©2014 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc Scholastic PRIME" Mathematics is adapted from the Primary Mathematics Project series (Grd Edition), originally developed by the Ministry of Education, Singapore. This edition contains new content developed by Scholastic Education International (Singapore) Private Limited, hich is not attributable to the Ministry of Education, Singapore. Al rights reserved. No part of this publication may be reproduced in whole or in part, or stored in @ retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. 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Email: education@scholastic.co.uk Fest of the World ‘Scholastic Education International (Singapore) Pte Lid 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: education@scholastic.com.sgWelcome to Scholastic PRIME” Mathematics. About PRIME mathematics The program covers the five sirands of mathematics across six grades: Numbers and Operations, Measurement, Geometry, Data Analysis, and Algebra (Grades § and 6). and Operations Measurement Data Analysis Algebra Each chapter of the Coursebook comprises three parts, Let's Remember, Lessons, and Practice. @ tet's Remember offers an opportunity for systematic recall and! assessment of prior knowledge in preparation for new learning, Each items carefully crafted Haver to help check for readiness to. ————* receive new knowledge. GB ccen crcinscwonnti sons. aon ecuma er conceit or an aise orn'coneapn ona aan ere In Let's Leam, concepts and skis ore iniroducedt and developed fo mastery Using the concrete-pictorial- abstract approach. This | proven, research-based MEER —-4 approach develops deep oe _conceptval understanding Sapte ace a= ex Let's Do provides opportunities vee. for formative assessment, Systematic variation of tasks reinforces students? understanding and enables teachers to check leaming and identity remediation needs. troduced in Let's Learn, and Let's Do provides opportunities for immediate formative assessment. Practice Book links lead to exercises in the Practice Book to further reinforce understanding of the concepts and stils lear, Think About It develops 4) metacognitive skis by providing opportunities for mathematical communication, reasoning ‘and justification,enemas 6 2 ee eee Practice provides opportunities for surmative assessment and independent practice. The questions are graded and allow for consolidation | of concepts and skills learnt within the lesson. Chapters end with a Problem Solving lesson. ey a Word problems provide a meaningful context for students to apply mathematical knowledge. The focus is on both the strategies and the process of problem solving. Pas — are QEr™ “ht y_Aastep process guides emul stdonts io aplernaicaty EEG] solve protiemsond 4 to. apply appropriate protiem-sohing srateaies a+ ‘Mathematical Modeling provides opportunities for students to model solutions to real-world problem situations. | These tasks are open-ended ‘and may be inter-disciplinary. pee wi Create Your Own ond Mind stretcher oo * develop higher-order thinking skis, * = and metacognitive abiity, = gees a——"" aE . aa ga" gEChapter 1 Whole Ninna Let's Remember =~ Lesson 1: Numbers ie! | 000 000 000 Practice 1° Lesson 2; Approximation and Estimation » Practice 2. ais eae Lesson 3: Factors ~ Practice 3 Lesson 4: Multiples Practice 4 ers Chapter 2 Multiplication and Di of Whole Nira Let's Remember Lesson 1: Muttiplying byt Tens, Hundreds ¢ or Thousands Practice 1 Lesson 2: Dividing by Tens, Hundreds or Thousands Bractlee desitonrs ee 100 000 + 20 000 + 4000 + 900 + 30 + 6 = 124936 124 000 +936 = 124 936 Read 124 936 as one hundred and twenty-four thousand, nine hundred and thirty-six. 1. Write the numbers. a) four hundred and one thousand and sixty-two b) nine hundred and seventy thousand, five hundred and five 2. Write the numbers in words. a) 435672 b) 311012 igits in numbers within 1 000 000 Identifying values