and zero are called integers.
Read −1 as “negative one” and −5 as “negative five.” Some people read −5 as “minus five.”
That is very common, and it is not wrong, but be sure that you don’t confuse it with subtraction.
Put a “−” sign in front of negative numbers. This sign can also be elevated: −5 is the same as −5.
We often need to put parentheses around negative numbers in order to avoid confusion with other
symbols. Hence, −5, −5, and (−5) all mean “negative five.”
Negative numbers are commonly used with temperature. They are also used to express debt.
If you owe $5, you write that as −$5. Another use is with elevation below sea level. For example,
just as 200 m can mean an elevation of 200 meters above sea level, −100 m would mean 100 meters
below sea level.
1. Write an integer appropriate to each situation.

a. Joe owes $48.
b. Jack earned $560.
c. A diver went 50 ft below sea level.
d. The temperature is 14 degrees Celsius below zero.
e. The team reached the altitude of 5,600 meters.
2. Joe owed $10. Then he borrowed $5 more. He made yet

another debt of $6. Then he paid off $9 of his debts. Write
an integer to express Joe’s money situation now.
3. The temperature changes from what it was before. Find the new temperature.
You can draw the mercury on the thermometer to help you.
before 2°C 4°C -3°C -3°C -10°C -5°C
change drops 5°C drops 8°C drops 2°C rises 5°C rises 6°C rises 7°C
now
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Which is more, −5 or −2?
Think of temperature: Which is warmer, −5°C or −2°C? Clearly −2°C is. Temperatures just get colder
and colder the more you move into the negative numbers.
Which is better, to owe $5 or to owe $2? It is better to owe only $2 because you can pay that off
easier.
Which is the higher elevation, 5 m below sea level or 2 m below? 2 m below sea level is higher.
On the number line, the number that is farther to the right is the greater number.
4. Compare. Write < or > between the numbers.
a. 8 −9 b. −2 2 c. 0 −7 d. −4 3 e. −5 -9
f. −10 −15 g. −28 0 h. 13 −13 i. −1 −11 j. −1 1
5. Which integer is ...

a. 3 less than −4 b. 3 more than −4 c. 5 less than 2 d. 2 more than −9
6. Find the number that is 3 less than ... a. 1 b. −8 c. −1
7. Order the numbers from the least to the greatest.
a. 4 −5 0 −6 b. −1 2 −5 1
c. −100 −8 −4 −7 d. 0 −9 2 −8
8. Find the difference between ...

a. −2°C and 1°C f. 6°C and −16°C
b. −5°C and 4°C g. −9°C and −21°C
c. −10°C and −8°C h. 3°C and 0°C
d. −20°C and −5°C i. 7°C and −7°C
e. −11°C and 15°C j. 0°C and −23°C
183
Addition and Subtraction as Movements
Suppose you are at 4. You jump 5 steps to the right. You end up at 9. We can write 4 + 5 = 9.
Now suppose you are at −4. You jump 5 steps to the right. You end up at 1. We can write −4 + 5 = 1.
1. Write an addition sentence (“equation”) to match the number line jumps.
a.
b.
c.
d.
2. Draw a number line jump for each addition sentence.
a. −9 + 6 = ______ b. −2 + 2 = ______
c. −4 + 7 = ______ d. −10 + 3 = ______
3. Write an addition sentence. Addition sentence:
a. You are at −2. You jump 6 to the right. You end up at ______.
b. You are at −4. You jump 5 to the right. You end up at ______.
c. You are at −7. You jump 2 to the right. You end up at ______.
d. You are at −10. You jump 4 to the right. You end up at ______.
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You are at 4. You jump 5 steps to the left. You end up at −1. We can write 4 − 5 = −1.
You are at −4. You jump 5 steps to the left. You end up at −9. We can write −4 − 5 = −9.
Notice: −4 − 5 = −9 means the same as (−4) − 5 = (−9). The parentheses around the negative
numbers make clear what those minus signs are for. The one other minus sign then clearly indicates
subtraction.
We can also use an elevated minus sign for clarity and write −4 − 5 = −9.
4. Write a subtraction sentence to match the number line jumps.
a.
b.
c.
d.
5. Draw a number line jump for each subtraction.
a. 2 − 6 = ______ b. 0 − 9 = ______
c. −1 − 3 = ______ d. −6 − 4 = ______
6. Write a subtraction sentence. Subtraction sentence:
a. You are at −2. You jump 6 to the left. You end up at ______.
b. You are at 4. You jump 9 to the left. You end up at ______.
c. You are at −1. You jump 5 to the left. You end up at ______.
185
Number line jumps with mixed addition and subtraction
The first number tells you where you start at.
Next comes the sign: a plus sign tells you to jump right, and a minus sign tells you to jump left.
Next comes the number of steps to jump.
Notice that the number of steps that you jump is not negative.
−3 + 6 means: −3 − 6 means:
Start at −3 and move 6 steps to the right. Start at −3 and move 6 steps to the left.
You end up at 3. You end up at −9.
You started out negative, but you moved towards You started out negative at −3 and ended up
the positives, and you ended up on the positive side! much more negative at −9.
7. Add or subtract. Think of the number line jumps.
a. 5 − 7 = b. −5 − 5 = c. −3 + 4 = d. −2 + 2 =
1−2= −4 − 1 = −2 + 7 = −10 + 4 =
4−8= −8 − 2 = −10 + 5 = −7 + 6 =
8. Find the number that is missing from the equations. Think of moving on the number line.
a. 4 − _____ = −4 c. −8 + _____ = −4 e. 4 − ___= −6 g. −3 + _____ = 5
b. 3 − _____ = −5 d. −6 + _____ =−1 f. 3 − ___= −8 h. −5 + _____ = 9
9. The expression −4 − 1 − 2 − 3 can also be thought of as a person making jumps on the number line.
Where does the person end up?
10. William had $3. He bought a book for $5 and a sandwich for $7. He paid what he could
and the clerk put the rest of the bill on his charge account with the store.
a. Write a math sentence to show the transaction.
b. How much in debt is William now?
What about adding or subtracting a negative number?

