Year 5 ICE-EM Mathematics 2

ICE-EM
MATHEMATICS
5
Australian Curriculum Edition
Year
Book 2
Colin Becker
Howard Cole
Andy Edwards
Garth Gaudry
Janine McIntosh
Jacqui Ramagge
ISBN 978-1-107-64847-0 © The University of Melbourne / AMSI 2011 Cambridge University Press
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National Library of Australia Cataloguing in Publication data
ICE-EM Mathematics. Year 5, Book 2 / Colin Becker … [et al.].
Australian curriculum ed.
9781107648470 (pbk.)
For primary school age.
Mathematics – Study and teaching (Primary) – Australia.
Mathematics – Australia – Textbooks.
Becker, Colin.
Australian Mathematical Sciences Institute.
510.71
ISBN 978-1-107-64847-0 Paperback
ISBN 978-1-139-05581-9 Digital
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Contents
Question tags v
Preface vi
Acknowledgements viii
Author biographies ix
Chapter 10 Lines and angles 3

10A Looking at lines 4
10B Angles 9
10C Measuring angles using a protractor 20
10D Review questions 26
10E Challenge: One-three-seven 28
Chapter 11 Two-dimensional shapes 31

11A Triangles 32
11B Quadrilaterals 38
11C Other polygons 44
11D Symmetry of two-dimensional shapes 53
11E Transformations and tessellation 58
11F Enlargement transformations 64
11G Review questions 69
11H Challenge: Tessellating pictures 71
Chapter 12 Three-dimensional objects 73

12A Polyhedra 74
12B Prisms, cylinders and pyramids 80
12C Review questions 87
12D Challenge: Magic pentagons 89
Chapter 13 Maps and coordinates 91

13A Reading maps 92
13B The Cartesian plane 102
13C Review questions 106
13D Challenge: Cane toad maths 108
ISBN 978-1-107-64847-0
I C E - E M M at h ematics Y ear 5 B oo k 2
© The University of Melbourne / AMSI 2011
iii
Chapter 14 Measurement 111
14A Mass 112
14B Reading and recording time 120
14C Elapsed time 125
14D Temperature 131
14E Review questions 135
14F Challenge: How many legs? 137
Chapter 15 Fraction arithmetic 139

15A Improper fractions and mixed numbers 140
15B Equivalent fractions and simplest form revision 147
15C Adding fractions with the same denominator 152
15D Adding fractions with different denominators 156
15E Subtracting fractions 162
15F Multiplying fractions 168
15G Dividing a whole number by a fraction 176
15H Dividing a fraction by a fraction 179
15I Review questions 184
15J Challenge: Unit fraction equivalents 187
Chapter 16 Decimal arithmetic 189

16A Adding decimals 190
16B Subtracting decimals 196
16C Multiplying decimals by 10, 100 or 1000 199
16D Multiplying decimals by whole numbers 205
16E Division and decimal remainders 207
16F Review questions 210
16G Challenge: Polyiamonds 211
Chapter 17 Statistics and probability 215

17A Posing questions, collecting and presenting data 217
17B Graphs 225
17C Dot plots 233
17D The statistical data investigation process 237
17E Probability 243
17F Review questions 246
17G Challenge: Divisibility by 7 249
iv I C E - E M M at h ematics Y ear 5 B oo k 2
Chapter 18 Arithmetic with money 251
18A Addition 252
18B Subtraction 253
18C Multiplication 254
18D Division 255
18E Mixed operations with money 256
18F Plan an overseas dream holiday 258
18G Challenge: Reappearing number trick 259
Black-line masters 260
Answers 262
Question tags
The questions in each chapter are tagged. The tags are intended as a guide to teachers. They should be
regarded as a way of encouraging student progress.
These give students practice using the basic ideas and methods of the section. They should give students
confidence to go on successfully to the next level.
These build on the level before and help students acquire a more complete grasp of the main ideas and
techniques. Some require interpretation, using a reading ability appropriate to the age group.
Students may need to apply concepts from outside the section or chapter. Problem-solving skills and a
higher reading ability are needed. The questions should help students develop those attributes.
Challenge
These are intended for students with above-average mathematical and reading ability. However, the
questions vary considerably in their level of difficulty. Students who have managed the harder questions
in the exercises reasonably well should be encouraged to try them. The challenge questions require
persistence and a willingness to try non-standard ideas and see where they lead.
ISBN 978-1-107-64847-0
v
Preface
ICE-EM Mathematics is a series of textbooks for students in Years 5 to 10 throughout Australia.
Background
The International Centre of Excellence for Education in Mathematics (ICE-EM) was established in 2004
with the assistance of the Australian Government and is managed by the Australian Mathematical
Sciences Institute (AMSI). The Centre originally published the series as part of a program to improve
mathematics teaching and learning in Australia. AMSI is now collaborating with Cambridge University
Press to publish Australian Curriculum editions of the series.
ICE-EM developed the program and textbooks in recognition of the importance of mathematics in
modern society and the need to enhance the mathematical capability of Australian students. Students
who use the series will have a strong foundation for work or further study.
Features
ICE-EM Mathematics provides a progressive development from upper primary to middle secondary
school. The writers of the series are some of Australia’s most outstanding mathematics teachers and
subject experts.
The Year 5 and Year 6 books are written in the style of a ‘conversation’. That conversation is meant to
take a variety of forms: conversations between the teacher and students about the ideas and methods
as they are developed; conversations among the students themselves about what they have done and
learnt, and the different ways they have solved problems; and conversations with others at home.
Each chapter addresses a specific Australian Curriculum content strand and set of sub-strands. The
exercises within chapters take an integrated approach to the concept of proficiency strands, rather than
separating them out. Students are encouraged to develop and apply understanding, fluency, problem-
solving and reasoning skills in every exercise.
The series places a strong emphasis on understanding basic ideas, along with mastering essential
technical skills. Mental arithmetic and other mental processes are major focuses, as is the development of
spatial intuition, logical reasoning and understanding of the concepts.
The textbooks contain a large collection of activities and exercises to be done as a class, individually,
in groups, or at home. Some are practical problems expressed in everyday language, so that students
develop the important skill of translating a problem written in words into a mathematical question and
then solving it.
The challenge exercises are a notable feature of ICE-EM Mathematics. They contain a range of problems
and investigations of varying difficulty and are designed to catch the imagination and interest of
students. The challenge exercises provide enjoyable ways of exploring the subject further and discovering
some mathematical novelties.
vi I C E - E M M at h ematics Y ear 5 B oo k 2
The ICE-EM Mathematics series is deliberately written to not require the use of a calculator, except
in appropriate contexts, until Year 9. During primary years, students need to become confident with
mental and written calculations, using a good variety of techniques. These skills are essential to students’
mathematical development, and lead to a feeling of confidence and mathematical self-reliance.
Additional resources
Cambridge HOTmaths provides an integrated program for users of the ICE-EM Mathematics series,
combining the best of textbook and interactive online resources. The presence of a HOTmaths icon
in the header of a chapter topic shows that resources are available for that topic. Materials are
accessible from a drop-down menu in HOTmaths, organised by textbook chapter and topic/lesson
structure.
The ICE-EM Mathematics website at www.cambridge.edu.au/GO provides further support materials

for teachers and students, as well as links to supplementary and enrichment materials. There are also
teacher resources for the Foundation to Year 10 Australian Mathematics Curriculum available at
www.amsi.org.au/teachermodules.
You can read more about AMSI at www.amsi.org.au and also see the mathematics involved in a variety
of careers at www.mathscareers.org.au.
ISBN 978-1-107-64847-0
vii
Acknowledgements
We are grateful to Professor Peter Taylor, Director of the Australian Mathematics Trust, for his support
and guidance as chairman of the Australian Mathematical Sciences Institute Education Advisory
Committee.
We also gratefully acknowledge the assistance of:
Richard Barker John Mighton Jan Thomas
Philip Broadbridge Mark Mudge James Wan
Jan Chantry Marian Neal Geoffrey Wemyss
Carmel Cribbes Michael Shaw Hung-Hsi Wu
The author and publisher wish to thank the following sources for permission to reproduce material:
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viii I C E - E M M at h ematics Y ear 5 B oo k 2

Author biographies
Colin Becker
Colin Becker works as a mathematics and ITLT specialist at an independent boys school in Adelaide. Colin
has written for professional publications, presented at conferences and schools and is actively involved in
mathematics education.
Howard Cole
Howard Cole was Senior Mathematics Master at Sydney Grammar School Edgecliff Preparatory for
many years. He outlined the whole primary curriculum during that time, as well as writing and producing
in-school workbooks for Years 5 and 6. Now retired from teaching, he still maintains a keen interest in
mathematics and curriculum development.
Andy Edwards
Andy Edwards taught in secondary mathematics classrooms for 31 years in Victoria, Canada and
Queensland. He now works for the Queensland Studies Authority writing materials for their assessment
programs from Years 3 to 12. He has written non-routine problems for the Australian Mathematics Trust
since 1991.
Garth Gaudry
Garth Gaudry was head of mathematics at Flinders University before moving to the University of
New South Wales (UNSW), where he became Head of School. He was the inaugural Director of the
Australian Mathematical Sciences Institute before becoming Director of AMSI’s International Centre of
Excellence for Education in Mathematics. Previous positions include membership of the South Australian
Mathematics Subject Committee and the Eltis Committee appointed by the NSW government to enquire
into Outcomes and Profiles. He is a life member of the Australian Mathematical Society and Emeritus
Professor of Mathematics, University of New South Wales.
Janine McIntosh
Janine McIntosh works at the Australian Mathematical Sciences Institute where her role is to write
mathematics materials and to work with teachers to develop their mathematics programs. Janine is an
experienced primary teacher, curriculum writer and teacher educator.
Jacqui Ramagge
Jacqui Ramagge is currently Head of the School of Mathematics and Applied Statistics at the University
of Wollongong (UOW) and a member of the Engineering, Mathematics and Informatics panel of the
Australian Research Council College of Experts. After graduating in 1993 with a PhD in mathematics
from the University of Warwick (UK), she worked at the University of Newcastle (Australia) until
2007 when she moved to UOW. She teaches mathematics at all university levels, is part of the CSIRO
Mathematicians in Schools program, and has won a teaching award. She contributed to the Vermont
Mathematics Initiative (USA) and is a founding member of the Australian Mathematics Trust Primary
Problems Committee.
ISBN 978-1-107-64847-0
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C h a p t er
10
Useful skills for this chapter:
Preparation
• previous experience drawing and describing lines and shapes.
k
k i cf f This is a glass with a cherry inside. Make this glass with four craft sticks
o and a counter. Move only two craft sticks to make another glass with the
cherry outside it.
Show what you know

1 Look around your classroom. How many right angles can you find?
See if you can find 10 different right angles and write down
their locations.
2 How many angles smaller than a right angle can you find?
Find at least 3 and write down the location of each.
2 I C E - E M M athem atics Y e a r 5 B o o k 2
10
Chapter
Australian Curriculum
content descriptions:
• ACMMG 112
Measurement and Geometry
Lines and angles

Lines and angles are everywhere.
The doors, desks and windows in your classroom all have lines and angles.
When two lines meet, they make an angle. When a door is ajar or a window
opens in or out, an angle is formed.
ISBN 978-1-107-64847-0
C h a p te r 1 0 li n es a n d a n g les
3
10 A Looking at lines
In mathematics the word line always means a straight line. It does not include
curves such as circles and squiggles.
Lines go on forever. We cannot draw something that goes forever in both
directions, so we draw part of a line called a line segment and imagine it going
on forever.
There are different types of lines.
Horizontal lines
Look at this gymnasts’ balance beam.
The beam is horizontal. When you go
to the beach and look out at the sea,
you can see the horizon. That’s where
the word ‘horizontal’ comes from.
We can think of the top and bottom

edges of a piece of paper as
representing horizontal lines.
A builder uses a spirit level to make sure

something like the top of a door frame is
horizontal. When the air bubble is in the
centre of the gauge, the timber is horizontal.
Vertical lines
A builder uses a plumb line to make sure a wall is vertical.
The plumb line is a vertical line.
A vertical line, like a plumb line, goes from top to bottom. If the top
and bottom edges of a piece of paper are horizontal, then we can think
of the side edges as vertical.
Parallel lines
Two or more lines that are always the same distance apart but never meet are
known as parallel lines.
We think of the lines going on forever in both directions.
We draw a small arrow on each line to show the lines that are parallel. If there are
two groups of parallel lines, we draw two arrows on one set.
Intersections
When two lines cross or meet at a point we say they intersect. The point where
the lines meet is called an intersection. For example, two roads meet or cross at
an intersection.
The word intersect comes from ‘inter’, meaning ‘between’, and ‘sect’, meaning
‘cut’. There are many ways lines can intersect.
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Example 1
Label the horizontal, vertical and parallel lines in this line drawing.
Solution
horizontal
vertical
horizontal
There is one set of horizontal parallel lines and one set of sloping parallel lines.
There are three horizontal lines and one vertical line.
Summary
Two lines that are the same distance apart but never meet, no
matter how far you keep drawing them or how far they go on,
are parallel lines.
10 A
C o n n ec t , a p p l y a n d b u i l d
Whole class
1 Think of your arms, legs and bodies as lines. In groups of 4, use this idea to
make different kinds of lines. For example, 2 people standing 30 cm apart can
represent parallel lines. Take turns to model the different types of lines you have
learnt about in this chapter. Have other group members guess the kind of line.
2 Draw pictures to help you remember the different kinds of lines. For example, if
you lie on the floor, you make a horizontal line.
a Vertical line b Horizontal line c Parallel lines
3 Work with a partner to copy and complete this chart with 2 examples of where
these lines can be seen from outside the classroom.
Vertical line Horizontal line Parallel lines
4 Work with a partner. Each person draws a shape using the kinds of lines you
have learnt about so far. Then swap pictures and label the other person’s
drawing with the names of the lines used.
10 A Individual
1 Copy the diagram and label them with words from the list. You may use more
than one label.
vertical line horizontal line parallel lines
a b c d
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2 Name the kinds of lines marked with letters on this shape.
3 Find and draw 2 objects in the classroom that contain the following:
a a horizontal line b a vertical line
c a pair of parallel lines.
4 Draw 1 shape that contains at least one of each of the following:
• a set of parallel lines • a horizontal line
• a vertical line.
5 Draw a straight line to represent the horizon. Now draw two ships, one a
sailing ship and the other a cargo ship on the horizon, using the kinds of lines
you have learnt about. Label the lines you have used in your picture.
6 Make a model. Use matchsticks and plasticine to design and build a bridge
that can support a toy car. Use at least one of each of the kinds of lines
mentioned in this section. Identify the lines on the parts of the construction.
Label the lines.
10 B Angles
Here are two lines meeting at a point named O. We call the two lines that make the
angle the arms of the angle. The point where the arms of the angle meet is known
as the vertex.
angle
arms
vertex
The lines make two angles. We can shade the angle between the lines or the angle
outside the lines.
O O
To measure an angle we see how much we have to turn one of the lines through
the shaded area to get to the other line. We mark the angle we are measuring with
a curved arrow.
O O
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9
We measure angles in degrees.
O O O
angle = 60° angle = 30° angle = 120°
There are many types of angles.
Revolution
Turning through a complete circle is a turn with an angle of 360 degrees. We write
this as 360°. A 360° turn is also called a revolution.
You can see in the diagram that when we turn through 360° the arms finish up
resting on top of each other.
vertex
360°
If you want to know why there are 360° in a revolution, investigate the history
of Babylonian astronomy.
Straight angle
Half a full turn is called a straight angle because the two arms of the angle make
a straight line. A straight angle is equal to half of 360°, which is 180°.
vertex
straight angle (180°)
Right angles
Take a piece of paper with one straight edge and fold it along that edge. By folding
a straight angle in half, you make two angles equal to 90°. A 90° angle is known as
a right angle and is one-quarter of a full turn.
The piece of paper with the right angle in the corner can be used to find right
angles around your classroom. Hold your right angle in each corner to see if the
angle you have found is a right angle.
Here are some right angles you can probably find.
Look at cupboards, doors, desks, books . . . you
may even lose count, because there are so many!
wall
door
We mark right angles with a small square in the corner to show that the arms of the
angle are at 90° to each other like this:
When the angle between two lines is a right angle, we say the lines are
perpendicular to each other.
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11
Acute angles
An angle is acute if it is less than 90°.
If you were feeling very sick with pains in the stomach you might say, ‘I have
an acute pain in the stomach’. Acute means ‘sharp’. An angle is acute if it looks
‘sharp’.
Obtuse angles
An obtuse angle is one that is between 90° and 180°.
The word ‘obtuse’ means ‘blunt’ – it is the opposite of ‘sharp’.
Reflex angles
An angle larger than 180° is called a reflex angle. The word ‘reflex’ means ‘turned
back’ or ‘bent back’.
Chrissie bought a round chocolate cake for Jemma’s birthday. Jemma cut a slice,
cutting from the centre outwards, like this:
O O
This gave two pieces of cake and two angles. The larger piece has an angle larger
than 180°. It is a reflex angle.
The smaller piece has an angle less than 90° and is an acute angle.
Example 2
Label these angles.
a b c d
Solution
a Obtuse angle b Right angle
c Acute angle d Straight angle
Summary
When lines intersect they form angles.
We measure angles in degrees. The symbol for degrees is °.
A full turn is 360° and is called a revolution.
A straight angle is half a full turn and is equal to 180°.
1
A right angle is of a turn and is equal to 90°.
4
A right angle is half a straight angle.
Angles less than 90° are acute angles.
Angles more than 90° but less than 180° are obtuse angles.
Angles more than 180° but less than 360° are reflex angles.
Two lines are perpendicular if the angle between them is a
right angle.
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13
10 B
Whole class
1 Mark 2 lines on the floor or the playground surface and label them
as shown.
B
O A
One person stands on the point where the 2 lines meet (the vertex)
holding one end of a skipping rope or piece of string.
Another person stands at A holding the other end of the rope and stretching
the rope taut along the line OA.
Now the person standing at A walks through the angle between the lines until
they are standing on the point B. Keep the string taut all the time. How much
did the string turn? What kind of angle did you make?
Do this for several different angles and discuss which angles you drew were
smaller and which were larger. Can you name the kinds of angles you made?
2 Taking turns to make turns. Act this out in class.

Two students come out and face the front wall.
They both hold their right arms straight out sideways, pointing to the
right-hand wall.
Draw a diagram to indicate this. The ‘dot’ represents a person.
The line with the arrow means a right arm.
front wall
a Both students make a full turn. Through which angle have their right
arms turned?
b One student turns anticlockwise and stops turning when facing the wall
behind the class.
front wall
back wall
What fraction of a complete revolution is this?

How many degrees did the student turn? What is another name for the
angle that the student’s right arm turned?
c The second student turns and stops when facing the wall on the left. Draw
a diagram and mark the angle this student’s right arm has turned. What is
the angle this student has turned through? How many degrees is that?
d What did we discover in this activity? Copy and complete. Half a full turn
is °.
One-quarter of a full turn is °. This is also called a angle.
3 Each student will need a piece of paper streamer, about 10 cm long.
a What kind of lines are the 2 long edges?
b Fold the streamer over double so the long edges match exactly. Flatten out
the paper with your hand and make a neat crease. Unfold the paper and
look at the crease and the 2 edges. You should be able to see 4 angles.
Paste your streamer in your book and mark the 4 angles.
c What kind of angles are the 4 angles?
4 Work in a group of 3. Use a 2-metre piece of string. One student holds the
string in the centre, and the other 2 students each take an end of the string.
Pull the string taut. Make a right angle with the string. Find angles in the room
that look like it, for example the corner of the room. The walls of the room
meeting at a corner might be perpendicular to each other.
5 Start with a display clock with the hands pointing to 12:00. Move the hands so
they are perpendicular (for example, 3:00). Can you find other times when the
hands of the clock are perpendicular to each other? How many can you make?
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15
6 Take a square piece of coloured paper. A small A D
kindergarten square will do. We have labelled the
four corners A, B, C and D in the diagram to the
right so that we have a name for each.
Fold the square over so the top side AD falls exactly
on AB. Make a neat crease and then unfold the paper.
It should look like this: B C
A D
crease
B C
a Are the 2 marked angles the same or different?

Discuss your answer and give your reasons to your classmates.
b What fraction of a right angle is this angle at A?
A
If a right angle is 90°, how many degrees is this angle?

7 Here are some shapes. Copy the shapes and label:
a reflex angles b acute angles c obtuse angles.

8 Take a loose sheet of paper like this. Mark a dot. Use your
ruler to draw a line from the dot and make it as near to
perpendicular to the right edge as you can.
Now fold the paper over to check how close your line is to
being perpendicular to the edge.
10 B
1 Copy and complete these sentences.
Individual
a An acute angle is less than °.

b A straight angle is °.
c A right angle is of a complete turn.
d An obtuse angle is between ° and °.
e A angle is more than 180° but less than 360°.
2 What type of angle are these marked angles?
a b c d
e f g h
i j k l
m n o p
3 Use your pencil and ruler to draw these angles. Mark the number of degrees on
each one. The first one is done for you.
a A quarter-turn.
90°
b Three quarter-turns one after the other.

c A half-turn.
d Three-quarters of a complete revolution.
e A complete revolution.
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4 Find (at least) 6 angles in this diagram. Copy the diagram and label the angles
you find.
5 Draw this compass. Can you find at least 12 different angles? Label them.
6 The first shape has been turned clockwise to get the second one. Write the
type of angle it has turned.
a b
image
image
c d
image image
e If each shape had been turned anticlockwise, what angle would it have
turned through?
7 Here are some shapes:
a Draw the shapes you get when these are rotated 90° anticlockwise (i.e. to
the left).
b Draw the shapes you get when they are rotated 180° anticlockwise.
c Draw the shapes you get when these are rotated 270° anticlockwise.
Reflection
ork with a partner. One person is blindfolded and the other
W
arranges some obstacles in front of the blindfolded student. The
person without the blindfold guides their partner around the
obstacles by giving directions using number of steps and turns.
For example, take two steps forward, and then turn right 90°.
Draw a quick sketch and write down the directions you used to
avoid the obstacles.
Homework
1 Find a right angle, an acute angle, an obtuse angle and a reflex angle in
your home. Draw the objects and mark the angles on your drawing.
2 a Which uppercase letters of the alphabet contain two pairs of
perpendicular lines? Which ones have more than two pairs of
perpendicular lines?
b Which uppercase letters of the alphabet have at least one acute angle?
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10 C
How do we measure the angle made when two lines intersect?
Measuring angles
using a protractor
2 cm
2 cm
If we use a ruler to measure the distance between the arms, the measurement could
be the same, but we know that one angle is 90° and the other is an acute angle,
which is less than 90°.
Also, if you move the ruler up or down the angle, the length changes.
We cannot use a ruler to measure the angle made when two lines intersect.
A protractor is used to measure angles.
A protractor has two sets of numbers. One set of numbers is for measuring angles
from the right. The other set of numbers is for measuring angles from the left.
Here are two angles.
To measure them we put the centre point of the 0° line of the protractor on the
vertex of the angle and read along the scale. The two marked angles are both 50°.
Measuring acute angles
To measure an acute angle we place the centre point of the 0° line on the vertex
and read the scale where the other arm lies. This angle is 40°.
This angle is 30°.
Measuring obtuse angles
Both of these angles are greater than a right angle. This means that their angles are
greater than 90°. They are both 110°.
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Measuring reflex angles
To measure a reflex angle, you first need to rotate the protractor.
This gives you the shaded part of the angle (55°). To find the full size of the angle,
you now need to add 180° to the number of degrees shown on the protractor:
180° + 55° = 235°
Example 3
Draw a 55° angle.
Solution
First, draw one arm of the angle.
Then place your protractor at the vertex and mark a dot at 55°. Now join the
dot and the vertex with a line to make the second arm of the angle. Label the
angle. Your dots do not need to be quite so large.
55°
10 C
Whole class
1 What is the size of each of these angles?

a
2 Draw each of these angles. Ask a partner to check your drawings using a
protractor.
a 45° b 90° c 175°
d 75° e 190° f 300°
3 a Draw 2 lines meeting at a vertex. Here is one example:
b Measure each angle.

c What should the sum of the 2 angles be?
4 Using the opposite ends of the protractor, draw each of these angles
in two ways.
a 30° b 60° c 110° d 150°
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10 C
1 Measure each of these angles using a protractor.
Individual
a b
c d
2 Measure the angles marked with letters.
a What is the sum of the angles A, B and C?

A
C
B
b What is the sum of the angles P, Q, R and S? What is the sum of the
angles F, G and H?
Q S
H
F
G
c What did you notice about the sum of the angles about a point?
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10 D Review questions
1 Draw a picture of a house that contains at least one of each of the following kinds
of lines:
• a set of parallel lines
• 2 lines that are perpendicular
• a horizontal line
• a vertical line
• an acute angle.
2 What type of angle are these marked angles?
a b
c d
e f
3 a Copy the picture and name 5 different kinds of angles.
b Measure each of the 5 angles using a protractor and record
the measurements on your angles.
4 Draw each of these angles. Ask a partner to check your drawings using a
protractor.
a 180° b 90°
c 135° d 100°
e 200° f 315°
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10 E Challenge:
One-three-seven
1 Which digits can go in each of the blanks to make a prime number every time?
1 3 13 31
33 3 3 3
2 The digits 1, 3 and 7 have been used to fill the white squares in this grid so that
the numbers read across and down are 2-digit prime numbers.
3 7
1 1
a Write down the 2-digit prime numbers in the grid.

b Which 2-digit prime numbers using only the digits 1, 3 and 7 were not used?
3 The difference between a 3-digit number using only the digits 1, 3 and 7 and
a 2-digit number using only the digits 1, 3 and 7 is 100. What could the
number be? Is there more than one solution?
4 a Which 3-digit number using only the digits 1, 3 and 7 is a multiple of 13?
b Write five 4-digit numbers using only the digits 1, 3 and 7 that are multiples
of 13.
5 Write a 4-digit cube number using only the digits 1, 3 and 7.
6 What do you notice about the 3-digit multiples of 37 that use only the digits 1,
3 and 7?
7 Copy and complete the grid so that the numbers read across and down are
3-digit prime numbers that use only the digits 1, 3 and 7.
8 One of the 3-digit numbers (across, down and diagonal) in this grid is not
prime. Write the number and explain why it is not prime.
1 3 1
1 3 7
3 7 3
9 Which three 2-digit prime numbers using only the digits 1, 3 and 7 have a sum
equal to 34?
10 Write two 4-digit multiples of 37 which include only the digits 3 and 7.
11 Which number gives the product 1717 when multiplied by 17, the product
3737 when multiplied by 37 and the product 7171 when multiplied by 71?
3737
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C h a p t er
1 1
Preparation
• some understanding of triangles, rectangles, squares and circles.
k
k i cf f 1 Copy the shapes and label them with as many words that apply.
o triangle square rectangle quadrilateral
2 equal sides 3 equal sides 4 equal sides
a b c d
e f g h
Show what you know

1 Draw each shape.
a A rectangle with one side equal to 6 cm b A 3 cm square
c A triangle with one side equal to 4 cm d A rhombus
3300 I C E - E M M at h emat ic s Y ea r 5 B o o k 2
1 1
Chapter
• ACMMG 114
• ACMMG 115
Two-dimensional
shapes
In this chapter we look at two-dimensional shapes, which are also known as
polygons.
A polygon is a two-dimension shape enclosed by

three or more line segments called sides. Exactly
two sides meet at each vertex, and the sides
do not cross.
Polygons are named according to the number of

sides that they have, or their angles.
Polygons have no thickness, but there are solid objects that are like two-
dimensional shapes with thickness. Can you find some in your classroom?
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31
11A Triangles
What is a triangle? Think of words that start with ‘tri’.
A triathlon is a three-event race and a tripod is a three-legged
stand for keeping a camera or telescope steady. The prefix ‘tri’
means ‘three’. So a triangle has three angles. It also has three
straight sides.
Triangles can be sorted according to the lengths of
their sides or according to the sizes of their interior
angles.
Equilateral triangles
A triangle with all of its sides the same length is called equilateral. ‘Equilateral’
comes from two Latin words meaning ‘equal’ and ‘sides’. Here are some pictures of
equilateral triangles.
If all three angles in a triangle are the same, we call it equiangular, from two Latin
words meaning ‘equal’ and ‘angles’.
Every equiangular triangle is also equilateral. This is a special property of triangles.
This shape has equal sides but different angles. 4 cm
4 cm 4 cm
4 cm
This shape has equal angles but different sides.
Isosceles triangles
A triangle with at least two sides the same length is called isosceles, from two
Greek words meaning ‘equal’ and ‘legs’. Every equilateral triangle is isosceles, but
there are isosceles triangles that are not equilateral. Here are some pictures of
isosceles triangles. Which one is equilateral and which ones are isosceles but not
equilateral?
If a triangle has exactly two angles the same, then it has to be isosceles, but need
not be equilateral. You can see in the pictures above that the triangle in the middle
and the one on the right have exactly two angles equal.
Scalene triangles
The only other thing that can happen is that all of the sides of the triangle have
different lengths. We call these triangles scalene from a Latin word meaning
‘to mix things up’. Here are some pictures of scalene triangles.
If all three angles in a triangle are different then the triangle has to be scalene.
Draw a few to convince yourself this is true.
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Right-angled triangles
When one of the angles in a triangle is 90°, we call it a right-angled triangle.
Here are some right-angled triangles. Which ones are isosceles and which ones are
scalene?
Can a right-angled triangle be equilateral? Either draw one or explain why there
aren’t any.
Can you see why there cannot be two right angles in a triangle?
Draw some diagrams to help.
Obtuse-angled triangles
When the biggest angle is more than 90°, we call the triangle an obtuse-angled
triangle. Here are some obtuse-angled triangles. Which one is isosceles and which
one is scalene?
Can an obtuse-angled triangle be equilateral? Either draw one or explain why there
aren’t any.
Acute-angled triangles
If all of the angles are less than 90° we call the triangle an acute-angled triangle.
Here are some acute-angled triangles. Which ones are isosceles and which one is
scalene?
Can an acute-angled triangle be equilateral? Draw one.
Example 1
a Draw an acute-angled triangle with one side 6 cm in length.

b Draw an isosceles triangle with one angle a right angle.
Solution
a Acute-angled triangles have all angles

less than 90°. Here is one with one side
6 cm in length. Yours may look different.
6 cm
b Isosceles triangles have 2 sides equal.

The only way to draw this is with the
right angle between the 2 equal sides. 5 cm 5 cm
Here is one possibility.
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11A
C o n n e c t , a p p l y a nd b u i l d
Whole class
1 Draw and then cut out as many different types of triangles as you can from
what you have learnt so far. Label each triangle and make a poster to display
your work.
11A Individual
1 Measure the sides of each triangle and then use these labels to describe them.
More than one label may apply to each triangle.
obtuse-angled scalene acute-angled
isosceles right-angled equilateral
a b
c d
2 Use a ruler and a pencil to draw:
a an isosceles triangle with two sides of length 4 cm
b an obtuse-angled, scalene triangle with one side equal to 5 cm
c a right-angled triangle that is not scalene
d a triangle with two angles equal to 60°.
3 We sometimes use the word ‘base’ to name the side of the triangle that it ‘sits’
on. Use a protractor and a ruler to construct triangles using the base and the
angles shown. Measure the third angle in your triangle and label the size of it in
your diagram.
a 30° 60° b 60° 60°
8 cm 5 cm
c 50° 50° d 90° 60°
6 cm 4 cm
4 a Draw a square. Now draw in its diagonals.

b Measure the four angles around the centre point where the diagonals cross.
What do you notice?
c Draw a rectangle that is not a square. Now draw in its diagonals.
d Measure the angles around the centre point where the diagonals cross.
e What do you notice?
5 Copy each shape and draw a line inside each to form two right-angled triangles.
a b c
6 Using lines that do not cross over each other and all starting from the same
vertex, how many triangles can be made from the following shapes?
a b c
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11B Quadrilaterals
Quadruplets are four children born to the same mother at the same time.
A ‘quad’ vehicle has four wheels.
Can you think of other words that start with ‘quad’?
What is a quadrilateral?
In Latin, ‘latus’ means ‘side’. So a quadrilateral is a shape with four sides. It has
four vertices also.
There are many different kinds of quadrilaterals; some have special names. We
know two kinds of quadrilaterals already. Rectangles and squares have four sides.
Rectangle
A rectangle is a quadrilateral in which all the
angles are right angles.
The opposite sides of a rectangle have the same length. These
sides are parallel to each other.
Properties of a rectangle
1 All angles are right angles.
2 Opposite sides are parallel.
3 Opposite sides have the same length.
Square
A square is a very special kind of rectangle.
All of its sides have the same length.
Parallelogram
A parallelogram is a quadrilateral with opposite sides
parallel. It looks like a ‘pushed over’ rectangle.
Rectangles and squares are special kinds of
parallelograms. They have four right angles as well
as opposite sides parallel.
Trapezium
A trapezium has two sides that are parallel.
You might have seen a table at school with
this shape.
Rhombus
A rhombus is a parallelogram with four equal sides.
Think of a rhombus as a square pushed sideways.
A square is a special kind of rhombus. If you have

a rhombus with four right angles it is a square.
Look at a pack of cards and find a ‘diamond’ card.