of 9 3 6 In 124 936 the digit 2 is in the ten thousands place and its value is 20 000. the digit | is in the hundred thousands place and its value is fill. the digit [is in the thousands place and its value is il 10a ~a 1. Fillin the blanks. a) In 345 713, the digit isin the hundred thousands place. Its value is b) In 840 382, the digit 4s in the place. Its value is ¢) 270 846 = 200 000 + +800+40+6 Comparing numbers within 1 000 000 Learn Let Compare 652 470, 625 470 and 67 470. Cra] oo | | 652470 6 z 625 470 ‘ 6 7 67 470 7 First, compare the hundred thousands. There are no hundred thousands in 67 470. 67 470 is the smallestnumber. ten, compare the ten thousands in 652 470 and 625 470 2 ten thousands is smaller than 5 ten thousands. 625 470 is smaller than 652 470. 652 470 is the greatest number. Arranging the numbers in order from the smallest, we have: 67 470, 625 470, 652 470 (smallest) 11“1. Compare 231 358, 213 538 and 231 375. - : First, compare the 9) ______is the greatest number. hundred thousands. Then, compare the ten thousands, ¢) Arranging the numbers in thousands and so on. order from the greatest, we have: = b) is the smallest number. (greatest) ‘ BB) chooter bere Reading and writing numbers within 10 000 000 The selling price of the house is $2 million. a How many one-thousand-dollar notes do you need to buy the house? 1 million = 1000 thousands 2 millions = fl thousands The selling price of the house is $2 000 000. Read 2 000 000 as two million. 12ee AD 8 b) The land area of India is about 3 287 263 square kilometers. > EE, 3.000 000 + 200 000 + 80 000 + 7000 + 200 + 60 + 3 = 3 287 263 3.000 000 + 287 000 + 263 = 3 287 263 Read 3 287 263 as three million, two hundred and eighty-seven thousand, two hundred and sixty-three. 1. Write the numbers. a) seven million and three thousand b) nine million and twenty-three thousand c) two million, four hundred and five thousand and forty-nine 2. Write the numbers in words. a) 4126000 b) 3690 580 Identifying values of digits in numbers within 10 000 000 WUC Le eel EE Losin 3 2 8 We 6 3 In 3 287 263, the digit in the millions place is 3 and its value is 3 000 000. the digit in the hundred thousands place is ff and its valve is I. the digit 8 stands for {il 13,Fill in the blanks. a) In3574 621, the digit_____is in the hundred thousands place. Its value is b) In 4 836 152, the digit 4is in the _________ place. Its value is c) 2403510=____ + 400 000 + 3000 + 500 + 10 2B) Chopter: Exercise 2 Reading and writing numbers within 1 000 000 000 a) There are more than 1 billion smartphones in use. 1 billion = 1000 million 1 billion = 1 000 000 000 The number of smartphones in use is more than 1 000 000 000. Read 1 000 000 000 as one billion. b) According to the 2012 census, the population of the United States of America is about 313 847 465. Read 313 847 465 as three hundred and thirteen million, eight hundred and forty-seven thousand, four hundred and sixty-five. 14~~" Do 1. Write the numbers. a) four hundred and three million, twenty thousand and three hundred ») eight hundred and forty-one million, nine hundred and twelve thousand, two hundred and one 2. Write the numbers in words. a) 916803 000 b) 202 758 354 Identifying values of digits in numbers within 1 000 000 000 Soe Le — a In 313 847 465, the digit in the hundred millions place is 3 and its value is 300 000 000 the digit 1 is in the ten millions place and its value is [i the digit 7 stands for [ill 1. Fillin the blanks. a) In 314 657 980, the digit _______is in the millions place. Its value is b) In 536 421 709, the digit 3 is in the ____ place. Its value is BB) chopter: Exercise 3Practice 1 te Write the numbers. a) one hundred and fifteen thousand and six hundred b) eight hundred and eighty thousand and five ¢) thirty-five million, two hundred and forty-one thousand and seventy Write the numbers in words. a) 207 306 b) 560003 c) 3450000 d) 146 508 070 What is the value of the digit 8 in each of the following numbers? a) 72845 b) 901 982 c) 9 648 000 d) 18140050 What are the missing numbers? a) 225 430 = ___ + 20 000 + 5000 + 400 + 30 b) 8 532 000 = 8 000 000 + 500 000 + ___ + 2000 a) Which number is greater, 42 668 or 46 668? b) Which number is smaller, 5 632 000 or 5 623 000? Complete the number patterns. a) 70500, 71 500, 72500, —__, ___ b) 83.002, 93.002, __, ___, 123.002 c) 974 200 000, 874 200 000, ___, 674 200 000, ___ Arrange the numbers in order. Begin with the greatest. 