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PONY Main Book 5th 2023-Theme1
MATH EGYPTIAN CURRICULUM GRADE 5
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PONY Main Book 5th 2023-Theme1
MATH EGYPTIAN CURRICULUM GRADE 5
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a ht a — See eee eS ee ae ee ee 3 re llSliw Ii Dear Parents, We are pleased to introduce PONY's Math Book, which has been carefully prepared to help your child understand and apply mathematics and develop your child's basic and higher-order thinking skills in mathematics. To achieve this, a set of books has been prepared and it includes: * The first book: Main Book: It contains the main lessons which ore presented through the following: ~ A simplified explanation of the basic skills in the lesson. ~ Solved examples to quide the child. ~ Activities for the child to discover and correct his/her mistakes. “The second book: Exercise Book: It contains many exercises for the lessons. Alse, worksheets that include questions about all previous lessons * The third book: Assessments, Exams and Answers: It contains units ond concept assessments, as well as school exoms. Finally, it includes guide onswers for all questions in the three books. Good luck svaniyautubeseomishannel! Ucoeeay TUE HCRCTOTA @ ovoore22242 wana spa oa8, po phate Ys Jaan geee siete Batali ya) fae gan Meese cais eaten gh DIEM Ass aptly Bo SOMEONE at ym Gl gS Si] yy Sap gL as ty glUnit 1: Decimal Place Value and Computation Concept 1.1: Decimals to the Thousandths Place... Lessons 1 & 2: The Journey Begins Decimals to the Thousandths Place 8 Lessons 3 & 4; Place Value Shuffle Composing and Decornposing Decimals........ 13 Lesson 5: Comparing Decimals....... a dees Lesson 6: Rounding Decimals 7% eee 19 Concept 1.2: Adding and Subtracting Decimals... Lessons 7 - 9: Estimating Decimal Sums Modeling Decimal Addition Thinking Like a Mathematician............. ea Lessons 10 - 13: Subtracting Decimals Estimating Decimal Differences Subtracting ta the Thousandths Place Decimal Stary Problems creer .29 Unit 2: Number Relationships Concept 211: Expressions, Equations, and the Real World_.....34 Lesson 1: Expressions, Equations, and Variables. 135 Lessons 2 - 4: Variables in Equations - Finding the Unknown Telling Stories with Numbers.........0.00..0.000... OF( Concept 2.2: Factors and Multiples... : Lessons 5 & 6: Finding Factors - Prime Factorization 41 Lesson 7: Greatest Common Factors (GCF. ss 44 Lessons 8 & 9: /dentifying Multiples Least Common Multiple (LOM)... 46 Lesson 10: Factors or Multiples? . cote AD Unit 3: Multiplication with Whole Numbers Concept 3.1: Models for Multiplication............ ead Lessons 1 & 2: The Power of Ten Using the Area Model to Multiply... 52 Lessons 3 & 4: The Distributive Property of Multiplication Using the Partial Products Model ta Muttiply...... 55 Concept 3.2: Multiplying 4-Digit Numbers by 2-Digit Numbers.._.59. Lessons 5 - 7: What Is an Algorithm? Multiplying Multi-Digit Numbers Multiplication Problems in the Real World....60 Unit 4: Division with Whole Numbers. Concept 4.1: Models for Division Lessons 1 & 2: Understanding Division Using the Area Model to Divide............ .66 Lessons 3 & 4: Using the Partial Guotients Model to Divide Estimating Quotient... serncrgscnmem eel Concept 4.2: Dividing by 2-Digit Divisors... 0. Lessons 5 - 7: Using the Standard Algorithm to Divide Checking Division with Multiplication Muiltistep Story Problems. ccs a? Sere~ Unit 5: Multiplication and Division with Decimals Concept 5.1: Multiplying Decimals. BD Lessons 1 & 2: Multiplying by Powers of Ten Multiplying Decimals by Whole Numbers ...... 82 Lessons 3 - 5: Multiplying Tenths by Tenths Estimating Decimal Products Using the Area Model to Muitiply Decimals... 85 Lessons 6 & 7: Multiplying Decimals through the Hundredths Place Multiplying Decimals through the Thousandths Place. a ce BB Lessons 8 - 10: Decimals and the Metric System Measurement, Decimals, and Powers of Ten Solving Multistep Story Problems... 80 Concept 5.2: Dividing Decimals imeem reer enna Lessons 11 - 13: Dividing by Powers of Ten Patterns and Relationships in Powers of Ten Modeling Decimal Division... Gd Lessons 14 - 17: Estimating Decimal Quotients Dividing Decimals by Whole Numbers Dividing Decimals by Decimals Solving Challenging Multistep Story Problems. 97 Unit. 6: Numerical Expressions and Patterns Concept 6.1; Evaluating Numerical Expressions... 103 Lessons 1 - 4: Numerical Expressions Numerical Expressions with Grouping Symbols Placing Grouping Symbols Writing Expressions to Represent Scenarios. 104 Concept 6.2: Analyzing Numerical Patterns... 109 Lessons 5 - 7: identifying Numerical Patterns Extending and Creating Numerical Patterns Solving Problems with Numerical Patterns. 110 /Number Sense and Operations Units of the Theme | Decimal Place Value | pain ] andiomelianea 2 Number Relationships ‘Concept 1: Decimals bo the Thousandths Place Concept 2 Expressions, Equations, Concept 12: Adding and Subtracting Decimals and the Real World Cconcops 22: Factors end Multiples Multiplication with Whole Numbers ‘Doncept $7; Madels for Muiplication ‘Conept 3.2: Muliniing 4 Digit Numbiers by 2 Digit NumbersDecimal Place Value and Computation a1. Decimals to the Thousandths Place =p ees The Journey Begins Decimals to the Thousandths Place " Scere of these lessons, the student will bo able to: | + Read numbers from the Milliards place ta the Hundredths place, | = Identify the-vaiue of digits from the Milliards place to the Hundredths place, | + Read decimal numbers to the Thawsandths mlace, | = Write decimal numbers ta the Thousanaths place ee Place Value Shuffle : Composing and Decomposing