Can you see that the diamond is a rhombus?
A diamond is a rhombus drawn vertically.
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Kite
A kite has two pairs of adjacent sides equal.
So a rhombus and a square are special kinds of kite.
Example 2
a Draw a parallelogram that is also a kite. What other name could you give to
this shape?
b Draw a rectangle with equal sides. What other name could you give to this
shape?
Solution
a A parallelogram that is also a kite b A rectangle with equal sides is a

is a rhombus because all four square.
sides are equal.
Convex and non-convex quadrilaterals

Here are two quadrilaterals:
Convex Non-convex
Convex quadrilaterals bulge outwards. Non-convex quadrilaterals are
‘pushed in’ on one side.
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11B
C o n ne c t , a p p l y a nd b u i l d
Whole class
1 Draw and then cut out as many different types of quadrilaterals as you can
make from what you have learnt. Label each quadrilateral and make a poster to
display your work.
2 Draw the Venn diagram and use it to put extra labels on the quadrilaterals
you have made above. For example, if you made a square, the Venn diagram
tells you that a square is also a rectangle, a rhombus, a parallelogram, a
quadrilateral and a trapezium. So you can put 6 labels on your square. Isn’t
that amazing?
quadrilateral
parallelogram
rectangle
square trapezium
rhombus
3 Draw:
a a rectangle that is not a square
b a rhombus that is not a square
c a parallelogram that is not a rectangle or a square
d a quadrilateral that is not a trapezium.
11B
1 Draw:
Individual
a a square with 5 cm sides

b a trapezium with a base of 6 cm and the side opposite its base
equal to 4 cm
c a parallelogram with at least one angle equal to 130°
d a rectangle with one pair of sides equal to 1 cm and the other pair longer than
your left thumb.
2 Draw a rhombus with at least one right angle. What do you notice?
3 Construct quadrilaterals using the sides and angles shown. Measure the missing
sides and missing angles and mark each on your drawing.
a 12 cm b
90° 4 cm
5 cm
100°
90° 90°
12 cm
100° 10 cm
2 cm
c What is the sum of the angles in each?

d What do you notice about the missing side in a?
4 Draw a shape that has 4 sides of 4 cm and the angle at M is as follows. (You
may need to use trial and error to get the sides to meet.) The first one has been
done for you:
a M = 60° b M = 90° c M = 150°
4 cm
4 cm
4 cm
M = 60°
4 cm
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11C Other polygons
In this section we look at how shapes with more than four sides are named.
As before, the name of each shape tells us something about its properties.
Pentagons
The Greek prefix ‘penta’ means ‘five’ and ‘gon’ means ‘angle’. So a pentagon has
five angles. It also has five vertices and five sides. Here are two pentagons:
Regular pentagons
108°
Regular pentagons have five equal angles and
108° 108°
five equal sides. Each angle is 108°.
The marks on the sides in the diagram indicate that the side
108° 108°
lengths are all the same.
Hexagons
The Greek prefix ‘hexa’ means ‘six’ and ‘gon’ means ‘angle’. So a hexagon has six
angles. It also has six vertices and six sides. Here are two hexagons. The first one is
a regular hexagon. The second one is a non-convex irregular hexagon.
120° 120°
120° 120°
120° 120°
Regular hexagons
Regular hexagons have six equal angles and six equal sides.
Each angle is 120°.
Two-dimensional shapes are named according to the number of sides. We could
start the list below by calling a one-sided shape a monogon and a two-sided shape
a digon.
But what would they look like? Try for yourself. Do you agree that one-sided
shapes and two-sided shapes do not make any sense?
We have already discussed a three-sided shape – which we call a triangle – but it
could also be called a trigon. A four-sided shape is known as a quadrilateral, but it
could be called a tetragon.
A regular polygon has all sides equal and all angles equal.
Greek or
Number Roman Irregular Regular
of sides prefix Name example polygon
5 Penta Pentagon
6 Hexa Hexagon
7 Hepta Heptagon
8 Octa Octagon
Nonagon
9 Ennea
or enneagon
10 Deca Decagon
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Once we get to 10 sides, we build upon the prefix ‘deca’ to get the higher
numbers.
Number Number
2D shape name 2D shape name
of sides of sides
11 Hendecagon 30 Triacontagon
12 Dodecagon 40 Tetracontagon
13 Triskaidecagon 50 Pentacontagon
14 Tetradecagon 60 Hexacontagon
15 Pentadecagon 70 Heptacontagon
16 Hexadecagon 80 Octacontagon
17 Heptakaidecagon 90 Enneacontagon
18 Octakaidecagon 100 Hectogon (hecatontagon)
19 Enneakaidecagon 1000 Chiliagon
20 Icosagon 10 000 Myriagon
Some people believe that the number 13 is bad luck. A fear of the number 13 is
called triskaidekaphobia.
The Greek word for ant is ‘murmek’. The study of ants is called myrmecology. The
prefix for a 10 000-sided shape ‘myriagon’ is related to this and means ‘many’.
When we have lots of choices we might say that we have a myriad of choices.
11C
Whole class
1 a Draw a sketch of a regular pentagon. Now draw lines to show how you
could cut the pentagon into 5 isosceles triangles.
b Draw a regular pentagon. Now draw lines to show how you could cut the
pentagon into 3 triangles.
Can the pentagon be cut into 3 triangles in another way?
Are any of your triangles special, like equilateral, isosceles, or scalene?
2 Making polygons
a Copy the dots.
Start at A and join the dots with line segments. Make sure that the lines do
not cross. You must always finish back at A. How many different polygons
do you get?
b Copy the dots.
Start at B and join the dots with line segments that do not cross. You must
finish back at B. How many different polygons do you get?
c Discuss why you got the shapes you did in part a and part b.
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11C
1 Measure the sides and angles of these shapes.
Individual
a A
B C
b D G
E F
c H M
I L
J K
2 I am a shape. What shape am I?

a I have 6 sides and 6 equal angles.
b I have 12 sides.
c I have the same number of sides as an octopus has legs.
d I have 5 sides.
e I start with the same letter as my number of sides.
f I have 7 sides.
g I have 10 sides.
h My prefix means 5 and the rest of my name is the same as 10 sided.
i I have 14 sides.
3 Sort the shapes into one of the three bags.
A C
E
B D
F
H I
G
regular irregular irregular

and and
convex non-convex
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4 Draw or trace these shapes to complete the questions below.
a Draw a rectangle. Draw a line to show how you could cut the rectangle into
2 right-angled triangles. In how many ways can you do this?
b Draw a square. Now draw a line to show how you could cut the square into
2 rectangles. How can you make them equal rectangles?
c Draw a square. Now draw a lines to show how you could cut the square
into 3 equal rectangles.
d Draw a rhombus. Now draw a line to show how you could cut the rhombus
into 2 equal triangles. In how many ways can you do this?
e Draw or trace a regular hexagon. Now draw a line to show how you could
cut the hexagon into 2 trapezia.
f Draw or trace a regular hexagon. Now draw lines to show how you could
cut the hexagon into 3 rhombi (plural of rhombus) of the same size.
g Draw or trace a regular hexagon. Now draw lines to show how you could
cut the hexagon into 6 equilateral triangles.
h Draw a square. Now draw a line to show how you could cut the square into
one triangle and one irregular pentagon.
i Draw or trace a regular hexagon. Now draw a line to show how you could
cut the hexagon into one isosceles triangle and one irregular pentagon.
5 a Take an equilateral triangle. (You might have one in a set of plastic shapes.)
Trace it. Now trace a second triangle that has one edge in common with the
first triangle.
2
Trace a third triangle that has an edge in common with the second, and
a vertex in common with the first and the third. Now you should have a
trapezium.
23
1
b Keep tracing triangles, going around the vertex at the centre all triangles
have in common, until you have a hexagon.
c How many triangles did you draw?
6 Follow these steps to draw a regular hexagon. You will need a protractor.
a Mark a point in the middle of your page and draw a 5-cm line from this
point.
1
b Calculate of 360°.
6
c Starting from the line you drew in part a, measure an angle equal to the
number of degrees you calculated in part b. Draw another 5-cm line. Now
you have a vertex and 2 lines.
d Draw another line in the same way. Now you have 3 lines with the same
vertex.
e Keep going until you have 6 lines with the same vertex all the same number
of degrees apart.
f Join the ends of the lines with a ruler to make a regular hexagon.
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Homework
Make a polygon poster.
1 Choose one polygon from this list.
triangle quadrilateral pentagon hexagon heptagon
octagon nonagon decagon hendecagon dodecagon
2 Draw your polygon as a regular polygon: it has to have all sides equal and
all angles the same. If this shape has a special name write it down. Your
drawing of the polygon can only be done as a rough sketch. It is very
hard to draw a regular polygon without special tools.
3 Draw your polygon with all sides equal but not all angles the same. If you
chose a triangle, explain why you cannot do this question.
4 Draw a convex version of your polygon with sides that are not the same
length.
5 Draw a non-convex version of your polygon if you can. If you cannot,
explain why not.
6 Measure the internal angles of each of the different types of polygon
that you have drawn and add them up. What do you notice? Can you
see a connection between the sum of the angles in your polygon and the
sum of the angles in a triangle? Hint: What is the minimum number of
triangles you can cut your polygon into?
7 What does the name of your polygon mean? Break up the word into parts
that have come from Latin or Greek to help you explain its meaning.
8 List some other words that begin with the prefix that is at the start of the
polygon you have chosen. Explain their meanings.
For example, a quad bike has 4 wheels, and quadruplets are 4 babies born
to the same mother at the same time.
Present your work to the class.
11D Symmetry of two-
dimensional shapes
In mathematics when the pieces of a two-dimensional shape match up exactly
across a straight line, we say the shape is symmetrical about the line.
For example, this triangle is symmetrical about the red dotted line:
In nature, we see symmetry in animals and in plants.
The line is called a line of symmetry.

When we say that something is symmetrical, we mean that it is identical on both
sides of the line of symmetry. An example of symmetry is the drawing of the tree
on the left.
symmetric asymmetric
The opposite of symmetrical is asymmetrical, as shown in the picture of a tree on

the right.
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A shape can have more than one line of symmetry.
The shape below has two lines of symmetry.
These shapes have four lines of symmetry.
Imagine folding the shape over along a line of symmetry. The two halves then
match each other exactly. The image is reflected in the line. We call the line the
axis of reflection or the axis of symmetry.
A circle has infinitely many lines of symmetry! It would not be possible to draw
them all.
11D
C o n n ec t , a p p l y a nd b ui l d
Whole class
1 Look around the school for objects that have symmetry. Sketch them or take
digital photographs and mark in the lines of symmetry.
2 Create a picture using your class set of pattern blocks or use triangle-grid paper
to draw one that includes hexagons, trapezia, triangles and rhombuses. Ask
your partner to make its reflection. Here is one example.
Picture Reflection
3 Draw half of a picture and ask your partner to complete it so that the object
you have drawn is symmetrical about a line.
4 Use triangle grid paper (see BLM 2) and create a picture that has:
a one line of symmetry
b two lines of symmetry
c three lines of symmetry.
11D
1 Copy these shapes and draw in their lines of symmetry.
Individual
a b c
2 a Draw 5 regular polygons of different sizes.

b Mark in the lines of symmetry with a dotted line.
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3 Copy each diagram, then complete the missing parts of each shape. The dotted
lines are lines of symmetry.
a b

c d
4 Copy this design onto a sheet of centimetre grid paper. Then use the thick blue
lines as lines of symmetry to complete the other 3 corners of the pattern.

5 Copy and complete these pictures so that there is one line of symmetry.
a b c d
Homework
A kaleidoscope is an optical instrument that uses mirrors, coloured glass and
light to create symmetrical patterns such as the one below. A mandala is a
form of art with a similar symmetrical design. The word ‘mandala’ comes from
a Sanskrit word, and means circle or centre.
Design your own mandala by first drawing a number of lines of symmetry
through the centre of a circle. Then make sure that the elements of your
design are repeated in each section so that the design is symmetrical.
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11E Transformations and
tessellation
We see patterns all around us. Many patterns are made by shapes fitting together.
Rotation, reflection and translation are some of the different ways we can transform
a two-dimensional shape.
Rotation
We rotate a shape about a point when we turn it through an angle about the point.
This shape has been rotated clockwise through 90° about the point marked with
a red dot. The word ‘image’ has been used to label the shape after rotation in the
diagram on the right.
point point
image
We can rotate anticlockwise about a point.

This arrow has been rotated anticlockwise through 90°.
Example 3
How has this shape been moved?
image
before after
Solution
The shape has been rotated 90° in a clockwise direction.
Reflection
A reflection is a transformation that flips a figure about a line. This line is called
the axis of reflection. A good way to understand this is to suppose that you have a
book with clear plastic pages and a triangle drawn, as in the first diagram below. If
the page is turned, the triangle is flipped over. We say it has been reflected; in this
case the axis of reflection is the binding of the book.
Hello olleH
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This shape has been reflected in the vertical line.
image
Translation
When we translate a shape, we slide it. We can slide it left or right, up or down.
Translations move the shape without rotating it.
This shape has been This shape has been
translated horizontally. translated vertically.

image
image
Example 4
How has this shape been moved?
image
Solution
The shape has been translated horizontally, then translated vertically (or vice
versa).
Tessellation
A tessellation is a tiling pattern made by fitting together two-dimensional shapes
with no gaps or overlaps. The tessellation can continue in all directions.
For example, we could start with an equilateral triangle.
We can rotate it 180° and shift it so the triangles fit together perfectly.
The tiling can continue horizontally and vertically. We say that the equilateral
triangle tessellates.
Circles do not tessellate because we cannot rotate and shift them to fill up the
whole space without gaps or overlaps.
Example 5
Will this shape tessellate?
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Solution
Yes, this shape will tessellate. It can be rotated 180° and shifted so the pieces
fit together without any gaps or overlaps.
The pattern can be continued horizontally and vertically as far as you wish.
It is possible to tessellate two or more shapes.

The tessellation below uses regular hexagons and equilateral triangles.
Summary
A new shape can be made by rotating, reflecting or translating
a two-dimensional shape.
A tessellation is a tiling pattern made by rotating and
translating a two-dimensional shape and fitting the pieces
together without any gaps or overlaps.
A tessellation can continue in all directions.
11E
C o nn e c t , a p p l y a nd b u i l d
Whole class
1 Use your class set of shapes or cut out some of your own. Take turns giving
instructions to your partner to translate a shape in different ways.
2 Look around the school for tessellating patterns. Take digital photographs of
them and describe the shapes used. Draw in the lines of symmetry.
11E Individual
1 Use your class set of pattern blocks or use triangle-grid paper to draw and
colour a tessellating pattern that fills a 10 cm × 10 cm space on the page and
uses:
a only triangles b only hexagons
c only trapezia d hexagons and triangles.
2 a Draw a tessellation pattern on triangle-grid paper using rhombuses and
trapezia.
b Draw a tessellation pattern on triangle-grid paper using hexagons, trapezia,
triangles and rhombuses.
3 Draw a tessellation pattern that uses five different two-dimensional shapes and
four colours.
4 a Draw the possible shapes that can be made from three identical regular
hexagons. Rotations and reflections are considered the same.
b Create a shape made from 3 hexagons that will tessellate. Use triangle grid
paper to demonstrate your tessellation.
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11F Enlargement
transformations
A scale drawing can be used when an object is too large to be shown at full size on
a page, for example a road map of a suburb or a plan of a building.
Scale drawings are also helpful when we want to see a
very small object in a larger size so we can see more of its
detail, for example an enlargement of a diagram of a tiny
insect or a detailed picture of a leaf.
The human head louse is 1 to 2 millimetres in length. Here
is an enlarged picture of a head louse.
A scale drawing or enlargement has exactly the same

shape as the original object, but a different size.
In this section we look at enlargements of some two-dimensional shapes.
Below on the left is a square of side length 2 centimetres drawn on
centimetre grid paper. The perimeter of this square is 8 centimetres and
the area is 4 cm2.
We can enlarge the square by doubling its side length as shown on the right.
The side length is now 4 cm, the perimeter of the larger square is 16 centimetres
and the area is 16 cm2. The side lengths were multiplied by 2, which doubled the
perimeter. The area is now four times the size.
Example 6
a Enlarge the following shapes drawn on centimetre grid paper (BLM 1) by

multiplying each side length by 3.
i ii
b What happens to the perimeter and area of each shape when you enlarge
each side length by multiplying it by 3?
Solution
a i ii
b If each side length is multiplied by 3, the

perimeter is multiplied by 3 and the area
is multiplied by 9.
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Enlargements can be created using grid paper of two different sizes. On the left
is a picture of a cat traced onto 1-centimetre grid paper. On the right, using
2-centimetre grid paper, is the enlargement. Focusing on one square at a time, we
copy the drawing into the corresponding square on the larger grid. It is helpful to
number the squares so that you know which you are copying from and to.
Summary
Enlargement can be done by multiplying the side lengths of a
shape by a number.
Diagrams and pictures can be enlarged by tracing onto grid
paper and then copying the picture by hand onto a grid paper
with a larger size square.
11F
C o n n ec t , a p p l y a nd b u i l d
Whole class
1 Cut out a picture from a magazine. Trace it on to 1-centimetre grid paper from
BLM 1. Enlarge the picture by tracing it onto 2-centimetre grid paper.
11F Individual
1 Each red shape has been enlarged by multiplying each side length by 2.
Match each picture to its enlargement.
A E
B
C D
F
G
J
H
I
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2 Enlarge each shape onto centimetre grid paper by multiplying each side length
by the given number.
a × 2 b × 4 c × 3 d × 2
3 These shapes have been drawn on centimetre grid paper. Calculate the area (A)
and perimeter (P) for each after it is enlarged by multiplying each side length by
the given number.
a × 6 b × 3 c × 2 d × 5
4 Enlarge each shape onto centimetre grid paper by multiplying each length by 2.
a b c d
11G
1 Write one name that describes all of these shapes:
Review questions
2 Use a ruler and a protractor to draw:

a a triangle with 1 side of length 5 cm
b a scalene triangle with 1 side equal to 5 cm
c a right-angled triangle that is not isosceles
d a triangle with 1 angle equal to 30°
e a quadrilateral with no right angles
f a rectangle with 1 side equal to 6 cm
g a rhombus with 1 angle equal to 45°
h a trapezium with 1 side equal to 5 cm and the side parallel to it
equal to 7 cm.
3 Draw a sketch of:
a a pentagon
b a heptagon
c a regular hexagon.
4 Copy these shapes and draw in their lines of symmetry.
a b c
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5 Tile across a 10 cm × 15 cm rectangle with tessellating tiles shaped like this
where each side has length 1 centimetre.

6 You will need 2-centimetre grid paper. Enlarge the cat’s face onto the larger
grid paper by numbering and copying each square.
11H
1 a Draw a quadrilateral on a piece
Challenge:
Tessellating pictures
of thick cardboard and cut it out.
b Cut out a shape from 1 side of

the quadrilateral and tape it to
the same place on the other side.
se the shape you

U
have made as a
template and tessellate
it by tracing around
the cardboard over
and over again across
a piece of paper.
Colour your design.
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C h a p t er

12 Preparation
• understanding of two-dimensional shapes

• identifying and naming cubes, rectangular prisms and some other polyhedra
• drawing simple three-dimensional shapes
• the ability to calculate the volume of a cube and a rectangular prism
• some experience making three-dimensional shapes from construction equipment.
k
k i cf f 1 Guess the shape
o a I am 2-dimensional. I have 3 vertices and 3 sides that are all the
same length. What am I?
b I am 3-dimensional. I have 6 faces, 8 vertices and 12 edges.
My faces are all the same shape and size. What am I?
c I am 2-dimensional. I have 4 right angles and 2 pairs of sides that
are the same length. What am I?
d I am 3-dimensional. I have 4 faces, 4 vertices and 6 edges. My faces
are all the same shape and size. What am I?
Show what you know

1 Name the following solids.
a b c d
72
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I C E - E M M at h em at ic s Y e a r 5 B o o k 2
© The University of Melbourne / AMSI 2011 Cambridge University Press
12
Chapter
• ACMMG 111
Three-dimensional
objects
In this chapter we will look at three-dimensional
shapes or objects. Everything around us
exists in three dimensions. So you are a
three-dimensional object and a car is a
three-dimensional object too.
When we go shopping we see a lot of three-dimensional shapes with special

mathematical names and properties.
Chocolate comes in boxes that are rectangular prisms and triangular prisms.
Soup and potato chips are sometimes packaged in cylinders.
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12 A Polyhedra
Many three-dimensional shapes have special names, for example cubes and
pyramids.
A polyhedron is a three-dimensional object with flat faces and straight edges. The
faces are polygons. They are joined at their edges. The word ‘poly’ means many,
and the word ‘hedron’ means face.
The plural of polyhedron is polyhedra, so we can have one polyhedron and two or
more polyhedra.
When we describe polyhedra, the properties we are interested in are the faces,
vertices and edges.
A face of a polyhedron is the shape that makes up one of 3
its flat surfaces.
• The faces of a cube are all squares. 6
4 2
• A cube has six faces. 1
An edge of a polyhedron is a line where two faces meet.

• A cube has 12 edges.
A vertex of a polyhedron is the point at which three or more

edges meet. The plural of vertex is vertices.
• A cube has eight vertices.
Polyhedra have special names depending on the number of faces that they have.
There are some similarities with the naming of polygons.
74 I C E - E M M at h em at ic s Y e a r 5 B o o k 2
Tetrahedrons
The smallest number of faces a polyhedron can have is four. The Greek prefix ‘tetra’
means four. A tetrahedron has four vertices, four faces and six edges.
A tetrahedron is also called a triangular-based pyramid.
Pentahedrons
Here are two different pentahedron. ‘Penta’ means five. You might know this
pentahedron as a square-based pyramid. It has five vertices, five faces and
eight edges.
This pentahedron has six vertices, five faces and nine edges. It is called a
triangular prism.
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Number Name of
Example
of faces polyhedron
This example is
4 Tetrahedron also known as a
triangular-based pyramid.
This example is
5 Pentahedron also known as a
square-based pyramid.
This example is
6 Hexahedron also known as
a cube.
7 Heptahedron
This example is like two

square-based pyramids
8 Octahedron
joined together at the
square faces.
9 Nonahedron
10 Decahedron
Regular polyhedra
For polyhedra, ‘regular’ means that all of the faces are identical regular polygons
and that the same number of faces meet at each vertex. The word ‘regular’ in
mathematics means following a rule like this.
A cube has six faces, all of them identical squares. Three faces meet at each vertex.
A regular tetrahedron has four faces. The Latin ‘tetra’ means four. The four faces
are identical equilateral triangles. Three faces meet at each vertex.
Summary
‘Polyhedron’ is the name we give to a three-dimensional shape
with all of its faces polygons.
We name polyhedra according to how many faces they have.
Regular polyhedra have identical faces with equal sides and
equal angles.
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12 A
Whole class
1 Practise drawing sketches of polyhedra. Show the edges that you cannot see
with a dotted line. Complete the statements for each.
a Start with a cube.
STEP 1: STEP 2:
Draw a square. Draw 2 lines at right angles
to each other as shown:
STEP 3: STEP 4:
Join the vertices that you Connect to the vertex that you
can see with solid lines. cannot see with dotted lines
A cube has faces, edges and vertices.

b Sketch a tetrahedron. Start with the front triangular face. A tetrahedron has
faces, edges and vertices.
c Sketch a pentahedron that is a square-based pyramid. Start with the square
base. A square pyramid has faces, edges and vertices.
d Sketch a pentahedron that is a triangular prism. Start with a triangle face.
A triangular prism has faces, edges and vertices.
12 A Individual
1 Each of the items below has the shape of one of the polyhedra. Count the
number of faces and use the list of prefixes to help you name each polyhedron.
tetra = 4 penta = 5 hexa = 6 hepta = 7
octa = 8 nona = 9 deca = 10
a b
c d
BISCUITS
2 These polyhedra have been drawn so that each face, edge and vertex can be
seen. Name the shape and complete the statement about faces, edges and
vertices.
a A has faces, edges
and vertices.
b An has faces, edges

and vertices.
c A has faces, edges

and vertices.
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12 B
Prisms
Prisms, cylinders
and pyramids
A prism is a polyhedron with a base and a top that are the same. All of the side
faces are rectangles perpendicular to the base. This is also known as a right prism.
A prism is named according to the shape of its base. The
one in the diagram on the left is a rectangular prism,
because its base is a rectangle.
A rectangular prism is also a hexahedron because it has
six faces.
A cross-section of a rectangular prism can be seen when we slice horizontally

through this block of cheese with a knife, parallel to the base. Every cross-section is
an identical rectangle.
If we look at a triangular prism, we can see that its base is a triangle. So is the face
opposite the base. It is called the base even if the triangular prism is ‘sitting’ on one
of its rectangular faces as in the picture below. The other three faces are rectangles.
If we make a slice parallel to the base we get a triangle identical to the base.
A triangular prism is also a pentahedron because it has five faces.
Cylinders
This three-dimensional shape is called a cylinder. It has a
circular base and top.
Every cross-section is a circle of the same size.
Cylinders are not prisms because they do not have rectangular
side faces.
Cylinders are not polyhedra because they do not have
polygonal faces.
Pyramids
A pyramid is a polyhedron that has a polygon for a base
and all the other faces are triangles which meet at one
vertex called the apex.
This is a triangular-based pyramid. It has four faces,

so it is also a tetrahedron.

This is a hexagonal-based pyramid. It has seven faces,

so it is also a heptahedron.
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Nets of three-dimensional shapes
A net is like an unfolded solid. Every polyhedron can be cut into a net.
If we took a breakfast cereal box and cut down each edge (without cutting it into
separate pieces), we would end up with the net of the box.
When we ‘unfold’ a cube, we have six squares joined

together. Because the cube has six square faces, the
net must have six squares. To the right is the most
familiar net of a cube.
Below is a net for a square prism.
Summary
A prism is a polyhedron with a base and a top that
are the same. All of the side faces are rectangles
perpendicular to the base.
We name prisms according to the shape of the base.
For example, this is a triangular prism.
A cylinder is not a prism.
A pyramid is a polyhedron that has a polygon for
its base and all the other faces are triangles which
meet at one vertex called the apex. For example, a
triangular pyramid.
A two-dimensional shape that can be folded to form
a polyhedron is a net of the polyhedron.
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12 B
Connect, apply and build
Whole class
1 You will need a variety of models of prisms and pyramids. Count the number
of faces for each shape. Place the shapes in increasing order, according to the
number of faces.
2 Make these models of prisms and other polyhedra using toothpicks for the
edges, and tiny balls of clay or plasticine or frozen peas for the vertices. If you
use frozen peas or clay, allow your constructions to dry on a window-sill and
handle them gently.
a Use 12 toothpicks and 8 vertices to make a cube.
b Use 8 toothpicks and 5 vertices to make a square pyramid.
c Use 18 toothpicks to make a hexagonal prism.
d Make a pentagonal prism.
e Use 4 vertices and 6 edges to make a . (Complete)
f Make a heptagonal pyramid.
3 Use construction equipment to make 4 different 3D shapes.
a Name each shape.
b Draw a sketch of each shape.
c Describe each shape in terms of faces, vertices and edges.
d Flatten out the pieces of the shape so that the pieces are still joined
together. This will make a net of the shape. Sketch the net.
4 What might the net of each shape look like? Sketch it.
a b
c d
5 Visualise the following and then make from plasticine.

a What do you get if you slice the top off a tetrahedron?
b What kind of polyhedron do you get if you slice the top off a hexagonal
pyramid?
6 a Draw a heptahedron that is not a pyramid.
b Draw an octohedron that is not a pyramid.
c Continue this pattern for the next 2 shapes.
12 B
1 Name the base of each prism.
Individual
a b c
d e
2 Copy and complete the following table for the shapes below.
Shape of grey- Shape of Number

3D object
shaded face other faces of faces
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3 Match each 3D shape to its net.
a b c
d e
1 2 3
4 5
4 a Sketch a rectangular prism. Start with the front rectangular face.

A rectangular prism has faces, edges and vertices.
b Sketch a triangular prism. Start with the front triangular face.
A triangular prism has faces, edges and vertices.
c Sketch a hexagonal prism. Start with the front hexagonal face.
A hexagonal prism has faces, edges and vertices.
12 C Review questions
1 Draw a sketch of each of these polyhedra. Show the edges that you cannot see
with a dotted line.
a Rectangular prism b Octahedron
c Triangular prism d Rectangular pyramid
2 Name the polyhedra and complete the statement about faces, edges and
vertices.
a This has faces, edges and vertices.
b This has faces, edges and vertices.
c This has faces, edges and vertices.
3 Name these 3-dimensional shapes

a b c
d e
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4 Write the name of the shape that can be made from each of these nets.
a b
5 Imagine you cut a corner off a rectangular prism like this.
a What kind of polyhedron do you get?

b How many edges and vertices does it have?
c What if you cut 2 corners off?
d What if you cut 3 corners off?
6 Imagine you cut a corner off a tetrahedron.
a What kind of polyhedron do you get?
b How many edges and vertices does it have?
c What if you cut 2 corners off?
d What if you cut 3 corners off?
12 D
1 a Use the numbers 1 to 10. Fill in the
Challenge:
magic pentagons
4
remaining circles in the pentagon
so you get a sum of 14 along each
side. 1 2

3 5
b Can you do the same with these 1

corner numbers? Why not?

4 2
3 5
c The sum along each side is 16. 1

Find the missing numbers.
9 3
d Now find all the ways you can

place the numbers 1 to 10 on the
pentagon to make the sum on each
the same. There are 6 solutions
altogether and 4 different possible
sums. Can you find them all?
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C h a p t er
13
Preparation
• knowledge of the cardinal points of the compass

• being able to recognise and use grid references.
k
k i cf f Use a compass to navigate your way around the school.
o 1 Sketch a map of the school and mark in:
a north
b the location of your classroom in relation to the office
c the location of your house in relation to the school.
2 Describe a route for your friends to follow using the compass.
For example, face north and take 10 steps, then turn west.
Take 5 steps, then turn towards the south and take 2 steps.
Where do you end up?
Show what you know

1 What are the 4 cardinal points of the compass?
2 Who am I? I am a compass point and:
a I am midway clockwise between south and north.
b I am midway clockwise between north and south.
3 If I look directly north and then turn round 180 degrees, in which direction am
I looking?
4 If I am looking due south and I turn round 180 degrees, in which direction am
I looking?
5 Draw a compass rose showing north, south, east and west.
90 I C E - E M M at h em atics Y e a r 5 B o o k 2
13
Chapter
• ACMMG 113
Maps and coordinates

When we look at a map, we usually see an arrow marking the north–south line
or direction. Here are some examples.
N
N Darwin
NORTHERN
TERRITORY
Alice Springs
We use a compass to see the direction we

are travelling in. It is marked with north,
south, east and west. Sometimes we see a
diagram of a compass on a map.
The Cartesian plane is named after the French

mathematician and philosopher Rene Descartes
(1596–1650). He introduced coordinate axes to show
how algebra could be used to solve geometric problems.
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91
13 A
Using the points of the compass
Reading maps
In the middle of the day in the southern hemisphere, the Sun is to the north.
The Sun rises in the east and sets in the west.
The four points of the compass are called north, south, east and west. The
north–south line is perpendicular to the east–west line.
N NE
45°
45°
W E
If you face north, then east is 90° to the right.

Half-way between each pair of cardinal points is another compass point:
• Half-way between north and east is called north-east (NE).
• Half-way between north and west is called north-west (NW).
• Half-way between south and west is called south-west (SW).
• Half-way between south and east is called south-east (SE).
Using maps
A street map is divided into columns and rows.
Each square is in one column and one row. It has a grid reference like F7 to describe
its location.
When reading the coordinates on a grid, you read the horizontal axis first followed
by the vertical axis. So we get a letter first, followed by a number.
Here is a map of Manly, NSW. The square marked is F7 because it is where column
F and row 7 intersect. The label ‘F7’ is called the coordinates of the square. It
contains a letter and a number.
A B C D E F G H I J
HARBOARD ST EV N
NORTH AN GTO
ST
LAWRENC RRIN
1 1
S
CA PDE
RT
E
ST
MANLY ST
BE
AL
HARBOARD
ST
ROWE ST
PI ST LU
TT M
W SD
AT ER AL
L
LIV
2 E
2
CAVIL
R E
O CR DV
CAMBELL OW Freshwater
PD N
DAL Beach
D
LEY
QUEENSCLIFF
ER
ST ST
RO
DG
QU
Mackellor AD EEN
BRI
SC
Girls High LIF
3 F Queenscliff 3
RD
RD
PA Bay
Hinkler VIL
LIO
Park Man GREY CLIFF N
ley ST
Lag
oon
ST
QUIRK
Lagoon Park
4 4
Manly Golf ST
Course
O OD
GW
IN Rock Baths
LL
CO
5 KENNET
H
GOLF ST Queenscliff
5
RD
RD Beach
ROLFE
ST
Manly ALEXAN
PITTW
DER
West KENNET ST
Manly Golf Course H RD
Park
D
RD
ATER
GWOO
6 6
QUIRK
NORTH
FAIRLIGHT LA
H
North
ST
OW
TASMAN
COLLIN
G Steyne SLSC
KENNET B AL PINE ST
H RD
Manly West HARLA
North Steyne SEA
F7
ND ST WATTL Beach
E
ST
7 Primary
AVE
7
RROW
EY ST
Cemetery JAMIESO
N AVE
IS ST
GRIFFIT
HS
DAINTR
SUWA
H ST
ROAD
FRANC
ST
OUSE
N
ST
URNE ST
MANLY
ST
TA
ANE
AUSTIN
WARA
8 8
HILL
ST
NW NE
LAPER
ST
BRISB
RAGLA
MELBO
STEY
N
ST
NE
W E
SYDNEY ROA
D Manly
Oval
SYDNEY
9 9
SW SE
PDE
ROAD
SO
LAU S
DER Manly
UT
DA O Beach
DS
LE RS H
H
O T
WEST OR
WOO
ESP EC
LAN TH TW T Manly
AVE CRESCENT ADE EN S Cabbage
10 W IA SLSC
10
ST
E
TH OR Tree
EY
CT E
N
EA VI PD Bay
E
Manly ST R
NE
UR
DA
Delwood Oceanworld
HB DE
RL SPLA
Beach AS P
EY
ST
E
BO
Manly
IFF
W
11 Fairlight
11
RE
Wharf
CL
ER
DD
NA
Beach
Manly Cove
ST
RD
A
D
LL
E
ST
A B C D E F G H I J
ISBN 978-1-107-64847-0 © The University of Melbourne / AMSI 2011

C h a p te r 1 3 M a p s a n d c o o r di n ates 93
Example 1
Here is a plan of Goanna Street School with grid references marked.
What do you find at B7 and B8?
Remember to read the horizontal axis first and then the vertical axis.
A B C D E F G H I J K L M N O P Q
1 1
2 2
staff room K Red 1 Red 2 Red
tuckshop
3 3
4 4
K Blue 1 Blue 2 Blue
5 office 5
6 6
7 gate 7
boys
8 gate 8
9 9
3 Red 4 Red 5 Red 6 Red girls
10 library 10
11 11
3 Blue 4 Blue 5 Blue 6 Blue
12 12
13 hall 13
14 14
15 15
Scale: 5 mm = 5 m
Solution
Squares B7 and B8 contain the left-hand and right-hand parts of the
school gate.
13 A
Whole class
1 a Discuss where the Sun rises. Point your arm to where the Sun rises.
b Someone calls out ‘north’. Use your left arm and hand to point to north.
Check with a compass if you have one.
c Take turns calling out ‘north’, ‘south’ and ‘west’ at random. Everyone points
to that direction using their left arm. Keep your right arm pointing east
throughout.
2 a Look at maps and street directories to find the north marker. From this find
east, west and south on the map.
b Draw a compass showing north, south, east and west.
c Draw lines with arrows to show NE, SE, SW, NW.
d NNE is exactly halfway between N and NE. Mark that direction with a line
and arrow head.
e Mark these points of the compass also: SSE, WNW, SSW.
3 Use the Sun or a compass to help you place cards marked north, south, east
and west on the appropriate walls in the classroom.
a Face north. Turn to east. What angle have you turned?
b Face north. Turn to south. What angle have you turned?
c Face north. Turn to your right until you are facing west. What angle have
you turned?
d Face north. Turn an angle that is less than a right angle. What direction
could you be facing? What would we call this angle?
e Face north. Turn to the south-east. What angle have you turned?
f Face north. Turn right to south-west. What angle have you turned?
4 Face north. What direction are you facing if you turn:
a 90° to the left? b 180° to the right?
c a complete turn to your left? d 360° to your right?
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The Dalby Pet Show
A B C D E F
1 silkworms cats 1
2 dogs 2
3 tortoises lizards 3
guinea
4 fish snakes 4
pigs
hermit
5 5
crabs
6 mice 6
A B C D E F
Look at the map of the Dalby Pet Show.