53 760, 53 670, 56 370, 53 607 Arrange the numbers in order. Begin with the smallest. 2 537 000, 2 357 000, 3 257 000, 425 700Lesson 2 Approximation and Estimation You will learn to... * round whole numbers to the nearest thousand, ten thousand, hundred thousand, million, ten million or hundred million ‘+ estimate sums, differences, products and quotients Rounding numbers to the nearest thousand a) 4865 people watched a tennis match: . 4000 4500 5000 4865 is between 4000 and 5000. Itis nearer to 5000 than to 4000. 4865 is 5000 when rounded to the nearest thousand. 4865 ~ 5000 . 4865 is approximately 5000. ebine There were about 5000 people. eee 17b) cc) Round 18 300 to the nearest thousand. 18 300 hl ttt 18 000 18 500 19 000 18 300 is less than halfway between 18 000 and 19 000. 18 300 is nearer to 18 000 than fo 19 000. 18 300 is 18 000 when rounded to the nearest thousand. 18 300 = 18 000 Round 16 500 to the nearest thousand. 16 500 2 ee 16 000 17 000 16 500 is halfway between 16 000 and 17 000. Take 17 000 to be the nearest thousand. 16 500 = 17 000 To round a number to the nearest thousand, look at the digit in the hundreds place. If it is 5 or greater than 5, we round up. If it is smaller than 5, we round down. ly Round each number to the nearest thousand. a) 23 490

26 4 « 33x 8 ones = 264 ones 2 1 «remainder 21 ones The estimated quotient is too big. Try 8. ©) Divide 473 by 78. 78) 4 7 3 4 6 8 ©78x6ones = 468 ones 5 78)4 73 3 9 0 © 78x 5 ones = 390 ones 8 3 < remainder 83 ones - Tl < remainder ij ones The estimated quotient is too small. Try 6. 501. Divide. a) 23) 207 b) ¢) 79) 474 64)572 GB) chapter 2: exercise 14 Dividing a 3-digit whole number by a 2-digit whole number to get a 2-digit quotient a) Divide 870 by 34. Step 1 Divide the tens by 34. 2 34)870 68 34x 2 tens = 68 tens 19 51Step2 Divide the ones by 34. 8 6 8 190 19 0 2.0 4 34x 6 ones 1_ 7 0 €34x5 ones = 170 ones = 204 0ns HB — remainder fi ones The estimated quotient is too big. Try 5. b) Divide 570 by 16. Step 1 Divide the tens by 16. 2 3 6/570 16) 5 7 0 32 © 16x2tens 4 8 © 16x3tens = 48 tens 25 =32tens 9 The estimated quotient is too small. Try 3 tens. 52Step 2 Divide the ones by 16. | The estimated quotient is = > a4 3m 16570 4) 5 7 0 48 48 90 . 90 6 4< 16x 40nes = 64 ones _8 0 «16x5 ones = 80 ones 2 6 « remainder 26 ones THE < remaincer gf ones The estimated quotient is too small. Try 5. 1. Divide. a) b) ¢) 28)862 47)703 15)612 BY chopter 2 brercise15 53Dividing a 4-digit whole number by a 2-digit whole number to get a 2-digit or 3-digit quotient a) Divide 6552 by 28. Step 1 Divide the hundreds by 28. 2 28)6552 56 © 28 x 2 hundreds = 56 hundreds 9 Step 2 Divide the tens by 28. 2 2816552 56 95 23 28)6552 56 © 28 x 3 tens = 84 tens 95 84 11 54Step 3 Divide the ones by 28. 28)6552 56 95 84 112 233 234 28)6552 28)6552 56 > 56 95 5 84 84 112 112 8 4< 283 ones = 84 ones 11. 2© 28x 4 ones = 112 ones 28 + remainder 0 ones The estimated quotient is too small. Try 4. b] Divide 4328 by 52. Step 1 Divide the tens by 52. © 52=50 ‘ 8 50) 4328 400 oP | The estimated quotient is 8 fens. {oo 4 4 — 528 tens = 416 tens 52/4328 1 1 alo 7 55Step 2 Divide the ones by 52. Als 68 5 6€ 523 ones = 156 ones 2.< remainder 12 ones 1. Divide. a) b} 45)3185 45)1495 56 c) 64)6820 BB) chapter 2 Exercise 1614 40)41 60 40 160 160 a | Yen \s Yen's answer correct? Explain why. Solving word problems 486 stickers are shared equally among 23 children. How many stickers does each child receive? How many stickers are left? ‘Each child receives 21 stickers. fy 5+ 23= 21 83 | 2) 23 = 483 Each child receives 21 stickers. 