Decimals | bearning Obiectives: \ By the end of these lessons, the student will be able to: 1 * Explain how a digit changes value as it moves to the left or right in a decimal or 5 hole numb {+ Compase and decompose decimals in rvltiple ways, Comparing Decimals ina Obi : | By the end of this lesson, the student will be able to: + Compare decimals to the Thowsandths place, Rounding Decimals | kearning Objectives: By the end of this lesson, the student will be able | + Round numbers to the nearest Tenth, Hundred, er ThousandLQ) Berber Senes and Operctions sSo 4 2 2%» The Journey Begins Decimals to the Thousandths Place = Decimal Fraction itis a number that represents a value less than |, but greater than 0. (> The whole one can be divided into + Ten equal One hundred | One thousand parts equal parts equal parts — ° ° Each part is called Each part is called Each part is called ‘one tenth, ‘one hundredth. ane thousandth, ota oo1= 0.001 =—1 10 100 1,000 ‘Note that) In decimals, zeros can be added to the right of the last non-zero digit without changing the value of the number. I i Ae 04 a 0.10 a 0.100 (One tenth) (Ten hundredths) (One hundred thousandths) \ AISBE 0.2=020=0.200 , 03=030=0.300 and so on 8 Wath rim: B= First TermNG ==aiauswee + {tis a number that represents a value greater than |. + The decimal number consists of two parts separated by decimal point. Whale number part [integer] Decimal parts [decimal fractian) To the left of the decimal point To the right of the decimal point N g (557, .. 94, $ ze — —— It's read as: Three hundred fifty-seven and ninety-four hundredths. To read any decimal: * Divide the whole number into numerical groups according to the place value table, » Read the number fram the left, each number group is followed by its name. » Read the decimal parts followed by the name of the last decimal part on the right. Whole Number Milliards Millions: Thousands Ones Hundreds Tens Ones|Hundreds Tens Ones| Hundreds Tens Ones) Decimal Point Tenths jundredths Thousandths: o [ofe| o [4[s| 1 [7[o|. [a7] 8 million | 45 thousand 170 | 27 hundredth The previous number (6,008,045, 170.17) is read as: Six milliard, eight million, forty-five thousand, one hundred seventy and seventeen hundredths. Math Prim, 5=Firat Term © 8 >—=» THE MEG imber Senso and operctions > Note the reading of the following numbers: © 2,450.8 is read as: Two thousand, four hundred fifty and eight tenths. © 705,012.05 is read as: Seven hundred five thousand, twelve and five hundredths. @ 5,027,008 is read as: Five thousand, twenty seven and eight thousandths. © 63,020.456 is read as: Sixty-three thousand, twenty and four hundred thirty-six thousandths & Write the following numbers in standard form: © Five thousand, six hundred, ninety-seven and five tenths: © Thirty thousand, fifteen and seven hundredths: © Seven million, two hundred five and twenty-nine hundredths: © seventy-three million, seven thousand and thirty-one thousandths: ‘© Six milliard, five million, one hundred and seventy-six thousandths: 2 Write the following numbers in word form: @ 45,2317: © 125,39: © 20.09: @ 63,247,008: © 500.609:‘BecinaiPiace Value and Computation >— The Value of Digits from One Milliard to One Thousandth Ea The place value and the value of each digit can be observed in the number 495,173.852 as follows Glace Value) ice Value Tens Tenths Hundredths | (RD <{housanaths| OV <( thousands 2 Gp) <(_ ones 2 Go M+ 3 is <) Hundreds | ac o. C value) 3 Complete the following: a o o a = a o a a 5 a 3 m © In 56,258.96, the digit 9 is in the place and its value is + © In 87,022.8,the digit 7 is in the place and its value is © In 605.234, the digit 0 is in the place and its value is : © In 2,845,127, the digit 5 is in the place and its value is 4 Write the place value and the value of the encircled digit in the following numbers: Number Place Value Value ©} 452,207.56) @| _6,500,7)39.7 @| 9.009.009) ©} @)7,000,157.128 ; | OQ} 80,21) 0) 39 Hath Prim, 8=Firat Term 4— THEMEG aie taweciapaai} To form the greatest and smallest decimals from given digits: + Greatest Number Arrange the digits from left to right, from the greatest to the smallest. = Smallest Number ————. Arrange the digits from left to right, from the smallest to the greatest. @ampee: Use the digits shown to form the greatest and smallest decimals possible: © (6,8,3,2,7,5): Up to the Uptot Hundredths Place Thousandths Place Greatest Number| 87,653.2 8,765.32 876.532 ‘Smallest Number 23,5678 | 2356.78 | 235.678 @(9,35,8,5,2): Up to the _ Upto the Hundredths Place Thousandths Place 985.02 98.502 205.89 20,589 Greatest Number Smattest Number 2,058.9 The greatest number The smallest number up to the up to the Tenths — Hundredths Tho Tenths — Hundredths ThousandsUNI TQ) Becmmatricce vaiue and computation + 22> 9, Place Value Shuffle ~ 324 » Composing and Decomposing Decimals The value of the digit changes within the number by changing its place: we Tome [Hundreds [anets|ancrscry 534.423.4447 water 400 és ti “Ss 10~7 3107 (| Fromabove _) The value of the digit: * Increases by 10 times ( X 10) as it moves to the left. = Decreases by 10 times ( +10) as it moves to the right. Using the place value charts to solve multiplying and dividing by 10 problems ample (1): Use the place value chart to solve the following problem: 75.4 « 10 Whole Number Thousands Ones | Decimals imal Point Hundreds Tens Ones|Hundreds Tens Ones| Z| Tenths Hundredths Thousandths. HEF « The value of increased when multiplying by 10 from {70 } ta (700 * The value of increased when multiplying by 10 from | 5 to| 50 « The value of \ 4 | increased when multiplying by 10 from | 0.4, to\_ 4 Therefore: 75.4 754 The value of the whale