Here’s a way to think about 3 − (−2). Imagine you are standing at 3 to start with. Because of the subtraction sign, you turn to
the left and get ready to take your steps. However, because of the additional minus sign in front of the 2, you have to take
those steps BACKWARD—to the right! So, because you ended up taking those 2 steps to the right, in effect, you’ve just
performed 3 + 2.
Another example: Here’s a way to think about −4 + (−5). Imagine you are standing at −4 to start with. Because of the
addition sign, you turn to the right and get ready to move. But because of the additional minus sign in front of the 5, you
have to take those 5 steps BACKWARD. So you take those 5 steps to the left instead. In essence, you’ve performed −4 − 5.
(In the next lesson we will examine other ways to think about these situations.)
186
Adding Integers 1
Addition of integers can be modeled using counters.
We’ll use red counters with a “+” sign for positives and blue counters with a “−” sign for negatives.
This picture shows the addition, 2 + 3. There is This picture shows the addition, (−2) + (−3). We
one group of 2 positives and another group of 3 add negatives and negatives. In total there are five
positives. The sum is simply 5. negatives, so the sum is −5.
One positive counter and one negative counter cancel each other
because their sum is zero!
1 + (−1) = 0
2 + (−4) = −2
2 + (−2) = 0 3 + (−1) = 2
Now the negatives outweigh the
Two negatives and two Here, one “positive-negative” positives. Pair up two of each,
positives also cancel pair is canceled, and we are and there are still two negatives
each other. left with 2 positives. left.
1. Refer to the pictures to solve the equations.
a. 3 + (−5) = _____ b. 4 + (−3) = _____ c. (−5) + (−3) = _____
d. (−5) + 5 = _____ e. (−4) + 3 = _____ f. (−8) + 3 = _____
2. These equations contain all negative numbers. Solve them.
a. (−5) + (−5) = _____ b. (−2) + (−7) = _____ c. (−18) + (−5) = _____
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3. Write addition sentences (equations) to match the pictures.
a. b. c.
d. e. f.
g. h. i.
4. Rewrite these math sentences in symbols, and solve the resulting addition problems.
a. The sum of five negatives and ten positives.
b. Add −2 and −11
c. Positive 20 and negative 15 added together.
5. Think of the counters. Add.
a. 2 + (−6) = b. (−2) + (−6) = c. 4 + (−9) = d. 10 + (−20) =
(−2) + 6 = 2+6= 9 + (−4) = 20 + (−10) =
6. Find the number that is missing from the equations. Think of the counters.
a. 2 + _____ = −5 b. −4 + _____ = 3 c. −5 + _____ = −11
7. You can form four different addition expressions (sums) using 3 and 7
(in that order), and the plus and minus symbols.
a. Write those four expressions.
b. Write the expressions in order from the one
with greatest value to the one with least value.
188
A note on notation
We can write an elevated minus sign to indicate a negative number: −4.
Or we can write it with a minus sign and parentheses: (−4).
We can even write it without the parentheses if the meaning is clear: −4.
So −4 + −4 = −8 is the same as (−4) + (−4) = (−8), which is the same as −4 + (−4) = −8
You should write the parentheses if you have + and −, or two − signs, next to each other.
So don’t write “8 + − 4”; write "8 + (−4).” And don’t write “3 − −3”; write “3 − (−3).”
8. Think of the counters. Add.
a. 5 + 7 = b. (−5) + 7 = c. −4 + −4 = d. 12 + −1 =
(−5) + (−7) = 5 + (−7) = −4 +4= −12 + −1 =
9. Solve the problems, and observe the patterns.
a. 5 − 4 = b. −4 − 0 = c. −3 + 0 = d. −2 + 2 =
5−5= −4 − 1 = −3 + 1 = −2 + 3 =
5−6= −4 −2= −3 +2= −2 +4=

5−7= −4 −3= −3 +3= −2 +5=
5−8= −4 −4= −3 +4= −2 +6=
10. Complete the addition sentences, using one positive integer and one negative integer.
a. ___ + ___ = (−1) b. ___ + ___ = 0 c. ___ + ___ = 2
___ + ___ = (−1) ___ + ___ = 0 ___ + ___ = 2

___ + ___ = (−1) ___ + ___ = 0 ___ + ___ = 2
11. Write an addition or subtraction sentence to match the temperature change.
a. The temperature was −3°C. Then it rose 4 degrees. Now it is ______. −3 + 4 = 1
b. The temperature was −5°C. Then it rose 2 degrees. Now it is ______.

c. The temperature was −1°C. Then it rose 7 degrees. Now it is ______.
d. The temperature was 3°C. It dropped 4 degrees. Now it is ______.
e. The temperature was 5°C. It dropped 8 degrees. Now it is ______.
f. The temperature was −1°C. It dropped 5 degrees. Now it is ______.
189
Adding Integers 2
Comparing number line jumps and counters
We can think of −5 + (−3) as five negatives and three negatives, totaling 8 negatives or −8.
We also know that −5 − 3 is like starting at −5 and jumping three steps towards the left on
the number line, ending at −8.
Since both have the same answer, the two expressions −5 + (−3) and −5 − 3 are equal:
−5 + (−3) = −5 − 3
It is as if the + − in the middle is changed into a single − sign. This, indeed, is a shortcut!
Similarly, 2 + (−7) is the same as 2 − 7. Either think of having 2 positive and 7 negative
counters, totaling 5 negatives. Or, think of being at 2 and taking 7 steps to the left, ending at −5.
When solving integer problems, you may think of

number line jumps or of counters, whichever is easier.
1. Compare how −9 + 5 is modeled on the number line and with counters.

a. On the number line, −9 + 5 is like starting at ____, and moving ____ steps to the ________,
ending at ____.
b. With counters, −9 + 5 is like ____ negatives and ____ positives added together. We can
form ____ negative-positive pairs that cancel, and what is left is ____ negatives.
2. Solve.
a. 5 + −4 = b. 4 + −4 = c. −11 + 20 = d. 6 + −13 =
−5 −8= −9 −3= 2−6= 12 + −15 =
−5 −30 −9 + 3 = −50 −
+ 10 = + 20 = 20 =
3. Match the equations with the situations and complete the missing parts.
a. A diver was at the depth of 20 ft. Then he rose 15 ft. Now he is at _________ ft.
15 − 20 =
b. John had $15. He had to pay his dad $20. Now he has _____________. −15 + 20 =
c. John had a $15 debt. He earned $20. Now he has _____________.
−20 + 15 =
d. A ball was dropped from 15 ft above sea level; it fell 20 ft.
Now the ball is at _________ ft. 20 − 15 =
e. The temperature was 20°C and fell 15°. Now the temperature is _____ °C.
15 − 20 =
190
How do we solve 84 + (−54)? How do we solve −55 + 23?
There are 84 positives and 54 negatives, so Since there are 55 negatives and 23 positives, the
obviously the positives will “win” since there are negatives will “win” because there are more of
more of them. them.
We can make 54 positive-negative pairs that We can make 23 positive-negative pairs that
cancel each other out. The difference of 84 and 54 cancel each other out. The difference of 55 and 23
(which is 30) tells us how many positives are “left (which is 22) tells us how many negatives are
over” after canceling. “left over” after canceling.
That’s why 84 + (−54) = 30. Therefore, −55 + 23 = −22.
Difference is solved by subtracting. When you add a positive number to a negative number, you
always end up subtracting the “plain numbers.” The final sum is negative if there were more negatives
to start with and positive if there were more positives.
4. Fill in: To solve (−92) + 31, first check: Are there more positives or negatives? __________________
Find the difference between the “plain” numbers 92 and 31: _______. So the final answer is ________.
5. Solve.
a. 62 + (−63) = c. (−102) + 60 = e. 24 + (−70) =
b. (−25) + 55 = d. 40 − 56 = f. −79 + 31 =
Adding three or more integers