483 stickers are given. 3stickers are left. 486 - 483 =3 | 3stickers are left. My answer is correct. 1 Roger collected $3672 from the sale of 54 camival tickets. The price of each ticket was the same. What was the price of each ticket? The price of each ticket was $__. 572. 5096 people sign up for a city day tour. If each city tour bus can take 38 people, how many buses are needed? buses are needed. QB) Chapter 2: Exercise 17 Practice 5 1. Divide. a) 94243 b) 57+29 c) 69+31 d) 668+72 e) 279+56 f) 183+ 44 2. Divide. a) 89+24 b) 92+33 c) 56718 d) 848=16 e) 403+ 67 f) 505+53 g) 722+38 h) 895+23 8 4 i) 768 k) 1340 +23 I) 9670+ Solve the word problems. Show your work clearly. 3. $6048 was divided equally among 16 charities. Each charity received an equal amount of money. How much did each charity receive? 4, 1065 balloons were shared equally among 38 students. How many balloons did each student receive? How many balloons were left? 5. Mr. Garcia has $2145. What is the maximum number of concert tickets he can buy if each ticket costs $64? 58a ~_ Lesson6 Problem Solving Word problems Mrs. Lee had 8400 decorative magnets. She sold them in packets of 24 magnets each. How much money did she receive if she sold each packet at $13? Understand er. ss the problem. How many magnets were |) _ there altogether? ° How many magnets were there in each packet? What do | have to find? Plan what to do. 2 First, | find the number of packets of magnets. Then, | multiply the number _ of packets by the selling price of each packet. Work out the Number of packets of magnets = 8400 + 24 Answer. = 350 Amount of money she received= 350 x $13 = $4550 She received $4550 altogether. Check =) Did you answer 8400 + 24 ~ 8000 + 20 the question? = 400 \s your answer - 400 x $13 = 400 x $10 reasonable? : = $4000 My answer is close to $4000. - Itis reasonable. 591. Michelle sold 3840 meters of fabric. The fabric was sold in bales of 96 meters each. How much money did she receive if she sold each bale of fabric at $56? iii | How many bales of Ri ef Miss Linda sold 2034 concert tickets at $16 per ticket. She also sold 840 programs at $3 each. How much money did she collect altogether? Amount of money collected from selling tickets = 2034 x $16 = $32 544 Amount of money collected from selling programs = 840 x $3 = $2520 Total amount of money collected = $32 544 + $2520 601. Fred buys a motorcycle and pays for it in installments. Each installment is $83. Fred still has to pay $314 after paying 72 installments. How much does he have to pay for each installment if he pays for the motorcycle in 85 installments? fiiinct coateroce Ne QB) chopter 2: Exercise 18 Practice 6 Solve the word problems. Show your work clearly. 1. Mrs. Fatimah sold 9600 tarts at a food fair. The tarts were sold in jars of 12 tarts each. She sold all the tarts at $7 per jar. How much money did she receive? A fruit seller bought 3868 peaches. He threw away 148 rotten ones and packed the rest into bags of 12. How many bags of peaches were there? 7840 students were divided into 14 schools. In each school, there were 240 girls. How many boys were there altogether? There are 1104 red chairs and yellow chairs in a town hall. The yellow chairs are arranged in 42 rows with 16 chairs in each row, The red chairs are arranged in rows of 18. How many rows of red chairs are there? 61(+4 Use the given words to write a 2-step word problem. Then solve the word problem. Show your work clearly. Mind stretcher 560 = 14-12 10+ 16=7280 Place two pairs of parentheses in the number sentence so that it is correct. Understand the problem. 9 Plan what to do. Work out the Answer. Check Did you answer the question? Is your answer correct? | | fomiet io fight. MyFractions » Hssiver We can express a mixed number as an improper fraction.yo 4, Subtract 3 from 2. ———— oles leo " | o> t leo 5. Multiply 3 and 8. 