number 75.4 increased when multiplying by 10 from 75.4 to 754,s0 75.4X 10 = 754. Walls Pr = Fra Tan. —ME a aeesondopaion @ampie (2): Use the place value chart to solve the following problem: 75.4 +10 = 7.54 Whole Number z Decimals Thousands Hundreds Tens Ones| Hundreds Tens Ones|.2|Tenths Hundredths Thousandths » The value of | 7 | decreased when dividing by 10 from {70} to + The value of | 5 | decreased when dividing by 10 from| 5 | to, 0. » The value of \4_/ decreased when dividing by 10 from |.0.4; to 7 5 Therefore: 75.4 754 The value of the whole number 75.4 decreased by a factor of 10 from 75.4 to 7.54,so 75.4 + 10 = 7.54. = When multiplying by 10 ——+ Move all digits of the number one place to the left. = When dividing by10 = ——+ Move all digits of the number one place to the right. | 4 Use the place value charts to solve the following problems. Fill in the blanks to show how the value of each digit has changed: © 386X10 Whole Number Decimals Thousands Ones Decimal Point Hundreds Tens Ones| Hundreds Tens Ones| 5|Tenths Hundredths Thousandths = The value of — (increased/decreased) when multiplying by 10 from to * The value of _ (increased/decreased) when multiplying by 10 from to +The value of —_ {increased/decreased) when multiplying by 10 from to « Therefore, the value of the whole number (increased/decreased) when multiplying by 10 fram to ,50 386 X10= 4 Wa Pin = Fest TeeUNI TQ) Becmmatricce vaiuc and computation + ©25x10 | Whole Number Thousands ‘Ones Hundreds Tens Ones| Hundreds Tens Ones! Decimals Decimal Point Tenths Hundredths Thousandths| « The value of (increased/decreased) when multiplying by 10 from to : »* The value of (increased/decreased) when multiplying by 10 from to . « Therefore, the value of the whole number (increased/decreased) when multiplying by 10. from to .s0 2.5X10= © 915 +10 | Whole Number i Decimals Thousands ‘Ones. I Hundreds Tens Ones| Hundreds Tens Ones| | Tenths Hundredths Thousandths = The value of (increased/decreased) when dividing by 10 from to z »* The value of (increased/decreased) when dividing by 10 from to . « The value of (increased/decreased) when dividing by 10 from to « Therefore, the value of the whole number ..... (increased/decreased) to .50 915 #10=(Usa amconiopaaie @87+10 Whole Number fF Decimals Thousands Ones 7 Hundreds Tens Ones|Hundreds Tens Ones| =| Tenths Hundredths Thousandths = The value of (increased/decreased) when dividing by 10 from to i « The value of .. (increased/decreased) when dividing by 10 from to . + Therefore, the value of the whole number (increased/decreased) when dividing by 10 from to 80 8.7710= 2 ‘Find the result: © 254xX10 © 360+ 10 @ 75.65 x10 = @ 83.19 +10 = © 3.587 X10 = @9524+10 = Extended form is used to decompose decimals. Note the following: © 0.025 = 0.02 + 0.005 © 0.25=0.2+0.05 © 4721.7 = 4,000 + 700 + 20+ 1+0.7 © 472.17 = 400+ 70+2+01+0.07 © 47217 = 40+7+0.2+0.01+0.007 16 «Math Prim. 8 First TormUNI TQ) BecimatPicce vaiue.cnd Computation \— Decimals can be decomposed in several ways, as in the following example: 1440250 =~ + 1044 4.25 14.25 1440.2+005 +--+ 10+4+0.2+0.05 3 Decompose the following numbers: © 34.527 = _ (1 Way: Expanded Form) = + (2 Way) = (3" Way) © 21,045 = . (1" Way: Expanded Form) = (2™ Way) . G Way) @ 14.932 = . (1 Way: Expanded Form) = » (2 Way) = (3 Way) © 231.128 = .(1® Way: Expanded Form) = » (2° Way) = - (3 Way) © 508.17 = .(1* Way: Expanded Form) = - 2" Way) =. oe oe . (G4 Way) 4 Compose the following numbers: © 200 + 30+0.5 + .007 = © 60 +5 + 0.08 + 0,009 = @ 24+0.075= @ 65 + 0.7 + 0.02 + 0.009 = © 125+ 087= Math Prim, 5 First Term» 47 -—> THEMEQ) ember Senco and operations 22So ig 5°? Comparing Decimals G@ampie: Compere between 55,376 and 35.368, using the following steps: Step 1 ; ep | step} | Step /| Compare the Compare the Compare the Compare the whole numbers. digits in the Tenths: digits in the digits in the place. Hundredths place. Thousandths place. 85.367 85.368 85.367 85.368 85.367 85.568 85,367 < 85.368 thy wg ape eet they ea 4 Compare using (<, = or >): © 45.057 45.100 © 98.013 98.101 © 50.009 50.100 © 101 10.014 @1201 2.099 O45 34.500 (2. Select the greatest number: @1401 , 1341 , 1440 , 1041 ©1055 , 13 , 1.28 , 1.045 3 Select the smallest number: © 20.09 , 201 , 20.001 , 20.011 © 9.003 , 3.009 , 30.09 , 90.03 4 Arrange the following numbers in an ascending order: 4521, 5412, 45.12 , 5421 , Si24 ® Arrange the following numbers in a descending order: 2011 , 21.010 , 12,001 , 10012 , 10.012 Ab a Pins =F TermUNI TQ) BesriciPicce Vaiss nd Computation Rounding Decimals Cc MOU tle ig —j Whole 2 Tenth (Brandreth | thousaat Number Unit One decimal place Two decimal places Three decimal places Ones Cie) oer = = ooo - 10 100 1000 Rounding Strategies [ First: The Midpoint Strategy: 25.0 2 a G@ampie: Round each of the following numbers: 247 © 24.7 (To the nearest whole number ) 245 + The number 24.7 is located between the numbers 24.0 and 25.0. + The midpoint between the two numbers is 24.5. 24,0 + 24,7 is closer to 25.0, So, 24.7 = 25 (To the nearest whole number ) 3.80 © 3.74 (To the nearest Tenth ) » The number 3.74 is located between the numbers 3.70 and 3.80. » The midpoint between the two numbers is 3.75. 3.74 + 3.74 is closer to 3.70. 3.5 So, 3.74 = 3.7 (To the nearest Tenth ) Wali Pr = Fra Tarn A. —THEM EQ) ante Sense ard operates © 45.698 (To the nearest Hundredth ) 45.700 2 + The number 45.698 is located between the numbers 45,698 ) g 45.690 and 45.700. . 45.695 « The midpoint between the two numbers is 45.695. 3 + 45.698 is closer to 45.700. a So, 45.698 = 45.70 (Tothenearest Hundredth) 45.690 @ 2.3175 (To the nearest Thousandth ) 2.3180 * The number 2.3175 is located between the numbers g 2.3170 and 2.3180. i eee : 2.3175 * The midpoint between the two numbers is 2.3175. z * 2.3175 is located at the midpaint. 