5 What would I find in:
a B4 b D1 c F3 d A2 e C5 f E4?
6 Write the coordinates for
a fish b mice c cats d tortoises.
7 From the map, name the closest pets that are:
a west of fish b north of tortoises
c north of lizards d north of mice
e south-east of silkworms f south-west of cats
g north-west of fish h north-east of snakes
i south-west of lizards j north-east of mice.
8 The car is travelling towards the intersection.
North Street
West Street
East Street
South Street
a If the car turns into West Street, how many degrees does it turn?
b If the car turns 90° to the right, which direction is it then going?
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13 A
Use the map of Goanna Street School on page 94 to answer the following questions.
Individual
1 Which grid references contain parts of:

a room 2 Red b room 4 Blue c the office
d room K Red e the girls’ toilet f the library?
2 What would you find at:
a F3 b I10 c L14 d K5 e P7 f L9?
3 Describe the grid squares you could go through to get from room 3 Blue to the
tuckshop. Which is the shortest route you can think of?
4 Draw a map of your school, or part of your school if it is large. Label the
bottom and left-hand sides of your page so that you can work out the grid
references of 4 of the buildings.
Use the map of Manly to answer questions 5–8.
A B C D E F G H I J
HARBOARD ST EV N
NORTH AN GTO
ST
LAWRENC RRIN
1 1
S
CA PDE
RT
E
ST
MANLY BE ST
AL
HARBOARD
ST
ROWE ST
PI ST LU
TT M
W SD
AT ER AL
L
LIV
2 E
2
CAVIL
R E
O CR DV
CAMBELL OW Freshwater
PD N
DAL Beach
RD
LEY
ST QUEENSCLIFF ST
GE
RO QU
BRID
Mackellor AD EEN
SC
Girls High LIF
3 F Queenscliff 3
RD
RD
PA Bay
Hinkler VIL
LIO
Park Man GREY CLIFF N
ley ST
Lag
oon
ST
QUIRK
Lagoon Park
4 4
Manly Golf ST
Course D
OO
GW
IN Rock Baths
LL
CO
5 KENNET
H
GOLF ST Queenscliff
5
RD
RD Beach
ROLFE
ST
Manly ALEXAN
PITTW
DER
West KENNET ST
Manly Golf Course H RD
Park
D
RD
ATER
GWOO
6 6
NORTH
QUIRK
FAIRLIGHT LA
H
North
ST
OW
TASMAN
COLLIN
G Steyne SLSC
KENNET B AL PINE ST
H RD
Manly West
HARLAN
D ST WATTL
North Steyne
Beach
SEA
ST
E
7 Primary
AVE
7
RROW
Cemetery
EY ST
JAMIESO
N AVE
S ST
GRIFFITH
DAINTR
S
SUWA
H ST
FRANCI
ROAD
ST
USE
N
ST
URNE ST
MANLY
ST
TA
ANE
LAPERO
AUSTIN
WARA
8 8
HILL
ST
NW NE
ST
BRISB
RAGLAN
MELBO
STEY
ST
N
W E
E
SYDNEY ROA
D Manly
Oval
SYDNEY
9 9
SW SE
PDE
ROAD
SO
LAU S
DER Manly
UT
DA O Beach
RS
DS
LE H
H
O T
WEST OR
WOO
ESP EC
LAN TH TW T Manly
AVE CRESCENT ADE EN S Cabbage
10 W IA SLSC
10
ST
HE OR Tree
EY
T
CT DE
NE
EA VI P R Bay
Manly ST NE
UR
DA
Delwood Oceanworld
HB DE
RL SPLA
Beach AS P
EY
ST
E
BO
Manly
IFF
W
11 Fairlight
11
RE
Wharf
CL
ER
DD
NA
Beach
Manly Cove
ST
RD
AL
D
LS
E
A B C D E F G H I J
5 What would I find at grid reference:

a D4 b H6 c B7 d B3 e G11 f A7?
6 Name the coordinates for each of the following.
a Manly West Park b Freshwater Beach
c Lagoon Park d Manly Oval
e the junction of Sydney Road and Pittwater Road
f Manly Oceanworld.
7 Follow these directions.
Start at the junction of Sydney Road and Pittwater Road and travel north until
you come to Raglan Street.
Turn left into Raglan Street and go west to Griffiths Street.
Travel along Griffiths Street and turn left into Waratah Street.
Turn left at the end of Waratah Street. Which road are you in now?
8 Write your own directions for others in your group to follow a route on the
Manly map. Can they arrive at the right place?
Here is a map that includes New South Wales, Victoria and parts of Queensland
and South Australia. Use it for questions 9 –14.
A B C D E F G H I J K L M N O
1 QUEENSLAND DALBY 1
CUNNAMULLA TOOWOOMBA
ST GEORGE IPSWICH
BRISBANE
2 WARWICK
2
TIBOOBURRA COOLANGATTA
MAREE
GOONDAWINDI
LISMORE
3 COLLARENEBRI
MOREE
TENTERFIELD CASINO BALLINA 3
LEIGH CREEK BOURKE
WALGETT
GLEN INNES GRAFTON
4 CASINO
4
ARMIDALE
COFF’S HARBOUR
WILCANNIA COBAR GUNNEDAH
HAWKE COONABARABRAN
5 BROKEN HILL NYNGAN TAMWORTH

KEMPSEY 5
PORT MAQUARIE
NEW SOUTH WALES DUBBO
TAREE
6 PORT PIRIE IVANHOE
MUSWELLBROOK
6
PARKES SINGLETON
BURRA
WENTWORTH ORANGE BATHURST NEWCASTLE
RENMARK
7 LITHGOW
GOSFORD 7
GAWLER MILDURA COWRA
BALRANALD WEST WYALONG
ADELAIDE HAY
SYDNEY
MURRAY BRIDGE OUYEN
8 NARRANDARRA GOULBURN WOLLONGONG 8
VICTOR HARBOUR PINNAROO
SWAN HILL YASS
DENILIQUIN WAGGA WAGGA NOWRA
KERANG
9 BORDERTOWN
ECHUCA
CANBERRA Tasman Sea 9
KINGSTON S.E. VICTORIA ALBURY BATEMANS BAY
SHEPPARTON
WANGARATTA
HORSHAM BENDIGO BENALLA COOMA N
10 ARARAT SEYMOUR BEGA
10
NW NE
MOUNT GAMBIER BALLARAT MELBOURNE

11 PORTLAND
BAIRNSDALE
ORBOST CANN RIVER
W E
11
WARNAMBOOL GEELONG MORWELL SALE
SW SE
12 S 12
Bass Strait
King Island 0 100 200 300 400 500
13 Flinders Island kilometres
13
A B C D E F G H I J K L M N O

C h a p te r 1 3 M a p s a n d c o o r di n ates 99
9 Which capital city has these grid references?
a F11 b N2 c K8 d I9 e A8
10 Which towns are found at:
a C5 b D10 c I11 d G10 e J7
f L7 g M5 h G3 i D11 j J10?
11 Write grid references for:
a Toowoomba b Nowra c Mount Gambier
d Bendigo e Coffs Harbour f Port Pirie
g Swan Hill h Moree i Coonabarabran
j Dalby k Sale l Ivanhoe
m Flinders Island n Leigh Creek o King Island
p Parkes q Wollongong r Bourke.
12 Write the names of the towns and the grid references that you could pass
through if you travelled from:
a Adelaide to Melbourne
b Sydney to Melbourne
c Nyngan to Adelaide
d Brisbane to Newcastle
e Coffs Harbour to Coonabarabran.
13 Name my starting point and destination if I travel from:
a F11 to I11 b G1 to L1 c N2 to K3
d H8 to J8 e G3 to K8 f J10 to L7.
14 What direction is:
a Echuca from Melbourne
b Canberra from Deniliquin
c Flinders Island from Melbourne
d Tenterfield from Brisbane
e Swan Hill from Kerang?
15 You are travelling west in a car along Sturt Street.
a At the intersection, what angle would you turn if you turned:
i right into Marble Terrace – less than a right angle, a right angle, more
than a right angle?
ii right into Peel Road – less than a right angle, a right angle, more than a
right angle?
iii left into Union Road – less than a right angle, a right angle, more than a
right angle?
b What street would you be in if you turned more than 90° to the right?
c What street would you be in if you turned more than 90° to the left?
N
Marble Terrace
Pe
ad
el
Ro
Ro
on
ad
ni
U
Sturt Street
South Street
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13 B The Cartesian plane
The Cartesian plane is different to a map with grid references because the grid lines
are numbered, not the columns and rows. The Cartesian plane has two number
lines drawn on grid paper at right angles to each other.
y
10
9 The vertical axis is called the y-axis.
8
The horizontal axis on the Cartesian plane is
7
called the x-axis.
6
5
4
3
2
1
0 1 2 3 4 5 6 7 8 9 10
x
The axes are called the coordinate axes.

The Cartesian plane is used to plot points. We can name points on the Cartesian
plane by saying which two grid lines they are on. The coordinates of the point
where two grid lines intersect is called an ordered pair because the order in which
the two numbers are written makes a difference.
Here is a Cartesian plane with the point A y
marked. 10
To describe the point A where a vertical line 9

and a horizontal line on the grid paper cross, 8
we ask: 7
• What number is on the vertical line 6
passing through A? It is 2. This is the 5

x-coordinate of A. We write a bracket 4
with 2 and a comma like this: (2, 3
• What is the number on the horizontal 2

A
line passing through A? It is 1. This is the 1
y-coordinate of A. Now complete the pair
0 1 2 3 4 5 6 7 8 9 10
by filling in the y-coordinate: (2, 1). x
The pair (2, 1) is called the coordinates of A.
To write down the coordinates, always start with the vertical line through the point
and the number on it.
A good way to remember this is to think: I’m going to first look downwards and see
which number I get. This is the first, or x-coordinate. Then I’ll look sideways to get
the second, or y-coordinate.
Example 2
What are the coordinates of B, C, D and E?

y
5
B
4
E
3
C
2
D
1
0 1 2 3 4 5 x
Solution
The vertical line through B has the number 5 on it. So the first coordinate is 5.
The horizontal line through B has the number 4 on it. The coordinates
of B are:
B = (5, 4)
and those of C, D and E are:
C = (0, 3) D = (4, 2) E = (3, 3)
Summary
We give the location of a point in the Cartesian plane by giving its
coordinates. The first coordinate tells which vertical line it is on. The
second coordinate tells which horizontal line it is on.
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13B Individual
1 Write the coordinates of each vertex (corner) of the following geometrical
shapes.
a The irregular quadrilateral y
8
b The rectangle
7
c The triangle
6
d The square 5
e The pentagon 4
f The trapezium 3
2
1
0 1 2 3 4 5 6 7 8 x
2 Mark the points with these coordinates on 1 cm grid paper with numbered
x- and y-axes written on it. Draw straight lines joining the points starting with
the first one and then going to the second and so on. Finish up back where you
started by drawing a straight line from the last point to the first one. Name the
geometrical shape you have drawn.
a (0, 1) (1, 0) (2, 1) (2, 2) (1, 3)
b (0, 6) (1, 6) (3, 8) (0, 8)
c (3, 2) (5, 1) (4, 3)
d (2, 4) (4, 4) (2, 6) (4, 6)
e (5, 2) (8, 0) (8, 4) (6, 4)
f (6, 5) (8, 5) (8, 8) (6, 8)
3 On 1-cm grid paper with x- and y-axes marked on it, draw 6 different
geometrical shapes with grid points as vertices. Write the coordinates for each
vertex as in Question 2. Get 3 people to plot your points and see if they can
name your shape without looking at your own drawing.
4 Anna took her dog for a walk in the park. They started at the south-west gate.
a Using a 1 cm grid with x- and y-axes marked on it, plot her walk using
these points.
(1, 2) (1, 3) (2, 4 ) (2, 6) (3, 6) (5, 4) (4, 3)
(6, 3) (6, 2) (5, 1) (3, 1) (3, 2) (1, 2)
b Use a different colour and plot another walk that they could take.
This walk should have at least 10 points.
Work with a partner and give directions to plot each other’s walk.
Homework
1 Plot the following points on 1 cm grid paper with x- and y-axes marked
on it and use a ruler to join them in order, finishing by joining the last one
to the first one.
a (1, 5) to (4, 1) to (12, 1) to (16, 5) to (1, 5)
b (8, 5) to (8, 13) to (2, 6) to (14, 6) to (8, 12)
What have you drawn?
2 Draw 3 other shapes with vertices at grid points.
List the points you joined as in Question 1.
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13 C
Here is a map of the Frank Brian Nursing Home.
Review questions
1 1
2 Mr Mrs Ms Mrs Mr Mr shed 2
3 Blue Pink Lilac Peach Lime Tan 3
laundry
4 northern corridor 4
5 Mrs Mrs Mr Ms 5
6 Green Brown Beige Coral kitchen 6
eastern corridor
7 7
8 fountain 8
9 dining 9
10 Mr Ms Mrs Ms room 10
11 Grey Jade Olive Rose 11
12 southern corridor 12
13 13
14 14
swimming pool N
15 15
1 What would I find at:

a P3 b L9 c I15 d C3 e K6 f G6?
2 Write a map reference for:
a Mrs Olive’s room b the dining room c Ms Rose’s room
d Mr Tan’s room e the shed f the fountain.
3 From the map, give the coordinates and name the resident(s) who live:
a nearest the swimming pool
b north of Mrs Brown
c next to the dining room
d west of Ms Lilac
e at the intersection of the northern and eastern corridor
f south-east of Mr Blue
g across the corridor from the kitchen
h closest to the shed.
4 a Draw a number plane on a piece of centimetre grid paper as shown.
y
10
0 1 2 3 4 5 6 7 8 9 10
x
b Draw 3 shapes, such as a square, a rectangle and a triangle, with their

vertices on points where gridlines cross.
c Write the coordinates of each vertex of each shape.
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13 D Challenge:
Cane toad maths
In 1935, 102 cane toads were introduced into Australia to help control beetles living
in the sugar cane fields of Queensland. They quickly became a pest and have now
spread into New South Wales, Western Australia and the Northern Territory.
1 In the first 6 months the cane toad population had increased to 589 times the
original number released. How many toads is this?
2 If a cane toad travels 40 kilometres per year, how far would it travel in:
a 2 years b 5 years
c 15 years d 8 years 3 months?
3 The average cane toad weighs 1.85 kilograms. The Northern Territory
FrogWatch program caught 29 264 cane toads in 1 year.
a What was the total mass of the cane toads caught?
b How many grams is this?
4 The land now occupied by cane toads is 700 000 square kilometres.
a If there are 5 cane toads per hectare, how many cane toads is this?
b If there are 15 toads per hectare, how many cane toads are now in
Australia?
5 5% of cane toad tadpoles grow into an adult. Calculate the number of
survivors from:
a 100 tadpoles b 1000 tadpoles
c 5000 tadpoles d 35 000 tadpoles
e 2400 tadpoles f 403 680 tadpoles.
6 Every year each female cane toad produces 2 clutches of between 8000 and
35 000 eggs. If 0.5% of cane toad eggs survive to adulthood, calculate the
number that would survive from:
a 200 eggs b 1000 eggs c 5000 eggs
d 8000 eggs e 10 000 eggs f 13 000 eggs
g 35 000 eggs h 180 000 400 eggs.
7 0.5% of cane toad eggs survive to adulthood.
a If 40 female cane toads each produce 16 000 eggs in 1 year, how many
adult cane toads will this be?
b If 85 female cane toads each produce 9000 eggs in 1 year, how many adult
cane toads will this be?
c If 1 000 000 female cane toads each produce 32 000 eggs in 1 year,
how many adult cane toads will this be?
d If 795 883 female cane toads each produce 70 000 eggs in 1 year,
how many adult cane toads will this be?
8 A new method of controlling cane toads is introduced that causes half the
population to die each year. How many years will it be before the cane toad
population is back to less than the original 102 toads if the population starts at
a 1000 b 10 000 c 100 000 d 1 000 000?
ISBN 978-1-107-64847-0
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C h a p t er
14
Useful skills for this section:
Preparation
• previous experience using balances and scales to measure mass

• the ability to identify the place value of decimal numbers.
k Start with any 1-digit number other than zero. Add 10. Multiply the
k i cf f sum by 100. Add 300. Divide by 10 and subtract 130. What number
o do you have? Start with a different 1-digit number. What pattern can
you see?
Show what you know

1 a Write down 3 grocery items whose weight is measured in grams.
b Write down 3 grocery items whose weight is measured in kilograms.
2 You will need some plasticine.
a Make a ball of plasticine that you estimate would have a mass of 10 grams.
b Make 3 balls of plasticine that have a total mass of 20 grams.
3 Write the unit of measurement you would use to measure the mass of each of
these items.
a A person b A cup of rice c Scissors
d A pencil e A backpack f A pencil sharpener
g A lunch box h A brick i An elephant
4 Write how many grams there are in:
a 5 kg b 7 kg c 12 kg?
1110
10 I C E - E M M at h emat ics Y ea r 5 B o o k 2
14
Chapter
• ACMMG 108
• ACMMG 110
Measurement
In this chapter we are going to look at mass, time and temperature.
Temperature is how hot or cold something is. Something with a high
temperature is hot, like an oven. Something with a low temperature, like a
block of ice, is cold.
The air around us also gets hot and cold over the course of the year.
In winter, the temperature is low – we dress in warm clothes and stay out of the
wind.
In summer, the temperature is high – we dress in cool clothes and play in the
shade.

C h a p t e r 1 4 M easu r eme n t 111
14 A Mass
The units of measurement we use for measuring mass are milligrams, grams,
kilograms and tonnes. We can convert from one unit to another by multiplying or
dividing by 1000.
The basic unit for measuring mass is the kilogram (kg).
The prefix kilo means one thousand. There are 1000 grams (g) in 1 kilogram.
1000 grams = 1 kilogram
If we have 2 kg and we want to know
how many grams that is, we multiply
by 1000.
1 kg is the same as 1000 g
So 2 kg = 2 × 1000 g
= 2000 g
If we have 3000 g and we want to know
how many kilograms that is, we divide
by 1000.
1000 g = 1 kg
So 3000 ÷ 1000 = 3 kg
A paperclip weighs about 1 gram, so a
kilogram of paperclips would be about
1000 paperclips!
Example 1
When Joseph was born he weighed 5 kilograms.

How many grams is that?
Solution
We need to multiply the kilograms by 1000 to find the number of grams.

5 kg = 5 × 1000 g
= 5000 g
There are 5000 grams in 5 kilograms.

Example 2
When Lachlan was born he weighed 3585 grams.

How many kilograms is that?
Solution
We need to divide the grams by 1000 to find the number of kilograms.

3585 g = 3585 ÷ 1000 kg
= 3.585 kg
There are 3.585 kg in 3585 grams.
For very small amounts we use milligrams (mg).

A pinch of salt weighs about 1 milligram.
The prefix milli means one-thousandth.
1
One milligram is of a gram (g).
1000
So 1000 milligrams = 1 gram
Example 3
Rita drinks two cups of milk per day. One cup of milk contains 300 milligrams
of calcium. The recommended daily intake for a child of 11 is 0.9 grams. Is Rita
getting enough calcium from the milk she drinks?
Solution
1000 mg = 1 g. To convert milligrams to grams, divide by 1000.

300 mg = 300 ÷ 1000 g
= 0.3 g
Two cups of milk is 0.6 g of calcium. Rita needs at least three cups of milk
to get her recommended daily intake of calcium. So two cups is not enough.

For very heavy objects we use tonnes (t). There are 1000 kilograms in
1 tonne (t).
So 1000 kilograms (kg) = 1 tonne (t).
Example 4
Dale’s car weighs 1587 kilograms. How many tonnes is that?
Solution
1 t = 1000 kg. To convert kilograms to tonnes, divide by 1000.

1587 kg = (1587 ÷ 1000) t
= 1.587 t
There are 1.587 tonnes in 1587 kilograms.
Summary
The standard unit of measurement for mass is the kilogram.
To convert tonnes to kilograms, kilograms to grams or grams to
milligrams multiply by 1000.
To convert milligrams to grams, grams to kilograms or kilograms
to tonnes, divide by 1000.
× 1000 × 1000 × 1000
tonnes kilograms grams milligrams
÷ 1000 ÷ 1000 ÷ 1000

14A
Whole class
1 You will need a kilogram weight and a set of scales.
a Draw a chart with 3 columns with these headings:
‘Less than 1 kg’; ‘About 1 kg’ and ‘More than 1 kg’.
b Compare different objects in the classroom to the 1 kg mass by holding each
in your hand.
c Draw a picture of each object in the appropriate column.
d Finally, measure the mass of each object using the scales and write the
measurement underneath the picture of the object.
2 Work in groups of three. Compare a kilogram mass with two 500 g masses.
Do they feel the same?
a How many kilograms are there in 500 g?
b Next, compare four 250 g masses with a single kilogram mass.
Do they feel the same?
How many kilograms are there in 250 g?
1
3 Estimate how many of these items you would need to have a total mass of kg.
2
Check your estimate using scales.
a Maths books b Dictionaries c Pencils
4 Convert to grams:
a 1250 mg b 3400 mg c 3500 mg d 275 mg
e 3 kg f 12 kg g 0.03 kg h 124 kg.
5 a Estimate the mass of a 1-centimetre-cube block. Weigh it.
b It might be hard to accurately measure the mass of 1 block.
So this time, weigh a hundred 1-centimetre blocks and divide the result by
100. Was the mass of 1 block different to what you found in part a? Discuss
which is the more accurate measurement.

14A
1 Write ‘more than
1
Individual
kg’ or ‘less than

1
kg’ for each.
2 2
a 450 g b 0.6 kg c 750 g
d 0.2 kg e 510 g f 0.3 kg
1 1
2 Write ‘more than kg’ or ‘less than kg’ for each.
4 4
a 0.5 kg b 200 g c 0.7 kg d 650 g
e 0.1 kg f 125 g g 1000 g h 4999 g
3 Convert to grams.
a 1500 mg b 3250 mg c 2750 mg d 0.4 kg
e 1.250 kg f 3.7 kg g 999 kg h 10 000 kg
4 Write these masses in kilograms.
a 4000 g b 3500 g c 2040 g d 2250 g
e 5250 g f 600 g g 35 g h 10 g
5 Convert these measurements to tonnes.
a 4250 kg b 2750 kg c 3200 kg d 1700 kg
6 a How many kilograms are there in 3560 g?
b How many grams are there in 0.7 kg?
c How many grams are there in 450 mg?
d How many kilograms are there in 1 41 t?
e How many tonnes and kilograms are there in 2500 kg?
f How many milligrams are there in 4 41 g?
7 a Joanna bought 750 g of peas. How many kilograms did she buy?
b Joel carried 13.68 kg of bricks in his wheelbarrow. How many grams did
he carry?
c Chris put 0.125 kg of butter in the cake mixture. How many grams of butter
did Chris use?

8 a Here is a recipe for Apricot Muesli Slice. Convert these measurements
to grams.
Apricot Muesli Slice

Toasted muesli 0.3 kg
Desiccated coconut 0.18 kg
3
Wholemeal self-raising flour kg
10
Brown sugar 0.18 kg
1
Honey kg
4
Chopped dried apricots 0.18 kg

Flaked almonds 60 000 mg
1
Butter, melted kg
4
Peanut butter 0.25 kg
b If double the quantity were needed, how much of each ingredient would
be used?
c If 10 times the quantity was needed, how much of each ingredient would
be used?
9 To build his driveway Les needs 8250 kg of sand, 4850 kg of gravel and
10 500 kg of crushed rock. Les wants to get all of his materials delivered in
containers by a single truck. Is this possible if the truck can carry a maximum
load of 25 tonnes?
Reflection
1 A stallholder at the Victoria Market knows that each large apple
he is selling weighs about 150 g.
a A customer asks him for 1 1 kg of apples. How many apples
2
should he pick out?
b Another customer wants about 1 kg of apples. How many
should he pick out?
c Discuss how you worked this out.

Homework
1 Look at food packages at home. Draw a chart showing the items
you have found.
1
a Find 4 packages that weigh less than kilogram.
2
1
b Find 4 packages that weigh about kilogram.
2
1
c Find 4 packages that weigh more than kilogram.
2
2 a Find out what your birth weight was. Your parents might know your
birth weight in metric measurement and also in pounds and ounces.
Write both measurements down.
b Convert your birth weight to kilograms.
c Now convert it to grams.
d How many milligrams did you weigh when you were born?
e How many milligrams do you weigh now?
f How many tonnes did you weigh when you were born?
3 Record the weight of 5 people.
a Order them from lightest to heaviest.
b Which 2 people are the closest in weight? Calculate the difference in
their weight in grams.
1
c Calculate each person’s weight if they were lighter in weight.
10

Preparation
• the ability to tell the time on an analogue clock to within 1 minute
• the ability to read and write digital time in hours and minutes.
k
k i cf f
o Play ‘Wait a Minute’.
Estimate how many times you can write your name in one minute.
Test your guess.
Show what you know

1 Write the times shown on these clocks.
a b c
12 12 12
11 1 11 1 11 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
d e
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6
2 Fill in the gaps to make these statements true.

a 180 seconds = minutes
b days = 48 hours
c 2 hours 10 minutes = minutes
d weeks = 2 years
e 80 seconds = minute seconds
f minutes = 2 hours

14B
The basic unit of measurement for time is the second (s).
Reading and
recording time
• There are 60 seconds in 1 minute.

• There are 60 minutes in 1 hour.
• There are 24 hours in 1 day.
• There are 7 days in 1 week.
We can also use fractions when we record time.
5 5
12 12
11 1 10
11 1 10
10 2 10 2
9 3 15 9 3 15
8 4 8 4
7 5 20 7 5
6 6
25
30
There are 30 minutes There are 15 minutes

in half an hour. in quarter of an hour.
There are two ways of recording the time of day.
Using a 12-hour clock

When we use the 12-hour system the day is broken up into two 12-hour blocks.
11:30 a.m. means eleven thirty in the morning and 11:30 p.m. means eleven thirty
in the evening.
We write ‘a.m.’ to show that we mean the morning. The letters ‘a.m.’ come from
the Latin words ‘ante meridiem’ meaning ‘before noon’.
We write ‘p.m.’ to show that we mean the afternoon or evening.
The letters ‘p.m.’ come from the Latin words ‘post meridiem’ meaning ‘after noon’.
Midnight is written as 12:00 a.m. and midday is written as 12:00 p.m.
Using a 24-hour clock

When we use 24-hour time, all times are measured from midnight one day up
until the midnight the next day. So 11:30 a.m. is written as 1130 and 11:30 p.m. is
written as 2330.
We do not use a.m. or p.m. with the 24-hour clock. Midnight is written as 0000
and midday is written as 1200.

Twenty-four-hour time is most often used when it is important to avoid confusion
about a time that could either be morning or evening, for example in the armed
forces, by airlines for flight times and in hospitals.
These morning times are recorded in this way using the 24-hour clock:
6:00 a.m. is written as 0600 6:05 a.m. is written as 0605
Using 24-hour time we record these afternoon times in this way:
1:00 p.m. is written as 1300 1:05 p.m. is written as 1305
12-hour 12:00 a.m.

6:00 a.m. 1:00 p.m. 3:00 p.m. 6:00 p.m. 9:30 p.m.
clock midnight
24-hour
0600 1300 1500 1800 2130 0000
clock
Example 5
Grace’s bedroom clock shows 1745. What time is that in 12-hour time?
Solution
1745 is after 1200 so it is after noon. 1745 is 5 hours and 45 minutes after
1200, so it is 5:45 p.m.

Example 6
Justin told Colby the time was 7:20 p.m. What time was that in 24-hour time?
Solution
‘p.m.’ means it is after noon. In 24-hour time, noon is 1200, so 7:20 p.m. is
7 hours and 20 minutes after noon, which is 1920.
Digital clocks can show 24-hour time, but they often show 12-hour time. A colon
between the hours and minutes is used on a digital clock for 12-hour time. You
will also see a colon on a digital clock using 24-hour time though, as we have seen
above, it is not needed.

Summary
The basic unit of time is the second.
There are 60 seconds in 1 minute, 60 minutes in 1 hour and
24 hours in 1 day.
We use a.m. and p.m. to distinguish between morning and
afternoon in 12-hour time. We use ‘a.m.’ when the time is
before midday and we use ‘p.m.’ when the time is after midday.

14 B
Connect, apply and build
Whole class
1 Work with a partner to draw a time line showing 24 hours from midnight on
1 day to midnight the next day. Write in the 12-hour times along the bottom of
the time line.
Write the 24-hour times along the top of the time line.
Use the time line to help you convert these 12-hour times to 24-hour time:
a 8 a.m. b 6:30 a.m. c 7:42 a.m. d 9:40 a.m.
e 1 p.m. f 2:25 p.m. g 8:16 p.m. h 12:06 a.m.
2 Use the time line you made with your partner. One person says a time in either
12-hour or 24-hour time and the other person converts it to the other time
format. Repeat, swapping roles.
3 Convert these 24-hour times to 12-hour times. (Remember to write a.m. or p.m.)
a 0400 b 0535 c 1400 d 1510
e 2050 f 1817 g 2346 h 0004
14B
1 Change these 12-hour times to 24-hour times.
Individual
a 11 a.m. b 4:52 a.m. c 3 p.m. d 1:19 p.m.

e 12:25 a.m. f 9:34 p.m. g 10:07 p.m. h 11:38 p.m.
a 1300 b 0800 c 1900 d 2100 e 2300
f 0827 g 0010 h 1639 i 1908 j 0355
a 1200 b 0000 c 2359 d 0003 e 1001
4 Write each of these times in 12-hour and 24-hour time.
a Two o’clock in the afternoon b Ten o’clock in the morning
c Eleven o’clock in the evening d Twenty-three minutes past 5 in the morning
e Quarter past 11 in the morning f Eight minutes to 9 in the evening

g Ten minutes to ten in the evening h 3 minutes past midnight
i 21 minutes to 1 in the morning j 34 minutes past 1 in the afternoon
5 Put these times in order, starting at midnight.
3:45 p.m. midnight 1310 7:15 p.m. 5:05 a.m.

noon 2320 10:25 p.m. 0450 2055
6 Mum put on the roast at 4:30 p.m. It finished cooking 2 hours later. What time
did it finish in 24-hour time?
7 The DVD player showed 19:45. What time is that in 12-hour time?
8 This is the arrival board at Darwin airport. Copy the table and write the times
that these planes are due to arrive in Darwin in 12-hour time.
Arrival time Arrival time

Flight Origin 24-hour time 12-hour time
a RF 392 Sydney 1635

b TR 481 Adelaide 1720
c JX 725 Brisbane 1805
d KL 209 Hobart 1955
e TL 931 Perth 2045
9 Write 20 minutes to 6 in as many different ways as you can.
Reflection
Times on a 24-hour clock sometimes make a pattern, for example
1234. Find 5 other patterns in 24-hour time.
Homework
1 Find out what time it was when you were born. Write this in 12-hour and
24-hour time.
2 When you get back to school, use the information you have found to order
yourself and 5 friends from oldest to youngest.