6. 48 children went to the zoo. 3 of them were girls. How many boys were there? 8 units > 48 lunit > Sunits > There were [i boys. 64lesson1 Fractions and Division fw ~ You will learn to. © associate fractions with division express improper fractions as whole numbers, mixed numbers or decimals | Nt solve word problems | Associating fractions with division Oe 0] 3waffles are shared equally among 4 children. Each child receives 3 quarters of a waffle. See Pe ee 3t4=5 b) 5 waffles are shared equally among 4 children. Each child receives 5 quarters of a waffle. ©OO@ @*6°e*e* 544s 65Here is another way to show that 5 + S+4=] ; ei u aieai- eS lsiors BIO ALR 1 1#4=q Express a ‘as a mixed number. | Method 2 «remainder | out of 4 equal parts Expressing improper fractions as whole numbers or mixed numbers Express each improper fraction as a whole number or a mixed number in its simplest form. ©) Method 1 Method 2 5Dividing whole numbers to get mixed numbers Express the value of 22 + 8 as a mixed number. - . 4 “Method 1 Method 2 7 ae SEO, aa 22+8-2 © 2isacommon factor ~ 1 Se -= Express the answer in its simplest form. 1. Divide. Express each answer as a mixed number in its simplest form. Method 1 7232 2 3)7 = 1 Pathog O 14285 BB) Chopter 3: Brercise | 67Expressing improper fractions as decimals Express y as a decimal rounded to 1 decimal place. ~ places. Then round __ the answer to 1. Express each improper fraction as a decimal. Round the answer to | decimal place. a) aie ») 412. sar 16 BE Chapter 3: Exercise 2 Solving word problems Let's Learn A pail contains 8 liters of water. If the water is poured equally into 3 jugs, how much water is there in each jug? Express the answer as a mixed number. °-:-m There are ij liters of water in each jug. 681. A tin of tea with a mass of 4 kilograms was divided into 3 bags of equal mass. What was the mass of each bag of tea? Express the answer as a decimal rounded to 1 decimal place. 4+3= The mass of each bag of tea was ____ kilograms. BY chapters Frercise3 Practice 1 1, Express each improper fraction as a whole number or a mixed number in its simplest form. 21 24 50 72 5 ) 4 dF a) F 2. Divide. Express each answer as a mixed number in its simplest form a) 30+8 b) 2144 c) 35+10 d) 7827 3, Express each improper fraction as a decimal. Round the answer to 1 decimal place (<3 7 25 50 a) 3 bf 3 3 5 Solve the word problems. Show your work clearly. 4, Timothy cut a ribbon into 8 equal pieces. If the ribbon was 26 meters long, what was the length of each piece? 5. Mrs. Amrit bought 3 meters of fabric. She used the fabric to make 9 pillow cases of the same size. How many meters of fabric did she use for each pillow case? 6 Abaker made 10 cakes. She divided the cakes into 4 equal shares. How many cakes were there in each share? Nancy poured 2 liters of milk equally into 5 jugs. How much milk was there in each jug? Arted ribbon 11 meters long is 5 times as long as a blue ribbon. How long is the blue ribbon?Lesson 2 Addition and Subtraction of Un e Fractions You will learn to... * add and subtract unlike fractions * solve word problems Adding unlike fractions Let's Learn & a) Hannah painted i of a paper plate red. She painted $ of the same plate green. What fraction of the plate was painted red and green? Change + and 4 to fractions with the same denominator. 12 2 of the plate was painted red and green F.and 4 do not have the same denominator. They are called unlike fractions. To add unlike fractions, change them to like fractions. 2 and 3 have the same denominator. They are called like fractions. 70 The plate is divided into 6 equal parts. | 2parls are red and 3 parts are green.3 onal 6) Add and. B) chapter 3 bercise 4Subtracting unlike fractions a) Amy had 3 of a pizza. She gave + of the pizza away. What fraction of the pizza did she have left? The pizzaiis divided into 12 equal slices, Amy had 9 slices of pizza and she gave away 4slices. 