Let’s solve 4 + (−8) + 5. It makes sense
to add the positive 4 and 5 together first.
We get 9. Then, we add 9 to the negative 8: 9 + (−8) = 1.
You could also have added the numbers in order: First 4 + (−8) = −4, and then −4 + 5 = 1.
But that method is slower when you have a lot of numbers.
(−4) + (−2) + 4 + (−5) = ?

First add all the negatives: (−4) + (−2) + (−5) = −11. Then, add −11 and 4: −11 + 4 = −7.
6. Add and solve the riddle.

A: 5 + 4 + (−3) = G: (−5) + 6 + (−1) =
E: (−5) + (−3) + 2 = Y: −5 + 7 + (−4) =
O: 3 + (−7) + 4 + 2 = R: (−1) + (−2) + (−4) =
U: (−5) + (−1) + 2 + (−4) =
−2 +2 −8 −7 +6 0 −6
What goes up but never
comes back down?
191
Subtracting Integers
Subtracting a negative integer:
What is 2 − (−4)? And how about (−4) − (−3)? Let’s look at this kind of expression in several different
ways:
1. Subtraction as a difference:
To find the difference between 76 and 239, you subtract 329 − 76 = 253 (the smaller-valued number
from the bigger-valued one). If you subtract the numbers the other way, 76 − 329, the answer is −253.
By the same analogy, we can think of 2 − (−4) as meaning the difference between 2 and −4.
From the number line we can see it is 6.
(−4) − (−3) could be the difference between −4 and −3, except it has the larger number, −3, subtracted
from the smaller number, −4. If we turn them around, (−3) − (−4) would give us the difference
between those two numbers, which is 1. (−4) − (−3) would then be −1.
2. Subtracting a negative number as a number line jump:

2 − (−4) is like standing at 2 on the number line, and getting ready to subtract, or go to the left.
But, since there is a minus sign in front of the 4, it “turns you around” to face the positive direction
(to the right), and you take 4 steps to the right instead. So, 2 − (−4) = 2 + 4 = 6.
(−4) − (−3) is like standing at −4, ready to go to the left, but the minus sign in front of 3 turns you
“about face,” and you take 3 steps to the right instead. You end up at −1.
3. Subtraction as “taking away”:

Here’s yet another way, using counters. (−4) − (−3) means we start with 4 negative
counters, and then we take away 3 negative counters. That leaves 1 negative, or −1.
2 − (−4) cannot easily be modeled that way, because
it is hard to take away 4 negative counters when we do
not have any negative counters to start with. But you
could do it this way:
Start out with 2 positives. Then add four positive-negative
pairs, which is just adding zero! Now you can take
away four negatives. You’re left with six positives.
Two negatives make a positive!

You’ve probably already noticed that, any way you look at it, we
can, in effect, replace those two minuses in the middle with a + sign.
In other words, 2 − (−4) has the same answer as 2 + 4.
And ( −4) − ( −3) has the same answer as (−4) + 3.
It may look a bit strange, but it works out really well.
192
1. Write the difference between the two numbers as a subtraction sentence. Solve the difference, thinking
of the number line. Remember to subtract the smaller number from the bigger number.
Solve the difference between:
a. 4 and −5 b. −2 and −5 c. −3 and 10
2. Write a subtraction sentence to match the pictures.
a. b.
3. Solve.
a. −7 − (−3) = b. (−4) − (−6) = c. 10 − (−14) =
7 − (−3) = 4 − (−6) = −10 + 14 =

−7 + (−3) = −4 − 6 = −10 − 14 =
7 + (−3) = 4−6= 10 + (−14) =
4. Write an addition sentence or a subtraction sentence to match the number line movements.
a. You are at −3. You jump 5 steps to the left.
b. You are at −3. You get ready to jump 5 steps to the left,
but turn around at the last minute and jump 5 steps to the right instead.
5. Try these subtractions. First, change each double minus “− −” into a plus sign. Solve from left to right.
a. 5 − (−3) − (−2) = b. 5 + (−3) − (−2) =
c. −5 − (−1) − (−5) = d. 5 − (−3) + (−2) =
a. b.
6. Connect with a line the
expressions that are equal 8 − (−3) 8−3 −7 + 3 −7 + (−3)
(have the same answer).
8 + (−3) 8+3 −7 − 3 −7 − (−3)
193
7. The tables list Robert’s income Date Income Date Expenses
(money he earned) and expenses
(money he spent) during the month April 3 $20 cleaning yard April 3 $7 in purchases
of April. $12 selling home- April 4 $11 in purchases
April 12
made cookies
Write an addition sentence using April 12 $5 in purchases
positive and negative integers so that April 22 $20 birthday gift
the sum will tell how much money April 15 $7 in purchases
Robert either gained or lost April 26 $26 in purchases
during April. Solve it.
8. Solve.
a. (−81) + 150 = b. 77 − 90 = c. −82 + (−205) =
9. Write an addition or subtraction sentence with integers to match these situations:
Situation Addition or Subtraction Sentence
Ernest bought groceries on credit three times: once

for $95, another time for $50, and a third time
for $120. Now, Ernest’s total debt is $265.
Helen owed $50 but her debtor wrote off $15 of

her debt, so she only owes $35 now.
A submarine was at 400 feet below the surface.