14 C Elapsed time
Sometimes we need to know how much time has elapsed between two times on
the clock. For example, when I am making a cake that needs 35 minutes to cook,
I need to know what time I should take it out of the oven.
There are a number of ways of doing this. One way is to count on from
one time to another:
I put the cake in the oven at 2:50 p.m.
Build up from 2:50 p.m. to 3:00 p.m. = 10 minutes
35 minutes – 10 minutes = 25 minutes to go
I add 25 minutes to 3:00 p.m. and get 3:25 p.m.
So I would take the cake out at 3:25 p.m.
Example 7
a S harni left home at 8:15 a.m. to walk to school. She arrived at school at
8:40 a.m. How long did it take her to walk to school?
b W
hen walking home from school, Sharni left at 3:30 p.m. and instead of
walking straight home she went to the shops. She got home at 4:28 p.m.
How long did it take her to walk home from school?
Solution
a Both times are between 8:00 a.m. and 9:00 a.m.

So we subtract 15 from 40. It takes 25 minutes.
b Sharni starts at 3:30 p.m.
Build up from 3:30 to 4:00 = 30 minutes
Build up from 4:00 to 4:28 = 28 minutes
Add 30 minutes and 28 minutes = 58 minutes
It took Sharni 58 minutes to walk home from school via the shops.
Timetables
We need timetables to help us know when we have to do things.
We have timetables at school and for buses, trains and television.
Calculating elapsed time helps us to understand and use timetables.

Example 8
This is a Year 5/6 timetable. How much time is spent doing maths each week?
Time Monday Tuesday Wednesday Thursday Friday
9:00–10:00 English English Maths English Maths
10:00–11:00 English English English English English
11:00–11:20 RECESS
11:20–12:30 Society Maths English Music Library
12:30–13:30 LUNCH
13:30–14:30 Music PE Art Maths Science
14:30–15:15 Maths Health Art Italian PE
Solution
Monday: 14:30–15:15 = 45 minutes

Tuesday: 11:20–12:30 = 70 minutes
Wednesday: 9:00–10:00 = 1 hour
Thursday: 13:30–14:30 = 1 hour
Friday: 9:00–10:00 = 1 hour
Total: 3 hours 115 minutes, which is 4 hours 55 minutes
Summary
To find elapsed time, we count on from one time to another.
We often use elapsed time when we are using timetables.

14 C
C o nn e c t , a p p l y a n d b u i l d
Whole class
1 a Start at 3:00 p.m. Count on 3 hours. What time is it in 24-hour time?
b Start at 22:10. Count on 40 minutes. What time is it?
c What time is it 10 minutes after 2:55 p.m.?
d What time is it 3 hours before 12:00 p.m.?
e What time is it 3 hours before 2:10 p.m.?
2 a Calculate the amount of time you spend each day at school.
How much is this per week?
b Calculate the amount of time you spend in class each day when you are at
school. How much is this per week?
c How much of 1 week do recess and lunchtime take up?
3 This is a train timetable for the Central to Jackson line. One train leaves Central
every 10 minutes and it is 4 minutes between stops. Copy the timetable and
complete it showing the arrival times of trains at each destination.
Destination Train 1 Train 2 Train 3 Train 4 Train 5
Central 14:32
Scotsville
Newcombe
Harcourt
Jackson
4 The school bus leaves at 3:40 p.m. It stops at the first bus stop 15 minutes
later for 2 minutes. Then it travels for a further 8 minutes to the second stop.
What time is it when it gets to the second stop?

14 C
1 Four friends entered the Southern District Fun
Individual
Name Finishing time

Run. The Fun Run started at 11:30 a.m. Here
are the times when each of the friends finished Anton 1156
the run. Calculate how long each of them took Sienna 1227
to finish the Fun Run.
Ryan 1238
a Who ran the fastest time?
Georgia 1304
b Who came second amongst the friends?
How long did that person take?
c What was the difference in the times of the slowest
and the fastest runner?
2 It takes 3 minutes to cook an egg in boiling water. Fiona puts an egg into boiling
water when the clock is showing 3:58 p.m. When should she take it out?
3 Add 45 minutes onto these times.
a 1725 b 11:55 a.m. c 0504 d 2123 e 2339
4 What is the time 50 minutes before these times?
a 3:30 p.m. b 1:27 p.m. c 12:42 a.m. d 1821 e 0026
5 How much time until midday?
a 0645 b 1057 c 0913 d 0429 e 1104 f 0731
6 Here is a train timetable.
Station Arrival times

Rockford 0820 0940 1100 1220 1340 1500 1620 1740 1900
Northington 0836 0956 1116 1236 1356 1516 1636 1756 1916
Paradise 0854 1014 1134 1254 1414 1534 1654 1814 1934
Clearview 0910 1030 1150 1310 1430 1550 1710 1830 1950
Winston 0925 1045 1205 1325 1445 1605 1725 1845 2005
Blainey 0939 1059 1219 1339 1459 1619 1739 1859 2019
a How long does it take to travel from Rockford to Blainey?

b Sam lives at Rockford. She needs to be at Winston at 2:45 p.m.
Which train will she need to catch?
c How long will Sam’s train trip take?
d Jarrod was going to meet his friend at Blainey at 7:00 p.m.
He arrived at Paradise station just as a train had left. He looked at his watch
and it was 6:15 p.m. How long did he have to wait for the next train?
What time did Jarrod eventually get to Blainey?

7 Kylie went to sleep at 9:38 p.m. She woke up at 6:56 a.m.
How long was Kylie asleep?
8 Mai Lin has to catch the 1645 flight to Perth. She needs to check in at the
airport 60 minutes before the flight. Mai Lin lives 1 hour and 15 minutes from
the airport. What time will the taxi need to pick Mai Lin up?
9 Frank has to exercise for 35 minutes before school. It takes him 45 minutes to
get ready for school and 25 minutes to get to there. What time should he get
up if he wants to be at school at 0835?
10 Brooke took 3 hours and 25 minutes to complete the marathon.
If she finished at 1145, what time did she start?
11 London is 11 hours behind Melbourne during daylight saving. Calculate the
time in London when it is the following daylight saving times in Melbourne.
a 9 p.m. Monday b 5:45 p.m. Tuesday
c 1109 Saturday d 7:24 a.m. Sunday
Homework
1 Find how long it takes for you to get to school. Write the time you
usually leave home and the time you usually arrive at school. Count on
to find the elapsed time. Calculate how much time you spend travelling to
and from school each day. How long would that be over 1 week?
2 Find out from an adult what time they leave for work and what time they arrive
at work. Calculate how much time the adult spends travelling to and from work
each day. How long would that be over 1 week?
3 Provide TV program guides. Select one channel on one day and calculate
how much time it broadcasts news and current events.
Do the same for lifestyle programs and children’s programs.
Which channel spends longest on children’s programs?

Preparation
• the ability to make estimates about approximate temperatures
• the ability to read a thermometer to the nearest degree.
k
k i cf f
Each person starts with a score of 15. Take turns rolling two six-sided
dice. If the sum of the numbers you get is even, add the sum to your
o total; if the sum of the numbers is odd, subtract it. The winner is the
person with the score closest to 15 after 10 throws each.
Show what you know

1 What will a thermometer read if it starts at 12° and:
a increases by 100° b decreases by 10°
c increases by 16° d decreases by 29°
e decreases by 12° f decreases by 13°?

14D Temperature
We use thermometers to measure temperature. A doctor might use a thermometer
to measure your body temperature. In the freezer section of the supermarket,
a thermometer helps the manager make sure that food is kept at the right
temperature. At home, we use thermometers in the oven to help us cook food at
the right temperature.
The unit of measurement for temperature is the degree Celsius (°C).
0°C is the freezing point of water. Water starts forming ice at this temperature.
100°C is the boiling point of water.
37.4°C is the usual body temperature of a healthy person. An increase or decrease
of even 1°C means a person is sick.
Different thermometers are used for different tasks.

When a person is feeling unwell,
we take their temperature using a
digital thermometer.
Why do you think
the scale starts at
35°C and goes up
in steps of 0.1°C at
a time?
To measure the temperature in a room, we

might use a thermometer like this one. It starts
at 0°C and the scale is in steps of 10°.

A thermometer used to measure temperature in a freezer starts below 0°C like the
one on the left.

Some thermometers start above 0°C. The thermometer on the right might be used
for high temperature situations such as the inside of an oven.
Why do you think this thermometer does not start at 0°C? Why isn’t each degree
in temperature marked?
Look at the different scales on the thermometers. The marks are an equal distance
apart. The number of degrees between marks is the same.
Example 9
Jasmine lives in inland Queensland. She needs a thermometer that will show her
the temperature during the day in her kitchen. Which thermometer is best for
her to use?
Solution
Jasmine needs a thermometer that measures between –5°C and 50°C because
the temperature will be within this range through the day and night.
Summary
We measure the temperature in degrees Celsius (°C).
0°C is the freezing point of water; 100°C is the boiling point of
water; 37.4°C is the body temperature of a healthy person.
The marks on the scale of a thermometer are an equal distance apart.

14 D
Whole class
1 Locate the weather section in a newspaper or the weather forecast on the web.
a Is it hotter today than yesterday?
b Will it be cooler tomorrow than today?
c Which places in Australia might be cooler or hotter than your classroom?
2 Work with a partner.
a Draw a thermometer that shows temperatures – 5°C to 40°C.
b Use newspapers to find the minimum and maximum temperatures for your
area and mark them on your thermometer.
3 Work with a partner.
a Measure the temperature at 4 different places in your school, including
inside and outside, at 3 different times during the day. Make sure your
thermometer shows a steady temperature before you take the readings.
b Discuss why the temperature was different inside and outside, and if there
was one area in the school that was warmer or cooler than another area. For
example, in Australia the wall facing north may be hotter because the Sun
shines on it in winter.


14D Individual
1 Write the temperature that is shown on these thermometers
a °C b °C c °C d °C e °C
50 50 50 50 50
40 40 40 40 40
30 30 30 30 30
20 20 20 20 20
10 10 10 10 10
0 0 0 0 0
2 Draw a suitable thermometer showing each of these temperatures.

a 37.5°C b 38°C c 36.5°C d 38.5°C
3 Here are the maximum and minimum temperatures of 7 capital cities on
one spring day. Calculate the difference between the highest temperature and
the lowest temperature recorded for each city.
City Sydney Hobart Brisbane Perth Adelaide Darwin Melbourne
Max 25°C 20°C 28°C 27°C 26°C 32°C 22°C
Min 14°C 11°C 18°C 15°C 13°C 19°C 12°C
4 The temperature in a classroom started at 15°C at the beginning of the day. It

rose 8°C by lunchtime and then fell 4°C by 3 o’clock. What temperature was it
at 3 o’clock? Mark these 3 temperatures on a thermometer.
5 Research the 3 coldest temperatures and the 3 hottest temperatures in the world
this week. Compare them with the 3 hottest and coldest temperatures in Australia.
Reflection
Discuss why the number of degrees between marks on a thermometer
scale is different on thermometers used for different purposes. Give
examples where a 5°C scale step might be appropriate. Give an example
where you would definitely want to have a step smaller than 1°C.

14 E
1 How many grams are there in:
Review questions
a 3000 mg b 1500 mg c 0.6 kg d 1.8 kg

e 4.125 kg f 150 kg g 1500 kg h 15 000 kg?
2 Write these masses in kilograms.
a 8000 g b 1200 g c 70 g d 128 g
3 a Alexandra bought 875 g of nails. How many kilograms did she buy?
b Glenn carried 18.24 kg of luggage. How many grams did he carry?
4 Milosh put 140 g of eggs, 0.25 kg of butter, 248 grams of flour and 127
grams of sugar into a cake mix. How much did the mixture weigh altogether in
kilograms?
a 6 a.m. b 1:25 p.m. c 3:38 p.m. d 11:59 p.m.
a 1400 b 0432 c 1358 d 1845 e 2127
7 Write each of these times in 12-hour and 24-hour time
a Four o’clock in the afternoon
b Five o’clock in the morning
c Twelve minutes past five in the evening
d Twenty-seven minutes to six in the morning
e Quarter past eight in the evening
8 a Tarryn set her DVD player clock by her watch, then went outside to
spray-paint her car. She looked at her watch when she started painting the
car. It said the time was 11:30 a.m. When she finished, the clock on her
DVD player said 1708. How long did it take to paint the car?
b It takes 3 hours and 18 minutes to cook a roast.
Michael puts the meat into the oven when the clock is showing 1507.
Write the time he should take the roast out of the oven in 12-hour time.
9 Add 25 minutes onto these times.
a 1925 b 10:55 p.m. c 0738
d 2123 e 2339 f 2:49 a.m.
10 What is the time 1 hour and 20 minutes before these times?
a 10:30 a.m. b 11:15 p.m. c 2:02 a.m.
d 1433 e 00:30 f 1:19 p.m.

11 Write the temperature shown on these thermometers.
a b c d e
°C °C °C °C °C
120 120 120 120 100
110 110 110 110 90
100 100 100 100 80
90 90 90 90 70
80 80 80 80 60
70 70 70 70 50
60 60 60 60 40
50 50 50 50 30
40 40 40 40 20
30 30 30 30 10
20 20 20 20 0
10 10 10 10 –10
0 0 0 0 –20
12 Copy and complete this table for maximum temperatures, minimum

temperatures and the difference between them in 8 Australian towns on one day.
Difference between
Minimum Maximum minimum and maximum
City temperature temperature temperatures
Wagga Wagga 11°C 13°C
Kapunda 5°C 12°C
Meekatharra 25°C 17°C
Humpty Doo 17°C 31°C
Murgon 19°C 19°C
Tooborac 3°C 12°C
Wynyard 1°C 11°C
Tharwa 0°C 4°C

14 F
1 There are 8 children on a boat.
Challenge: How
many legs?
Each child has 8 baskets.
In each basket there are 8 octopi.
For every octopus there are 8 crayfish.
For every crayfish there are 8 seagulls.
a How many living things are in the boat?

b How many legs are there in the boat?

C h a p t er
15 Preparation
• an understanding of fractions as part of the area of a shape
• an understanding of fractions as part of a whole collection
• forming equivalent fractions by multiplying the numerator and the denominator
by the same number
2 2×2 4 1 1× 4 4
For example, = = and = =
3 3×2 6 6 6×4 24
• comparing fractions with different denominators.
k Draw a number line divided into thirds and sixths and mark these
k i cf f fractions on it:
o 1 1 1 3 4 2

6 2 3 6 6 3
Which fractions are equivalent?
Show what you know

1 Here are 2 ponds with spotted frogs and ordinary frogs in them.
Sometimes the ponds join up when it rains.
Murphy’s pond Adie’s pond

a What fraction of the frogs in Murphy’s pond are spotted?
b What fraction of the frogs in Adie’s pond are not spotted?
c What fraction of the frogs in the 2 ponds combined are spotted?
138 I C E - E M M at hemat ics Y ea r 5 B o o k 2

15
Chapter
• ACMNA 103
Number and Algebra
Fraction arithmetic
Most of the time when we deal with fractions in the world around us, we
want to use them to find out answers to questions such as ‘How much?’ or
‘How many?’ This may involve adding or subtracting. It may also involve
multiplying and dividing with such numbers.
In this chapter, we start with mixed numbers, equivalent fractions and simplest
form, and then extend our understanding of the operations of addition,
subtraction, multiplication and division to include fractions.
1
I have litre of
2
milk in one bottle,
and 2 litre of milk
3
in another bottle.
How much milk do
I have altogether?
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C ha p t e r 1 5 F r ac t i o n A r i t hme t ic
139
15A
Proper and improper fractions
Improper fractions
and mixed numbers
If the numerator of a fraction is less than the denominator, we call it

1 4
a proper fraction. For example, and are proper fractions.
3 5
If the numerator is greater than or equal to the denominator, the fraction
4 3
is called an improper fraction. For example, and are improper fractions.
3 3
Example 1
Label each fraction as proper or improper.

1 6 2 89
a b c d
4 5 2 99
Solution
1 6
a is a proper fraction. b is an improper fraction.
4 5
2 89
c is an improper fraction. d is a proper fraction.
2 99
Whole numbers as fractions

2 4
All whole numbers can be written as fractions. For example, 1 = and 2 = .
2 2
If the numerator and the denominator are the same number, we get a fraction that
3 10
is equivalent to 1. For example, = 1 and = 1.
3 10
If the numerator is a multiple of the denominator, we get a whole number.
6 9
For example, = 2 and = 3.
3 3

Example 2
Write the whole number equivalent of each fraction.

4 15 20 36
a b c d
2 5 10 9
Solution
4 15 20 36
a = 2 b = 3 c = 2 d =4
2 5 10 9
Mixed numbers
A mixed number is a whole number plus a fraction smaller than 1.
1 1
1 2 is a mixed number. It means 1 plus more.
2
Let’s build up thirds to see what happens when we get more than one whole.
1
If we divide a rectangle into three equal pieces, each piece is of the whole.
3
one whole
1 1
One-third 3
3
1
Now we extend the drawing by adding on pieces of size .
3
one whole
2 1 1
Two-thirds 3 3
3
one whole
3 1 1 1
Three-thirds 3 3 3
3
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141
3
Notice that is the same as 1.
3
one whole one whole
4
Four-thirds 1 1 1 1
3 3 3 3 3
1 1
Four-thirds is the same as 1 + = 13 .
3
one whole one whole
5
Five-thirds 1 1 1 1 1
3 3 3 3 3 3
2 2
Five-thirds is the same as 1 + = 13 .
3
one whole one whole
6
Six-thirds 1 1 1 1 1 1
3 3 3 3 3 3 3
Six-thirds is the same as 2.

one whole one whole one whole
7 1 1 1 1 1 1 1
Seven-thirds 3 3 3 3 3 3 3
3
1
Seven-thirds is the same as 2 3 .
142
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I C E - E M M at hemat ics Y ea r 5 B o o k 2
We can also show this on the number line.
Here is a number line marked 0, 1, 2, and 3.
0 1 2 3
If we mark the number line in thirds and label across the number line
0 1 2 3 4 5 6 7 8 9
3 3 3 3 3 3 3 3 3 3
0 1 2 3
3 6 9
we see that = 1, = 2, and = 3.
3 3 3
We can re-label the number line using whole numbers and mixed numbers.
0 1 2 3 4 5 6 7 8 9
3 3 3 3 3 3 3 3 3 3
0 1 2 1 1 2 2 1 2 3
3 3 13 13 23 23
4 1 5 2 7
Now we can see that = 13 , = 1 3 , and = 2 31 .
3 3 3
Example 3
Write these improper fractions as mixed numbers.

7 14
a b
4 12
Solution
7 4 3 14 12 2
a = + b = +
4 4 4 12 12 12
3 2
= 1+ = 1+
4 12
3 1
= 14 = 16

ISBN 978-1-107-64847-0
143
Example 4
Write these mixed numbers as improper fractions.

4 3
a 1 5 b 2 4
Solution
5 4 3 4 3
a 145 = 1 lot of + b 2 4 = 2 lots of +
5 5 4 4
5 4 8 3
= + = +
5 5 4 4
9 11
= =
5 4
Summary
• We call a fraction a proper fraction if the numerator
3
is less than the denominator, for example .
4
• If the numerator is greater than or equal to the denominator,
the fraction is called an improper fraction,
5 4
for example and .
4 4
• A mixed number is a whole number plus a fraction.
1 1
For example, 3 4 means 3 + .
4
• If a fraction is improper, it can be written as a mixed number
or a whole number. For example, 13 = 3 41 .
4
• All whole numbers can be written as fractions.
4 12
For example, 1 = and 3 = .
4 4

15 A
Whole class
1 Sort these fractions into one of three bags.
3 2 4 9 999 1
10 8 22
4 3 2 1000
3 2 999 1 5 77
18 3 10 1000
2 998 5 77
proper mixed improper

fraction number fraction
2 We can turn dominoes on their side to get a fraction. This domino can be read
as either
6 5
or
5 6
Write the fraction for each domino below. Are they proper or improper fractions?
a b c d
3 You will need a class set of dominoes.

a Take 2 dominoes from the class set and stand them on their ends. Write the
fractions down. Convert each to a mixed number if you can. Which is the
larger fraction?
b Take 5 dominoes from the class set and stand them on their ends. Sort them
from smallest fraction to largest.
c Take 10 dominoes from the class set and use them to make fractions. Sort
1 1
them into 2 groups: ‘larger than ’ or ‘smaller than ’. Turn the domino
2 1 2
upside down if you get a fraction equivalent to .
2
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15A
1 Write these fractions as whole numbers.
Individual
4 5 9 16 18
a b c d e
2 5 3 4 3
100 42 100 43 34
f g h i j
10 6 50 43 17
2 Draw a picture using shaded parts of rectangles to show each mixed number.
1 3 3
a 18 b 2 4 c 3 5
3 Convert these mixed numbers to improper fractions.

2 3 26 1
a 4 1 b 3 5 c 8 10 d 9 100 e 13 2
4
1 49 111
f 2 8 g 4 11 h 3 50 i 6 1000 j 4 18
12 30
4 Convert these improper fractions to mixed numbers.

4 12 8 104 34
a b c d e
3 5 3 50 3
40 40 100 76 51
f g h i j
6 37 12 25 2
5 Giuseppe’s school had a Pizza Day. Each class had some leftover pizza.
Write the fraction for the amount remaining in each class as a fraction
and as a mixed number.
a

15B Equivalent fractions and
simplest form revision
To mark thirds on the number line; we break the line between 0 and 1 into three
equal pieces. Each piece is one-third of the whole.
1 2
0 3 3 1
1
We can mark multiples of by breaking the line between 0 and 1 into six equal
pieces. 6
1 2 1
Each piece is , so is the same as .
6 6 3
1 2 3 4 5 6
Copy sixths across the number line and label the markers , , , , , .
Let’s compare the two diagrams below. 6 6 6 6 6 6
0 1
0 1 2 3
3 3 3 3
0 1
0 1 2 3 4 5 6
6 6 6 6 6 6 6
1 1
Notice that two lengths of is the same as one length of .
6 3
2 1
This means that and mark the same point on the number line.
6 3
4 2 6 3
We can also see that is the same as and is the same as .
6 3 6 3
2 1
Fractions that mark the same point on the number line, such as and , are called
equivalent fractions. 6 3
1
What happened to the numerator and the denominator of ?
3
The numerator and the denominator were both multiplied by the same whole
number.
1 1× 2 2
= =
3 3×2 6
If we multiply the numerator and the denominator of a fraction by the same

whole number, we get an equivalent fraction.
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Example 5
4 2
a Use a number line to show that and are equivalent.
10 5
b Which whole number are the numerator and denominator
2 4
of multiplied by to get the equivalent fraction ?
5 10
2
c Give another equivalent fraction for .
5
Solution
a Mark a number line between 0 and 1 in fifths, and label the fifths. Then cut
each fifth into two equal pieces to get tenths.
1 2 3 4
0 5 5 5 5 1
0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10
4 2
and mark the same point on the number line.
10 5
b The numerator and denominator are both multiplied by 2.
2 8
c We can multiply the numerator and denominator of by 4. This gives ,
2 5 20
which is equivalent to . There are other possible answers.
5
We can use this idea in reverse. If we divide both the numerator and the
18 2
denominator in by 9, we get .
27 3
18 18 ÷9 2
= =
27 27 ÷ 9 3
If we divide the numerator and the denominator of a fraction by the same

whole number, we get an equivalent fraction.
Simplest form
Here are two equivalent fractions:
6 2
and
15 5

Check mentally that they are equivalent. What did you divide the numerator and
2 6
denominator by? Do you think that is a nicer fraction than ? Most people
5 15
think so, because the numbers 2 and 5 are smaller than 6 and 15.
We divide the numerator and denominator by 3.
6 6÷ 3 2
= =
15 15 ÷ 3 5
2
We cannot get a fraction equivalent to with an even smaller numerator and
5
denominator, because we cannot find a whole number that divides both 2 and 5
(except for 1, of course).
2 6
So we say is the simplest form of the fraction .
5 15
Example 6
8
Write the fraction in simplest form.
20
Solution
The largest whole number we can divide 8 and 20 by is 4.
8 8÷ 4 2
= =
20 20 ÷ 4 5
2 8
So is the simplest form of the fraction .
5 20
Summary
Two fractions are equivalent if they mark the same place on the
number line.
Multiplying the numerator and denominator by the same whole
number produces an equivalent fraction.
(Continued on next page)
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Dividing the numerator and the denominator by the same whole
number produces an equivalent fraction.
Two fractions are equivalent if they both have the same simplest form.
A fraction is in simplest form if the only common factor of the
numerator and the denominator is 1.
15B Individual
1 a Which whole number do we multiply the numerator and denominator of

4
12 5
to give the equivalent fraction ?
15
4 12
b Fill in the missing numbers in this statement: =
15
6
c W
hich whole number do we divide the numerator and denominator of
2 9
to give the equivalent fraction ?
3
6
d Fill in the missing numbers in this statement: =
9 3
2 Copy and complete these statements about equivalent fractions. Part a and
part g have been done for you.
1 4 4 1× 4 4 ×2 4
a = because = b = because =
3 12 ×4 12 3 5 10 10 5×2
3 9 9 3×3 1 2 2 1× 2
c = because = d = because =
4 4×3 2 1× 2
3 24 24 3×8 121
= 11 ×
11 121
e = because = f = because
10 10 × 8 12 132 132 12 ×
14 7 7 14 ÷2 10 2 2 10 ÷
g = because = h = because =
16 8 8 16 ÷ 2 15 3 3 15 ÷

14 2 2 14 ÷ 9 1 1 9 ÷9
i = because = j = because =
21 3 3 21 ÷ 27 27 ÷ 9
10 2 2 10 ÷ 5 21 3 3 21 ÷ 7
k = because = l = because =
25 25 ÷ 5 49 49 ÷ 7
3 Copy and complete.

1 3 5 10 6 1 3
a = b = c = d =
9 7 7 28 4
4 Work out the simplest form of these fractions.

12 9 18 25
a b c d
16 36 45 100
10 28 24 24
e f g h
25 49 64 60
5 Write ‘are equivalent’ or ‘are not equivalent’ for each of these fractions pairs.
1 11 3 15 1 7 28 6
a and b and c and d and
2 24 4 20 5 35 48 12
2 14 3 24 21 3 20 1
e and f and g and h and
3 20 5 46 84 12 140 7
6 James loves chocolate cake. He goes into the cake shop and there are three
1 1 1
slices to choose from, all the same price. The slices are , and of the same
10 9 12
cake. Which one should James choose if he wants the best value for money?
1 3
7 Sophie cooks of a bag of pasta for dinner. Cam cooks of the same sized
4 8
bag of pasta. Who cooks more pasta, Sophie or Cam?
8 Rohan eats rice only on weekdays. So he buys a bag of rice and divides it into 5
equal amounts for cooking.
Sacha eats rice every day of the week. She buys the same sized packet of rice
and divides it into 7 equal amounts for cooking.
By Monday night, who has eaten more rice, Sacha on Sunday and Monday
combined or Rohan only on Monday?
9 Twenty-four children shared 6 pizzas on Monday. How many pizzas have to be
bought on Tuesday, if there are only 20 children and they need to get the same
amount of pizza?
3
10 There are 2 same-sized jars of marbles. In jar one of them are red. In jar
4
5
two, of them are red. Which jar has more red marbles?
8
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15C Adding fractions with
the same denominator
Addition of fractions with the same denominator is like other additions.
3 balloons + 4 balloons = 7 balloons
+ =
3 baboons + 4 baboons = 7 baboons
+ =
3 eighths + 4 eighths = 7 eighths
Example 7
2 1
Calculate + .
4 4
Solution
We can draw a square and shade two quarters and then one quarter.
2 quarters plus 1 quarter is 3 quarters.
2 1 3
+ =
4 4 4
When we add fractions with the same denominator we add the numerators.

This is how we show the addition of two fractions on the number line.
3 1
To work out +
8 8
• we divide the number line into eighths
0 1 2 3 4 5 6 7 1
8 8 8 8 8 8 8
• then we show the two fractions as segments on the number line

3 4
8 8
0 1 2 3 1 0 1 2 3 4 1
8 8 8 8 8 8 8
• to add the fractions, we move the second segment next to the first one.
3 4 7
8 + 8 = 8
0 1 2 3 4 5 6 7 1
8 8 8 8 8 8 8
3 4 7
We get + = .
8 8 8
Example 8
3 8 4
Calculate + + .
10 10 10
Solution
3 8 4 15
+ + =
10 10 10 10
10 5
= +
10 10
5
= 110
1
= 12
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Summary
hen adding fractions with the same denominators, add the
W
numerators.
15C
Whole class
1 Draw rectangle pictures to show each addition.

1 3 2 4
a + b +
5 5 8 8
2 1 3 5
c + d +
3 3 4 4
2 Draw number lines to show these additions. Write the answer for each.
3 2 2 4
a + b +
6 6 3 3
5 7 4 6
c + d +
8 8 7 7

15C
1 Draw a number line to calculate each addition.
Individual
1 3 1 3
a + b +
4 4 5 5
3 2 4 7
c + d +
6 6 10 10
2 Calculate:
2 3 3 1
a + b +
4 4 9 9
4 1 1 12
c + d +
6 6 20 20
4 7 1 1 1 1
e + f + + +
11 11 5 5 5 5
1 2 1 3 1 12 1 12 1 12
g + + + h + + + + +
8 8 8 8 20 20 20 20 20 20
3 Arky has 3 water tanks of the same size. He checked the water tanks each day
during a very rainy week and wrote down how much water was collected each
day as a fraction of one whole tank.
Saturday Sunday Monday Tuesday Wednesday Thursday Friday
Fraction
of a water 1 1 3 5 0 7 1
tank 6 6 6 6 6 6 6
collected
a On which day(s) was more than one tank of water collected?

b How much water was collected on the weekend?
c How much water was collected on Monday and Tuesday?
d How much water was collected in total for the week?
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15D 1
Adding fractions with
different denominators
3
If we have of a chocolate bar and of a chocolate bar, how much
4 8
of a whole chocolate bar do we have altogether?
whole = 4 whole = 8
4 8
1 1 1 1
4 8 8 8

We put the 2 pieces together to help us work it out:
whole
1 1 1 1
4 8 8 8
It would be easier if the quarter was cut into eighths. One-quarter is the same as
two-eighths.
whole
1 1 1 1 1
8 8 8 8 8
Now we can see that one-quarter plus three-eighths is the same as two-eighths
plus three-eighths. This is equal to five-eighths.
By converting one of the fractions to an equivalent fraction with the same
denominator as the other fraction, we can add them.
1 3 2 3
+ = +
4 8 8 8
5
=
8

Example 9
3 3
Add and .
10 5
Solution
3
If we multiply the numerator and the denominator of by 2, we get an
equivalent fraction with ten as the denominator. 5
3×2 6
=
5×2 10
3 3 3 6
So, + = +
10 5 10 10
9
=
10
Sometimes there is no whole number we can multiply one fraction by to get the
same denominator as the other. So we have to find equivalent fractions for each
which share a common denominator.
Example 10
1 1
Add and .
4 3
Solution
These fractions do not have the same denominator. There is no whole number
we can multiply 3 by to get 4 or multiply 4 by to get 3. So we look for a
number that is a multiple of both 3 and 4, such as 12. The numbers 12, 24, 36
and so on are all common multiples of 3 and 4. We choose 12 because it is the
lowest.
1
Change to an equivalent fraction with denominator of 12.
4
1 1× 3 3
= = (multiply numerator and denominator by 3)
4 4 ×3 12
(Continued on next page)
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1
Change to an equivalent fraction with denominator of 12.
3
1 1× 4 4
= = (multiply numerator and denominator by 4)
3 3 ×4 12
1 1 3 4
So, + = +
4 3 12 12
7
=
12
Summary
hen adding fractions with different denominators, first find
W
equivalent fractions with the same denominator, and then add
the numerators.
15D
Whole class
1 Draw these diagrams on the board and then make equivalent fractions by
cutting into equal size pieces. Write the addition and find the answer. The first
one has been done for you.
a whole whole
1 1 1 1 1 1 = 1 1 1 1 1 1 1 1 1
5 5 5 10 10 10 10 10 10 10 10 10 10 10 10
3 3 6 3
+ = +
5 10 10 10
9
=
10

1 1 2 1 3 1 1 1
b + c + d + e +
4 2 3 6 8 4 3 6
2 Cut kindergarten squares of different colours and make a poster that shows
how to work out these additions.
1 2 3 1 1 1 1 5
a + b + c + d +
3 6 4 8 8 4 12 6
3 Use fraction cakes to calculate the following.