2 e Change $ ond 4 10 fractions with the same denominator. 36 9 q 7 _ 12is the least common b) Subtract 3 from 15. ultiple of 4 and 3. : -% ~ 30is the least common P| ~ multiple of 10 and 6. Express the answer in its simplest form. 72|, Subtract. Express each answer in its simplest form. | 247s the least common _ multiple of 8 and 6. 121s the least common ' multiple of 4 and 6. BB) chapter 3: Exercise 5 Solving word problems let's Learn Peter bought 4 kilogram of grapes. John bought 2 kilogram of _ 15is the least common B multiple of 5 and 3. The total mass of grapes bought was [if kilograms. 731. Cindy and Shawn each made a banner to publicize a charity sale. Cindy's banner was Fs meters long and Shawn's banner was z meter long. How much longer was Cindy's banner than Shawn's banner? Cindy's banner was _____ meter longer than Shawn's banner. BB) croper 3: rte 6 Practice 2 1. Add. Express each answer in its simplest form. 7,5 2 1 5 1 96 ) 3*i2 co) 38 t 3 5,7 9 1 ha Aap ) ots 1 wos 2. Subtract. Express each answer in its simplest form. 2.5 a1 57 3712 DD rcigrig Bhs g a0 3.7 Le 3.5 3) "e723 8) 13-10 1 Nove Solve the word problems. Show your work clearly. 3. Mary spent 2 of her money on clothes and + of it on shoes. What fraction of her money did she spend altogether? 4. Derek took $ hour to travel from his house fo the beach. He took 1 hours to return home. How much longer did he take to return home than to go to the beach?lesson 3 Addition and Subtraction of Mixed Numbers i Il learn to... 1 add and subtract mixed numbers ie - oy word problems | i Adding mixed numbers Poe e reli) } Howard bought 24 kilograms of apples. He also bought it kilograms of oranges. What was the total mass of fruits he bought? + 4 u o na ni- * u o u o alo aiN Ni The total mass of fruits he bought was 33 kilograms. 75yy ~ 5 3 b) Add 2gand vie 121s acommon multiple of 6and 4. camp 1. Add. Express each answer in its simplest form. " x 7 12° 12 5 41 P12: fh 76bl 354g =4¢+ip Cr , Bal +1 10. i) Paella) CREE ARETE, Express the answer in 9 BY chapters Exercise? Subtracting mixed numbers o} Theo has 4a liters of juice. He uses 3Z liters of juice to make a fruit punch. How much juice is left? 4 liters of juice are left. 7FP vost b) Subtract Strom 24. 1. Subtract. Express the answer in its simplest form. — sos QB) Chapter 3: Exercise 8Acontainer has a capacity of at liters. It contains 3 liters of water. How much more water is needed to fill the container completely? 1 3371 12isacommon | multiple of 3and 4. BB more liters of water are needed to fill the container completely. ry Miss Davis painted a table and some chairs. She used 28 liters of paint for the table and 14 liters of paint for the chairs. How much paint did she use altogether? STORES lesan | 12isacommon — ® multiple of 6and 4, She used ____ liters of paint altogether. 79 3) chapter 3: brorse 9Practice 3 1. Add. Express each answer in its simplest form. 2445 5p mle a) 25415 b) 22+55 7,3 1,45 c) 4g tly a) 2g412 2. yf es e) 35415 eee 2. Subtract. Express each answer in its simplest form. 6 al ast 6, a) 38-15 b) 34-155 1 2 5 1 ce) 45-13 d) 42-19 retina asst 8) 85-255 V s19-"% Solve the word problems. Show your work clearly. 3. Tasha spent 1 : hours cooking lunch. She spent a hours cooking dinner. How much time did she spend cooking altogether? 4, Lynn jogged a kilometers. Her brother jogged 1 2 kilometers. How much further did Lynn jog than her brother? 5. The total length of two ribbons is 23 meters. If one ribbon is 1 meters long, what is the length of the other ribbon? 