It rose 150 feet. Now it is 250 feet below the surface.
The temperature was 1.5°C but during the night

it dropped 5 degrees to 3.5°C below zero.
10. Here’s an old riddle. Solve the math problems to uncover the answer.
E −7 + ____ = −12 A ____ + 8 = −2 I −14 − (−5) =
Q 8 − (−4) =____ U 5 + (−9) = ____ C ____ + 4 = −2

K 10 − ____ = 12 R −4 − ____ = −9 W ____ + (−1) + (−2) = 0
A −7 − 3 = ____ E −9 − (−4) = S −2 + (−5) + (−5) = ____
What do you call a duck that gets all "A’s" in school?
−10 3 −9 −12 −5 12 −4 −10 −6 −2 −5 5
194
Coordinate Grid
This is the coordinate grid or coordinate

plane. We have extended the x-axis and
the y-axis to include negative numbers
now. The axes cross each other at the
origin, or the point (0, 0).
The axes divide the coordinate plane into
four parts, called quadrants. Previously
you have worked in only the so-called
first quadrant, but now we will use all
four quadrants.
The coordinates of a point are found in
the same manner as before. Draw a
vertical line (either up or down) from the
point towards the x-axis. Where this line
crosses the x-axis tells you the point’s x-
coordinate.
Similarly, draw a horizontal line (either
right or left) from the point towards the y-
axis. Where this line crosses the y-axis
tells you the point’s y-coordinate.
We list first the point’s x-coordinate and then the y-coordinate, P(x,y). Look at the examples in the
picture.
1. Write the x- and y-coordinates of the points.
A ( ____ , ____ )
B ( ____ , ____ )
C ( ____ , ____ )
D ( ____ , ____ )
E ( ____ , ____ )
F ( ____ , ____ )
G ( ____ , ____ )
Self-check: Add the x-coordinates of
all points. You should get −7.
195
How to draw a point Remember:
1. First travel along the x-axis to the number of If the point is on the x-axis, then its
the x-coordinate. y-coordinate is zero.
2. Travel up or down the number of units of If the point is on the y-axis, then its
the y-coordinate. x-coordinate is zero.
Naturally, if the y-coordinate is positive, you travel up.
If it is negative, you travel down.
2. Plot the following sets of points. Connect

them with line segments to form figures.
Which figures are formed?
a. (−2, 4), (2, 4), (−2, 0), (2, 0)
b. (−6, −6), (−5, −5), (−2, −5), (−3, −6)
c. (2, −5), (3, −2), (5, −2), (8, −5)
d. (−6, 0), (−3, 4), (0, 0)
3. Find the area of the triangle whose

vertices are at (−1, 6), (−1, 2),
and (−5, 3).
196
Movements in the Coordinate Grid
1. In the grid at the right, the point (−6, 5) moves
four units to the right. It ends up at (−2, 5).
Now move these points four units to the right:
(−5, 1) ( ____ , ____ )
(−2, −3) ( ____ , ____ )
(3, −7) ( ____ , ____ )
How do the x-coordinate and the
y-coordinate of the points change as
they move 4 units to the right?
______________________________
______________________________
______________________________
2. Move the following points four units to the left:

(−5, 1) ( ____ , ____ ); (−2, −3) ( ____ , ____ ); (3, −7) ( ____ , ____ )
How do the x-coordinate and the y-coordinate of the points change as they move 4 units to the left?
_____________________________________________________________________________
3. Make up example points and investigate:

a. How do the x-coordinate and the y-coordinate of a point change as it is moved 4 units up?
____________________________________________________________________________
b. How do the x-coordinate and the y-coordinate of a point change as it is moved 4 units down?
____________________________________________________________________________
4. Write the coordinates of the new points based Point Direction New point
on the directions in the box on the right.
(1, 1) 10 units down
5. The point (−15, 10) is moved 8 units to the right (20, −3) 6 units left
and 3 units down. What are its new coordinates?
(−20, 7) 10 units right
(−2, −2) 12 units down
6. a. A point at (10, 10) ends up at (−12, −8).
Describe the movement that took place.
b. The point (−10, 5) is moved to (2, −6).

Describe the movement that took place.
197
7. a. Plot the following points: (−6, 5),
(−5, 3), (−3, 3), (−1, 4), (−2, 5).
Then connect the points with line
segments in the order they are given.
b. For each point above, change the

x-coordinate into its opposite.
That means that −5 changes to 5,
1 changes to −1, and so on.
Don’t change the y-coordinates.
c. Plot these new points. Connect them

the same order. What do you notice?
8. For each of the original points (−6, 5), (−5, 3), (−3, 3), (−1, 4), (−2, 5), change the y-coordinate into its
opposite number. Plot these new points. Connect them in the same order. What do you notice?
When we change the x-coordinate of a point into its opposite, without changing
the y-coordinate (as in problem 7), the point gets reflected or mirrored in the y-axis.
When we change the y-coordinate of a point into its opposite, without changing
the x-coordinate (as in problem 8), the point gets reflected or mirrored in the x-axis.
9. a. Draw a trapezoid with vertices of

(4, 2), (7, 2), (8, 6), and (5, 6).
b. Now mirror it in the y-axis.
c. Move the vertices you marked in part (b)

5 units down. What are the coordinates
of the vertices now?
10. Anne drew a secret figure. She moved it

2 units up, and then she mirrored it in the
x-axis. Its vertices are now at: (−7, −7),
(−4, −3), and (−2, −6).
What were the coordinates of the original
vertices?
198
Functions Again
On the grid we have plotted the points from the function
y = x + 1 where x is an integer and varies from −4 to 4.
x −4 −3 −2 −1 0 1 2 3 4
y −3 −2 −1 0 1 2 3 4 5
Since the values of x vary, we call x a variable.
For each x, we calculate the value of y using the rule,
y = x + 1.
The points are all located on the same line. They are
co-linear. All of the exercises in this lesson will deal
with co-linear points. If we were to include division
and other operations, we would get other kinds of
patterns as well.
1. Plot the points from the functions on the coordinate grid.

a. The rule is: y = x + 2 and x is an integer,
varying from −6 to 6.
x −6 −5 −4 −3 −2 −1
y
x 0 1 2 3 4 5 6
y
b. The rule is: y = 4 − x and x is an integer,

varying from −4 to 9.
x −4 −3 −2 −1 0 1 2
y
x 3 4 5 6 7 8 9
y
2. Write a rule (an equation) that shows how x and y are related mathematically.
x −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
y 18 17 16 15 14 13 12 11 10 9 8 7 6
199
Multiplying negative numbers
To multiply 2 × (−3), think of repeated addition:
2 × (−3) = (−3) + (−3) = −6
3 × (−5) 5 × (−1)
= (−5) + (−5) + (−5) = −15 = (−1) + (−1) + (−1) + (−1) + (−1) = −5
3. Multiply.
a. 5 × (−6) = _____ b. 3 × (−1) = _____ c. 4 × (−5) = _____ d. 2 × (−9) = _____
4. Plot the points from the functions on the coordinate grid. In all of these, x is an integer.
a. The rule is: y = 2x, and x varies from −6 to 6.
(Remember, 2x means 2 times x)
x −6 −5 −4 −3 −2 −1
y
x 0 1 2 3 4 5 6
y
b. The rule is: y = 3x − 2, and x varies from