3 So, 2.3175 = 2.318 (To the nearest Thousandth ) 2.3170 ca Rounding Rule Strategy: 1. Select the digit in the place to be rounded. 2. Replace the digits in the places that precede the previously selected digit with zeros, 3. Look at the digit in the place preceding the place to be rounded directly. If this digit is 0, 1,2, 3, or 4, If this digit is 5,6, 7,8 or 9, the number of the specified we add 1 to the number of place remains unchanged. the specified place. imple: Round the following numbers to the nearest: oA © o 2 x 7 4Or §-O4 56. 208 S. 1i9F Lit 1 Tl LITE | Pid 10.000 6.20 56.840 2.3570 9.675 = 10 6.24 = 6.2 56,839 = 56.84 | 2.3565 = 2.357 (Whole number) (Tenth) (Hudredth) (Thousandth) 28. Wath Pri. B= Past TareUNI TQ) BecimatPicce vaiue.cnd Computation \— @ Label the midpoint of the number line. Place the given decimal number at its proper location, and then round to the nearest whole number: © 3.258= O6ss= © 1967= @ Label the midpoint of the number line. Place the given decimal number at its proper location, and then round to the nearest Tenth: Oo06s= © 4554= 8 3992= 3 Label the midpoint of the number line. Place the given decimal number at its proper location, and then round to © 6357= © 0.253 = ‘the nearest Hundredth: 69999 = Wath Prim, 8 = First Term a -_— THEME) samba Sines and peraions } 4 Round each of the following numbers: @7S5S 2 ieee, (To the nearest whole number) © 5625= : (To the nearest Tenth) 0 63.738= 2 (To the nearest Ten) BATS (To the nearest Hundredth) © 956.285 = 4 (To the nearest Hundred) 0 0.0396 = (To the nearest Thousandth) 5 Fill in the chart as you round each decimal to the stated place value: Round to the ayy : 56.284 572.089 0.896 @/o| 6/0 Pater ttlLearning Objectives: By the end of thase lessons, the student will be able to: + Estimate sums of decimal numbers, = Model decimal addition. + Apply strategies te add decimals te the Thousandths place. + Check the reasonableness of nisfher answers. parning Objectives: ly the end of these lessons, the student will be able to: + Model detimal subvaction. imate differences of decimal numbers. Isto the The fe andths place Check the reasonableness of iseyher Jotract decimal numbers to the Thousandibs place to salve story 1.2| Adding and Subtracting Decimals pbieis—: THE MEQ) sanser Sense ond Sperations > 2° oO. Estimating Decimal Sums a 9° Modeling Decimal Addition = Thinking Like a Mathematician Ea Easy Numbers The numbers (0, 0.5, and 1) are benchmark numbers. Note the following number line: opt 0.50 ee am AAAI + + + + + + + HHH Oo o1 O05 og 1 There are decimals There are decimals close to zero close to the whole one (0.1 ,0.01 0,001 (0.9,0.99 ,0.999.......) 0.0.5.1, 1.5.... are called benchmark numbers. » Estimating the Sum of Decimals Using Benchmark Numbers: The sum of decimals can be estimated using benchmark numbers, as in the following problems: o 9 o 88 + 0.456 oon + one ap + ‘ 05 + 05-1 0+ i=1 05+ 1=65 0.65 is close to 0.5 0.001 is close to. 0 0.55 is close to 0.5 0.456 is close to 0.5 0.98 is close to 1 0.9 is close to 1 Strategies for Estimating the Sum of Decim Round to the Nearest ( One - Tenth - Hundredth } Separate Wholes and Parts Front-End | | Benchmark Estimation DecimalsUNI TQ) BecimatPicce vaiue.cnd Computation \— 4 Estimate the sum of the following decimals: (Use the strategy you prefer) © 2.361 + 3.783 —. Estimate: + = © 3.454 + 8,091 —- Estimate: + = © 9.98+456 —~ Estimate: + = © 4,981 + 5.019 —_. Estimate: + = 2 Taha has 54.20 LE. His brother has 45.75 LE. They want to combine their money to purchase 4 kilograms of apples for 100 LE. Estimate to see if they have enough money. Modeling Decimal Addition GEG Adding Decimats Using the Decimal Model: Represent each of the two decimals with different colors, their sum is the number of squares of both colors. 0.45 +0.14 Sees 0.14 + 0.45 = 0.59 Math Prim. 5=First Term » 25 «—> THEMEQ) ember Sense and operations 3 Use the following decimal models to find the result: @ 0.23 +015 = . | ©068+075 = © 0.08 + 0.8= . © 0.85 + 0.78 = 4 Write an expression to match the models. Write an addition problem, and then find the result: © ecsccttbstunion (EEE Adding Decimals Using the Place Value Chart: Write the numbers in the place value chart and add. ple: 0.375 + 0.28 Whole Number Decimals Thousands Ones Hundreds Tens Ones|Hundreds Tens Tenths Hundredths Thousandths 28 Mah Pins =F TermINIT Becmciricce vate ond Computation 6 Use the place value chart to find the sum: © 0.8 + 3.09= Whole Number Thousands Ones Hundreds Tens Ones|Hundreds Tens Ones: Decimals Decimal Point Tenths Hundredths Thousandths © 0.245 + 3.89= Whole Number Thousands Ones Hundreds Tens Ones|Hundreds Tens Ones Decimals Decimal Point Tenths Hundredths Thousandths © 4.028 + 2.83 = Whole Number : Decimals Thousands Ones a Hundreds Tens Ones|Hundreds Tens Ones| £|Tenths Hundredths Thousandths © 125.36 + 3.08 = Whole Number Thousands Ones Hundreds Tens Ones|Hundreds Tens Ones) Decimals Decimal Point Tenths Hundredths Thousandths Math Prim, 5=Firat Term = 27 -—MEQ pare Smee and operations Ea Adding Decimals @ample: 345.2 + 2.893 Vertically: Arrange the digits correctly, so that the decimal 345 200 paint is under the decimal point, the Ones. + 2.893 under the Ones, and the Hundreds under the Hundreds... and so on, and then add. (Empty spaces can be filled with zeros) Horizontally: 345.200 + 2.893 = 248.093 348 093 6 Add: © 45.368 © 0.358 6 45.98 + 2.758 + 34,19 + 125.3 © 36.89+45= . ©58+3.99= 7 Complete: (As in the example) we 25 Thousandths + 6 Hundredths = 85 Thousandths. Place value: 8 Hundredths, 5 Thousandths. ‘@ 3 Thousandths + 4 Thousandths = Thousandths. Place value: Hundredths, Thousandths. © 7 Thousandths + 4 Thousandths = Thousandths. Place value: ... Hundredths, .. Thousandths. © 39 Thousandths + § Thousandths = Thousandths Place value: Hundredths, Thousandths. @ 3 Hundredths + 99 Thousandths = . Thousandths. Place value: Tenths, Hundredths, Thousandths. 