1 1 1 2 2 1 4 1
a + b + c + d +
2 6 4 8 3 6 6 3
15D Individual
1 Copy these additions. Add the fractions by filling in the box to complete the first
line of each problem:
2 1 1 1 5 5 3 2 3
a + = + b + = + c + = +
3 6 6 6 4 8 8 8 10 5 10 10
5 7 7
= = =
6 8 10
1 5 5 2 2 2 4 1 1
d + = + e + = + f + = +
3 9 9 9 3 15 15 15 11 22 22 22
8 12 9
= = =
9 15 22
4
=
5
2 Add the fractions.
1 1 2 1 3 1 3 1
a + b + c + d +
3 6 3 12 4 12 8 4
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1 4 3 3 3 9 3 11
e + f + g + h +
5 10 100 50 5 10 8 12
5 3 23 40 8 12 12 2
i + j + k + l +
6 4 25 50 10 15 30 6
1
3 A cook is baking bread. She uses of a bag of flour by morning tea time
3 4
and another of a bag by lunch time. What fraction of a bag has she used
altogether? 8
4 Some friends were each given identical boxes of chocolates to eat during a
movie. After the movie, they compared how much of their box of chocolates
they had eaten.
1 3 3
Ella had eaten of a box. Mark had eaten . Terri had eaten and Caleb had
1 8 4 8
eaten of his chocolates.
2
a What fraction of a box of chocolates did Caleb and Terri eat together?
b How much chocolate did Mark, Ella and Terri eat?
c How much chocolate was eaten during the movie by all four friends?
5 Each row of seats in the movie theatre has 8 seats. Here is a picture showing
the occupied seats shaded purple.
Row a
Row b
Row c
Row d
Row e
Row f

a Write the fraction of row a that was occupied.
b Write the fraction of row b that was occupied.
c Write the fraction of row c that was occupied.
d Write the fraction of row d that was occupied.
e Write the fraction of row e that was occupied.
f Write the fraction of row f that was occupied.
g How many rows of people were seated in rows a, b and c? Write the answer
as a mixed number.
h How many rows of people were seated in rows d, e and f? Write the answer
as a mixed number.
i If all the people at the movies sat next to each other, how many whole rows
would they occupy? Write the answer as a mixed number.
6 Add the fractions.
1 1 1 1 2 5 1 2 3
a + + b + + c + +
2 3 6 2 3 6 4 3 12
1 3 5 2 7 11 3 2 3
d + + e + + f + +
8 4 16 5 10 20 6 3 4
7 Paul had 3 cartons of eggs. He used a fresh carton each day for cooking cakes
and cooked the rest of the carton for breakfast the next day. To make cakes
1 1 1
he used of a carton on day one, of a carton on day 2 and of a carton
4 3 2
on day 3.
a In total, how many cartons were used for cooking cakes?
b In total, how many cartons were used for breakfasts?
1
8 Jack needed a can of paint to paint the window frames in the
2
2 3
first bedroom, for the second bedroom and for the third.
5 10
What was the total amount of paint that he used?
Homework
Design a quilt on a sheet of centimetre grid paper. How interesting can you
make the design? Colour the 1-cm grid sheet to these specifications:
• Half must be red. • One-tenth must be blue.
• One-third must be yellow. • One-fifteenth must be green.
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15 E
Subtracting fractions with the same denominator
Subtracting fractions
Here is a block of chocolate cut into eight pieces. Each

1
piece is of the chocolate block. Some chocolate has
8
5
been eaten so there is of a chocolate block remaining.
8
If someone eats one more of the pieces, it is like
1
subtracting of the chocolate bar. There are four
pieces left. 8
5 1 4
− =
8 8 8
5 1
We can think of the subtraction − on the number line.
8 8
5 1
Start at and move left one step of .
8 8
0 1 2 3 4 5 6 7 1
8 8 8 8 8 8 8
When we subtract fractions with the same denominator, we subtract the

numerator.
Example 11
4 11
Subtract from .
9 9
Solution
11 4 7
− =
9 9 9

Subtracting fractions with different denominators
1 2
If we want to take from , we can draw rectangles to show what happens.
9 3
Here is a rectangle cut into three equal pieces. Two of them have been shaded to
2
show the fraction .
3
1 1
3 3
2
3
1 1
Cut each piece into three equal pieces to make ninths. Each small piece is .
3 9
1 1 1 1 1 1
9 9 9 9 9 9
2 6
=
3 9
2 6
We can see that is the same as .
3 9
1
Take away.
9
1
9
1 1 1 1 1
9 9 9 9 9
2 1 5
So, − is the same as .
3 9 9
Here is a quicker way of doing the subtraction. We use equivalent fractions when
we subtract fractions with different denominators.
6 2 2×3 6
is an equivalent fraction for because = .
9 3 3×3 9
2 1 6 1
So, − = −
3 9 9 9
5
=
9
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Example 12
1 1
Take from .
8 4
Solution
1
Write as an equivalent fraction with denominator 8.
4
1 1× 2 1 1 2 1
= So, − = −
4 4 ×2 4 8 8 8
2 1
= =
8 8
Sometimes we have to find equivalent fractions for both fractions.
Example 13
2 1
Calculate − .
3 2
Solution
A common multiple of 2 and 3 is 6.
2
First, change to an equivalent fraction with denominator 6.
3
2 2×2
=
3 3×2
4
=
6
1
Next, change to an equivalent fraction with denominator 6.
2
1 1× 3 2 1 4 3
= Now, − = −
2 2 ×3 3 2 6 6
3 1
= =
6 6

15E
C o nn e c t , a p p l y a n d b u i l d
Whole Class
1 Draw each diagram on the board and then draw lines to show how to calculate
the corresponding subtraction.
1 1 2 3
a − b −
2 4 3 6
3 3 5 1
c − d −
4 8 6 3
1 2 1 1
e − f −
2 5 2 3
1
2 Calculate each and then decide if the answer is less than .
3
3 2 3 4 3 3 11 3
a − b − c − d −
5 10 4 12 8 16 12 4
7 4 5 5 16 7 5 2
e − f − g − h −
8 8 6 12 18 9 8 4
15E Individual
1 Copy, then fill in the box to complete the first line of each subtraction.
1 1 1 1 3 3 9 2 9
a − = - b − = - c − = -
4 12 12 12 2 8 8 8 10 5 10 10
1 5
2 = =
= 8
12 10
1 1
= =
6 2
2 Complete these subtractions.

1 2 3 5 8 1 8 2
a − b − c − d −
4 12 4 12 9 3 9 3
7 1 5 1 5 2 6 9
e − f − g − h −
8 4 6 3 6 3 7 14

C ha p t e r 1 5 F r ac t i o n A r i t hme t ic 165
2 1 99 7 4 3 17 7
i − j − k − l −
5 10 100 10 25 100 20 10
3 These subtractions need equivalent fractions for both fractions.

2 1 1 1 3 2 3 1
a − b − c − d −
6 4 3 4 4 3 10 15
5 3 4 6 8 3 5 4
e − f − g − h −
8 6 6 15 25 20 6 5
4 Emily and Josh weighed 6 toys. Find the weight of each. The scales balance so
that the right hand side has the same mass as the left hand side.
a b
3 3
4
kg = 8
kg
1 5
4
kg = 6
kg
c d
1 8 2
kg kg 1 kg = kg
3 = 9 5
e f
1 3 1 1 1 19
4
kg = 4
kg 3
kg 5
kg 10 kg = 20
kg
1
5 What is left when of a metre of ribbon is cut from each of these lengths?
1 4 3 2
a m b m c m
2 4 3
5 1 9
d m e m f m
6 3 10
6 Jenny and Sam go out for a long walk. They each take a bottle of water of the
3
same size to drink. At the end of the walk, Jenny has drunk of her bottle and
5 4
Sam has drunk of his. How much more water has Jenny drunk than Sam?
8

7 At the start of the month, Damien and Sean were given the same amount of
money as a present from their parents. By the end of the month, Damien has
4 3
spent of his money and Sean has spent of his. How much more has Damien
5 4
spent than Sean, expressed as a fraction of his pocket money?
2
8 John has two pieces of timber. He uses of one of them for a cupboard door.
1 3
He uses of the other for another door. How much smaller is the second door?
4
5
9 Sarah’s back lawn and front lawn are the same size. She mows of her front
5 8
lawn on Saturday. She mows of her back lawn on Sunday. How much more
6
lawn did Sarah mow on Sunday?
Homework
Fraction project – part one
1 1 2 3 3 1 2 2 1 5 5 2
2 3 4 8 4 8 8 3 6 6 10 6
Choose 1 fraction and write it in your maths book.
1 a Write down 3 fractions that are equivalent to your fraction.
b Draw a picture using squares or rectangles to represent your fraction.
1
c Draw a picture to show what happens when your fraction is added to .
3
2 a Write down the fraction that, when added to your fraction, gives the
answer 1.
b Your fraction is the answer to an addition question. Write down a
possible question.
c Your fraction is the answer to a subtraction question. Write down a
possible question.
3 Count by your fraction up to a number greater than 5. Convert any
improper fractions in the sequence to mixed numbers as you go.
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15F
Taking a fraction of a number
Multiplying fractions
The Year 6 class at Platypus Primary has 24 children. If the teacher asks one-third of
the class to sit on the floor at the front of the classroom, how many children would
that be?
Divide into three equal groups.
One-third is one of those groups. One-third is 8 children.
1
Using fractions, we can write of 24 = 8.
3
Instead of the word ‘of’, we can use the multiplication symbol.
1
× 24 = 8
3
There is a connection with division here also:
24 ÷ 3 = 8
1
So × 24 = 24 ÷ 3
3

Example 14
3
What is of 24?
4
Solution
1
of 24 is the same as 24 ÷ 4.
4
1
Since 24 ÷ 4 = 6, of 24 is equal to 6.
4
3
is three times that.
4
3
× 24 = 3 × 6
4
= 18
A fraction of a fraction
Half a cake is left over after a party. If someone eats half of this piece of left-over
cake, how much of the whole cake is that?
1 1 1
of a cake of of a cake
2 2 2
Half of half the cake is one-quarter of the whole cake:

1 1 1
of the cake = of the cake.
2 2 4
1 1 1
So × =
2 2 4
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What is one-third of one-half of the cake?
1
Cutting of the cake into three equal pieces is like cutting the whole cake into six
2 1
equal pieces. Each piece is of the cake.
6
1 1 1
So of of the cake is the same as of the whole cake. Replace ‘of’ with the
3 2 6
multiplication sign:
1 1 1
× =
3 2 6
3 1
What is of of a cake?
4 2
1 1
If of the cake is divided into four equal pieces, each piece is of the whole cake.
2 8
3
Three of those pieces is of the whole cake. Replace ‘of’ with ‘×’.
8
3 1 3 3 1 3
of = and × =
4 2 8 4 2 8
You might have noticed a pattern:

1 1 1×1 and 1 1 1×1
of = × =
2 2 2 ×2 2 2 2 ×2
1 1
= =
4 4
170
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I C E - E M M at hemat ics Y ea r 5 B o o k 2
1 1 1×1 1 1 1×1
of = and × =
3 2 3 ×2 3 2 3 ×2
1 1
= =
6 6
3 1 ×1
3 3 1 ×1
3
of = and × =
4 2 4×2 4 2 4×2
3 3
= =
8 8
To multiply fractions, multiply the two numerators and multiply the two
denominators to form a new fraction. Simplify if possible.
Example 15
3 1
a What is × ?
5 2
3 1
b Draw a picture of × using a square.
5 2
Solution
3 1 3×1
a × =
5 2 5×2
3
=
10
3 1
b Draw a picture of × using a square.
5 2
Here is a square. Here is half of the square.
Here is half of the square divided Three-fifths of half the

into fifths. Each piece is one-tenth square is shaded green.
of the whole square.
Three-fifths of half the square is the same as three-tenths.
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171
Summary
To multiply fractions, multiply the two numerators and the two
denominators to form a new fraction, and simplify if possible.
Multiplying fractions and the corresponding ‘of’ statement give
the same answer.
15F
C o n n ect , a p p l y a n d b u i l d
Whole class
1 Write the corresponding multiplication statement for each. The first one has
been done for you.
1 1
a Draw 10 buttons. Circle of them. × 10 = 5
2 2
1
b Draw 15 buttons. Circle of them.
3
2
c Draw 15 crosses. Circle of them.
3
1
d Draw 12 stars. Circle of them.
2
1
e Draw 12 stars. Circle of them.
3
1
f Draw 12 stars. Circle of them.
4
5
g Draw 12 stars. Circle of them.
6

2 Copy and complete the sentences.
a The blue shaded region is one half of the whole rectangle.

The purple shaded region is ‘half of a half’ or one of the whole
rectangle.

b The blue shaded region is one of the whole rectangle.
So the purple shaded region is ‘ of one-third’ or of the whole

rectangle.
3 Fill in the blanks to complete the multiplications. Draw a picture using shaded
squares to explain each one.
1 1 1 1 1× 1 3 1 3× 1
a × = 1 × 1 b × = c × =
2 3 2× 2 6 2× 6 4 3 4× 3
1 3
= = =
6 12
1
=
4
1 1 1 ×1 4 1 4×1 1 3 1× 3
d × = e × = f × =
5 2 ×2 5 2 5× 2 3 4 3× 4
1 3
= = =
10 10
2
= =
5
g What interesting fact did you notice about the result in parts c and f?
How is this fact connected to what you know about whole number
multiplication?
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15 F Individual
1 Copy and complete each statement. Calculate each fraction ‘of’ a collection
and write the multiplication. The first one has been done for you.
1 1
a of 12 strawberries is 6 strawberries. × 12 = 6
2 2
1
b of 12 strawberries is strawberries.
3
1
c of 12 strawberries is strawberries.
4
2
d of 12 strawberries is strawberries.
3
3
e of 12 strawberries is strawberries.
4
1
f of 12 strawberries is strawberries.
6
5
g of 12 strawberries is strawberries.
6
1
h of 12 strawberries is strawberries.
12
5
i of 12 strawberries is strawberries.
12
7
j of 12 strawberries is strawberries.
12
11
k of 12 strawberries is strawberries.
12
2 Copy and complete, filling in the blanks to finish each multiplication statement.
1 1 1 ×1 2 1 2×1 3 1 3×1
a × = b × = c × =
4 3 ×3 4 3 4× 4 3 4 ×3
1 2
= = = 12
12 12
1 1
= =
4
2 1 2 × 1 e 2 3 2 × 2 9 2 ×
d × = × = f × =
3 10 × 10 3 10 × 10 3 10 3 ×
2 6 18
= = =
30 30 30
1 1
= = =

3 Complete these multiplications. Write your answer in simplest form.
2 3 1 1 3 4
a × b × c ×
5 4 5 4 8 5
1 7 3 3 3 2
d × e × f ×
9 8 4 4 5 9
8 4 9 1 7 2
g × h × i ×
11 7 10 10 8 3
1 18 13 2 49 1
j × k × l ×
4 25 15 4 50 2
11 8 1 99 1 1
m × n × o ×
12 9 10 100 1000 2
20 30
p ×
30 40
4 Mandy bought a licorice strap and ate half of it on the way home from school.
1
She gave her brother of what was left.
4
a How much did Mandy have left after she had given her brother a piece?
b If Mandy ate the last piece, how much of the licorice strap did Mandy eat
altogether?
3
5 Tyson lost of a bag of marbles. How many marbles did Tyson lose if
4
there were:
a 12 in the bag b 40 in the bag
c 100 in the bag d 120 in the bag?
6 A floor rug is divided into 4 equal rectangular sections. Each of these sections is
divided into 4 equal triangles. What fraction of the whole rug is each triangle?
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15G Dividing a whole
number by a fraction
If you were having a pizza party and were inviting lots of people, you would need
to be sure that you had enough pizza to give everyone an equal share.
1
When we cut 8 pizzas into equal slices, each of a pizza, how many people can
have one piece of pizza? 4
Cut each pizza into 4 quarters. This gives 8 × 4 = 32 pieces.

1
8 ÷ =8×4
4
= 32
2
What happens when we have 5 pizzas and we give each person of a pizza?
8
First cut each pizza into eighths. This gives 5 × 8 = 40 pieces. We can hand out
40 2 8
= 20 portions, each of size . We calculated 5 × 8 ÷ 2 = 5 ×
2 8 2
2 8 5
5÷ =5× (We write 5 as to make sure we don’t make a mistake
8 2 1
5 8 when multiplying a whole number by a fraction.)
= ×
1 2
40
=
2
= 20
You might have noticed a pattern:
1 4
8÷ =8×
4 1
2 8
5÷ =5×
8 2
This suggests the rule:
To divide by a fraction, invert the fraction and multiply.

Example 16
1
Calculate 4 ÷ .
5
Solution
1 5
4÷ =4×
5 1
= 20
The ‘invert the divisor and multiply’ rule works even if the fraction we are dividing
by has a numerator larger than 1.
Example 17
2
Calculate 6 ÷ and draw a picture using rectangles to show that your
5
answer is correct.
Solution
2 6 5
6 ÷ = ×
5 1 2
30
=
2
= 15
2
The questions is asking ‘How many pieces the size of are there in 6?’
5
Draw 6 rectangles cut into fifths. This gives 30 small rectangles. Then shade to
show lots of two-fifths. Here each pair of fifths is shaded a different colour.
1 2 3 4 5 6 7 8 9 10

11 12 13 14 15
2
There are 15 ‘lots of’ in 6.
5
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15G
C on n ec t , a p p l y a n d b u i l d
Whole class
1 Janet has 4 chocolate bars to share with her class. How many people can have
some chocolate if each person’s share is:
1 1
a of a chocolate bar b of a chocolate bar
2 4
1 4
c of a chocolate bar d of a chocolate bar
5 5
2 1
e of a chocolate bar f of a chocolate bar
5 3
2 2
g of a chocolate bar h of a chocolate bar?
3 7
2 Complete these divisions using the rule ‘to divide by a fraction, invert the
fraction and multiply’.
1 3 2 5
a 2÷ b 9 ÷ c 5 ÷ d 7 ÷
3 4 3 6
1
3 a Calculate 4 ÷ 2, then calculate 4 × .
2
1
b Calculate 4 ÷ , then calculate 4 × 2.
2
c What did you notice?
15G
1 How many halves are there in:
Individual
a 3 b 4 c 10?
2 Complete these divisions using the rule, ‘to divide by a fraction, invert the
1 3 2 3
a 1 ÷ b 6 ÷ c 4 ÷ d 9 ÷
4 4 5 8
3 4 2 2
e 3 ÷ f 12 ÷ g 3 ÷ h 11 ÷
7 5 3 5
3 5 8 3
i 4 ÷ j 8 ÷ k 6 ÷ l 7 ÷
5 7 11 10
3 If Annie has 8 pizzas to share equally amongst a group of friends, how many
people can have some pizza if each person’s share is:
1 1 2 4
a a pizza b a pizza c a pizza d a pizza?
2 3 3 8

15H
Here is a square divided into quarters.
Dividing a fraction
by a fraction
3
4
of it is shaded.
3 1
To divide by , ask the question: ‘How many quarters
4 4
3
are there in ?’
4
There are three of them.
3 1
So ÷ =3
4 4
3 1
Notice that ÷ is the same as
4 4
3 4 3× 4
× =
4 1 4 ×1
12
=
4
=3
Let’s try another example.
1 1
What is ÷ ? Here is a square divided into quarters.
4 8
1
of it is shaded.
4
To see how many eighths there are in one-quarter, we need

to cut the same square into eighths.
1 2
You can see that is the same as .
4 8
1 1
So ÷ = 2.
4 8
1 8
Notice that × = 2 also.
4 1
This answer also agrees with the rule:
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1 1 1 8
So ÷ = ×
4 8 4 1
8
=
4
=2
Example 18
7 1
Solve ÷ .
9 4
Solution
7 1 7 4
÷ = ×
9 4 9 1
28
=
9
1
= 39
Summary

15H
Whole class
1 a Draw a number line with 0 and 1 marked on it. Divide the number line into
2
fifths and mark on it.
5
b Divide the number line between 0 and 1 into tenths.
2 1
c Explain from your diagram why ÷ = 4.
5 10
d N
ow check that you also get the answer 4 if you use the rule: ‘invert the
2 1 2 10
÷ = ×
5 10 5 1
=
=4
2 a Draw a square divided into 4 equal squares and shade 3 of them.
b Now divide each quarter into 2 equal rectangles. Explain from your diagram
3 1
why ÷ = 6.
4 8
c Check that you get the same answer using the ‘invert the fraction and
3 1 3 8
multiply’ rule: ÷ = × .
4 8 4 1
3 3
3 Use the diagrams in Question 2 to explain why ÷ = 2.
4 8
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15H Individual
1 Use the ‘invert the fraction and multiply’ rule to work out:
1 3 2 4 1 1
a ÷ b ÷ c ÷
10 10 7 7 9 27
8 2 16 2 25 15
d ÷ e ÷ f ÷
9 9 3 3 4 8
1
2 A painter is painting a big rectangular wall and has finished of the wall.
That took him 1 can of paint. 6
By lunchtime, he has painted half the wall. How many cans of paint has he now
used? Do this by asking yourself: how many sixths are there in one-half?
1
3 A driver uses a tank of petrol to complete of a long journey. How many
4
5
tanks of petrol does she need to complete of the journey?
8
5
Do this by asking yourself: how many quarters are there in ?
8
1 2
4 How many pieces of wool metre long can be cut from a piece that is
metre long? 6 3
1 1
5 Tom had of a litre of water. If he filled up a litre container with this water,
3 2
how full would it be?
1
6 It took Tilly one hour to complete of her homework. At that rate how long
2
2
would it have taken her to complete of her homework?
3
1 1
7 How many people would it take to fill of a hole with sand in of an hour,
2 4
if one person can fill the hole in one hour?

Homework
Fraction project – part two
1 1 2 3 3 1 2 2 1 5 5 2
2 3 4 8 4 8 8 3 6 6 10 6
1 Select 2 fractions from the list above and write them down in your book.
a Write a word problem involving your fractions and addition. Solve it.
b Write a word problem involving your fractions and subtraction. Solve it.
c Draw a picture showing how you would find out the answer when your
fractions are multiplied.
2
2 a Which 3 fractions from the list above sum to 1 3 ?
3
b is the answer when one fraction from the list above is subtracted
4
1
from 1 8 . Which is it?
3 1
c is the answer when one of the fractions in the list is multiplied by .
32 8
Which is it?
d Write a word problem about how many quarters there are in 1.
3 Make 6 pairs of fractions from the list above. (Try mixing them up a bit.)
For each pair, divide the first fraction by the second one.
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15I
1 Write these fractions as whole numbers.
Review questions
12 21 10 21 80
a b c d e
2 3 5 7 4
2 Convert these improper fractions to mixed numbers. Write the fractional part in
simplest form.
10 11 28 14 101
a b c d e
4 5 10 3 2
3 Convert these mixed numbers to improper fractions.
a 3 2 b 2 2 c 4 3 d 6 7 e 7 9
3 7 4 8 11
4 Calculate these additions and subtractions.
1 2 2 2 17 2
a + b + c +
4 4 5 5 21 21
18 3 2 1 1 2 1 3
d + e − f + + +
25 25 5 10 8 8 8 8
1 3 2 1 11 3
g + h + i +
4 8 3 4 90 45
1 2 24 8 2 1
j + k − l −
9 7 25 20 3 12
5 1 5 1 4 18
m − n − o −
8 4 6 3 5 100
89 3 2 3 1 18 2
p − q + + r −
100 20 5 10 4 25 5
1
5 Calculate each and then decide if the answer is greater than .
4
4 3 3 2 6 3 7 1
a − b − c − d −
5 4 4 9 7 4 8 6
6 Nina and Tom go to the movies. They each take a bag of popcorn of the same
5
size to eat. At the end of the movie, Nina has eaten of her popcorn and
6
7
Tom has eaten of his. Who ate the most popcorn? How much more did
8
they eat than the other person?

7 Edwena ate three-eighths of her lunch at 11 a.m. and then ate one-quarter of it
at 1 p.m. How much was left for afternoon tea?
8 Write the multiplication statement for each.
1
a Draw 10 smiley faces. Circle of them.
2
2
b Draw 15 smiley faces. Circle of them.
3
3
c Draw 8 smiley faces. Circle of them.
4
2
d Draw 12 smiley faces. Circle of them.
3
5
e Draw 12 smiley faces. Circle of them.
6
9 Copy and complete each statement. Write the multiplication statement for each
one. Calculate each fraction ‘of’ a collection. The first one has been done for
you.
1 1
a of 36 oranges is 18 oranges. × 36 = 18
2 2
1
b of 36 oranges is oranges.
3
2
c of 36 oranges is oranges.
3
1
d of 36 oranges is oranges.
4
3
e of 36 oranges is oranges.
4
1
f of 36 oranges is oranges.
6
5
g of 36 oranges is oranges.
6
1
h of 36 oranges is oranges.
18
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5
i of 36 oranges is oranges.
18
17
j of 36 oranges is oranges.
18
34
k of 36 oranges is oranges.
36
10 Complete these multiplications and divisions. Write your answer

in simplest form.
2 3 4 2 1 1
a × b × c ×
5 8 5 3 5 4
3 9 11 3 18
d 10 ÷ e × f ×
4 11 12 4 25
2 3 3 2
g 3 ÷ h ÷ i 3 ÷
7 10 10 3
8 3 2 2 1 1
j ÷ k ÷ l ÷
10 5 5 3 9 27
11 Kristofer has 7 chocolate bars to share with his family. How many people can
have some chocolate if each person’s share is:
1 1
a of a chocolate bar b of a chocolate bar
2 4
1 7
c of a chocolate bar d of a chocolate bar?
5 5

15 J Challenge: Unit
fraction equivalents
1 Use the digits 1, 2, 3, 4, 5, 6, 7, 8 and 9 to create a fraction with 4 digits in the
1
numerator and 5 digits in the denominator that is equivalent to .
2
6729
For example, . How many can you find? There are 12.
13458
2 Can you use all 9 digits in the same way to make more than 1 equivalent
fraction for these unit fractions?
1 1
a b
3 4
1 1
c d
5 6
1 1
e f
7 8
1
g
9
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C h a p t er

16 Preparation
• an understanding of decimals on the number line

• the ability to convert decimals to fractions and vice-versa
• the ability to compare decimal numbers of different lengths.
k
k i cf f Write the decimal equivalent for:
o a
1
b
1
c
1
2 4 10
3 6 9
d e f
4 10 10
99 47 1
g h i
100 100 100
Show what you know

1 Draw a number line from 0 to 3 and mark these decimals on it:
0.8 1.6 0.05 2.9 0.55
16
Chapter
• ACMNA 104
• ACMNA 105
Number and Algebra
Decimal arithmetic
In this chapter, we extend our understanding of the operations of addition,
subtraction, multiplication and division to include decimals.
We can use decimals to do operations involving small pieces of things.
For example, if we cut a loaf of bread into ten slices, each slice is 0.1 loaves,
and the complete loaf is 1.0 loaves. A sandwich is made from two slices, which
is 0.2 loaves.
How many sandwiches can we make if one slice of the loaf gets torn up?
How much bread is there if we have one full loaf, 0.5 of another loaf and 0.9
of a third?
How many slices would there be if we had 10.3 loaves, and how many double-
decker sandwiches (which use 0.3 of a loaf) could we make from them?
These are questions we can answer using decimal arithmetic.
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189
16 A
We can add 0.4 to 0.5 because:
Adding decimals
4 5
0.4 + 0.5 = +
10 10
9
=
10
= 0.9
We can set out this addition using the addition algorithm.
Place the numbers one under the other with the decimal points and the places lined
up. Then go through the same steps as in the addition algorithm used for whole
numbers.
0 . 4 We say 4 tenths plus 5 tenths is 9 tenths.
+ 0.5
Write 9 in the tenths column.
0.9 We have no ‘ones’ so we write 0 in the ones column.
Don’t forget to place the decimal point between the ones and
the tenths!
Example 1
Add 0.4 and 0.9 by first converting to fractions, then using the addition
algorithm.
Solution
4 9 0 .4 When we add the 4 and the 9 in the

0.4 + 0.9 = +
10 10 + 01 . 9 tenths place, we get 13 tenths. This is
13 the same as one whole plus 3 tenths.
= 1 .3 We write down the 3 in the tenths
10
= 1.3 place and carry the whole to the
units place.
We can use the addition algorithm to add three or more decimal numbers.
First, place the decimal point in the answer
T O t h
between the ones and the tenths place.
7 8 4 Now deal with the hundredths.
8 9 6 4 hundredths plus 6 hundredths makes
10 hundredths, plus 9 hundredths makes
+ 1 4 31 9 19 hundredths.
9 Write down 9 in the hundredths column and carry

1 into the tenths.
Now work with the tenths.

T O t h
8 plus 9 makes 17 tenths, plus 3 makes 20 tenths.
7 8 4
Adding the carry from before makes 21 tenths.
8 9 6 21 tenths is the same as 2 ones and 1 tenth.
+ 1 42 31 9 Write down 1 tenth and carry 2 into the ones column.
1 9
Now add the ones and finally the tens.

T O t h
7 8 4
8 9 6
+ 12 42 31 9
3 1 1 9
The sum of 7.84, 8.96 and 14.39 is 31.19.
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Example 2
Matthias went to the movies and bought a ticket for $7.00, a large soft drink
for $4.90, a choc-top for $4.05 and some popcorn for $3.75. How much did
he spend?
Solution
7 .0 0 First, line up the decimal points.

4 .9 0
4 .0 5
+ 31 . 71 5
1 9 .7 0 Matthias spent $19.70.
We can add decimal numbers that have more than two decimal places in the
same way.
Example 3
Complete this addition.

3 4.5 6 3
+ 1 8 8.8 0 4
Solution
3 4 .5 6 3 First, line up the decimal points.

+ 11 81 81 . 8 0 4
2 2 3 .3 6 7
Sometimes the decimals are of different lengths and we need to carefully line up
the decimal points. We can put a zero on the end of a number to help us get the
decimal places to match. Always line up the decimal points one under the other.
Example 4
Complete this addition.

3. 1 4 6
+ 7. 2 8
Solution
3. 1 4 6 Put a zero at the end of 7.28 to make it 7.280. This

+ 7 . 21 8 0 means there are zero thousandths in 7.28. Now both
1 0. 4 2 6 numbers have three decimal places.
Summary
The addition algorithm can be used to add two or more decimal
numbers.
When doing addition with decimals, always line up the decimal
points and line up the places.
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16 A
C o n n ect , a p p l y a n d b u i l d
Whole class
1 You will need a six-sided die labelled

0.1 0.2 0.3 0.4 0.5 0.6
a Roll the die twice. Mentally calculate the sum of the numbers rolled.
Do this a number of times.
b Roll the die three times. Mentally calculate the sum of the numbers rolled.
c Vary the game by having different groups of children compete to get the
highest cumulative score after 10 rolls.
2 Dominic threw a 10-sided die (numbered from 0.0 to 0.9) twice. The sum of
the 2 numbers thrown was 1.3.
a What might Dominic’s 2 throws have been?
b What else could his 2 throws have been? Give at least 2 other answers.
c Jenny said that Dominic could make a total of 2 with 1 more throw. What
would Dominic need to throw in order to get a total of 2.0?
3 Sam threw a 10-sided die (numbered from 0.0 to 0.9) 2 times.
a What is the highest total score he could get?
b What is the lowest total score he could get?
16 A
1 Calculate these mentally.
Individual
a 0.3 + 0.4 b 1.6 + 0.3 c 2.1 + 3.4 d 0.6 + 0.7

e 0.06 + 0.02 f 0.07 + 0.04 g 1.03 + 0.06 h 4.08 + 0.9
2 Use the addition algorithm to calculate these.
a 1.5 + 1.4 b 2.8 + 4.1 c 1.5 + 3.6
d 3.4 + 3.4 e 2.56 + 6.33 f 0.08 + 1.31
g 11.43 + 3.3 h 85.8 + 67.3 i 1.6 + 3.7
j 5.3 + 3.8 k 8.9 + 4.8 l 0.8 + 12.7
m 20.83 + 6.26 n 34.87 + 26.82 o 4.89 + 5.07
p 2.87 + 12.46 q 20.573 + 854.903 r 39.586 + 3.684
s 23.8573 + 4.8 t 45.683 746 + 239.582 367
u 3.583 756 1 + 678.485 701 2
a 0.940 + 1.7 b 34.9 + 0.8361 c 23.000 05 + 8.6
d 9.0403 + 3.286 e 20.102 + 6.098 73 f 56.083 + 1.395 867 43
4 A car travels 4.6 km and then a further 28.47 km. What is the total distance
travelled?
5 James places 3 blocks of wood end-to-end. The blocks are 0.45 m, 0.2 m and
0.38 m long. What is the total length?
6 A truck driver is loading 3 cars onto his truck. The cars weigh 1.673 tonnes,
1.459 tonnes and 2.875 tonnes. He is not allowed to carry more than
5.8 tonnes. Can he carry all 3 cars?
7 Four homeowners in Dingle Street measured the width of their house and
their driveway.
a Calculate the total width of each family’s house and driveway.
b Calculate the entire width of the 4 houses and driveways.
Tan family Radi family
7.2 m 11.32 m
5m 7.23 m
Brian family Kercicky family
6m 14.89 m
4.8 m 6.8 m

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16 B Subtracting decimals
We use the subtraction algorithms to subtract decimals. Be sure to line up the

decimal places and put the decimal points one under the other.
Example 5
Calculate:
a 1.6 − 0.4 b 3.83 − 2.75
Solution
a 1 .6 b Decomposition or Equal addition

− 0 .4 3 . 78 13 3 . 8 13

1 .2 − 2. 7 5 − 2 . 71 5
1. 0 8 1.0 8
When the decimal numbers are different lengths, we align the decimal points
and the places and put a 0 on the end of the shorter number to let us do the
subtraction.
Example 6
Calculate 1.6 − 0.94.
Solution
Insert a zero at the end of 1.6 to match the 4 in the hundredths place of 3.94.
Trading Borrow and pay back
01 . 156 10
1 . 16 10
− 0 . 9 4 − 01 . 91 4
0 . 6 6 0 . 6 6
Summary
The subtraction algorithms can be used to subtract one decimal
number from another.
16 B
1 Calculate mentally.
Individual
a 1.5 − 1.2 b 0.9 − 0.6 c 0.8 − 0.7 d 4.08 − 4.02

e 10.8 − 1.6 f 10.3 − 10 g 2.3 − 1.8 h 5.05 − 3.03
2 Use one of the subtraction algorithms to calculate these.
a 1.8 − 0.2 b 9.6 − 5.1 c 7.3 − 3.2
d 5.394 − 4.202 e 5.792 − 4.683 f 0.9738 − 0.8509
g 1.6839 − 0.9999 h 34.7929 − 17.6 i 560.8 − 277.0379
j 70.07 − 31.305 k 18.89 − 16.748 l 1.6 − 0.000 95
3 Write the number that is one-tenth less than these.
a 1.8 b 4.7 c 13.59 d 28.46
e 60.382 f 0.3892 g 134.12 h 87.05
4 Write the number that is one-hundredth less than these.
a 16.451 b 82.116 c 0.3892 d 60.382
e 4.7 f 1.8 g 26.2 h 132.6
5 Subtract 1.2 from each number.
a 8.4 b 4.1 c 8.583 d 100
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6 Subtract each number from 10.
a 3.6 b 1.8 c 9.3845 d 0.003 857 2
7 Simon has a length of timber that is 1356 mm long.
a Convert this to metres.
b Convert this to centimetres.
c How much is left when Simon cuts an 83 centimetre piece off?
8 Helena wants to make 8 bags of popcorn each weighing 0.375 grams for
her friends.
a Calculate the total mass of the popcorn Helena will use for her friends.
b Popcorn comes in a 2 kg bag for $3.75 or a 5 kg bag for $6.25.
What should Helena purchase?
c After making the 8 bags, how much popcorn is left over?
9 The kitchen bench is 62.4 centimetres deep. How far does it stick out from the
cupboards, if they are 57.9 cm deep?
10 How much will have to be cut from a piece of glass that is 68.15 centimetres
long, so that it will fit into a space that is 64.28 cm wide?
11 Martin started to mark out his garden bed. He made the first section
8.15 metres, the second section 6.38 metres, the third section 2.55 metres
and the last section 3.72 metres. If he has 22 metres to use, how much has he
left over?
12 A relay team completed each leg of their event in the following times:
26.48 seconds, 42.38 seconds, 38.75 seconds and 35.93 seconds.
Calculate the time taken in minutes and seconds.
16 C
Multiplying decimals by 10
Multiplying decimals
by 10, 100 or 1000
What happens when we multiply 0.2 by 10?