6. Mrs. Paulson bought 3t kilograms of potatoes and 1 3 kilograms of carrots. How much more potatoes than carrots did she buy? 80a ~_ lesson 4 Product of Fractions and Mixed Numbers Hu} We | Hil il mi finding the product of fractions through an activity o) Color $ of arectangle. Cut out 4 of the colored ports. What fraction of the rectangle is cut out? 3 ot the rectangle is cut out. 81b) Color 3 of arectangle. Cut out 3 of the colored parts. What fraction of the rectangle is cut out? i eo ea “write Z ott ote © “uaeskars we 3 of the rectangle is cut out. Fof3.and 3 of Shave the same resuit of 3. 2 4 pails sae Finns 1. Avegetable garden occupies 3 of a piece of land. 2 of the garden is used for growing radishes. What fraction of the land is used for growing radishes? of the land is used for growing radishes. 82a Find the area of a rectangle measuring z meter vy? meter. Multiply 4 by 2. 4x2 5x3 4,22 § 3. ett 15 “Method 1 3,7 _ 18x7 4°12 4x Vey Multiply 3 by 2 ole The area of the rectangle is im m 4 square meters. 83> ~—SO c) Find the product oe and =. 1. Multiply. Express each answer in its simplest form. xe O22 3 we) xz! 45 (3x4 oy 13. a) g*qe 2B) Chapter 3: Exercises 10-1 Multiplying whole numbers by mixed numbers Let's Learn a) There are 3 students in a group. Each student spends 24 hours on a group project. How many hours do they spend on the project altogether?They spend 7 hours on the project altogether. b) Multiply 2 by 6. 5 ,_13 3 geeree ~ gx 6=—-x® — | 2isacommon factor of 6 ‘ | and 8. Divide 6 and 8 by 2. 39 % . Multiply. Express the answer as a mixed number in its simplest form. ReMultiplying fractions or mixed numbers by mixed numbers a) Multiply 3 by ay. Bol 3, CQ pG-5KG b) 1. Multiply. Express each answer in its simplest form. Died a) 1oxg 8B) cholo 3: exerse2Solving word problems ee elu) Nathan had a piece of string} meter long. He used ofitto fie up a box. Find the length of the string used to tie up the box. Bi meter of the string was used to tie up the box. Tiet's Do A part of a wall was painted red. The painted part was a rectangle measuring 24 meters by 2 meters. What was the area of the wall that was painted red? 1.52.95 2g 13- 43 > 1m 3 = gi a os The area of the wall that was painted red was ____ square meters. GB) chapter 3: Exercise 13Practice 4 1. Multiply. Express each answer in its simplest form. 1 1 1,8 a 9% hea Bip 5.1 5 o) 6%s aX 4.5 5 9 a GX 1 9270 2. Multiply. Express each answer in its simplest form. 916 1412 1 4%3 ) 9X7 1014 2.7 Cd >Xs a xe i 20 158 e) Exe 1 8x8 3,3 3x25 o) 1x5 b) 4x23 545 34 eo) 13x15 d) 15x25 6.33 e) 25x15 f) Solve the word problems. Show your work clearly. 4, Arif has 28 kiograms of flour. He uses 2 of the flour to bake a pie. How much flour does he use? 5. Mr. Brandon has a large piece of land measuring at 2 kilometers by 38 kilometers. What is the area of the land? 88on 5 Division of Fractions by Whole Numbers a} 3 friends shared a pie equally. How much pie did each friend receive? +3=1 1+3=3 Each friend received + of the pie. 4 friends shared a pie equally. How much pie did each friend receive? (iis) @ Phas le4ey Each friend received a of the pie. 89H | cc) 4 friends shared 3 pies equally. How much pie did each friend receive? Each fiend received + of 3 pies. BY 3+4-Lor3 Each friend received 3 of apie. d) 4 friends shared 2 of a pie equally. How much pie did each friend receive?1. Divide 2 by3. BB) chopter 3: Exercises WAS Astring of length 3 meter is cut into 2 equal pieces. What is the length of each piece? 4m 5 J 4 parts divided by 2 The length of each piece is 2 meter. 1cm 1. 6similar packets of raisins have a mass of 3 kilogram. Find the mass of 1 packet of raisins. © Dividing by 61s the f ee “same as multiplying by The mass of 1 packet of raisins is ____ kilogram. AB) Chapter 3: Exercise 16 Practice 5 1. Divide. Express each answer in its simplest form. 4. Se Li as b} 4 c) gt4 6. 2, 2. a) 52 e) 578 f) are Solve the word problems. Show your work clearly. 2. Zot the money collected at a bake sale was divided equally among 4 clubs in a school. What fraction of the money did each club receive? 3. Samuel poured 2 liter of fruit juice equally into 3 cups. How much fruit juice was there in each cup? 4, The perimeter of a square flower bed is 3 meter. Find the length of each side in meters. 