−3 to 5.
x −3 −2 −1 0 1 2
y
x 3 4 5
y
c. The rule is: y = 6 − 2x, and x varies from

−3 to 9. (Remember to multiply first, then
subtract.)
x −3 −2 −1 0 1 2 3
y
x 4 5 6 7 8 9
y
200
5. a. Write the number pairs of this function in the table.
x
y
b. Write an equation that relates x and y.
6. a. Draw lines to match the equations with the

written rules that describe each function.
Equations: Rules:
y=x No matter what x is,
y is always 3.
y=x−3 Number y is three
less than x.
y=3 Number y is the
difference of 3 and x.
y=3−x Number y is always
the same as number x.
b. Plot the functions given in part (a) when x is

an integer and varies from −5 to 5. You can
use different colors for the different functions.
c. Find any points that belong to more than one

of the functions. List the points along with the
functions that they belong to.
See if you can plot the points from

the function y = (½)x, where x is
an integer and varies from −9 to 9.
201
Review
1. Let’s look at some more temperature changes. Find the new temperature.
Before: 3°C 2°C −3°C −10°C −12°C 0°C
Change: dropped 4°C dropped 6°C dropped 3°C rose 5°C rose 3°C dropped 7°C
Now:
2. Compare. Write < or > between the numbers.
a. 5 −6 b. −4 −3 c. −6 0 d. −4 1 e. −11 −3
3. Identify the integer that is ...

a. 2 less than −7. b. 5 more than −4. c. 4 less than 1. d. 7 more than −11.
4. Write an addition sentence to match the picture.
a. b. c.
5. Draw a number line jump for each addition or subtraction problem, and use it to solve the problem.
a. −7 + 3 = ______
b. −2 + 7 = ______
c. 2 − 5 = ______
d. −3 − 7 = ______
202
6. Add.
a. 5 + (−6) = c. 2 + (−12) = e. 5 + (−6) + (−1)=
b. (−7) + 5 = d. (−7) + (−7) = f. 3 + (−4) + 5 =
7. Add and subtract.
a. 5 − (−6) = c. 3 − 9 = e. 2 − 5 + 8=
b. (−7) − 5 = d. −7 − (−7) = f. −3 + 9 − 4 =
8. Write the number that is missing from the equations.
a. 2 + _____ = −7 b. (−5) + _____ = −9 c. (−2) + _____ = 4
9. Write an equation using integers to match the situations, and complete the missing parts.
a. A submarine was at the depth of 150 ft. Then it rose 70 ft.

Now it is at a depth of _________ ft.
b. Michael owed $150. Then he paid off $70 of his debt.

Now he owes _____________.
c. Annie owed $150. Then she spent another $70. Now she
owes ______________.
d. The temperature of the nitrogen was 70°C. It fell 150°C.

Now its temperature is ____ °C.
10. Plot the following points and join them with

line segments: (1, −2), (4, −2), (2, 1), (5, 1).
What is the figure that is formed?
Find its area.
11. Three vertices of a rectangle are at (−6, −3),

(−1, −3), and (−1, 0).
a. Where is the fourth vertex?
b. Move each vertex of the rectangle three

units up and one unit right.
Draw the resulting rectangle.
203
Chapter 9: Percent
Introduction
In this chapter we study the basics of percent. The whole chapter is intended as an introduction to the
concept of percent. These topics will be studied again, and in more depth, in the sixth grade.
We start out by learning what percent means, by writing percents as decimals and as fractions, and by
writing fractions as percents. These conversions tie in very closely with earlier lessons about converting
fractions to decimals.
Next we learn how to find a certain percentage of a number. The emphasis is on mental math methods;
otherwise the student might start relying on a calculator or on a memorized rule without understanding the
underlying concept.
After some more practice with the basics of percent, students also get to study a comparison of ratios,
fractions, and percent.
Although a calculator is certainly handy for calculating percent problems, in this chapter the use of a
calculator is allowed only in a few problems in the lessons, Practice with Percent and Ratios, Fractions,
and Percent. The reason is that the student needs to understand the concepts first before being allowed to
rely on a calculator.

page span
Percent ......................................................... 206 3 pages
Percent of a Number .................................... 209 3 pages
Percent and Fractions with a Diagram ......... 212 1 page
Practice with Percent .................................... 213 2 pages
Ratios, Fractions, and Percents ..................... 215 3 pages
Review ......................................................... 218 1 page
204
Comparing Fractions, Decimals, and Percentages

Fact sheets, a nice pair-matching game, an online quiz, and printable worksheets.
http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/comparingall3/index.shtm
Virtual Manipulatives: Percentages

An interactive tool where the student can fill in any two of three “boxes” (for the whole, the part, and the
percent), and the app will calculate what should be in the remaining box and show the result visually in
two different ways.
http://matti.usu.edu/nlvm/nav/frames_asid_160_g_2_t_1.html
Meaning of Percent; Writing Fractions as Percents; Percents and Proportions

Free percent lessons from Math Goodies. Their CD has many more.
http://www.mathgoodies.com/lessons/vol4/meaning_percent.html
http://www.mathgoodies.com/lessons/vol4/fractions_to_percents.html
http://www.mathgoodies.com/lessons/percent/proportions.html
A Conceptual Model for Solving Percent Problems

An explanation of how to use a 10 × 10 grid to explain the basic concept of percent and also to solve
various types of percent problems.
http://illuminations.nctm.org/LessonDetail.aspx?id=L249" target=
Penguin Waiter
A simple game to calculate the correct tip to leave the penguin waiter.
http://www.funbrain.com/penguin/
205
Percent
Percent (or per cent) means a hundredth part.
The symbol for percent is %.
Therefore, 1% means 1/100 or one hundredth,
and 4% means 4/100 or four hundredths.
The words “per cent” actually mean “per hundred” in Latin.
45
45% = = 0.45
Since percents are just hundredth parts, we can very easily 100
write them as fractions and as decimals. 7
7% = = 0.07
100
1. Write the shaded part and the unshaded part both as fractions and in percent.
a. b.
Shaded Unshaded Shaded Unshaded
= ____% = ____% = ____% = ____%
2. Write as percents, fractions, and decimals.
20
a. 20% = = 0.2 b. 13% = = _____ c. ___% = = 0.97
100
8
d. 40% = = _____ e. ____% = = _____ f. ____% = = 0.02
100
3. Typically twenty-four out of every 100 patients in River Creek hospital are children.
a. What typical percent of the patients are not children?
b. How many child patients would you expect to find in a group of 300 patients?
206
Other fractions as percents
What part of the pencils are short? Let’s rewrite 3/5 with a denominator of 100
using the method for equivalent fractions:
× 20
3 60 Now we can write 60/100 as 60%.