2 2
0.2 is . If we multiply by 10 we get 2.
10 10
We can see this using decimal stick pictures.
This is 1: And this is 0.2:
This is what 10 lots of 0.2 looks like. It is the same as 2 ones.
0.2 × 10 = 2
Let’s try that again, multiplying 0.12 by 10.
1 2
0.12 = +
10 100
 1   2 
0.12 × 10 =  × 10  +  × 10 
 10   100 
10 20
= +
10 100
2 1
=1+ (10 tenths = 1; 10 hundredths = )
10 10
= 1.2
Now let’s try a multiplication that uses thousandths.
3 4 9
0.349 = + +
10 100 1000
 3   4   9 
0.349 × 10 =  × 10  +  × 10  +  × 10 
 10   100   1000 
30 40 90
= + +
10 100 1000
4 9
=3+ +
10 100
= 3.49
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Have you noticed a pattern when multiplying by 10?
O t h th
0.2 0 2
0.2 × 10 2
0.12 0 1 2
0.12 × 10 1 2
0.349 0 3 4 9
0.349 × 10 3 4 9
Did you see the pattern? When we multiply by 10, each digit moves one place to
the left in the place value chart.
This is the same as moving the decimal point one place to the right.
Start with Move the point Gives
0.2 × 10 0.2 02.0 which we write as 2.

We ignore the zeros that are unnecessary.
0.12 × 10: 0.1 2 1.2
0.349 × 10: 0.3 4 9 3.49

Multiplying decimals by 100 is the same as multiplying by 10 and then multiplying
by 10 again.
To multiply a decimal by 100, move the decimal point two places to the right and
insert zeros if necessary.
Let’s see why this works.
2
1.2 is the same as 110
 2 
1.2 × 100 = (1 × 100) +  × 100 
 10 
200
= 100 + = 100 + 20 = 120
10
Using the shortcut, the decimal point moves
two places to the right, like this:
1 2
Fill the gap with zero to get 120.
gap
1.2 × 100 = 120
Example 7
Multiply 8.3 by 100.
Solution
8.3 × 100 = 8.3 Move the decimal point 2 places to the right.
= 830
There is a gap to fill with 0.

Multiplying decimals by 1000 is the same as multiplying by 10 three times.
To multiply a decimal by 1000, move the decimal point three places to the right
and insert zeros if necessary.
Example 8
a Multiply 187.26 by 1000. b Multiply 187.26 by 10 000.
Solution
a 187.26 × 1000 = 187.2 6 0 Move the decimal point 3 places to the right.
There = 187 2 6 0 is a gap to fill with 0.
b 187.26 × 10 000 = 187.2 6 0 0 Move the decimal point 4 places to the right.
= 187 2 6 0 0
There are two gaps to fill with zeroes.
Summary
Multiplying a decimal number by 10 is the same as moving the
decimal point one place to the right.
Multiplying a decimal number by 100 is the same as moving
the decimal point two places to the right.
ultiplying a decimal number by 1000 is the same as moving
M
the decimal point three places to the right.
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16 C
Whole class
1 Playdough
Here is a recipe for one batch of playdough. One batch will make enough
playdough for one person.
0.25 kg flour
0.125 kg salt
0.25 L water
0.5 tablespoon cream of tartar
1.0 tablespoon oil
0.005 L food colouring
Mix all ingredients in a saucepan.
Cook on medium heat until thick.
Store in an airtight container.
Your class has decided to make playdough to sell as a fundraiser. Each person in
the class has volunteered to make and sell playdough at the school fete. Copy
and complete the table.
How much of each ingredient will you need to make:
• 10 batches of playdough?
One batch 10 batches of 100 batches of 1000 batches
of playdough playdough playdough playdough
0.25 kg flour
0.125 kg salt
0.25 L water
0.5 tablespoon
cream of tartar
1.0 tablespoon oil

0.005 L food colouring
16 C
1 Multiply these numbers by 10.
Individual
a 1.2 b 1.06 c 49.33 d 31.222

a 1.2 b 1.06 c 49.33 d 31.222
a 1.2 b 1.06 c 49.33 d 31.222
4 Here are some interesting animal facts.
Animal Fact Questions
Ant Ants can carry a An ant has a mass of

100 times 0.03 grams. How much can
their body 1 ant carry?
weight. b An ant has a mass of
0.03 grams. How much do
10 ants weigh?
c An ant has a mass of
0.03 grams. How much do
100 ants weigh?
Female Queen Alexandra The female d What would the combined

butterfly Queen wingspan of 10 female
Alexandra Queen Alexandra butterflies
butterfly has be if they were laid tip of wing
a wingspan of to tip of wing?
0.26 metres. e What would the combined
wingspan of 100 female
Queen Alexandra butterflies
be if they were laid tip of wing
to tip of wing?
f What is the wingspan in
centimetres? Cut a strip of
paper to show this length.
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Animal Fact Questions
Walking The eggs of a g How many metres is that?

stick insect walking stick h How many metres long would
insect are 10 walking stick insect eggs be if
8 mm long. they were laid end-to-end?
i How many metres long would
100 walking stick insect eggs be
if they were laid end-to-end?
j How many metres long would
1000 walking stick insect eggs
be if they were laid end-to-end?
Blowfly The common k How many centimetres long

blowfly is would 10 blowflies be if they
1.2 cm long. were laid end-to-end?
l How many metres long would
100 blowflies be?
m How long would 1000 blowflies
be? Write your answer in
metres.
n How long would 150 blowflies
be? Write your answer in
metres.
16 D Multiplying decimals
by whole numbers
We multiply a decimal number by a whole number by using the multiplication
algorithm.
0 . 08 97 8
× 9
0. 8 8 2
Example 9
Multiply 3.416 by 3.
Solution
31 . 4 11 6
× 3
1 0 .2 4 8
Can you
multiply a
decimal number
by a whole
number?
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16 D
1 Calculate these products using the multiplication algorithm.
Individual
a 1.3 × 2 b 2.4 × 3 c 3.8 × 5 d 4.3 × 5

e 12.2 × 3 f 21.3 × 4 g 12.34 × 7 h 56.21 × 8
2 Mitchell’s toy soldiers are 3.4 cm tall. If he places them head-to-toe,
what length will the following number of soldiers be?
a 3 soldiers b 5 soldiers c 10 soldiers d 100 soldiers
3 Sharni’s shoes are 16.3 centimetres long. She places both shoes end to end on
the floor. How long are they?
4 Calculate these.
a 4 × 0.03 b 4 × 1.03 c 1.999 × 5 d 0.999 × 5
e When we multiply whole numbers by decimals, sometimes the result is a
larger number, other times it is a smaller number.
Choose the correct words from those in bold to make these sentences true:
When a whole number is multiplied by a number less than one, the result
is less than/greater than the starting number.
When a whole number is multiplied by a number greater than one, the
result is less than/greater than the starting number.
5 Emma has 25 golf balls and 18 tennis balls on display in her sports shop. They
are in a line on separate shelves. The length of each shelf is 120 centimetres.
A golf ball has a diameter of 4.1 cm and a tennis ball has a diameter of 6.2 cm.
a Calculate if she could fit 4 more golf balls on that shelf.
b Calculate if she can fit 2 more tennis balls on that shelf.
16 E Division and decimal
remainders
We use the division algorithm when we want to divide one number by another
number. Sometimes the numbers divide exactly, for example 64 ÷ 4.
1 6
)
4 6 24
Sometimes there is a remainder, for example 67 ÷ 4.

1 6
)
remainder 3
4 6 27
We can show the remainder as a fraction:

3
1 6 4
)
4 6 27
Here is how to use the division algorithm to get a decimal remainder.

1 6 .7 5
)
4 6 27 . 30 20
Start dividing by 4 as above.
Because 67 is equal to 67.0 we can place a
decimal point after the end of the number
and keep dividing.
Place a matching decimal point in the answer.
Carry the 2 remainder and divide 4 into ‘27’.
So 67 ÷ 4 = 16.75.
The whole number 16 and the decimal remainder 0.75 agree with the whole
3
number 16 and the fraction remainder above.
4
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Example 10
Tyson used 18 centimetres of timber for a square picture frame. How long were
the sides of the frame?
Solution
4. 5
)
4 1 8 . 20
Each side was 4.5 centimetres long.
Sometimes a division does not work out exactly:

10 ÷ 3 = 3.3333. . .
because the division goes on forever
3 . 3 3 3

)
4 1 0 . 10 10 10
Summary
The division algorithm can be used to show a remainder as a
decimal number.
16 E Individual
1 Calculate each division using the division algorithm and show the
remainder as a decimal.
a 124 ÷ 5 b 124 ÷ 8 c 489 ÷ 2 d 178 ÷ 5
e 23 ÷ 4 f 177 ÷ 4 g 9 ÷ 4 h 39 ÷ 4
i 25 ÷ 8 j 33 ÷ 8 k 100 ÷ 8 l 2 ÷ 8
2 Find the result when 82 is divided by:

a 2 b 5 c 4 d 8.
3 a Melanie cuts 193 metres of fabric equally into 4 equal lengths.

How many metres of fabric are there in each length?
b Mark pours 3 litres of cordial into 8 glasses. Each glass has the same amount.
How many litres of cordial are there in each glass?
Homework
1 How many of each item below would each member of your family receive
if you shared out equally:
a a packet of 11 biscuits? b a box of 24 chocolates?
c a jar of 122 lollies? d a bag of 30 oranges?
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16 F
Review questions
a 1.2 + 1.1 b 1.4 + 3.2 c 1.8 + 3.1

d 2.4 + 2.3 e 4.03 + 7.88 f 18.68 + 7.73
g 63.281 + 28.031 h 31.564 + 7.65
2 Binh walked 1.8 km to the shops and then a further 1.9 km to school. How far
did she walk?
3 Three cars are parked in the driveway end-to-end with no gaps. The cars are
3.6 m, 3.92 m and 4.03 m. What is the total length of the cars?
4 Use one of the subtraction algorithms to calculate these.
a 2.5 − 1.3 b 8.4 − 6.2 c 7.84 − 1.97
d 5.08 − 3.11 e 18.402 − 0.999 f 0.0492 − 0.0054
5 Write the number that is one-tenth less than these.
a 0.7 b 1.0 c 45.113 d 103.06 e 99
6 Write the number that is one-hundredth less than these.
a 0.3841 b 195.72 c 1.03 d 4 e 100
7 Subtract 1.83 from each number.
a 9.99 b 5.32 c 18.3 d 100 e 5
8 Multiply these numbers by 10, then 100 and finally by 1000.
a 4.4 b 0.039 c 0.43 d 193 673.573
e 3.1 f 0.0034 g 100.001 h 4 823 957.362
9 Calculate these products using the multiplication algorithm.
a 1.8 × 4 b 1.7 × 3 c 31.6 × 8 d 263.47 × 5
e 1.2 × 3 f 0.2 × 3 g 0.02 × 3 h 0.002 × 3
10 There are 8 children in the Sparkle family. How many of each item would each
child receive if they shared equally the items below? (Show any remainder as a
decimal.)
a 12 apples b 50 mandarins
c 445 grapes d 27 bananas
16 G Challenge:
Polyiamonds
Here is an equilateral triangle. We are going to join equilateral triangles of the same
size along their sides to make two-dimensional shapes called polyiamonds. ‘Poly’
means ‘many’.
Use the triangle graph paper from BLM 2 to draw your polyiamonds. You can
colour and cut them out too if you wish.
One triangle is called a moniamond because ‘mono’ means ‘one’.
1 Two triangles make a diamond. ‘Di’ means ‘two’.
Draw a quadrilateral made from four diamonds.
2 a What do you think a shape made with three equilateral triangles is called?
b Draw all the possible shapes that can be made with three triangles.
How many are there?
c Draw a trapezium made from four of this shape.
d Draw an equilateral triangle made from three of this shape.
3 A shape made with four equilateral triangles is called a tetriamond. Here is

one tetriamond. Polyiamonds that are reflections or rotations of each other are
considered the same.

a Draw two more tetriamonds.

b Draw the tetriamonds that can be folded to make a triangular pyramid.
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4 Here is one pentiamond.
Draw three more.

5 Hexiamonds use six equilateral triangles. This one is called the sphinx because it
looks like the Egyptian Sphinx. Draw the twelve hexiamonds.
6 Sally uses identical triangles, each with a perimeter of 9 cm, to make all
12 hexiamonds. What is the perimeter of each hexiamond?
7 You will need a supply of ‘sphinxes’.
a Make a parallelogram from 2 sphinxes.
b Make a parallelogram from 4 sphinxes.
c Make a parallelogram from 10 sphinxes.
d Make a big sphinx from 4 sphinxes.
e Make a super sphinx from 9 sphinxes.
f Make a parallelogram using all 12 hexiamonds.
8 a Make this shape from 6 sphinxes.
b Make this shape from 10 sphinxes.
9 Use the internet to find out more about polyiamonds and the puzzles you
can make from them.
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C h a p t er
17
Preparation
• previous experience in presenting information in a table

• previous experience in collecting and organising data and presenting it on a
bar chart.
k
k i cf f
Draw this diagram and write the letters A to G inside it
o according to these instructions.
Place A so it is in the circle only.
Place B so it is in the triangle only.
Place C so it is in the square only.
Place D so it is in the circle and the triangle, but not in the square.
Place E so it is in the square and the triangle, but not in the circle.
Place F so it is in the circle and the square, but not in the triangle.
Place G so it is in all three shapes.
17
Chapter
• ACMSP 116
• ACMSP 117
• ACMSP 118
• ACMSP 119
• ACMSP 120
Statistics and Probability
Statistics and
probability
When we gather information, we are collecting data. Sometimes we can collect
data about people’s opinions. Sometimes the data we collect might be about
physical features such as eye colour or height. We can organise the data that
we collect into tables or diagrams and we can graph it in different ways.
Collecting and studying data in this way is called statistics. People who
gather and analyse statistics are called statisticians. The word ‘statistics’ has the
same origin as the word ‘state’ because the oldest use of statistics was to help
governments make decisions.
The statistical process

When we plan a statistical data investigation we need to decide the problem
we are going to investigate and we pose some questions that we might like
answers for.
For example, if the student council wanted to make some suggestions about
changing the school uniform we might ask ‘What uniform pieces are most
popular among Year 5 students?’ or ‘Which colours are preferred from the
choices available for school T-shirts?’ and ‘Who makes the decisions about
buying uniforms?’.
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215
Then we think about what data we need to collect so that we can answer those
questions. There are lots of ways to collect, organise and present the information,
so there are many choices to be made.
Finally we look at the data now that it has been organised and presented in tables,
charts and graphs and interpret that information in order to make some conclusions
and recommendations. In our school uniform example we might make some
suggestions to the school staff about the types of T-shirts that Year 5 students like
from the information we have collected.
The statistical data investigation process will be explained in more detail in a
later section of this chapter where you will use it to carry out your own data
investigations.
Types of data
There are different types of data. For each type there are different ways to present
the data and different things to consider when collecting and recording the data.
There is data that we can count. We get count data when we investigate
situations such as:
• the number of trees in different backyards
• the number of goals scored in a netball match, or
• the number of jelly beans in a packet.
There is data that we can measure. Here are some situations where you might
collect measurement data:
• the height of students in your class
• the age of students when they first rode a bike without training wheels
• the amount of water left in everyone’s drink bottles after lunch.
Then there is data that belongs in categories. Sometimes there is a choice to be
made about which category the data belongs to. Categorical data includes:
• types of houses
• colours of cars
• hairstyles.
osing questions,
P
17A collecting and

presenting data
One way of collecting data is to ask questions. This is called conducting a survey
or taking a poll. We need to ask clear questions to get accurate data. When we are
conducting a survey, we also need to think about the people who will be asked the
questions. Will the people interviewed be able to give us the information we need?
For example, if we wanted to find out about the favourite holiday destination for
retired people, we would not ask school children because they are not retired. We
would ask retired people.
Tally marks
When we collect data, we can use tally marks. Each stroke stands for one item, and
the fifth stroke is made across a group of four.
A tally of five is written like this: | | | |
Ten is written as two bundles of five: | | | | | | | |
Then we count by fives to work out how many there are in the tally.
Example 1
This data table with tally marks shows the preferences of students and teachers
who use the school canteen.
Favourite drinks
Water Milk Fruit juice
Students | | | | | | | | | | | | | | | | | | | | | | | | | |
Teachers | | | | ||| | | | | | | |
a What is the most popular canteen drink?

b What is the least popular canteen drink?
Solution
When we look at the data table, we can see the most popular drink
is fruit juice (21 tally marks) and the least popular drink is milk
(11 tally marks).
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Two-way tables
Tables and diagrams can help us understand data.
We can use them to group data in different ways. We can record opinions from
different groups using a two-way table. We summarise the tally marks by writing
the number that our tally marks represent.
Here is the data from the example above shown in a two-way table.
Favourite drinks
Water Milk Fruit juice
Students 9 8 13
Teachers 5 3 8
Suppose we collect data about students who like swimming and students who like
athletics. Some students like just one, some students like both and some students do
not like either. We can use a two-way table to show this data.
Likes swimming Does not like swimming

Likes athletics Jason + Ali Rebecca + Jules
Does not like athletics Simone + Luke Flavia
Venn diagram
A Venn diagram is another way of showing this information.
Flavia
Luke
Rebecca
Ali
SWIMMING
Jules
Jason
ATHLETICS
Simone
Example 2
Mum asked the family which vegetables they like: carrots or peas. Dad likes
carrots and peas, Melia likes just carrots, Joshua likes just peas and Emma
doesn’t like carrots or peas. Mum likes just carrots. Present this data in a
two-way table and on a Venn diagram.
Solution
A two-way table can show this data.
Likes peas Doesn’t like peas

Likes carrots Dad Melia + Mum
Doesn’t like carrots Joshua Emma
A Venn diagram can also show this data.
Emma
Mum
Joshua
Dad CARROTS
PEAS
Melia
We can put numbers in each box if there is a larger number of people in

the survey.
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Example 3
A survey was conducted about transport needs in a suburb of Brisbane. Here
are the results presented in a two-way table.
a Show this information in a Venn diagram.
b How many people were surveyed?
Uses buses Does not use buses

Uses trains 23 57
Does not use trains 19 81
Solution
a
81
TRAINS
BUSES
23
57
19
b 180 people were surveyed.
Summary
We can record data in a data table.
We can use two-way tables and Venn diagrams to show
different choices.
17 A
Whole class
1 Make this two-way table on the floor with masking tape and labels.
Likes football Dislikes football
Likes netball
Dislikes netball
Students write their names on a piece of cardboard and place the names in the
box that best reflects their preferences. How many students like both football
and netball? How many students don’t like either netball or football?
2 a Draw a two-way table to show the results of this survey.
Favourite ball games
Boys Girls
Netball | | | | | | | | | | | | | | | | |

Volleyball | | | | | | | | | | | | | | | | | |
Basketball | | | | | | | | | | | | | | | | | | | |
Soccer | | | | | | | | | | | | | | | |
b What is the most popular ball game overall?

c What is the least popular ball game overall?
d How many students were surveyed?
e What is the most popular ball game among girls?
f What is the most popular ball game among boys?
3 The sport teacher wanted to buy some new equipment for students to use at
playtime. He could buy only 2 types of equipment. Each child in the class was
surveyed; they could only vote once each.
Four boys voted for tennis balls.
Seven girls voted for skipping ropes.
Two girls voted for footballs.
Six boys voted for basketballs.
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One boy voted for skipping ropes.
Three girls voted for tennis balls.
Five boys voted for footballs.
Four girls voted for basketballs.
a Draw a two-way table to record this data.
b How many students were surveyed?
c Which two pieces of equipment should the sport teacher buy?
How would you decide what the teacher should buy? Would the class be
happy? Discuss.
d Survey your class to see if your opinions are the same or different. Present
your class data in a data table.
4 Ask students to vote for their favourite season in the year. Group votes in fives
using tally marks (| | | |). Represent the data in a two-way table.
5 Work with a partner to find data for the following.
You are organising a class pizza lunch and you need to find out
what sort of pizzas to order.
Write a list of the categories of people you would interview.
Write the question you would ask.
Survey to gather the data. Record your data using tally marks.
Present your data in a data table.
6 a Draw two large intersecting circles on the ground. Label one circle ‘Football’
and the other ‘Netball’. Students place their name cards in the appropriate
space in the Venn diagram (or outside it) to show which sports they like.
b Add another intersecting circle so all three circles intersect and make a three-
way Venn diagram. Put the label ‘Cricket’ in the third circle. Students move their
name cards to show which sports they like now.
17A
1 Use the table to complete the questions that follow:
Individual

Likes grapes Doesn’t like grapes
Likes mangoes 4 3
Doesn’t like mangoes 6 5
a How many people like mangoes but don’t like grapes?

b How many people like grapes but don’t like mangoes?
c How many people like mangoes and grapes?
d How many people don’t like either mangoes or grapes?
e How many people were surveyed?
2 Draw a two-way table to display this data.
• Mia wanted ice-cream and peaches for dessert.
• Charlie only wanted ice-cream.
• Marissa didn’t want any dessert at all.
• Keilah only wanted peaches.
3 This Venn diagram shows the number

of students who own different pets.
Use the diagram to answer these CATS
questions: 6
a How many people own both cats
and dogs? 2
b How many people own only fish? 4

1
c How many people own both fish FISH
and dogs? 5 3
7
d How many people own all three
kinds of pets? DOGS
e How many people were surveyed?
4 Draw a Venn diagram to show this data and solve the problem.
Each day Ryan has one hour of free time. He likes to ride his bike and watch
television and he always does one of these things. Last September, Ryan rode
his bike only (that is, no TV) on 12 days and he watched television only (no
bike) on 5 days. On how many days did he do both activities, given that he did
at least one of the activities each day?
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5 A travel agency collated the data for customer bookings to the following
continents from June to August.
ASIA
NORTH
57
AMERICA
32
25
65
82
50
74
EUROPE
a How many customers only travelled to North America?

b How many customers travelled to Asia and Europe?
c How many customers travelled to all 3 continents?
d How many customers made bookings from June to August?
Homework
1 Select four television programs that at least one member of your family
enjoys. Ask your family to vote ‘like’ or ‘dislike’ for each program from the
list. Present your data in a two-way table.
2 Survey your family members to find out whether they like cereal, eggs or
toast for breakfast. Present the data in a Venn diagram.
17B Graphs
A graph helps us organise the information we have collected and makes it easier to
make conclusions about our data.
Pictographs
A pictograph uses symbols to show the number of items in the same category.
If we ask people how they travel to school, we can use a picture of a bike, a car,
a bus or a person walking to show this information on a pictograph. There is one
picture for each person’s choice.
Getting to school
Bike Car Walk Bus
If we are surveying a large number of people we can use one picture to represent
a number of people. In the example below, the pictograph shows data collected
about favourite television stations. One television represents 10 people. Half a
television represents five people. The key tells us how many people are represented
by each picture.
Favourite television station
Key
= 10
Channel 2 Channel 7 Channel 9 Channel 10 SBS
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Example 4
School children were surveyed to find out their favourite subject at school.
55 students voted for Maths. 40 students voted for Art.
65 students voted for English. 20 students voted for Music.
15 students voted for Science. 70 students voted for Sport.
Represent this data in a pictograph.
Solution
We can draw a pictograph with each picture representing 10 people.
Favourite subject
Maths English Art Science Music Sport
Key = 10
Column graphs
A column graph uses columns of different lengths to represent different quantities.
The columns can be either vertical or horizontal. Column graphs are also known as
bar graphs or bar charts.
Numbers along one axis show the number represented by each column on the
graph. The numbers, measurements or categories being represented are written
along the other axis.
Here are two column graphs for the same data collected about types of bread rolls
sold at a school canteen.
Rolls sold at the canteen
Rolls sold at the canteen
The scale on a column graph must go up in the same-sized steps.

We can read the graphs to find out information. In the example above:
• the most popular filling is ham
• there were seven ham rolls sold and only two tomato rolls.
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Example 5
A survey was taken to find how many different kinds of vehicles passed
the local school between 8:00 a.m. and 9:00 a.m. Here are the results
of the survey.
Vehicles driving past

Trucks Cars Motorbikes Buses Taxis
8 25 15 7 9
a Present this data in a bar chart.

b How many more cars passed the school than motorbikes?
Solution
a Vehicles driving past b There were 10 more cars than

motorbikes passing by the school.
Summary
A pictograph uses symbols or pictures to represent data.
Column graphs use horizontal or vertical columns to display
data.
17 B
Whole class
1 a Survey students to find their eye colour. Copy and complete the data table.
Eye colour
Blue Brown Green Hazel Other
b Create a large sized pictograph that represents the occurrence of different

eye colours in your class.
c Draw a large column graph to represent your data about eye colour.
2 Work with a partner. Use pattern blocks and a 6-sided die.
a Toss the die 20 times. Collect shapes according to the number on the
die face.
1 = circle, 2 = rectangle, 3 = triangle, 4 = square, 5 = pentagon,
6 = hexagon.
So if you roll a 4 you pick up a square.
Record which shape you collect in a table using tally marks.
b Draw a pictograph to represent the shapes you collected with the 20 rolls
of the die. If you draw different pictures for the different shapes, make sure
they are the same size, otherwise you will give a misleading impression.
3 Here is some information Clara collected about the coins in her piggy bank.
Coins in Clara’s piggy bank

$2 $1 50c 20c 10c 5c
3 2 6 7 5 10
a Draw a column graph to represent this data.

b Which denomination had the fewest number of coins?
c How much money did Clara have altogether?
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17 B Individual
1 To enter the zoo you can buy a family ticket, an adult ticket or a child ticket.
The zoo gates open at 8:45 a.m. and the ticket sales are shown for the first
2 hours.
Zoo ticket sales
Family Adult Child Family Adult Child Family Adult Child Family Adult Child
8:45−9:15 9:15−9:45 9:45−10:15 10:15−10:45
Key = 10
a Calculate the total number of tickets sold for each type of ticket: family, adult
and child.
b A family ticket is for exactly 2 adults and 3 children. Calculate how many
adults and how many children had entered the zoo by 9:45 a.m. using a
family ticket.
c How many adults and children in total had entered the zoo by 9:45 a.m.?
2 a Draw a pictograph with a key and pictures to represent this data.
Money raised for charity

Year 5J Year 5L Year 6P Year 6B Year 7M Year 7D
$35 $40 $25 $45 $60 $55
Write the answers to these questions about your pictograph.

b Which class raised the most money?
c How much money was raised by Year 6 altogether?
d Which year level raised the most money?
e How much money was raised altogether?
3 a Draw a column graph to represent this data.
Electrical goods sales

Toaster Iron Blender Kettle Microwave Hair dryer
15 18 15 13 8 7
Answer these questions about the graph.

b Which item was sold the most?
c Which item was sold the least?
d Which 2 items sold the same number?
e How many kettles and toasters were sold altogether?
f How many items were sold altogether?
4 a Draw a column graph to show this data.
Favourite restaurants
Chinese Italian Vietnamese Indian Greek Thai
19 27 18 21 7 24
b Write 4 questions you could ask about the graph.
5 These vehicles checked into the shopping centre car park.
Type of vehicle
95
Key = 10 vehicles
75
60
35
15
Sedan 4WD Utility Station Dual cab

wagon
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a How many more sedans than station wagons?
b How many more utilities than dual cabs?
c Which 2 vehicle types when added together equal the number of sedans?
d How many vehicles are there all together?
Reflection
1 Discuss differences between pictographs and column graphs.
Which graph is better for which type of data?
Why do you think different graphs are used to present data?
2 Look at this graph.

a Discuss what the graph would look like if the numbers on the
vertical axis were in single steps so that they read 0, 1, 2, 3,
4, 5, etc.
b What would the graph look like if the steps on the vertical axis
were in tens?
c What could this graph be representing?
Homework
Draw a column graph to show the different ages of the people in your family.
Include grandparents, aunts and uncles if you like. Why not include your pets
too, if you know how old they are!
17C Dot plots
A dot plot is used for count data, where one dot drawn above a baseline represents
each time a particular value occurs in the data. If a value occurs three times, there
are three dots in a line above that value.
Ms Apap’s Year 5 students collected data about the number of hours they spent on
the computer one week. Parts of hours were rounded up to whole hours. At first
the teacher wrote the numbers on the board as a list:
14, 20, 13, 13, 14, 11, 12, 20, 13, 15, 11, 13, 14, 14, 15, 16, 14, 14
The list did not tell them very much, so they tallied the number of times each value
occurred and organised the data into a frequency table.
Number of hours of computer use by children in 5A
Value
(number of hours) Tally Frequency
11 || 2
12 | 1
13 |||| 4
14 | | | | | 6
15 || 2
16 | 1
17 0
18 0
19 0
20 || 2
Then they organised the data into a dot plot, placing one dot above the line to
record each time the number below the line occurred in the data. The dots must be
carefully lined up so that they are spaced evenly and can be read easily.
11 12 13 14 15 16 17 18 19 20
From the dot plot we can see that the most frequently occurring value was 14. This
means that the most frequently occurring number of hours of computer use was 14.
Dot plots are useful when we want to see what the data has to say very quickly.
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Example 6
Mr Mudge’s Year 6 students recorded how many of the seven books in the
Wizard series they had read.
7, 6, 1, 6, 0, 7, 3, 4, 5, 2, 6, 7, 7, 1, 4, 0, 2, 5, 7, 7, 7, 7, 7, 2, 0, 3
a Organise the data into a frequency table.
b Create a dot plot for the data.
Solution
a
Value
(number of books) Tally Frequency
0 ||| 3
1 || 2
2 ||| 3
3 || 2
4 || 2
5 || 2
6 ||| 3
7 | | | | | | | | 9
0 1 2 3 4 5 6 7
Summary
Dot plots are used for count data, where one dot represents
each time the value occurs in the data.
17 C
Whole class
1 Record the number of pieces of fruit eaten by students in your class over the
last 7 days.
Create a dot plot on a very large piece of paper for this data by drawing a
baseline and using evenly placed round stickers for the dots. Discuss what you
can see from the dot plot.
2 Record the time it takes in minutes for each class member to walk around the
school oval or a similar outdoor circuit. Create a dot plot for this data by
drawing a baseline and using stickers for the dots. Discuss what you can
see from the dot plot.
3 Measure the length of pencils in everyone’s pencil case to the nearest
centimetre. Create a dot plot on a piece of paper or using an interactive
whiteboard for this data. Use one dot for each time a particular
length of pencil occurs in the data. Discuss what you can see from
the dot plot.
4 Measure the time it takes everyone in the class to write the numbers to
100 to the nearest minute. Draw up different dot plots for different
groups and compare them. For example, ‘Are boys or girls faster?’
and ‘How do left-handers compare to right-handers?’
5 a Roll a 6-sided die 25 times. Create a dot plot for this data.
b Which number was rolled most often?
6 a Roll two 6-sided dice 25 times, calculate the sum of the 2 dice for each roll
and create a dot plot for this data.
b Which sum was rolled most often?
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17C Individual
1 Amelia sold televisions and recorded the number sold each day. Here is a dot
plot for her data.
11 12 13 14 15 16 17 18 19 20 19 20 21 22 23
a What was the highest number of televisions sold in 1 day?