8 Diaa travels from Cairo to Alexandria and stops to rest in Tanta. If the distance between Cairo and Tanta is 92.61 km, and the distance between Tanta and Alexandria is 147.7 km, what is the distance traveled by Diaa? 28. Wath Prim =F TermUNI TIQ)) Becimatricce vaiue and Computation + 25 Oo Subtracting Decimals - Estimating Decimal ~10- 2s Differences - Subtracting to the Thousandths Place - Decimal Story Problems Ea | Modeling Decimal Subtraction | ks Modeling Decimal Subtraction: Represent the greatest decimal fraction on the model, and then remove the squares of the smaller decimal fraction: "0 om-07 | x x! x X| [x1 ix 112 - 045 = 0.67 0.23'- 0.12 = 0.20 4 Use the decimal models to find the result: © 0.28-0.15= © 1.08 - 0.68 = Wath Prim, 8 = First Term 2. -> THEMEQ samba Sense and Operations 2 Write an expression to match the models. Write a subtraction roblem, and then find the result: ee Dexia teeet EERE) Subtracting Decimals Using the Place Value Chart: Write the numbers in the place value chart and then subtract. G@ampie: 24,8 - 7.245 Whole Number Thousands Ones Decimals Hundreds Tens Ones| Hundreds Tens Tenths Hundredths Thousandths. [2 8 o | oO | 2 4 [| 5 | 5 5 (3. Use the place value table to find the difference: © 12.8-3.09= i Whole Number Thousands Ones Hundreds Tens Ones Decimals Tenths Hundredths Thousandths © 9.245 —0.86 = Whole Number Thousands Ones Hundreds Tens Ones] Hundreds Tens Ones) Decimals Decimal Point Tenths Hundredths ‘Thousandths 80. Wa Prin SFist TermUNI TQ) BecimatPicce vaiue.cnd Computation \— © 8.027-08= ‘Whole Number Decimals Thousands ‘Ones Hundreds Tens Ones | Hundreds Tens Ones Decimal Point Tenths Hundredths Thousandths © 142.37 - 4.08 = Whole Number Thousands Ones Hundreds Tens Ones | Hundreds Decimals Tenths Hundredths Thousandths ee Subtracting Decimals Gample: 48.3 - 5.245 Vertically: Arrange the digits correctly, so that the decimal point is under the decimal point, the Ones under the Ones, and the Hundreds under the Hundreds... and so on, and then subtract. (Empty spaces can be filled with zeros) Horizontally: 48.300 — 5.245 = 43.055 4° Subtract: © 75.48 ® 30 @ 102.002 - 7,082 = 5.17 - 12.347 @ 82.82-45= © 58 - 8.079 = iat Prim: 5 Fit Term» ——» THEMED umber Senso and perctions (EEG Estimating DecimalDifferences Strategies for Estimating Decimal Differences | Front-End || Benchmark Separate || Round to the Nearest Estimation || Decimals nes {One - Tenth - and Parts Hundredth } 5 Estimate the difference of the following decimals: (Use the strategy you prefer) 834-343 —- Estimate: - = © 345.1 - 80,91 —~ Estimate: = = @721-456 —. Estimate: oo = © 0.981 - 0.089 —. Estimate: - = 6 Complete: (As in the example) ©} 75 Thousandths - 3 Hundredths = 45 Thousandths. Place value: 4 Hundredths, S Thousandths. © 45 Thousandths - 12 Thousandths = Thousandths. Place value: Hundredths, Thousandths. © 5 Hundredths - 13 Thousandths = Thousandths. Place value: ... Hundredths, .. Thousandths. @ 4 Tenths - 75 Thousandths = Thousandths. Place value: Tenths, Hundredths, Thousandths. © 214 Thousandths - 18 Hundredths = Thousandths, Place value: Tenths, Hundredths, Thousandths.@ oo NIT) Basins aa ans arp The width of the Tahya Misr Bridge, which connects northern and eastern Cairo to western Cairo across the Nile River, is 67.3 meters, and the Jiaxing-Shaoxing Sea Bridge in Japan is less in width than the Tahya Misr Bridge by 11.7 meters. How wide is the Jiaxing-Shaoxing Sea Bridge? Rashad and his father went fishing. Each of them caught a giant fish, the mass of the first fish was 53.25 kilograms, and the mass of the other fish reached 46.8 kilograms, What is the mass of the two fish together? The length of the Tahya Misr Bridge is 16.7 km. If Ramy travels along the length of the Tahya Misr Bridge and then returns this distance again, how many kilometers in total does he travel? Sami rides his bike along the Tahya Misr Bridge walkway, which is 15.7 kilometers long and 3.25 kilometers wide. How many kilometers does he still need to ride to reach the end of the bridge? Wath Prim. First Term » 83Number Relationships 2.1 | Expressions, Equations, and the Real World | Expressions Equations, and Variables fy or and of this exon, the eter wile abet «Explain the difference between expressions and equations Explain why there mighe be an unknown in an expression ar equation + Use letters or symbols to represent unknavens in expressions and equations | Variables in Equations | Finding the Unknown ' Telling Stories with Numbers | fy en of those Insane aio il be ble tr «Apalythe relationship between aditien and subsraction te find the value cf the unknown nan equation, | + Solve equations Inveving lacimal murbers ts the Thousamams placeUNIT@ umber Felatonstips >—~ Variable Expression Equation It's a letter or symbol| It's a set of fixed it's a mathematical sentence that represents the | numbers and that includes an equal unknown value in | variables that line up | relationship between two an equation, next to each other. | mathematical expressions. Such as: x,¥,2,........ |Suchas:x+5,3Xy_ [Suchas:5+x=9y=5%3 a Put a tick (.