=
5 100 So 60% of the pencils are short.
Three out of five, or 3/5 of them are short.
× 20
4. Write what part of the rectangle is shaded and what part is unshaded, both as fractions and in percent.
a. b. c.
Shaded: = ____% Shaded: = ____% Shaded: = ____%
Unshaded: = ____% Unshaded: = ____% Unshaded: = ____%
5. Write what part of the pencils are short, both as a fraction and as a percent. Use equivalent fractions.
a. = = ____% b. = = ____% c. = = ____%

100 100 100
6. Write each fraction as a percent. First change the fractions into equivalent fractions with denominators
of 100.
2 7 8
a. = = _____% b. = = _____% c. = = _____%
10 100 20 100 10 100
17 4 1
d. = = _____% e. = = _____% f. = = _____%
20 100 25 100 5 100
207
Change any fraction to a percent
To write 1/6 as a percent, you can either: 0 1 6.6 6
6 )1 0 0.0 0
Divide 1 ÷ 6 using long division or calculator. You will get 6
a decimal number. Express that as a percent. OR, 40
Find 1/6 of 100%; in other words divide 100 ÷ 6. -36
Then your answer is already a percent. 40
-36
Dividing 100 ÷ 6, we get 16.666... 40
Rounded to the nearest whole percent, that is 17%. Rounded -36
to the nearest tenth of a percent, that is 16.7%. 4
How many percent would 2/6 be?

How about 5/6?
7. Write the fractions as percents. Use long division in your notebook. Round your answers to the nearest
tenth of a percent.
a. = ____% b. = ____% c. = ____%
8. Write the fractions as percents. Round your answers to the nearest whole percent.
a. About 1/5 of the United States population is 14 years old or younger.
b. About 2/3 of the United States population is between 15 and 64 years old.
c. About 13/100 of the United States population is 65 years old or older

(2009 estimates from CIA The World Factbook)
9. Write the percents as decimals and as fractions. Simplify the fractions to lowest terms.
a. The Atlantic Ocean covers approximately 20% of the Earth’s surface.
b. The Pacific Ocean covers about 32% of the Earth’s surface.
c. About 60% of the world’s population lives in Asia.
d. About 6% of the world’s population lives in South America.
208
Percent of a Number
100% of something means all of it. 1% of something means 1/100 of it.
To calculate a percentage of some quantity, we use the same method as when we calculate a fractional
part of that quantity because percent simply means a hundredth part. Therefore, percentages are just
fractions.
How much is 1% of 200 kg? This means how much is 1/100 of 200 kg? It is simply 2 kg.
To find 1% of something (1/100 of something), divide by 100.

Remember how to divide by 100 mentally: Just move the decimal point two places to the left.
For example, 1% of 540 is 5.4. And 1% of 8.30 is 0.083.
To find 2% of some quantity, first find 1% of it, and double that.

For example, let’s find 2% of $6. Since 1% of 6 is $0.06, then 2% of 6 is $0.12.
To find 10% of some quantity, divide by 10.

Why does that work? 10% is 10/100. And, 10/100 is equal to 1/10. So we just find 1/10 of a quantity!
For example, 10% of 340 people is 34 people.
Can you think of a way to find 20% of a number? (Hint: Start with finding 10% of the number.)
1. Find 10% of these numbers.
a. 900 _______ b. 167 _______ c. 50 _______ d. 3 _______
2. Find 1% of these numbers.
a. 900 _______ b. 167 _______ c. 50 _______ d. 3 _______
3. Fill in the table. Use mental math.
percentage / number 400 60 78 8 4.1
1% of the number
2% of the number
10% of the number
20% of the number
209
4. Fill in this guide for using mental math with percent:
Mental Math and Percent of a Number
1
50% is . To find 50% of a number, divide by _____. 50% of 244 is ______.
2
1
10% is . To find 10% of a number, divide by _____. 10% of 47 is ______.
1
1% is . To find 1% of a number, divide by _____. 1% of 530 is ______
To find 20%, 30%, 40%, 60%, 70%, 80%, or 90% of a number, 10% of 120 is _____.
First find ____% of number and 30 % of 120 is _____.

then multiply by 2, 3, 4, 6, 7, 8, or 9. 60 % of 120 is _____.
5. Find percentages. Use mental math.
a. 10% of 60 kg ________ b. 10% of $14 ________ c. 10% of 5 mi ________
20% of 60 kg ________ 30% of $14 ________ 40% of 5 mi ________
d. 1% of $60 ________ e. 10% of 110 cm ________ f. 1% of $1,330 ________
4% of $60 ________ 70% of 110 cm ________ 3% of $1,330 ________
90% of a quantity 25% of a quantity

First find 10% of the quantity and then 25% is the same as 1/4. So to find
subtract that 10% from 100% of it. 25% of a quantity, divide it by 4.
12% of a quantity 75% of a quantity

First find 10% of it. Then find 1% of it, and use that 1% 75% is 3/4. First find 1/4 of the
to find 2% of it. Lastly, add the 10% and the 2%. quantity and multiply that by 3.
6. Fill in the mental math method for finding 12% of $65.

10% of $65 is $________. 1% of $65 is $________. 2% of $65 is $________.
Lastly, add to get 12% of $54: $________ + $________ = $________
7. Fill in the mental math shortcut for finding 24% of 44 kg.

25% of 44 kg is _______ kg. 1% of 44 kg is ________ kg.
Subtract _______ kg − _______ kg = _______ kg
210
8. Find percentages of the quantities.
g. 50% of 26 in. ________ h. 25% of 40 ft ________ i. 80% of 45 m ________
g. 75% of $4.40 ________ h. 90% of 1.2 m ________ i. 25% of 120 lb ________
9. Identify the errors that these kids made. Then find the correct answers.
a. Find 99% of $55. b. Find 6% of $1,400.

Peter’s solution: Patricia’s solution:
1% of $55 is $0.55. 1% of $1,400 is $1.40. So, 6% is
So subtract 100% − $0.55 = $99.45 six times that, or $8.40.
10. David pays a 20% income tax on his $2,100 salary.

How many dollars is the tax?
How much money does he have left after paying the tax?
11. Nancy pays a 25% income tax on her $2,880 salary.