b What was the most frequently occurring number for televisions sold in 1 day?
c On how many days did Amelia collect data?
2 Matthew and Christopher recorded the time it takes to ride to school each day
in whole minutes.
9, 8, 9, 9, 10, 12, 9, 8, 9, 9, 7, 8, 9, 12, 9,
10, 11, 12, 9, 8, 10, 9, 7, 8, 7, 9, 9, 9, 9, 10
a Create a dot plot for this data.
b What is the most frequently occurring time taken to ride to school?
c On the days that they get green lights all the way, the trip to school takes
Matthew and Christopher less than 10 minutes. On how many days did all
green lights occur?
17D The statistical data
investigation process
The best way to understand how data is collected and presented is to do data
collection and presentation activities yourself. Some of the different ways we can
organise, present and discuss data have been explained throughout this chapter.
Now we are going to put everything together so that we can plan data collection,
investigation and interpretation activities in an organised way. We will call this the
statistical data investigation process.
Though there are many ways to collect and organise data, we will use the following
steps:
• Plan − We plan the investigation and design of questions to start the

investigation. We identify types of data that could be involved in investigating
the questions.
• Collect − We collect and check the data.
• Process − We present and interpret the data.
• Discuss − We discuss the results.
Here is a diagram of the process.
Discuss the results Plan investigation and

design questions
Process, present and Collect and check

interpret the data the data
You can see that the statistical process never really ends. Once we have interpreted
the data we might discover that there are more questions we want to ask and more
data to collect.
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Plan − Identifying issues and planning the investigation
In the first part of the data investigation process, we decide on the topic we want to
investigate and the issues related to that topic. Then we design questions that help
us find out about the issues.
We ask:
• ‘What do we want to find out about?’
• ‘What data can we get?’ and
• ‘How do we get the data?’
Let’s look at this step through an example.
Example 7
Ms Fraser’s class poses a question. The school netball and football season is
about to begin. They wonder how many passes of the ball occur in games
such as these before a goal is scored. They start to plan how to collect the
data.
This investigation will involve count data. The data will be collected by watching
school rugby, football, netball or soccer matches and recording the number of
passes between goals.
Some of the issues they identify include:
• different games will result in different data
• there should be more than one person collecting data for each game to
check results
• Australian Rules games have points and goals.
They decide to collect data about one netball game first and form their
questions:
• How many passes of the ball are there between goals in a netball match?
• How does this compare to a game at the national level?
• How can we use this investigation to practise what we have learnt about
data collection and investigation?
They decide what data is to be collected. They will need a recording sheet
that can be used to tally the passes and which side scored the goal. They
will record G1H for the first goal to the home team, G2A to indicate a
second goal scored by the away team, and so on. They will start a new line
in the table to re-start the count after a goal is scored.
Number of passes (tally) Number of passes Goal and team

||| 3 G1H
| | | | | | | | | | 12 G1A
||| 3 G2A
(Continued...)
Collect − Collecting, handling and checking data

Once we decide what to collect and how it will be collected, then we can proceed
with the data collection. Tables with tallies are a useful way to collect data.
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Example 7, continued
The data collected by 5F looked like this:

Number of Number of Goal and
passes (tally) passes team
| | | | | 6 G1H
| | | | | | | | | 11 G2H
| | | | | | | | 18 G1A
| | | | | | |
| | | | | 6 G3H
| | | | | | | | | | | | 14 G2A
| | | | | | 7 G4H
| | | | | | | 8 G5H
| | | | | 6 G6H
| | | | | | | | | | | 13 G3A
| | | | | 6 G7H
| | | | | | | 8 G8H
| | | | | 6 G9H
| | | | | | | | | | | | 15 G4A
| | | | | 6 G10H
| | | | | | | 8 G11H
| | | | | | 7 G12H
| | | | | 6 G13H
| | | | | 6 G14H
| | | | | | 7 G15H
(Continued...)
Process − Exploring and interpreting data

Now we need to organise the data using frequency tables and present it in a way
that helps us understand it. We can make statements from the data that help us to
understand it.
The students in 5F created a frequency table and dot plot for their data.
Number of Number of times
passes Tally this value occurred
6 | | | | | | | 8
7 ||| 3
8 ||| 3
9 0
10 0
11 | 1
12 0
13 | 1
14 | 1
15 | 1
16 0
17 0
18 | 1
6 7 8 9 10 11 12 13 14 15 16 17 18
The 5S students saw from the dot plot that the most frequently occurring
number of passes between goals was 6. The smallest number of passes
between goals was also 6. They observed that the largest number of passes
was 18.
(Continued...)
Discuss − Discuss the results and pose new questions

that arise from them
Once we have made some conclusions from the data, we might realise that there
are further questions to be answered and will reorganise the existing data in a
different way or do the data collection again. At this point, it is important to discuss
the use of graphs − were the best graphs chosen for this purpose?
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The students in 5S went on to collect data about national-level netball

matches and other sports including football and soccer.
Summary
The statistical data investigation process is a process we can
follow for investigations where data is collected, organised,
interpreted and discussed for a purpose or to answer
questions. The steps might include planning, collecting,
processing and discussing the data.
17D
C o nn e ct , a p p l y a n d b u i l d
Whole class
These activities are suggestions for whole class investigations using the statistical
data investigation process. Investigations that are designed by the participants from
real situations in their immediate surroundings might have more meaning and are
encouraged.
1 Favourite ice-cream flavours. Do boys and girls have different preferences?
Do young children like different ice-cream flavours compared to older children
or adults?
2 Hours spent watching television. Is there a particular day of the week or time of
day when more television is watched?
3 Occurrence of a particular word on randomly selected pages of a book. How
many times does the word ‘and’ appear? What about one of your spelling words?
17E Probability
If we want to measure the length of something, we might use metres or kilometres.
What if we want to measure the chance of a particular event occurring?
Until now you have probably spoken of the chance of something happening using
words such as ‘likely’ or ‘unlikely’, with some events being ‘certain’ or ‘impossible’.
In mathematics we use the word probability to describe the chance of an event
taking place.
The chance of the Prime Minister walking into your classroom in the next 5 minutes
is not very likely, but it is not impossible. Here is a word scale to show probability.
Impossible Not very Likely Highly Certain

likely likely
Writing probabilities
We can measure probability on a scale from 0 to 1, where 0 means that there is
no chance of an event occurring, and 1 means that the chance that the event will
occur is certain. We can describe the chance of an event happening, such as the
result of a spin on a spinner, and write it as a fraction.
On this spinner the possible events are the four different colours: red or green or
blue or orange.
It is certain that we will spin one of the four colours, so the chance of spinning any
colour on the spinner is one. On a spinner split into four segments of equal size, the
chance of spinning just one of the colours, such as red, is equally likely. We say that
the chance of spinning red is one out of four. This is because there is only one way
to spin red, but four different colours on the spinner and each event is equally likely.
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1
The probability of spinning red on this spinner is one in four, or . The numerator
4
is the number of ways the event may happen, and the denominator is the number
of equally likely possibilities.
Example 8
a List the events that are possible on the spinner below.

b Are they equally likely?
c What is the probability of spinning green on this spinner?
Solution
a There are six different events: red, purple, pink, blue, orange, green.
b Yes
1
c The probability of spinning green is one out of six or .
6
17E
1 For a standard 6-sided die numbered from 1 to 6:
Individual
a List the events that are possible.

b If you rolled the die once, what is the probability of rolling a 1?
Write your answer as a fraction.
c If you rolled the die once, what is the probability of rolling a 4?
d If you rolled the die once, what is the probability of rolling a 7?
e If you rolled the die once, what is the probability of rolling an even number?
f If you rolled the die once, what is the probability of rolling a number less
than 6? Write your answer as a fraction.
g If you rolled the die once, what is the probability of rolling 1, 2, 3, 4, 5 or 6?
2 Angelique has a bag of 10 coloured discs. In the bag, there are 5 blue
discs, 3 pink discs and 2 yellow discs. If Angelique picks 1 disc, what is the
probability that it would be:
a yellow? b pink? c blue?
3 a What is the probability of tossing a head if you toss 1 coin? Write the answer
as a fraction.
b What is the probability of tossing 2 heads when tossing 2 coins?
Complete this table to help you work out the different coin combinations
that are possible.
Coin one
Head Tail
Head
Coin two
Tail Tail, Head Tail, Tail
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17F Review questions
1 In the Tan family, different people like different fruits for dessert. Mum likes
kiwi fruit and strawberries. Anh likes neither. Dad likes strawberries but not kiwi
fruit, and Jed likes kiwi fruit but not strawberries.
a Draw a two-way table to represent this data.
b Draw a Venn diagram to represent this data.
2 The Year 6 students at Slippery Banks Primary School conducted a class survey
about technology ownership.
MP3 PLAY
E
R
4 2
7
R
4
MPUTE
8
6
TELEVISIO
CO
3
1
N
a How many people are there in the Year 6 class at Slippery Banks?
b How many people own an MP3 player, but not a television or computer?
c How many people own both an MP3 player and a television, but not a
computer?
d How many people own all 3?
e How many people own a television?
3 School children were surveyed to find out their favourite football code:
• 12 students voted for rugby
• 9 students voted for AFL
• 13 students voted for soccer
• 2 students voted for gridiron.
Represent this data in a pictograph.
4 Slippery Banks School children were asked about their preference for the colour
of the new school T-shirt.
School T-shirt colours

Red Blue Yellow Orange Pink Green
60 20 55 20 5 85
a Draw a vertical bar chart to show this data.

b How many children voted?
c Which colour is the most popular?
5 Online school council elections were held in the first week in April. The number
of people who voted each day is shown on this column graph.
Council elections

a How many people voted from Monday to Friday?
b How many people voted on Saturday and Sunday?
c On which 2 days did the least number of people vote? Saturday and Sunday
or Wednesday and Thursday?
d If 800 people were eligible to vote, how many of these did not vote?
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6 The football canteen has the following food on its menu. The manager
recorded the sales for Saturday and Sunday.
Pies Saturday
Sunday
Hot dogs
Sausage rolls
Dim sims
Pasties
Salad sandwiches
Soup
Hot chips
0 20 40 60 80 100 120 140 160 180 200 220 240 260 280
Number of items sold
a Calculate the total for each food item over the 2 days.
b Which food item sold the most?
c Which food item sold the least?
d Which 2 items together sold the same amount?
e Hot dogs come in packets of 20. How many packets would have been
needed? How many hot dogs were left over?
7 James counted the number of pencils in each class member’s pencil case.
12, 10, 11, 12, 12, 9, 8, 12, 11, 10, 11, 12, 10, 9, 8, 9, 10, 12, 11, 12, 11, 10
a Draw a dot plot for this data.
b What is the most frequently occurring number of pencils?
17G Challenge:
Divisibility by 7
1 Test for divisibility by 7. To test a number to see if it is divisible by 7, double
the last digit and subtract it from the remaining ‘chopped off’ number. If the
result is divisible by 7, then so was the original number. Apply this rule over and
over again until you get a number that you know is divisible by 7.
For example: 826. Double 6 is 12. Take 12 from the ‘chopped off’ 82.
Now 82 −12 = 70. We know 70 is divisible by 7, so 826 is also divisible by 7.
a Which of these numbers is divisible by 7?
1029 196 4181 3682
b Fill in the blanks to make a number that is divisible by 7.
34 6
c Fill in the blanks to make a number that is divisible by 7 and 2.
34 6
d Fill in the blanks to make a number that is divisible by 7, 2 and 3 but not 4.
34 6
2 Find a 10-digit number that uses all the digits 0–9 and is divisible by 1, 2, 3, 4,
5, 6, 7, 8, 9 and 10.
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C h a p t er
181
Preparation
• fluency with arithmetic operations with whole numbers and decimals.
k 1 Calculate the change from $10.00.

k i cf f a $7.00 b $8.00 c $4.00 d $3.50
o
e $5.25 f $7.80 g $9.15 h $8.27
i $6.34 j $2.92 k $0.83 l $0.91
Show what you know

1 a $6.45 + $3.80 b $7.95 + $6.75 c $3.20 + $5.85
d $8.85 − $3.30 e $9.40 − $4.85 f $7.05 − $5.95
g $2.25 × 3 h $5.50 × 8 i $3.75 × 2
j $8.60 ÷ 4 k $9.35 ÷ 5 l $8.50 ÷ 10
18
Chapter
• ACMNA 106
Number and Algebra
Arithmetic with money

When we go shopping, we need to be able to calculate how much a number
of items might cost, how much change we should expect or whether we have
enough money to buy what we want.
In this section, we use addition, subtraction, multiplication and division with
money amounts.
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18 A
1 a $8.85 + $2.95 + $4.60
Addition
b $3.15 + $5.55 + $7.45
c $6.30 + $5.75 + $2.90 d $4.65 + $3.25 + $2.85
e $12.35 + $15.60 + $7.85 f $19.75 + $13.55 + $12.85
g $33.80 + $42.65 + $21.55 h $35.25 + $28.85 + $37.50
2 a $327.25 + $292.60 + $135.70 b $227.90 + $431.25 + $279.35
c $418.35 + $196.65 + $252.35 d $576 + $260.45 + $309.85
3 Use the addition algorithm to calculate the following:
a Six hundred and seventy-nine dollars + four hundred and forty-five
dollars + seven hundred and five dollars
b Five hundred and sixty-three dollars + two hundred and seventy-nine
dollars + nine hundred and forty-seven dollars
c Four thousand two hundred and nineteen dollars + two thousand three
hundred and ten dollars + one thousand and eleven dollars
d Five thousand dollars + seven thousand two hundred and two dollars +
six thousand eight hundred and fifteen dollars + eighty-five dollars
4 Dad went to the hardware store and bought a fan for $13.97, 15 metres of
hose for $39.93, a hose reel for $14.95 and a 4-way tap for $12.78.
How much did he spend, rounded off to the nearest 5 cents?
5 Jane bought a pair of sneakers for $138.95 while Kali paid $18.55 more for
her pair.
a How much did Kali pay for her sneakers?
b What was the total cost of the two pairs of sneakers?
6 Peter paid $119.95 for a 16 GB personal music player and $398.85 for a
12.0 MP digital camera. How much did he spend altogether?
18B
1 a $9.15 − $4.60
Subtraction
b $6.40 − $3.55 c $12.10 − $9.85
d $17.50 − $12.95 e $134 − $118.50 f $221 − $168.75
2 a $3856 − $1367 b $5360 − $2995
c $7005 − $4888 d $27 366 − $14 895
e $55 775 − $33 990 f $88 050 − $25 366
3 Use the subtraction algorithm for the following.
a Eight hundred and two dollars minus five hundred and forty-seven dollars
b Six hundred and twenty-six dollars minus four hundred and forty-eight
dollars
c Four thousand seven hundred dollars minus three thousand six hundred and
forty-eight dollars
d Seven thousand and seventy-seven dollars minus three thousand and
eighty-eight dollars
e Ten thousand dollars minus four thousand six hundred and forty-five dollars
4 Angel had $22.75 and her brother had $31.20. How much less money did
Angel have than her brother?
5 Copy and complete the table. The first one has been done for you.
Usual price Sale price Reduction
a Jacket $69.25 $55.99 $13.26
b Pullover $19.95 $ $5.99
c Printed top $21.99 $17.59 $
d Jeans $34.49 $ $6.50
e Cord pants $87.45 $22.99 $
f Polo neck $17.39 $ $2.40
g Waffle top $18.19 $14.59 $
h Men’s jeans $139.45 $ $7.46
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18 C
1 a $2.75 × 4
Multiplication
b $6.60 × 6 c $7.15 × 9 d $8.45 × 8
e $21.35 × 3 f $19.95 × 6 g $24.60 × 7 h $45.75 × 10
2 a $225.65 × 5 b $326.80 × 8 c $453.95 × 4
d $1275.25 × 3 e $2550.95 × 7 f $4070.60 × 9
3 Calculate these.
a Twenty-seven dollars and eighty-five cents multiplied by five
b Sixty-nine dollars and forty cents multiplied by ten
c Two hundred and fifty dollars multiplied by seven
d Six hundred and sixty-six dollars multiplied by eight
e Two thousand and forty dollars multiplied by nine
4 What is the total cost of 6 stools at $98.95 each?
5 Find the total cost of 8 books at $15.95 each.
6 How much would Chang save in 6 weeks if he saved $35.75 each week?
7 How much did a jeweller pay for 9 watches at $345.25 each?
8 What is the total cost of 7 MP3 players at $147.65 each?
9 Canteen price list
Chicken burger $1.75
Salad roll $2.15
Chocolate milkshake $1.90
Orange juice $2.20
Carrot cake $1.85
Apple $0.75
Calculate the cost of each person’s lunch.

a Marta bought a salad roll and a chocolate milkshake.
b Neil bought a chicken burger, an orange juice and an apple.
c What would you choose for lunch? How much would that cost?
18D
1 a $7.20 ÷ 2
Division
b $5.60 ÷ 4 c $17.50 ÷ 10
d $22.85 ÷ 5 e $318.85 ÷ 7 f $460.80 ÷ 9
2 a $2013.90 ÷ 6 b $3756.40 ÷ 8 c $8796.50 ÷ 5
3 Complete the table.
Item Total cost Number Cost per item Rounded to 5¢
a Tins of beans $9.36 6
b Loaves of bread $17.84 8
c Eggs $2.39 10
d Packets of rice $18.72 9
e Packets of tea $36.96 7

4 Calculate these.
a Forty-two dollars and eighty cents divided by eight
b Thirty-one dollars and five cents divided by nine
c One hundred and thirty-three dollars and twenty cents divided by five
d Three hundred and thirty-five dollars and thirty cents divided by seven
e One thousand one hundred and fourteen dollars and fifty cents divided
by six
f One thousand seven hundred and ten dollars and twenty cents divided
by four
5 If 4 jumpers cost $85.60, how much is each jumper?
6 Mr Singh paid $578.75 for 5 new tyres for his car. What was the cost per tyre?
7 A shop sold 8 plasma TVs in a sale. If the total money received was $19 160,
how much was each set?
8 Mr Seller, the car dealer, sold 5 cars for a total of $63 190. What was the
average price per car?
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18 E
1 Calculate the total and give the change from $40.
Mixed operations
with money
3 tins of beans at $1.57 per tin

4 tins of salmon at $3.59 per tin
5 loaves of bread at $1.98 per loaf
1
1 2 kg of grapes at $2.96 per kilogram
2 Below is the number of coins six children have in their money boxes.
Name $2 $1 50¢ 20¢ 10¢

Bill 8 12 3 8 5
Gil 3 7 7 12 8
Jill 11 2 6 2 3
Lil 6 4 4 11 6
Phil 12 10 5 10 7
Will 9 5 9 5 11
a How much money does each child have?

b How much more does Bill have than Lil?
c How much less does Jill have than Phil?
d How much more does Phil and Gil have than Bill and Lil?
e If all of the money was put into a box, how much would there be?
f How much less than $200 is this?
g If the money was shared out equally among the 6 children, how much would
each child receive?
1
3 If steak costs $9.70 per kg, find the cost of 6 2 kg of steak.
4 A bookseller made a profit of $138 by selling 10 identical books for a total
of $495. How much did each book cost him?
5 Find the cost of 625 garden stakes at $62.60 per hundred.
6 A motorist received $39.65 change from a $50 note when she bought 9 litres
of petrol. How much was the petrol per litre?
7 A family eats 3 loaves of bread each week. Find the bread bill for 7 weeks if
bread is $1.98 per loaf. Round the answer off to the nearest 5¢.
8 An apprentice was paid $17.85 an hour.
a How much would he earn if he worked an 8-hour day?
b How much would he earn for 5 days work if he worked 8 hours each day?
9 Subtract ten thousand two hundred and ten dollars from twenty thousand
dollars.
10 Mr Natty spent $817.25 on a suit and 3 shirts. If the suit cost $740, how much
was each shirt?
11 A farmer bought 100 sheep (and feed) for $26.65 a head and sold them for
$37.20 per head. Find his total profit.
12 4 kg of tea costing $12.40 per kg and 6 kg of tea costing $14.40 were mixed
together. What should 1 kg of the mixture cost?
Homework
1 Ask the person in your household who does the shopping to save you
next week’s grocery docket(s).
a Add it/them up to see if the total is correct.
b Multiply the week’s total by 100 and then halve it.
c Multiply the week’s total by two and add it to the answer above.
This is roughly the amount your family spends on groceries in a year.
2 a Work out your year’s pocket money in the same way.
b How much more does your family spend on groceries than you get in
pocket money?
3 Adults often say ‘money just disappears’. Keep track of exactly where
your money goes for a month by making a list of every single thing
you spend in 4 weeks. Or ask an adult to let you keep a record of their
spending!
a Is the total spent exactly what was recorded for the 4 weeks?
b Look at how you spent it. Did you waste any money?
c Try to do a budget for the next 4 weeks to cut out the waste.
ISBN 978-1-107-64847-0
257
18 F Plan an overseas
dream holiday
Plan an 8-week overseas holiday for a family of four. Use the internet and brochures
from travel agents to find out about the cost of travel and accommodation.
You have a budget of $50 000.
1 Provide a detailed daily budget and itinerary. Explain how you arrived at each
amount. Include in your budget:
• airfares
• accommodation fees
• transport within the country you visit. Will you travel by bus, car or train?
Include the cost of fuel if you intend to travel by car.
• the cost of meals and snacks each day
• entry fees for attractions, museums and entertainment.
2 What is the total cost for the holiday?
3 How much is this per person per day?
Challenge:
18 G Reappearing
number trick
Choose any 2-digit number with different digits that does not end in 0. Make sure
that the people near you all choose different 2-digit numbers. You should all get the
same kind of answer, no matter what you start with.
1 Do the following steps carefully without using a calculator.
Using a calculator would be cheating! Check your work as you go.
Step 1 Multiply your number by 37.
Step 2 Multiply the result by 13.
Step 3 Now it gets easier. Multiply the result by 7.
Step 4 Finally, multiply the result by 3.
What did you notice?
If you have done the steps correctly, you should notice a connection between
your answer and the number you started with. Explain the connection.
If you do not notice any connection, go back and check all of your
multiplications.
2 Ask your classmates to see whether they got the same kind of answer. Write
down 3 of their numbers and the 3 results.
3 Explain, using between 50 and 100 words, why the reappearing number trick
works.
ISBN 978-1-107-64847-0
259
BLM
BLM Name Date / /
11F Enlargement transformations

BLM 1: Centimetre grid paper (Chapter 11 page 67)
BLM Name Date / /
16G Challenge: Polyiamonds

BLM 2: Triangle graph paper (Chapter 16 page 211)
I C E - E M M at h em at ic s Y e a r 5 B o o k 2 261
Answers
Chapter 10: Lines and angles
Kick off

10A Individual
1 a parallel lines and vertical lines b horizontal line
c vertical line d parallel lines
2 A vertical, B horizontal, C parallel and horizontal lines
10B Whole class

2 a 360° b Half a full revolution = 180° or a straight angle
c A right angle or 90°
d Half a full turn is 180°. One-quarter of a full turn is 90°. This is also called a right angle.
3 a parallel lines b Teacher check c right angles
4 Teacher check
5 Teacher check. The hands are at 90° to each other twice between any two times the hands cross over.
6 a the same b half of a right angle = 45°
7 Teacher check
8 Teacher check
10B Individual
1 a An acute angle is less than 90°. b A straight angle is 180°.
1
c A right angle is of a complete turn. d An obtuse angle is between 90° and 180°.
4
e A reflex angle is more than 180° but less than 360°.
2 a straight b obtuse c reflex d reflex
e right f acute g straight h reflex
i straight j reflex k right l obtuse
m acute n obtuse o reflex p one revolution
3 b c 180° d e 360°
270°
270°
4−5 Teacher check

1 1 1
6 a straight angle, turn,180° b right angle, turn, 90° c straight angle, turn, 180°
2 4 2
1
d right angle, turn, 90° e 180°, 270°, 180°, 270°
4
7 Teacher check
262 I C E - E M M athematic s Y ea r 5 B oo k 2
Homework
1 Teacher check
2 a two pairs of perpendicular lines: F, H; more than 2: E.
b at least one acute angle: A, K, M, N, V, W, X, Y, Z
10C Whole Class

1 a 20° b 160°
2 Teacher check
3 a Teacher check b Teacher check c 360°
4 Teacher check
10C Individual
1 a 120° b 40° c 240° d 30° e 115° f 130°
2 a 360°, A = B = 135°, C = 90°, A + B + C = 360°
b P + Q + R + S = 360°, F + G + H = 360°
c The sum of angles around a point is 360°.
10D review questions

1 Teacher check
2 a right angle b reflex c acute
d straight e reflex f obtuse
3 a and b Teacher check
4 Teacher to check angles drawn
10E CHALLENGE: One-three-seven

1 1 or 7
2 a 11, 13, 17, 31, 37
b 71 and 73
3 This can be done in four ways: 113 − 13 = 100, 131 − 31 = 100, 137 − 37 = 100 and 173 − 73 = 100.
4 a 117 is the only one.
b 1131, 1313, 3133, 7111, 7137
5 1331
6 They repeat the same digit: 111, 333 and 777.
7 This is one solution; there are others.
1 3 1
3 1
7 7 3
8 133 is not prime because 133 ÷ 19 = 7.

4
9 13 + 31 + 37 = 81 = 3
10 3737 and 7733 are the only two.
11 101

cha p te r 1 0 A n s we r s 263
Chapter 11: Two-dimensional shapes
Kick off
1 a square, quadrilateral, 4 equal sides, rectangle, 2 equal sides, 3 equal sides
b triangle c rectangle, quadrilateral, 2 equal sides
d 2 equal sides, 3 equal sides, 4 equal sides e triangle, 2 equal sides
f quadrilateral, 4 equal sides, 2 equal sides g triangle, 3 equal sides, 2 equal sides
h quadrilateral, 4 equal sides, 2 equal sides
11A WHOLE CLASS

1 Teacher check
11A INDIVIDUAL
1 a right-angled scalene b obtuse-angled scalene
c equilateral, isosceles, acute-angled d acute-angled isosceles
2−3 Teacher check
4 b They are all 90°. e Angles are not all 90°.
5 a b c
6 a 3 b c 5
4
11B WHOLE CLASS

1−3 Teacher check
11B INDIVIDUAL
1−2 Teacher check
70°
3 a 12 cm b 4 cm
90° 90°
100°
5 cm 5 cm
90° 90° 90°
10 cm
12 cm 2 cm 100°
c 360° d It is the same as the opposite side. The 90° angles
make it a rectangle.
4 b 4 cm c 4 cm
M=
150°
M = 90°
11C WHOLE CLASS
1 Teacher check
a b All 3 triangles are isosceles.
2 a 4 different polygons
b c The polygon in part b can only be convex. The polygon in part a has
1 polygon to be non-convex and can be non-convex in four different ways.
11C INDIVIDUAL
1 a A =120°, B = 30°, C = 30° b D, E, F and G = 90° c H, I, J, K, L and M = 120°
2 a regular hexagon b dodecagon
c octagon d pentagon
e triangle or nonagon or triskaidecagon or triacontagon
f heptagon g decagon
h pentadecagon i tetradecagon
3 regular: A and E; irregular and convex: D, F, H; irregular and non-convex: B, C, G, I
4 a b
c d
e f g
h i
5 c 6
6 b 60°
Homework
Teacher check

11D WHOLE CLASS
1–4 Teacher check
11D INDIVIDUAL
1 a b c
2 Teacher check
3 a b c d
4 Teacher check
5 Teacher check
Homework
Teacher check
11E Whole class
1–2 Teacher check
1E Individual
1
1–3 Teacher check
4 The three possible shapes that can be made are:
11F Whole class
1 Teacher check
11F Individual
1 A matches G, D matches B, C matches H, E matches I and J matches F.
2
a b c
3 a P = 24 cm, A = 36 cm2 b P = 30 cm, A = 36 cm2

c P = 24 cm, A = 36 cm2 d P = 40 cm, A = 100 cm2

4
a b
c d
11g Review Questions

1 quadrilateral
2−6 Teacher check
Chapter 12: Three-dimensional objects

Kick off
1 a equilateral triangle b cube
c rectangle d regular tetrahedron
Show what you know

1 a cube b tetrahedron or triangular pyramid
c cylinder d rectangular prism
12A Whole Class
1 Teacher check of sketches of cube, tetrahedron and pentahedron
a A cube has 6 faces, 12 edges and 8 vertices.
b A tetrahedron has 4 faces, 6 edges and 4 vertices.
c A square pyramid has 5 faces, 8 edges and 5 vertices.
d A triangular prism has 5 faces, 9 edges and 6 vertices.
12A Individual
1 a tetrahedron b pentahedron c decahedron d hexahedron
2 a A hexahedron or cube has 6 faces, 12 edges and 8 vertices.
b An octahedron has 8 faces, 12 edges and 6 vertices.
c A nonahedron has 9 faces, 16 edges and 9 vertices.
12B Whole Class

1 Teacher check
2 a−d Teacher check e tetrahedron
3 Teacher check
4 a b c d
5 a a pentahedron b an octahedron
6 Teacher check
12b Individual
1 a rectangle b pentagon c triangle d hexagon e octagon
2 a square, squares, 6 b triangle, triangles, 6 or 8
c rectangle, triangles and rectangles, 5 d hexagon, rectangles and hexagon, 8
3 a 2 b 5 c 4 d 1 e 3
4 Teacher check of sketches a to c
a A rectangular prism has 6 faces, 12 edges and 8 vertices.
b A triangular prism has 5 faces, 9 edges and 6 vertices.
c A hexagonal prism has 8 faces, 18 edges and 12 vertices.
12C Review Questions

1 Teacher check
2 a This hexahedron or rectangular prism has 6 faces, 12 edges and 8 vertices.
b This tetrahedron has 4 faces, 6 edges and 4 vertices.
c This octahedron has 8 faces, 18 edges and 12 vertices.
3 a triangular pyramid or tetrahedron b triangular prism or pentahedron
c cube d square pyramid or pentahedron
e hexahedron or rectangular prism

4 a cube b triangular prism c tetrahedron
5 a heptahedron b 15 edges, 10 vertices
c octahedron with 18 edges and 12 vertices d nonahedron with 21 edges and 14 vertices
6 a pentahedron b 9 edges and 6 vertices
c hexahedron with 12 edges and 8 vertices d heptahedron with 15 edges and 10 vertices
12D Challenge: Magic pentagons

1 a 4 b Look at the side with 1 and 2 in the corners. The only
9 8 number that can be added to 1 and 2 to make 14 is 11.
1
sum = 14
2 We cannot use 11 so these numbers in the corners will
10 7 not work.
3 6 5
c 1
10 8
5 7
sum = 16
2 6
9 4 3
d 10 2 1 6
5 2 9 7 9 6 5 4
1 4 6 8 7 10 8 9
sum = 16 sum = 17 sum = 17 sum = 19
8 9 1 5 2 3 1 3
7 6 3 10 3 4 8 5 4 10 2 7
in addition to the two above
Chapter 13: Maps and coordinates

Kick off
Teacher check
Show what you know

1 north, south, east, west
2 a west b east
3 south
4 north
5
13A WHOLE CLASS

1−2 Teacher check
3 a 90° b 180° c 270° d NW or NE; acute e 135° f 225°
4 a west b south c north d north
5 a guinea pigs b silk worms c lizards
d dogs e hermit crabs f snakes
6 a C4 b A6 c F1 d D3
7 a guinea pigs b silk worms c cats d dogs e lizards
f tortoises, fish and mice g dogs h lizards i snakes
j fish, tortoises, cats
8 a 45° b north-west
13A INDIVIDUAL
1 a N2, N3, O2, O3 b D11, D12, E11, E12 c B4, B5, B6, C4, C5, C6
d J2, J3, K2, K3 e O9, O10, P9, P10
f J9, J10, J11, K9, K10, K11, L9, L10, L11
2 a Staff Room b 6 Red c Hall d K Blue e Boys’ Toilet f Library
3 Teacher check 4 teacher check
5 a Manly Golf Course b North Steyne SLSC c Cemetery
d Mackellar Girls HS e Manly Wharf f Manly West Primary
6 a A5, A6 b I2, J2 c F4, G4 d G9 e G9 f F10
7 Sydney Road 8 teacher check
9 a Melbourne b Brisbane c Sydney d Canberra e Adelaide
10 a Broken Hill b Ararat, Horsham c Orbost, Cann River
d Benalla, Wangaratta e Bathurst, Lithgow, Orange f Newcastle
g Kempsey, Port Macquarie h Bourke i Warrnambool
j Bega
11 a M2 b K9 c C11 d E10 e M4 f A6
g E8 h K3 i J5 j L1 k G11 l F6
m H13 n A3 o E13 p I7 q K8 r G3
12 Teacher check
13 a Melbourne to Cann River or Orbost b Cunnamulla to Dalby
c Brisbane or Coolangatta to Moree d Wagga Wagga to Goulburn
e Bourke to Sydney or Wollongong f Bega to Newcastle
14 a north b east c south-east d south-west e north-west
15 a i a right angle ii less than a right angle iii less than a right angle
b Union Road c Peel Road
13B INDIVIDUAL
1 a (1,1), (4,1), (4,2), (2,3) b (5,1), (8,1), (8,2), (5,2)
c (1,3), (3,4), (2,5) d (4,4), (6,4), (6,6), (4,6)
e (0,7), (1,6), (2,6), (3,7), (1,8) f (6,7), (8,5), (8,8), (6,8)
2 Teacher check
a pentagon b trapezium c isosceles triangle
d square e quadrilateral f rectangle
3 Teacher check

4 a y
8
0 1 2 3 4 5 6 7 8 x
Homework
1 Teacher check: sailboat. 2 Teacher check
13C REVIEW QUESTIONS

1 a Shed b Dining Room c Swimming pool
d Mr Blue’s room e Kitchen f Mr Beige’s room
2 Choose from one of: a F10, G10, F11 or G11
b J8, J9, J10, J11, K8, K9, K10, K11, L8, L9, L10 or L11
c H10, H11, I10 or I11 d L2, L3, M2, M3
e P1, P2, P3, Q1, Q2 or Q3 f F8
3 a Ms Jade: D10, D11, E10 or E11, Mrs Olive: F10, F11, G10 or G11 and Ms Rose: H10, H11, I10 or I11
b Mrs Pink: D2, D3, E2 or E3 c Ms Rose: H10, H11, I10 or I11
d Mrs Pink: D2, D3, E2 or E3 and Mr Blue: B2, B3, C2 or C3
e Mr Tan: L2, L3, M2, M3 f Mrs Brown: D5, D6, E5, or E6
g Mr Lime: J2, J3, K2, or K3 and Mr Tan: L2, L3, M2, or M3
h Mr Tan: L2, L3, M2, or M3
4 a−c Teacher check
13D Challenge: Cane Toad maths