“) to classify the following mathematical sentences. into “Equation” or Mathematical Expression” or “Other”: Mathematical Expression Other Equation 4.7+3.6=M 6.445.248 56 - x= 47.5 344L 9 |e|o\|Go|o Aya ran 8 km last week. 3.5 + 2.456 22.5 + 3.456 ° eo 37.125 - 13.7 Amir had 3.5 kg of apples. Math Prim, 5=Firat erm» 85 -—| THEMEQ) sorserSenee ana operations cos Using Letters or Symbols to Represent Unknown Values in Mathematical E @amp le: Yassin bought a pen and a ruler. He paid 14.5 pounds for them. If the price of the pen is 6.25 pounds, what is the price of the ruler? Write an equation to represent the price of the ruler. The previous example can be expressed as follows: The price The price |_ { What of the pen ofthe ruler | | Yassin paid ‘What Yassin paid = 14.5 pounds. The price of the pen = 6.25 pounds. 6.25 + unknown=14.5 The price of the ruler is unknown. ‘essions and Equations » Replace the word unknown with one of the letters (a variable) *y" » So, the equation that represents the price of the ruler is: 625+y2145 or y=14.5-6.25 2. Read the following story problems. Make an equation for each problem: © Ahmed had 25.15 pounds, and he bought a toy for 14.5 pounds. How many pounds does Ahmed have left? © Aclass ina school has 45 students. 28 of them are girls. How many bays are there in this class? @ A farm had 4,200 chickens. 3,350 chickens were sold in a week. How many chickens are Left on the farm? @ Ahmed bought a car for 90,990 pounds and bought a house for his family for 750,250 pounds. How much did Ahmed spend to buy the car and the house? 86 ta Pins = Fe TerUNIT@ umber Felatonstips >—~ 222 9, Variables in Equations vo ae Finding the Unknown ~ Telling Stories with Numbers You can use mental math to determine the value of the (unknown) variable in the equation. @ample: Find the value of (a) in each of the following: oe ® e 25+a5775 12.7-a=9.7 a-3.7=4.68 a(S 25 = 5.25 asd2. 7-97 =5 a= 5.7 +468 =8.38 4 Use mental math to estimate the equations, and then solve them: © 8.235 + p= 10.224 p= p= © t- 2.445 = 0.26 t= t= © 6.82 -h= 1.023 he ha © v + 42.809 = 100.01 ve © 5.52+2.041+m=9.271 @ 2377+31=152+a a= ati Prim, 8=Firat Term» 37 -—| THEME) sonar Senee ana operatone Bar model: is a schematic diagram that represents the relationship between the whole and the part. WHOLE —_| PART @ample: From the following bar models, we conclude that: | a Thr 75 f 25 =. a=10-25 ye75r+e5 m=10-75 2 Write an equation to represent each story problem using (n) as the variable, and find its value. Use the bar models. © Bassem takes the bus fram Cairo to Tanta. The distance is 92.7 km. The bus stops 53.5 km away in the city of Banha to take more passengers, How far is Banha from Tanta? Bar Model © Bassem and his friend Jana were taking a snorkel. He saw a turtle whase length is 0.78 m.Jana saw another turtle, 0.58 m longer than the first one. How tall is the turtle that Jana saw? Bar Model Wats i B= FataUNI TIA) Buriter Reiationstipe + @ In Jana's backpack, she has a bottle of mass 1.5 kg, books of mass 2.51 kg anda snack, Her full backpack has a mass of 4.535 kg. What is the mass of the snack? Bar Model 3 Write a story problem representing each equation, and then solve it: © x+2.75=125 © 34.750 -s=15.25 Wath Prim, 8 = First Term +38 -2.2| Factors and Multiples Finng Factors Prime Factorization Learning Obiertices: By the end of theveossors tho student wil beable tw: ~Eeplais the meaning of facts ‘Identity te facters of a given number * Use a Tact tee to identify the aime factors ata alven umber, Greatest Common Factors (GCF) haening Oke nena; ‘Use factor aes te idendfycammen Factors ef twa whole numbers “Use factor tree to idenatythe greatest common factar ef twa whole numbers. EEE ed ‘entifying Multiples Least Common Multiple (LCM) beaming Gnecties: | By tha end of we actor Doe soul ibe ble to: By the eng of treseestcrs, the stusert wil be sole: «Explain the meaning of multiples *Identiy common enutigles of two whole aumbers up ta 12. = Beplai the meaning of last cameon multiple * Idantiy the least. common multiple of two whole numbers up to 12 LEEETELIEED rectors or uutipies? | hemening Objections: aac |e Explain the difference betwee factors and mestples \ = leentiy the greatest cammon factor aad least carnmon multiple of two given nuambes.i 2 eee 2229, ne 5 Finding Factors 5&6 | Prime Factorization Factors are the numbers that are multiplied to form a product. a) X (8) = 2a Or the factor of a number + + + divides the number equally Factor Factor Product without a remainder ~ 2 is a factor of all even numbers, whose Ones digit is 0, 2,4, 6, or 8. ~ 3 is a factor of numbers, whose sum of digits is divisible by 3 without a remainder. ~ Sis a factor of numbers, whose Ones digit is 0 or 5. ~ Prime number: is a number greater than one and has only two factors, one and the number itself. ~ All prime numbers are odd, except 2 - The smallest prime number is 2. ~ The only even prime number is 2 - The smallest odd prime number is 3. ~ Lis neither a prime number nor a composite number. ~ Prime numbers less than 100 are: 2,3,5,7,11,13 17,19, 23 29,31, 37,41,43 47, A509. 61,6071 75570 8589. 