How how many dollars is the tax?
How much money does she have left after paying the tax?
12. The doctor says that Cindy should lose at least 10% of her weight.
She weighs 180 lb now.
a. How much would she weigh if she lost 10% of her weight?
b. How much would she weigh if she lost 20% of her weight?
13. 1% of Mom’s paycheck is $22. How much is her total paycheck?
14. From her cell phone bill, Hannah sees that of the 340 text messages
she sent last month, 15% were sent during the night with a cheaper rate.
How many messages did Hannah send during the day?
15. A college has 1,500 students, and 12% of them ride the bus.
Another 25% walk to the college.
How many students don’t do either?
211
Percent and Fractions with a Diagram
A simple diagram can keep you from getting confused with fractions, percents, and actual quantities.
13 out of 20 children in the class are wearing
red today. How many percent of the children are
wearing red today?
Each child is one “block” in the diagram. The
whole diagram represents 20 children, and also represents 100%. So, one child represents 5%.
Therefore, 13 children would represent 65% of the total. 65% of the children are wearing red.
1. Let’s say that 5% of the 40 participants in an event came late.

Now, think carefully. Which of the following are right?
5/40 of the participants came late OR 5/100 of the participants came late.
2 participants came late OR 5 participants came late.
Draw bar diagrams to represent the situations in problems 2-4 and use them to help you solve the problems.
2. Alberto spent 70% of the $25 he had.

How much money does he have left?
3. A farmer planted 5 of his 6 acres of land with wheat.

What percent of his land did he plant in wheat?
(Round your answer to a tenth of a percent.)
4. Greg sold 60% of the 15 movies he had.

How many movies does he have left?
212
Practice with Percent
Questions that ask “What percent ...?”
Asking “What percent?” is the same as asking “How many hundredth parts?”
We can solve these questions in a two-part process:
1. First find out the part that is being asked for as a fraction. The denominator probably won’t be 100.
2. Convert that fraction to a percent (a fraction with a denominator of 100).
Example. What percent of a 15-ft tree is a little 11-inch sapling?

1. Find out what part of a 15-ft tree an 11-inch sapling is. We can’t compare the two unless we
express the heights in the same units. 15 ft is 180 in. So the 11-inch sapling is an 11/180 part
of the 15-ft tree.
2. Write 11/180 as a percent. Using a calculator 11 ÷ 180 = 0.06111..., which is a decimal, not yet
a percent. As a percent, 0.061 is 6.1% or, rounded to one decimal, 6.1%.
Questions like “What is 70% of $382?”

Here you already know “what percent” it is (70%). You just need to find 70% of the quantity. Since
percents are fractions, finding a certain percent is the same as finding that fractional part.
Since 70% as a fraction is 70/100, which is 7/10, we simply need to find 7/10 of $382.
First find 1/10 of $382, which is $38.20. Then multiply that by 7 to get 7 × $38.20 = $267.40.
All the mental math tricks for finding 1%, 10%, 25%, 50%, and 75% of a number apply here!
1. a. Find 10% of $50.
b. What percent of $50 is $10?
2. a. Evelyn is 3 ft 9 in and Mary is 5 ft 2 in.

What percent of Mary’s height is Evelyn’s height?
b. Jacqueline is 90% of the height of her father, who is 6 ft 3 in tall.

How tall is Jacqueline?
3. a. Jenny ate 64% of 25 cookies in a package.

How many cookies did Jenny eat?
b. Jared ate 6 cookies of the 25 in the package.

What percent of the cookies did Jared eat?
213
4. Use mental math to fill in the missing numbers:
a. Jack made 17 shots out of 20 tries. b. Jack made shots on 56% of 50 tries.
Jack made shots on , or _____%, of his tries. Jack made ________ shots in total.
c. Of 25 women surveyed, 68% like chocolate. d. 42 out of 200 respondents voted for Mr. X.
Of those 25 women, ______ like chocolate. _____% of the respondents voted for Mr. X.
e. In a load of 1,000 boxes, 620 contained f. Out of 50 participants in an event,

books. 14% came late.
_____% of the boxes contained books. So, ______ participants came late.
5. Two college students, Peter and Jake, share a room. The rent is $450 per month, and they
share the rent equally. Peter earns $900 a month, and Jake earns $1,350.
a. Without calculating, determine which boy has to use a bigger part of his earnings to pay the rent.
b. Now find what percent of his earnings each boy uses for the rent.
6. a. Without calculating, determine which is more money: 11% of $402 or 12% of $298?
b. Estimate the approximate difference between the two amounts.
7. The Roberts family drove a 1,200-mile trip in four days. On the To calculate the average
first day they drove 340 miles, on the second day 280 miles, on of several numbers:
the third day 400 miles, and on the fourth day the rest of the way. Add all the numbers.
Divide the sum by however
a. Find their average mileage per day.
many numbers there were.
b. For each day, find what percent of the total trip they drove.
c. Suppose the family had divided the trip into four equal portions
and driven the same distance each day. What percent of the
total trip would they have driven each day?
Joe spent 78% of his money, and now he has $44 left.
How much did Joe have to begin with?
214
Ratios, Fractions, and Percents
There are three white and two red balls in the group at the right.
We can use ratios, fractions, or percents to describe the balls.
Ratios: Fractions:
The ratio of white balls to red balls is 3:2. 3
The ratio of red balls to white balls is 2:3. of the balls are white.
5
The ratio of white balls to all balls is 3:5. 2
of the balls are red.
The ratio of red balls to all balls is 2:5. 5
Percent:
What percent of the balls are white? Write the fraction 3/5 with a denominator 100:
3 60
= . So 60% of the balls are white. The rest, or 40%, are red.
5 100
2. Write the ratios. Then write them as fractions and as percents. Do not use a calculator on this page.
a. b.
The ratio of white triangles to The ratio of colored squares
all triangles is _____ : ______. to all squares is _____ : ______.
of the triangles are white. of the squares are colored.
_____% of the triangles are white. _____% of the squares are colored.
2. A jar contains 16 red marbles and 40 white marbles.

a. What fraction of the marbles are red? Reduce your fraction to lowest terms.
b. What percent of the marbles are red?
3. The ratio of roses to tulips in a bouquet is 1:3.

a. What fraction of the flowers are tulips?
b. What percent of the flowers are tulips?
4. Another bouquet has carnations and tulips in a ratio of 7:3.

What percent of the flowers are carnations?
215
Here, the ratio of squares to triangles to circles is 2 : 2 : 3.
3
The ratio of circles to all shapes is 3 : 7. So of the shapes are circles.
7
What percent of the shapes are circles?