1 60 078 toads
2 a 80 km b 200 km c 600 km d 330 km
3 a 54 138.4 kg b 54 138 400 g
4 a 560 000 000 toads b 1 050 000 000 toads
5 a 5 b 50 c 250 d 1750 e 120 f 20 184
6 a 1 b 5 c 25 d 40
e 50 f 65 g 175 h 900 002
7 a 3200 b 3825 c 160 000 000 d 278 559 050
8 a 4 years b 7 years c 10 years d 14 years
Chapter 14: Measurement

Kick off
You always end up with 10 times your original number.
Show what you know
1−2 Teacher check
3 a kg b g c g d g e kg
f g g g h kg or g i kg or tonne
4 a 5000 g b 7000 g c 12 000 g
14A WHOLE CLASS

1 Teacher check
1 1
2 a b
2 4
3 Teacher check
4 a 1.25 g b 3.4 g c 3.5 g d 0.275 g
e 3000 g f 12 000 g g 30 g h 124 000 g
5 Teacher check
14A INDIVIDUAL
1 a less b more c more d less e more f less
2 a more b less c more d more e less f less
g more h more
3 a 1.5 g b 3.25 g c 2.75 g d 400 g
e 1250 g f 3700 g g 999 000 g h 10 000 000 g
4 a 4 kg b 3.5 kg c 2.04 kg d 2.25 kg
e 5.25 kg f 0.6 kg g 0.035 kg h 0.01 kg
5 a 4.25 t b 2.75 t c 3.2 t d 1.7 t
6 a 3.56 kg b 700 g c 0.45 g
d 1250 kg e 2 t 500 kg f 4250 mg
7 a 0.75 kg of peas b 13 680 g of bricks c 125 g of butter
8 a b c
0.3 kg 300 g 600 g 3000 g
0.18 kg 180 g 360 g 1800 g
3
kg 300 g 600 g 3000 g
10
0.18 kg 180 g 360 g 1800 g
1
kg 250 g 500 g 2500 g
4
0.18 kg 180 g 360 g 1800 g
60 000 mg 60 g 120 g 600 g
1
kg 250 g 500 g 2500 g
4
0.25 kg 250 g 500 g 2500 g
9 Yes because the total is 23 600 kg or 23.6 tonnes

Reflection
1 a 10 apples b 6 or 7 apples c Teacher check
Homework
Teacher check
Show what you know

1 a 4:15 b 1:35 c 12:05 d 6:47 e 8:23
2 a 3 b 2 c 130 d 104 e 1, 20 f 120
14B WHOLE CLASS

1 a 0800 b 0630 c 0742 d 0940
e 1300 f 1425 g 2016 h 0006
2 Teacher check
3 a 4 a.m. b 5:35 a.m. c 2 p.m. d 3:10 p.m.
e 8:50 p.m. f 6:17 p.m. g 11:46 p.m. h 12:04 a.m.
14B INDIVIDUAL
1 a 1100 b 0452 c 1500 d 1319
e 0025 f 2134 g 2207 h 2338
2 a 1 p.m. b 8 a.m. c 7 p.m. d 9 p.m. e 11 p.m.
f 8:27 a.m. g 12:10 a.m. h 4:39 p.m. i 7:08 p.m. j 3:55 a.m.
3 a 12:00 p.m. b 12:00 a.m. c 11:59 p.m. d 0:03 a.m. e 10:01 a.m.
4 a 2 p.m.,1400 b 10 a.m., 1000 c 11 p.m., 2300 d 5:23 a.m., 0523
e 11:15 a.m., 1115 f 8:52 p.m., 2052 g 9:50 p.m., 2150 h 12:03 a.m., 0003
i 12:39 a.m., 0039 j 1:34 p.m., 1344
5 midnight, 0450, 5:05 a.m., noon, 1310, 3:45 p.m., 7:15 p.m., 2055, 10:25 p.m., 2320
6 1830 7 7:45 p.m.
8 a 4:35 p.m. b 5:20 p.m. c 6:05 p.m. d 7:55 p.m. e 8:45 p.m.
9 5:40 a.m., 5:40 p.m., 0540, 1740, 20 to 6 in the morning, 20 to 6 in the evening
Reflection
Some examples include 2345, 1836, 1122, 2233, 0918, 2222, 1111, and so on.
14C WHOLE CLASS

1 a 1800 b 2250 c 3:05 p.m. d 9 a.m. e 11:10 a.m.
3
Destination Train 1 Train 2 Train 3 Train 4 Train 5
Central 1432 1442 1452 1502 1512
Scotsville 1436 1446 1456 1506 1516
Newcombe 1440 1450 1500 1510 1520
Harcourt 1444 1454 1504 1514 1524
Jackson 1448 1458 1508 1518 1528
4 4:05 p.m.
14C INDIVIDUAL
1 a Anton b Sienna, 57 minutes c 1 hour and 8 minutes
2 4:01 p.m.
3 a 1810 b 12:40 p.m. c 0549 d 2208 e 0024
4 a 2:40 p.m. b 12:37 p.m. c 11:52 p.m. d 1731 e 2336
5 a 5 hours and 15 minutes b 1 hour and 3 minutes c 2 hours and 47 minutes
d 7 hours and 31 minutes e 56 minutes f 4 hours and 29 minutes
6 a 1 hour 19 minutes b 1340 c 1 hour 5 minutes
d 1 hour 20 minutes, 2019
7 9 hours 18 minutes
8 1430
9 6:50 a.m.
10 0820 or 8:20 a.m.
11 a 10 a.m. Monday b 6:45 a.m. Tuesday c 0009 Saturday d 8:24 p.m. Saturday
Show what you know

1 a 112° b 2° c 28° d −17° e 0° f −1°
14D Whole Class

1−3 Teacher check
14D INDIVIDUAL
1 a 26°C b 15°C c 45°C d 37°C e 5°C
2 Teacher check
3 Sydney, 11°C Hobart, 9°C Brisbane, 10°C Perth, 12°C
Adelaide, 13°C Darwin, 13°C Melbourne, 10°C
4 19°C, teacher check
5 Teacher check
14E REVIEW QUESTIONS

1 a 3 g b 1.5 g c 600 g d 1800 g
e 4125 g f 150 000 g g 1 500 000 g h 15 000 000 g
2 a 8 kg b 1.2 kg c 0.07 kg d 0.128 kg
3 a 0.875 kg b 18 240 g
4 0.765 kg
5 a 0600 b 1325 c 1538 d 2359
6 a 2 p.m. b 4:32 a.m. c 1:58 p.m. d 6:45 p.m. e 9:27 p.m.
7 a 4 p.m., 1600 b 5 a.m., 0500 c 5:12 p.m., 1712
d 5:33 a.m., 0533 e 8:15 p.m., 2015
8 a 5 hours and 38 minutes b 6:25 p.m.
9 a 1950 b 11:20 p.m. c 0803 d 2148 e 0004 f 3:14 a.m.
10 a 9:10 a.m. b 9:55 p.m. c 12:42 a.m. d 1313 e 2310 f 11:59 a.m.
11 a 100°C b 35°C c 0°C d 120°C e −5°C

12
Minimum Maximum Difference between minimum
City temperature temperature and maximum temperature
Wagga Wagga 11°C 13°C 2°C
Kapunda 5°C 17°C 12°C
Meekatharra 8°C 25°C 17°C
Humpty Doo 17°C 31°C 14°C
Murgon 0°C 19°C 19°C
Tooborac 3°C 15°C 12°C
Wynyard 1°C 12°C 11°C
Tharwa 0°C 4°C 4°C
14F Challenge: How many legs?

1 a Living things b Legs
Children 8 Children 16
Octopi 8 × 8 × 8 = 512 Octopi 512 × 8 = 4096
Crayfish 512 × 8 = 4096 Crayfish 4096 × 8 = 32 768
Seagulls 4096 × 8 = 32 768 Seagulls 32 768 × 2 = 65 536
Total 37 384 Total 102 416
Chapter 15: Fraction arithmetic

Kick off
1 3 4 2
= , =
2 6 6 3
Show what you know
3 5
1 a 4 b c
5 4 9
15A Whole class

3 2 999
1 proper fraction
4 3 1000
9 1 2 1
mixed number 10 8 22 18 3 10 1000
4 3 999 5 77
improper fraction
2 2 998 5 77
3 5 6 6
2 a , proper b , improper c , improper d , proper
4 2 6 4
3 Teacher check
15A Individual
1 a 2 b 1 c 3 d 4 e 6
f 10 g 7 h 2 i 1 j 2
2 Teacher check
17 17 83 926 27
3 a b c d e
4 5 10 100 2
17 59 199 6111 138
f g h i j
8 12 50 1000 30
1 2 2 2 1
4 a 13 b 25 c 23 d 225 e 113
f 6 2 g 1 3 h 8 1 i 3 1 j 25 1
3 37 3 25 2
5 15 31
5 a , 1 b , 3 c , 7
2 22 4 34 8 38
15B Individual
4 12 6 2
1 a 3 b = c 3 d =
5 15 9 3
1 4 4 1× 4 4 8 8 4 ×2
2 a = because = b = because =
3 12 12 3 × 4 5 10 10 5 × 2
3 9 9 3× 3 1 2 2 1× 2
c = because = d = because =
4 12 12 4 × 3 2 4 4 2×2
3 24 24 3 × 8 11 121 121 11× 11
e = because = f = because =
10 80 80 10 × 8 12 132 132 12 × 11
14 7 7 14 ÷ 2 10 2 2 10 ÷ 5
g = because = h = because =
16 8 8 16 ÷ 2 15 3 3 15 ÷ 5
14 2 2 14 ÷ 7 9 1 1 9÷9
i = because = j = because =
21 3 3 21÷ 7 27 3 3 27 ÷ 9
10 2 2 10 ÷ 5 21 3 3 21÷ 7
k = because = l = because =
25 5 5 25 ÷ 5 49 7 7 49 ÷ 7
1 3 5 10 6 24 1 3
3 a = b = c = d =
9 27 7 14 7 28 4 12
3 1 2 1
4 a b c d
4 4 5 4
2 4 3 2
e f g h
5 7 8 5
5 a not equivalent b equivalent c equivalent d not equivalent
e not equivalent f not equivalent g equivalent h equivalent
1
6 7 Cam
9

2 1
8 is more than so Sacha has eaten more rice.
7 5
9 5
10 jar one
15C Whole class

1 Teacher check
2 Teacher check of number lines
5
a b 2 c 14 or 11 d 13
6 8 2 7
15C Individual
Teacher check number lines
4 4 5 11
1 a or 1 b c d =1 1
4 5 6 10 10
5 1 4 5 13
2 a or 14 b c d
4 9 6 20
11 4 7 39 19
e or 1 f g h or 120
11 5 8 20
1 18
3 a Thursday b of a tank c 11 of a tank d = 3 tanks
3 3 6
15D Whole class
1 Teacher check
3 5 5 1
b c d e
4 6 8 2
2 Teacher check
4 2 7 3 11
a or b c d
6 3 8 8 12
4 2 4 1 5 6
3 a or b or c d or 1
6 3 8 2 6 6
15D Individual
2 1 4 1 1 5 2 5 3 2 3 4
1 a + = + b + = + c + = +
3 6 6 6 4 8 8 8 10 5 10 10
5 7 7
= = =
6 8 10
1 5 3 5 2 2 10 2 4 1 8 1
d + = + e + = + f + = +
3 9 9 9 3 15 15 15 11 22 22 22
8 12 9
= = =
9 15 22
4
=
5
3 1 9 3 10 5 5
2 a = b = c = d
6 2 12 4 12 6 8
6 3 9 15 1 31
e = f g =1 h =17
10 5 100 10 2 24 24
19 86 18 48 3 22 11
i =17 j =1 k =1 l =
12 12 50 25 30 5 30 15
5
3
8
7 1 3
4 a b 14 boxes c 14 boxes
8
4 1 3 3 6 3
5 a = b c 7 d e =
8 2 8 8 8 8 4
4 1 5
f = g 13 h 18 i 3 3
8 2 4 8
1
6 a 1 b 2 c 16 d 1 3 e 113 f 111
16 20 12
1 11
7 a 112 b 112
1
8 15 cans
15E Whole class

1 Teacher check
1 1 3 3 1 1 1
a b c d = e f
4 6 8 6 2 10 6
2 1 5 1 3 1
2 a , greater than b , greater than c , less than
5 3 12 3 16 3
1 1 3 1 5 1
d , less than e , greater than f , greater than
6 3 8 3 12 3
1 1 1 1
g , less than h , less than
9 3 8 3
15E Individual
1 1 3 1 1 3 4 3 9 2 9 4
1 a − = − b − = − c − = −
4 12 12 12 2 8 8 8 10 5 10 10
2 1 5
= = =
12 8 10
1 1
= =
6 2
1 1 5 2 5 1
2 a b c d e f
12 3 9 9 8 2
3 3 29 13 3
g 1 h i j k l
6 14 10 100 100 20

1 1 1 7
3 a b c d
12 12 12 30
1 4 17 1
e f g h
8 15 100 30
7 3 5 3 5 13
4 a kg b kg c kg d kg e kg f kg
12 8 9 5 6 20
1 1 5 7 1 13
5 a m b m c m d m e m f m
4 2 12 12 12 20
1
6 of a bottle
8
1
7 of the money
20
5
8 of a piece of timber
12
5
9 of a lawn
24
15F Whole class

1 Teacher check
1 1 1
2 a one-quarter b , ,
3 5 15
3 a 1 1 1 × 1 b 1 1 1× 1 c 3 1 3×1
× = × = =
×
2 3 2×3 2 6 2×6 4 3 4×3
1 3
= =
1 12
6 =
12 1
=
4
d 1 1 1× 1 e 4 1 4 ×1 f 1 3 3×1 g Order does not matter

× = × = ×
=
5 2 5×2 5 2 5×2 34 4×3 in multiplication.
1 4 3
= = =
10 10 12
1
= 2 =
5 4
15F Individual
1 a 6 b 4 c 3 d 8 e 9 f 2
g 10 h 1 i 5 j 7 k 11
2 a 1 1 1× 1 b 2 1 2×1 c 3 1 3×1
× = × = × =
4 3 4×3 4 3 4×3 4 3 4×3
1 2 3
= = =
12 12 12
1 1
= =
6 4
d 2 1 2×1 e 2 3 2×3 f 2 9 2×9
× = × = × =
3 10 3 × 10 3 10 3 × 10 3 10 3 × 10
2 6 18
= = =
30 30 30
1 1 3
= = =
15 5 5
3 1 3 7 9 2
3 a b c d e f
10 20 10 72 16 15
32 9 7 9 13 49
g h i j k l
77 100 12 50 30 100
22 99 1 1
m n o p
27 1000 2000 2
3 7
4 a b
8 8
5 a 9 b 30 c 75 d 90
1
6
16
15G Whole class

1 a 8 b 16 c 20 d 5
e 10 f 12 g 6 h 14
42
2 a 6 b 12 c 15 = 7 1 d = 82
2 5 5
2
1 1
3 a 2 b 8 c 4 ÷ 2 = 4 × and 4 ÷ = 4 × 2
2 2
15G Individual
1 a 6 b 8 c 20
2 a 4 b 8 c 10 d 24
9 55
e 7 f 15 g = 4 1 h = 27 1
2 2 2
2
66 70
i 20 = 6 2 j 56 = 111 k = 81 l = 23 1
3 3 5 5 8 4 3 3
3 a 16 b 24 c 12 d 16

15H Whole class
1−3 Teacher check
15H Individual
1 1 1
1 a b c 3 d 4 e 8 f 33
3 2
2 3
1
3 22
4 4
2
5
3
6 11 hour, 1 hour 20 minutes

3
7 2
15I Review questions

1 a 6 b 7 c 2 d 3 e 20
1
2 a 2 1 b 2 1 c 24 d 4 2 e 50 2
2 5 5 3
11 16 19 55 86
3 a b c d e
3 7 4 8 11
3 4 19 21 3 7
4 a b c d e f
4 5 21 25 10 8
5 11 17 25 14 7
g h i j k l
8 12 90 63 25 12
3 1 31 37 19 8
m n o p q r
8 2 50 50 20 25
1 1 19 1 3 1 17 1
5 a < b > c < d >
20 4 36 4 28 4 24 4
1
6 Tom of a bag
24
3
7
8
8 a−e Teacher check
1 2 3 2 5
a × 10 b × 15 c × 8 d × 12 e × 12
2 3 4 3 6
1 1 2 1
9 a × 36 = 18 b × 36 = 12 c × 36 = 24 d × 36 = 9
2 3 3 4
3 1 5 1
e × 36 = 27 f × 36 = 6 g × 36 = 30 h × 36 = 2
4 6 6 18
5 17 34
i × 36 = 10 j × 36 = 34 k × 36 = 34
18 18 36
3 8 1 40 3 27
10 a b c d = 13 1 e f
20 15 20 3 3 4 50
1 1 1 3
g 10 2 h 1 i 4 2 j 13 k l 3
5
11 a 14 b 28 c 35 d 5
15J Challenge: Unit fraction equivalents

6729 6792 6927 7269 7293 7629 7692 7923 7932 9267 9273 9327
1 , , , , , , , , , , or
13458 13584 13854 14538 14586 15258 15384 15846 15864 18534 18546 18654
5823 5832
2 a or
17 469 17 496
3942 4392 5796 7956
b , , or
15768 17568 23184 31824
2697 2769 2937 2967 2973 3297 3729 6297 7629 9237 9627 9723
c , , , , , , , , , , or
13485 13845 14685 14835 14865 16 485 18645 31485 38 145 46185 48135 48615
2943 4653 5697
d , or
17658 27918 34182
2394 2637 4527 5274 5418 5976 7614
e , , , , , or
16 758 18 459 31689 36 918 37926 41832 53298
3187 4589 4591 4689 4691 4769 5237 5371 5789 5791 5839 5892
f , , , , , , , , , , , ,
25496 36 712 36 728 37512 37528 38152 41896 42968 46 312 46 328 46 712 47136
5916 5921 6479 6741 6789 6791 6839 7123 7312 7364 7416 7421
, , , , , , , , , , , ,
47328 47368 51832 53928 54 312 54 328 54 712 56 984 58 496 58912 59328 59368
7894 7941 8174 8179 8394 8419 8439 8932 8942 8953 8954 9156
, , , , , , , , , , , ,
63152 63528 65392 65432 67152 67352 67512 71 456 71 536 71624 71632 73248
9158 9182 9316 9321 9352 9416 9421 9523 9531 9541
, , , , , , , , or
73264 73456 74 528 74 568 74816 75328 75368 76184 76 248 76 328
6381 6471 8361

g , or
57 429 58239 75249
Chapter 16: Decimal arithmetic

Kick off
1 a 0.5 b 0.25 c 0.1 d 0.75 e 0.6
f 0.9 g 0.99 h 0.47 i 0.01
16A WHOLE CLASS

2 a and b 0.4 and 0.9, 0.5 and 0.8, 0.6 and 0.7 c 0.7
3 a 1.8 b 0.0

16A INDIVIDUAL
1 a 0.7 b 1.9 c 5.5 d 1.3
e 0.08 f 0.11 g 1.09 h 4.98
2 a 2.9 b 6.9 c 5.1 d 6.8 e 8.89
f 1.39 g 14.73 h 153.1 i 5.3 j 9.1
k 13.7 l 13.5 m 27.09 n 61.69 o 9.96
p 15.33 q 875.476 r 43.27 s 28.6573 t 285.266 113
u 682.069 4573
3 a 2.64 b 35.7361 c 31.600 05
d 12.3263 e 26.200 73 f 57.478 867 43
4 33.07 km 5 1.03 m 6 No. The total is 6.007 tonnes.
7 a Tan family, 12.2 m; Radi family, 18.55 m; Brian family, 10.8 m; Kercicky family, 21.69 m
b 63.24 m
16B INDIVIDUAL
1 a 0.3 b 0.3 c 0.1 d 0.06
e 9.2 f 0.3 g 0.5 h 2.02
2 a 1.6 b 4.5 c 4.1 d 1.192
e 1.109 f 0.1229 g 0.684 h 17.1929
i 283.7621 j 38.765 k 2.142 l 1.599 05
3 a 1.7 b 4.6 c 13.49 d 28.36
e 60.282 f 0.2892 g 134.02 h 86.95
4 a 16.441 b 82.106 c 0.3792 d 60.372
e 4.69 f 1.79 g 26.19 h 132.59
5 a 7.2 b 2.9 c 7.383 d 98.8
6 a 6.4 b 8.2 c 0.6155 d 9.996 142 8
7 a 1.356 metres b 135.6 cm c 52.6 cm
8 a 3 kg b one 5 kg bag for $6.25 c 2 kg
9 4.5 cm 10 3.87 cm 11 1.2 m
12 2 minutes 23.54 seconds
16C WHOLE CLASS

10 batches 100 batches 1000 batches
One batch of playdough of playdough of playdough of playdough
0.25 kg flour 2.5 kg 25 kg 250 kg
0.125 kg salt 1.25 kg 12.5 kg 125 kg
0.25 L water 2.5 L 25 L 250 L
0.5 tablespoon cream of tartar 5.0 tbsp. 50 tbsp 500 tbsp.
1.0 tablespoon oil 10 tbsp. 100 tbsp 1000 tbsp.
0.005 L food colouring 0.05 L 0.5 L 5.0 L
16c INDIVIDUAL
1 a 12 b 10.6 c 493.3 d 312.22
2 a 120 b 106 c 4933 d 3122.2
3 a 1200 b 1060 c 49 330 d 31 222
4 a 3 gram b 0.3 g c 3 g d 2.6 metres e 26 m
f 260 cm g 0.008 metres h 0.08 m i 0. 8 m j 8 m
k 12 cm l 120 cm m 12 m n 1.8 m
16d INDIVIDUAL
1 a 2.6 b 7.2 c 19 d 21.5 e 36.6 f 85.2
g 86.38 h 449.68
2 a 10.2 cm b 17 cm c 34 cm d 340 cm
3 32.6 cm
4 a 0.12 b 4.12 c 9.995 d 4.995 e less than; greater than
5 a yes because 29 golf balls would span 118.9 cm
b no because 20 tennis balls would span 124 cm
16E INDIVIDUAL
1 a 24.8 b 15.5 c 244.5 d 35.6 e 5.75 f 44.25
g 2.25 h 9.75 i 3.125 j 4.125 k 12.5 l 0.25
2 a 41 b 16.4 c 20.5 d 10.25
3 a 48.25 metres b 0.375 litres
16F Review Questions

1 a 2.3 b 4.6 c 4.9 d 4.7
e 11.91 f 26.41 g 91.312 h 39.214
2 3.7 km
3 11.55 m
4 a 1.2 b 2.2 c 5.87 d 1.97 e 17.403 f 0.0438
5 a 0.6 b 0.9 c 45.013 d 102.96 e 98.9
6 a 0.3741 b 195.71 c 1.02 d 3.99 e 99.99
7 a 8.16 b 3.49 c 16.47 d 98.17 e 3.17
8 a 44, 440, 4400 b 0.39, 3.9, 39 c 4.3, 43, 430
d 1936 735.73, 19 367 357.3, 193 673 573 e 31, 310, 3100
f 0.034, 0.34, 3.4 g 1 000.01, 10 000.1, 100 001
h 48 239 573.62, 482 395 736.2, 4 823 957 362
9 a 7.2 b 5.1 c 252.8 d 1317.35
e 3.6 f 0.6 g 0.06 h 0.006
10 a 1.5 apples b 6.25 mandarins
c 55.625 grapes d 3.375 bananas

16G Challenge: Polyiamonds
1
2 a triamond b This is the only triamond
c d
3 a b
5 These are the 12 hexiamonds. They are sometimes given special names.
bar crook crown sphinx snake yacht
chevron signpost lobster hook hexagon butterfly
6 Each hexiamond has a perimeter of 24 cm except for the regular hexagon, which has a perimeter
of 18 cm.
7 a b
or
c This is one solution:

d e
8 a b
Chapter 17: Statistics and probability

Kick off
F E
G
D B
A
17A WHOLE CLASS

1 Teacher check
2 a b basketball
Boys Girls
Netball
6 14 c soccer
Volleyball 12 10 d 85

Basketball 13 11 e netball

Soccer 14 5 f soccer

3 a Tennis ball Skipping rope Football Basketball
Boys 4 1 5 6
Girls 3 7 2 4
b 32 c basket ball and skipping rope d Teacher check

4 Teacher check
5 Teacher check
6 a and b Teacher check
17A INDIVIDUAL
1 a 3 b 6 c 4 d 5 e 18
2 Ice cream No ice-cream
Peaches Mia Keilah

No peaches Charlie Marissa
3 a 5 b 5 c 4 d 1 e 28
4 Ryan rode his bike AND watched TV on 13 days.
BIKES TV
13
12 5
5 a 65 b 107 c 25 d 385
17B WHOLE CLASS

1–2 Teacher check
3 a Coins in Clara’s piggybank
10
9
8
7
6
5
4
3
2
1
0
$2 $1 50 c 20 c 10 c 5 c
b $1
c $13.40
17B INDIVIDUAL
1 a family 75, adult 115, child 110 b 90 adults and 135 children
c 145 adults and 215 children
2 a Teacher check of pictograph Money raised for charity
b 7M
c $70
d Year 7
e $260 = $10
5J 5L 6P 6B 7M 7D
3 a Teacher check of horizontal bar chart Electrical goods sales
b iron 20
18
c hair dryer 16
d toaster and blender 14
12
e 28
10
f 76 8
6
4
2
0
4 a and b Teacher check of vertical bar chart Favourite restaurants

30
and four questions
25
20
15
10
5
0
5 a 35 b 20 c station wagon and utility d 280
17C INDIVIDUAL
1 a 23 b 20 c 127
2 a
7 8 9 10 11 12
b 9 minutes c 22

17E INDIVIDUAL
1 1 0
1 a 1, 2, 3, 4, 5, 6 b c d 0 or
6 6 6
3 1 5 6
e or f g =1
6 2 6 6
2 1 3 5 1
2 a = b c =
10 5 10 10 2
1 1
3 a b
2 4
Coin one
Head Tail
Head Head, Head Head, Tail
Coin two
Tail Tail, Head Tail, Tail
17F Review questions

1 Teacher check a and b
a
Like kiwifruit Don’t like kiwifruit
Like strawberries Mum Dad
Don’t like strawberries Jed Anh
b
Jed
KIWIFRUIT
Mum Anh
STRAWBERRIES
Dad
2
a 35 b 4 c 4 d 8 e 16
3
Teacher check of pictograph
4
a Teacher check of vertical bar chart b 245 children c green
5
a 495 b 190 c Wednesday and Thursday d 115
6
a pies: 180, hot dogs: 290, sausage rolls: 120, dim sums: 280,
pasties: 120, salad sandwiches: 110, soup: 180, chips: 500
b hot chips c salad sandwiches
d pies and soup, or sausage rolls and pasties e 15 packets. 10 hot dogs left over
7 a b 12
8 9 10 11 12
17G Challenge: Divisibility by 7
1 a 1029, 196, 3682
b 34 062, 34 069, 34 160, 34 167, 34 265, 34 363, 34 461, 34 468, 34 566, 34 664, 34 762, 34 769,
34 860, 34 867 or 34 965
c 34 062, 34 160, 34 468, 34 566, 34 664, 34 762 or 34 860
d 34 062 or 34 566
2 The smallest such number is 1 234 759 680. There are others.
Chapter 18: Arithmetic with money

Kick off
1 a $3.00 b $2.00 c $6.00 d $6.50 e $4.75 f $2.20
g $0.85 h $1.73 i $3.66 j $7.08 k $9.17 l $9.09
Show what you know

1 a $10.25 b $14.70 c $9.05 d $5.55 e $4.55 f $1.10
g $6.75 h $44 i $7.50 j $2.15 k $1.87 l 85c
18A Addition
1 a $16.40 b $16.15 c $14.95 d $10.75
e $35.80 f $46.15 g $98 h $101.60
2 a $755.55 b $938.50 c $867.35 d $1146.30
3 a $1829 b $1789 c $7540 d $19 102
4 $81.65
5 a $157.50 b $296.45
6 $518.80
18B Subtraction
1 a $4.55 b $2.85 c $2.25 d $4.55 e $15.50 f $52.25
2 a $2489 b $2365 c $2117 d $12 471 e $21 785 f $62 684
3 a $255 b $178 c $1052 d $3989 e $5355
4 $8.45
5
Usual price Sale price Reduction
a Jacket $69.25 $55.99 $13.26
b Pullover $19.95 $13.96 $5.99
c Printed top $21.99 $17.59 $4.40
d Jeans $34.49 $27.99 $6.50
e Cord pants $87.45 $22.99 $64.46
f Polo neck $17.39 $14.99 $2.40
g Waffle top $18.19 $14.59 $3.60
h Men’s jeans $139.45 $131.99 $7.46

18C Multiplication
1 a $11.00 b $39.60 c $64.35 d $67.60
e $64.05 f $119.70 g $172.20 h $457.50
2 a $1128.25 b $2614.40 c $1815.80 d $3825.75 e $17 856.65 f $36 635.40
3 a $139.25 b $694 c $1750 d $5328 e $18 360
4 $593.70 5 $127.60 6 $214.50 7 $3107.25 8 $1033.55
9 a $4.05 b $4.70
18D Division
1 a $3.60 b $1.40 c $1.75 d $4.57 e $45.55 f $51.20
2 a $335.65 b $469.55 c $1759.30
3
Item Total cost Number Cost per item Rounded to 5c
a Tins of beans $9.36 6 $1.56 $1.55
b Loaves of bread $17.84 8 $2.23 $2.25
$0.239
c Eggs $2.39 10 $0.25
(round to $0.24)
d Packets of rice $18.72 9 $2.08 $2.10
e Packets of tea $36.96 7 $5.28 $5.30
4 a $5.35 b $3.45 c $26.64 d $47.90 e $185.75 f $427.55

5 $21.40 6 $115.75
7 $2395 8 $12 638
18E Mixed operations with money

1 total: $33.41 change is $6.59 (round to $6.60)
2 a Bill $31.60, Gil $19.70, Jill $27.70, Lil $20.80, Phil $39.20, Will $29.60
b $10.80 c $11.50 d $6.50 e $168.60 f $31.40 g $28.10
3 $63.05
4 $35.70
5 $391.25
6 $1.15
7 $41.58 rounds to $41.60
8 a $142.80 b $714
9 $9790
10 $25.75
11 $1055
12 $13.60
18G CHALLENGE: REAPPEARING NUMBER TRICK

Let the number be a b. Then a b × 37 × 13 × 7 × 3 = a b × 10101 = a b a b a b, where
a b means a in the tens place, b in the ones.

Year 5 ICE-EM Mathematics 2

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Year 5 ICE-EM Mathematics 2

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ICE-EM

Chapter 10 Lines and angles 3

Chapter 11 Two-dimensional shapes 31

Chapter 12 Three-dimensional objects 73

Chapter 13 Maps and coordinates 91

Chapter 15 Fraction arithmetic 139

Chapter 16 Decimal arithmetic 189

Chapter 17 Statistics and probability 215

Black-line masters 260

The ICE-EM Mathematics website at www.cambridge.edu.au/GO provides further support materials

We also gratefully acknowledge the assistance of:

Richard Barker John Mighton Jan Thomas

Philip Broadbridge Mark Mudge James Wan

Jan Chantry Marian Neal Geoffrey Wemyss

Carmel Cribbes Michael Shaw Hung-Hsi Wu

viii I C E - E M M at h ematics Y ear 5 B oo k 2

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• previous experience drawing and describing lines and shapes.

Show what you know

Measurement and Geometry

Lines and angles

We can think of the top and bottom

A builder uses a spirit level to make sure

Vertical line Horizontal line Parallel lines

angle = 60° angle = 30° angle = 120°

There are many types of angles.

straight angle (180°)

The word ‘obtuse’ means ‘blunt’ – it is the opposite of ‘sharp’.

2 Taking turns to make turns. Act this out in class.

What fraction of a complete revolution is this?

a Are the 2 marked angles the same or different?

If a right angle is 90°, how many degrees is this angle?

a An acute angle is less than °.

b Three quarter-turns one after the other.

This angle is 30°.

Measuring obtuse angles

Draw a 55° angle.

First, draw one arm of the angle.

1 What is the size of each of these angles?

b Measure each angle.

a Write down the 2-digit prime numbers in the grid.

• some understanding of triangles, rectangles, squares and circles.

Show what you know

Measurement and Geometry

A polygon is a two-dimension shape enclosed by

Polygons are named according to the number of

This shape has equal sides but different angles. 4 cm

This shape has equal angles but different sides.

Can an acute-angled triangle be equilateral? Draw one.

a Draw an acute-angled triangle with one side 6 cm in length.

a Acute-angled triangles have all angles

b Isosceles triangles have 2 sides equal.

Here is one possibility.

c 50° 50° d 90° 60°

4 a Draw a square. Now draw in its diagonals.

A ‘quad’ vehicle has four wheels.

Can you think of other words that start with ‘quad’?

What fraction of a complete revolution is this?

a Are the 2 marked angles the same or different?

b Three quarter-turns one after the other.

a Acute-angled triangles have all angles

b Isosceles triangles have 2 sides equal.

a A parallelogram that is also a kite b A rectangle with equal sides is a

a Enlarge the following shapes drawn on centimetre grid paper (BLM 1) by

b If each side length is multiplied by 3, the

b Cut out a shape from 1 side of

se the shape you

b An has faces, edges

c A has faces, edges

b Can you do the same with these 1

c The sum along each side is 16. 1

d Now find all the ways you can