97 4 «Fillin the missing factors represented by the variables: @4xm= 16 @vxis=45 @exts42 m= v= t= Hath Prim, 8=First Term| THEMEQ)) sonar Senee ana operatone 2 Find the factors of each of the following numbers using the method you prefer: @16 © 20 G36 O48 The factors of The factors of The factors of The factors of 16 are; 20 are: 36 are: 48 are; Prime Factorization: It means writing the composite number as the product of prime numbers. GO se2x2x2 » 12=3X2X2 , 15=3X5 yo Factorize 24 into its prime factors: (@) Choose two numbers whose product is 24 (1 should not be used). (2) Circte the prime numbers and leave them, then continue factorizing the composite numbers. (3) Stop when all numbers become prime numbers. Note that: all of the following are true, and we get the same result: 24=52X2X2X3 24 . i) ol 60 6a 82. Wath Pr =F Temi 2 eee 3 Factorize each number into its prime factors using the factor tree: O16 ©20 © 36 © 48 16 = 20= 36> 48= 4 Find the product of the prime factorization listed. Then, list all other factors of the product: @2x2xs @O2Xx3x7 @2x2X2x7 Wath Prim, 8 = First Term 48 -=» THEME) Number Senso and perctions Greatest Common Factors (GCF) » Methods for Factorizing Numbers into their Prime Factors Gam ple: Factorize 30 into its prime factors: (CD) Factor Tree: ~ Choose two numbers whose procuct is 30. — Complete the factorization as in the previous lesson. ~ 3O=2K5X5 @@ (@) Repeated Division: 3 e 30/3 ~ Divide by one of the prime factors ig ae i Tela of a number. 7=> ae - Keep dividing by another prime factors. 5 5 é 5|5 — Stop when the quotient becomes 1 1 1| 3O=2X5X5 Determining the Greatest Common Factor of Two Numbers Using Prime Factors @ampie: Find the GCF for 24 and 36. ~ Factorize both numbers into their rite’ Factiogs. 24 Tt X2Xx a ~ Write the prime factors of both 36 =|2)X, XL3JX 3 numbers, so that the similar OCR 2 2x2 X5 = 12 factors are on top of each other. ~ For every two same factors, we get a factor. ~ The product of these factors is the greatest common factor. So, the GCF for 36 and 24 is 12. Ass Math Prin 5 = First TermUNI TI) Buiter Reiaiionstipe + — 4. Find the GCF for each of the following: © 28,42 © 18,27 28= . 18= 42= ; = GCF = Bears GCF = 5 © 12,20 © 16,32 12s / 16= 20= : 32= GCF = a GCF = = & There are 15 boys and 20 girls in a classroom. The teacher wants to divide the class into the greatest equal groups, so that the numbers of boys and girls are equal in all groups. (Use the greatest common factor) iat Prim: 5 Fit Tarn 48 —— THEMEQ) aia sana ond oparatin es o, ~ 829 ‘§ Identifying Multiples Least Common Multiple (LCM) Multiple of a number: It is the product we get when we multiply a certain number by another number. How to Find the Multiples of a Number Count by Jumping Use the Hundred Use Multiplicati on the Number Line Chart Facts * Zero (0) is the common multiple of all numbers. « All numbers are multiples of 1. + Multiples of numbers are infinite. » Each number is a multiple of itself. + The product of any two numbers is a commen multiple of them For example: 35 = 5 x 7,s0 35 is a common multiple of 7 and 5. @ampie (1): Find the common multiples of 3 and 4. * The multiples of 3 are: (0),3,6,9/12),15,18,21;24)........ + The multiples of 4 are: (0),4, 842,16 , 20 (2. y BR peerseers * Common multiples are: 0 , 12 , 24,... (Other answers are available) G@rampie (2): Find the common multiples of 4, 6, and 8. + The multiples of 4 are: (0),4,8, 12,16, 20 t ,28,32,36,40,44, «The multiples of 6 are: |0|} ,6, 12, 18,|24, 30, 36, 42, * The multiples of 8 are: \0) , 8 , ie. 28 a: BE iy BOs + Common multiples are: 0 , 24%, 48,7~> (Other answers are available) 6. Wa Pn 5= Fest TermUNI TI) Buiter Reiaiionstipe + — 4) © Mention the first 10 multiples of 2: © Mention the first 5 multiples of 5: © Mention the common multiples of 2 and 5 from those you ere 2 © Mention the first 10 multiples of 3: © Mention the first 6 multiples of 6: © Mention the first 3 multiples of 9: © Mention the common multiples of the numbers 3,6 and 9 fram those you mentioned: Ea Least Common Multiple (LCM ) Itis the smallest common multiple of two or more numbers with the exception of zero (0). Gampie: Find the LCM of 6 and 8: + The multiples of 6 are: (0),6, 12, 18/24) 30, 36,4248... * The multiples of 8 are: Q), 8.16.24 2,40 884 6,64, + Common multiples are: 0, 24 , 48,... (Other answers are available) The Least common multiple of the two numbers (LCM) is 24 Determining the Least Common Multiple of Two Numbers Using Prime Factors Gampie: Find the LCM for 12 and 8. ~ Factorize the two numbers into their prime factors. ~ Write the prime factors of the two numbers, so that the similar factors are ‘on top of each other. ~ For every two same factors, we get a cammon factor. ~ We also write dissimilar factors. ~The product of these factors is the least common multiple. ‘So, the LCM of 8 and 12 is 24. asi Prin B= Frat tern —— THEME) ater Sane ond oparaions 3 Find the GCF and LCM for each of: 06,9 © 10,15 6= | 10= g= 15= NO eeepc mcrae 3 GCF=.. LOM = " LM = O43 12,9 = 12= B= 9= GCF = .| GCF= LOM = 6 LCM = * The Least common multiple of two prime numbers is their product. « If one of the two numbers is a factor of the other number, then the larger number is the least common multiple of the two numbers.UNIT@ umber Felatonstips >—~ 2SSo ~10 7 Factors or Multiples? Factors Multiples Factors of a number Multiples of a number Are all pairs whose products are Are the setting that appears multiplied together to give this number. when jumping by the same number, starting from zero. + Not all numbers have the same a number of factors. + All numbers have an infinite + When a number is divided evenly, it is number of multiples. divided into factors. + The multiplier is the product + One of the factors can be obtained of two factors. by dividing the multiple by the other —_» Multiples can be found by factor. multiplying the factors. GCF LOM Usually involves breaking or cutting Usually involves repetition, or things into pieces or separating two things happening at the them into multiple groups. same time. Note the following two examples: ample (1): Omnia has two strips of cloth. One is 35 cm wide, and the other is 75 em wide. She wants to cut both pieces into strips of equal width that are as wide as possible. How wide should she cut the strips? (in this example, Omnia wants-to divide the cloth into pieces, sa we use the GCF in the