We know that 3/7 of them are circles. To solve for the percent that are are circles, simply
divide 3 ÷ 7. Using a calculator, 3 ÷ 7 = 0.4285714. This is a decimal, not a percent.
It needs to be written as a percent and also rounded.
How? Remember, 0.42 would be 42% (42 hundredths). So 0.4285714 would be
42.85714%. Let’s round this to the tenth of a percent: 42.8|5714% ≈ 42.9%.
What percent of the shapes are squares?

Let’s divide: 2 ÷ 7 = 0.2857143 = 28.57143%. Rounding to the whole
percent, we get that about 29% of the shapes are squares. Rounding to the
tenth of a percent, about 28.6% of the shapes are squares.
5. Use ratios, fractions, and percent to describe the groups. Round the percentages to a tenth
of a percent.
a. b.
The ratio of males to females is ____ : _____ . The ratio of males to females is ____ : _____ .
of the people are female. of the people are female.
_____% of the people are female. _____% of the people are female.
c.
The ratio of males to females is ____ : _____ .
of the people are female. _____% of the people are female.
6. Notice carefully the three groups of people in Exercise (5) above.

a. Which group—(a), (b), or (c)—had the greatest percentage of females?
b. Which group had the greatest number of females?
216
7. In a chess contest, 1/3 of the contestants were female.
a. Look at the diagram. What is the ratio of females to males?
b. What percent of the contestants were female?
c. What percent of the contestants were male?
d. If there were 87 females, then how many contestants were there?
8. A nut mix contains walnuts, almonds, and hazelnuts in the ratio of 3 : 4 : 3.
a. Draw a diagram to represent the situation.
b. If the mixture weighs 250 g, then how many grams each of walnuts,
almonds, and hazelnuts are in it?
c. What percentage of the nut mixture is walnuts?
9. Andrew bought a pack of cookies that had 9 gingersnaps and 7 nut cookies.
a. What fraction of the cookies are nut cookies?

Gingersnaps?
b. What percent of the cookies are nut cookies?

Gingersnaps?
10. There are 253 people who live in a village. One of them is a doctor.
a. What is the ratio of doctors to non-doctors?
b. What percent of the people are not doctors?

Round your answer to the nearest tenth of a percent.
11. Sally mixes 100 grams of salt with 1200 grams of water.
a. What is the ratio of salt to water?
b. What percent of the mixture is salt?
c. What percent of the mixture is water?
217
Review
1. Write as percents, fractions, and decimals.
7
a. 44% = = _____ b. ____% = = _____ c. ___% = = 0.21
100
2. Write the fractions as percents. Use long division. Round the answers to the nearest tenth of a percent.
Shaded: = ____% Shaded: = ____%
Unshaded: = ____% Unshaded: = ____%

a. b.
3. Fill in the table. Use mental math.
Percentage / Number 1,300 700 80 48 2.4

1% of the number
3% of the number
10% of the number
25% of the number
4. a. If 11/20 of a certain parcel of land is wasteland,

then what percent of that land is wasteland?
b. The area of the parcel is 4,500 m2. Calculate how

many square meters of the land is wasteland.
5. What is the discount price if a $16 wall calendar is discounted by 20% ?
6. John weighs 27 kg and Matthew weighs 45 kg.

What percent of Matthew’s weight is John’s weight?
7. A chain store bought a shipment of 12,000 kg of red, yellow, and green apples.
The apples were in a ratio of 2 : 1 : 2 (red to yellow to green).
a. How many kilograms of apples are green?
b. What percent (by weight) of the apples are green?
218

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Contents

Chapter 5: Fractions: Add and Subtract

Chapter 6: Fractions: Multiply and Divide

Chapter 9: Introduction to Percent

Math Kangaroo Problem Database

Primary Grade Challenge Math by Edward Zaccaro

Problem Solving Decks from North Carolina Public Schools

Math Stars Problem Solving Newsletter (grades 1-8)

Mathematics Enrichment - nrich.maths.org

“Problem of the Week” (POWs)

Math Forum: Problem of the Week

The Lessons in Chapter 5

Helpful Resources on the Internet

Who Wants Pizza?

Fraction lessons at MathExpression.com

Clara Fraction's Ice Cream Shop

Equivalent Fractions from National Library of Virtual Manipulatives (NLVM)

Fresh Baked Fractions

Visual Math Learning

Comparison Shoot Out

Old Egyptian Fractions

Online Fraction Calculator

Like fractions have the same denominator.

Unlike fractions have a different denominator.

A proper fraction is a fraction that is less than 1

Equivalent fractions are equal in value. If you

Simplifying a fraction means that, for a given

Mixed numbers as pictures

1. Write the mixed numbers that these pictures illustrate.

2. Draw pictures of “pies” that illustrate these mixed numbers.

3. Write the mixed number that is illustrated by each number line.

5. Draw arrows to indicate where these 2 2 3 1

7. Write as mixed numbers and as fractions.

9. Write as fractions. Think of the shortcut.

d. 35 ÷ 6 = ___ R ___ e. 72 ÷ 10 = ___ R ___ f. 22 ÷ 7 = ___ R ___

Adding mixed numbers 1

9. Add these mixed numbers.

11. Add the mixed numbers.

12. Find the missing addends.

Strategy 1: Subtract whole-number parts 7

3. Subtract in parts. Remember: You can add to check a subtraction problem.

2 8 5 Borrow 1 whole pie.

Borrow 1 whole pie from

4. Subtract. You can draw a picture to help you.

3. Find the missing minuend or subtrahend.

4. Subtract. Color the answer squares as indicated.

= These two fractions are equivalent fractions because they

Splitting the pieces

Here you see almost the same thing. But

a. Split each slice into three. × b. Split each slice in two. ×

c. Split each slice in two. × d. Split each slice into four. ×

2. Fill in the missing numbers in the equivalent fractions.

6. Write the number 3 as a fraction using...

whole pies halves thirds fourths fifths tenths hundredths

1 1 What fraction 1 1 What fraction

Write an addition sentence.

5. Fill in the table based on the problems above in exercise (4).

We need to find a number that is both a multiple of 8 and a multiple of

fractions to add c.d. fractions to add c.d.

Fractions Common denominator

Fractions c.d. Fractions c.d. Fractions c.d.

Split the pieces so

Split the fourth and one whole pie into twelfths.

d. 35 ÷ 6 = _ R _ e. 72 ÷ 10 = _ R _ f. 22 ÷ 7 = _ R _

a. ______________________ _ in. b. __________________ _ in.

c. ______________________ _ in. d. __________________ _ in.

e. ______________________ _ in. f. __________________ _ in.

Who got it right? Who didn’t? ____