5. Mrs. Tharman divided 3 kilogram of walnuts equally among 6 children. How many kilograms of walnuts did each child receive? 92a ~a lesson 6 Division of Whole Numbers by Fractions You will learn to... * divide whole numbers by fractions i * solve word problems Dividing whole numbers by fractions Q)_ Blake has 3 pizzas. He cuts each pizza into halves. How many half-pizzas does he have? ‘3 , « scala eterna REECE EN In 1 pizza, there are 2 halves. @°° In 3 pizzas, there are (3 x 2) halves He has 6 half-pizzas. rhagx2 3x 1 1 =6 He has 6 half-pizzas.b] To bake a cake, Aisha uses 3 of a bag of flour. If she has 2 bags of flour, how many cakes can Aisha bake? or 3 s 5 5 There are 2 whole bags of flour How mony 3s are there in 2 wholes? In 1 whole, there are Bord three-fifths. In 2 wholes, there are 2 x3 )three-ttins, Dividing by Bis the same as multiplying by $+ < me Aisha cannot bake Aisha can bake 3 cakes. _ for A cake | Look at the above example. How much flour is left after Aisha baked 3 cakes? + bag of flours left. Yen Is Yen correct? Explain why. 94oly 1. Divide. Express each answer in its simplest form. og gl) b) 7#5=7x BB) chopter 3: Exercise 17 Dividing by 2 is the same ivide 12 by the _ numerator, Yen Sam Ino is correct? Explain why. 95Solving word problems el Awater pump can drain 8 of the water in a swimming pool in an hour. How long does it take the water pump to drain 3 such swimming pools? It takes the water pump 4 hours to drain 3 such swimming pools. 1. Wendy uses up 2 of a bottle of glue in a month. How many months will 4 such bottles of glue last? 4 such bottles of glue will last —_____ months. 2B) chop 3: ers 8 9ctice 6 1, Divide. Express each another in its simplest form. b) 7+ a 9) 1244 h) 6+ 3 1 5 1 7 2. Divide. Express each answer in its simplest form. a) 4x2 ») ) 28 d) 1245 e) Solve the word problems. Show your work clearly. 3. Inaweek, Henry uses 1 of a bottle of detergent to wash dishes. How many weeks will 5 such bottles of detergent last? Mr. Hoffman has 10 kilograms of milk powder. If he packs alll the mik powder into tins of t kilogram each, how many tins does he need? 3 liter of water can be used to make a pot of soup. How many pots of soup can be made with 6 liters of water? Lily pours 3 liters of lemonade into mugs. Each mug can hold 2 liter of lemonade. How many mugs will Lily be able to fill completely? What is the greatest number of $-meter pieces that you can cut from a 3-meter length of wire? ‘7Lesson 7 Problem Solving Word problems Nicole had $125. She spent 2 of the money and saved the rest. How much money did she save? eae How much money did she have? : How much money did she spend? What do | have to find? muna . Method 1 First, | find the fraction of money saved. 2 PaRiete! & des. Then, I find the amount of money saved. Work out the 1-223 Answer. Sve She saved 3 of the money. 3 25 , * S25 = 3x $25 4 = $75 She saved $75. ‘Check Agree Did you answer f3.) the question? 502 ; 's your answer She saved more than tof the reasonable? amount of money. Fot $125 is $62.50. i $75 > $62.50 My answer is reasonable. 98“Method 2 2 Plan what to do. Work out the Answer. Check Did you answer the question? Is your answer reasonable? “Method 3 Work out the Answer. 9 Plan what to do. um _money saved. 2 8s By X25 = 2 $25 ' = $50 She spent $50. $125 — $50 = $75 She saved $75. SETNTINN ~ |compare the of money’ saver _ with the fractic ey spent. _ solve the problem. | {draw a bar model to help m)°*. $125 ——————— a Sunits > $125 1 unit > $125 + 5 = $25 3 units > 3 x $25 = $75 She saved $75. 99 —Check Did you answer the question? Is your answer comect? 1. There are 96 children in a park. 3 of them are girls. How many boys are there? 2. Abakery had some bagels. 2 of the bagels were sold. If 300 bagels were sold, how many bagels were there at first? S.units > 300 Bunits >?