solution) Solution: 35=Sx7 7FS=SX5X3 GCF The largest width of the strips = 5 cm. Math Prim, 5=First Term» 8-—| THEMEQ)) sorerSenee ana operatone imple (2): Mohamed trains to walk every 7 days and lift weights every 4 days, he did both today. After how many days will Mohamed walk and lift weights on the same day? (In this example, there is a repetition of what Mohamed does, so we use the LCM in the solution) Solution: Multiples of 7:0, 7,14, 21, 28,35, 42,. Multiples of 4: 0,4, 8,12, 16, 20, 24, 28,32 0.00000... LOM = 28 Mohamed will do both exercises after 28 days. as Omar exercises every 12 days. Rana exercises every 5 days. Both friends exercised together today. How many days will it be until they exercise together again? @ Malak baked 50 servings of cakes and 48 servings of baklava for her family. She wants to divide the desserts into containers, so that each | person receives the same number of servings. How many containers will she need? @ Find the GCF and LCM for each of the following: © 12,10 65,9 =< 80 Math Prim. = First TermMultiplication with Whole Numbers is sh * Bi ‘The Power of Ten | Using the Area Model to Multiply | Leeming Objectives | By the ad ofthese lens he tinct wl be abl 1 ey powers een + ety nae its by power often | ap he pate ef cscs cece whoa lig by pow in, | Cat ng he ie ode (SEs ' The Distributive Property of Multiplication : Using the Partial Products Mode! to Multiply " uecslaactileeiia pee | By the. ond of these lessons, the. sturlant will be able te: | Expiain the relationship between the area model of multiplicatisn and | the Distributive Proverty of Multiplication | ultiy using the paral preduets model {+ Emtinate procuets_— THEM EG) amie ama orate Multiplying by 10, 100, 1,000, ....... Nate the following examples: | Teausands Tenths ‘Tens Ones|Hundreds Tens Ones| Point Shee Decimal, 6 vagy | 6100-690 a cll i cxsaiper ie| We note that: When ie / multiplying —+ 1,000 6 by the place value = > Hees o — Hundreds. of6changes — |_. Thousands. om the Ones to the » Jen Thousands. ai Complete the following: @5x100= © 8 x 100,000= o X10 =80 Qo X 7 = 700,000 Oexio= © 1,000 x 4= oe X3= 300 @ X 1,000 = 9,000 @ 10,000 x =20,000 5x = 5,000UNITE) muttiptication with wate nambers + — 2 Answer the following: ‘© A crate of mangoes weighs 9 kilograms. How many kilograms would 1,000 crates weigh? © If 10 millimeters make 1 centimeter, how many millimeters are in 7 centimeters? ‘© There are 1,000 milliliters in 1 liter. Omar bought a 2-liter bottle of juice. How many milliliters are in this bottle? us The product of 25 X 3. can be foundin different ways Standard Partial Distributive Area Astin Products Property Model Model y $x¢d0¥s) 4 x3 (3x5) 45 = (3X20) + (3X5) 75 (3X20)+60 | =60+15 75. |=75 60+15=75 Cxample (1): 45% 38 Gampie (2): 45X38 cc 38 sal fens 427 —) 1 (eacm x 400 20 7 1,200 mr a 24,000| 1,200 | 420_— THEMEG) ee imate 3 Multiply using the area model: @4x247= . | @ 62 X 36 = «| @84X273= i (4 Write the multiplication problem that expresses each model, and then solve it: 6 ® 6 20 7 20 8 800 5 6 Bl 50 40 9 3 Ss Answer the following © Ali walks 6 kilometers each day. If he walked 187 days a year, how many kilometers would he walk? © What if Ali were to drive 60 kilometers each day? How many kilometers would he drive in 105 days?UINT TE) muttipicction wits wate ambore > Multiplication Strategies > The Distributive Property of Multiplication: (ample (4); 48x38 45X38=(40+5)X(30+8) Ls + = 1200 + 320 + G@ample (2): 69x 427 7 4 | 69X427=(60+9)X (400+ 20+7) —— ae * (6x40) + (60x20) + (Gore) + Sc 40o) + lo) ex = 24000 + 1,200 + 420 + 3,600 + 180 + 63 = 29,463 4 Complete the following: © 7X63=7X( + ) =(7X ye(7X )= + = © 9X 208 = 9 X( ‘ )=(9K )+(9X ) 2 + wy © 24 X 38 =( + yX( + ) =( x y+( x yet x )+(.. X ) = + + + = atin Prin, = Firat Tern» 68 -—/_— THEM EG) amie ama orate @ 82x 107 =( + )X( # ) Gan as eee Rae a Ce Rasen) . + + + = . @62xX142=( + )X( + + ) BC Kb Ci Ki Yt Co ic PA (oe Moe) AC Mane) Co Kine) Em Flexible Numbers Note that when multiplying the two numbers 83 X 14, 83 and 14 can be divided using more than one method. @amples: © 83X14 = (80+ 3) X(10+4)] © 83X14= (404 40+ 3)X (10+ 4) 10 # 10 *: 80] 800 | 320 40 | 400 | 160 3,30 | 12 40| 400 | 160 3,30 | 12 SNOF AUD Fe eR 400 + 160 + 400 + 160 + 30 + 12 = 1,162 @ 83X14 (80+ 3)X(7 +7) | @83X14= (504 50+ 3X7 +7) 7 7 x ie 80| 560 | 560 50 {| 350 | 350 $[ 21 21 30 [210 | 210 S| 21 Seen age 350 + 350+ 210 + 210+ 214121 = 1,162 From the above, we find that all methods of dividing numbers lead to the same result. @ Use the area mode! to find the result of (74 x 12). Divide the numbers in three different ways: 56) Math Prim. 5 First TermUINT TE) muttipicction wits wate ambore > nay The Relationship Between the Area Model of Multiplication and the Distributive Property of Multiplication Note the following examples: O8x23 O3xs13 23 soo 10 3 8460 | 24 | 3 [1.500] 30 \ i 8X 23= (8X 20)+ (8X3) | 3X 513= (3X 500) + (3 X 10) + (3X 3) =160 + 24 = 164 = 1,500 + 30 +9 =1,539 © 37x64 37.X 64 = (30 X G0) + (30 X-4) + (7X 60) + (7 X 4) = 1,800 +120 + 420 + 28 = 2,368 (3 Complete using the area model: Oh emo TE od APRS RES SRY 740 | 56 Wath Prim, 8 = First Term “82 -_— THEMEG) ee imate 4 Complete the area mode! and find the product: © (4X50) +(4X3) +( 20X50) +(20X3) = 2 Komen nee © (20X40) +(20X7) + (8X40) +(BX7) = ach sae 45 A. 38 (8 x5) 40 (9 Xx?) (8 X40) + 320 (9 X20) (30X5) + 150 (9 X400) (30X40) + 1,200 (60 X7) 1,710 (60 X20) (60 X 400) & Find the product using the partial products strategy: o © 8 45 7 218 x 8 X 23 xX 37 Ed + cs t+ ORO Meee He +e test % 88 ‘Math Prim, 5 First Term| What Is an Algorithm? ' Multiplying Multi-Digit Numbers Multipfication Problems in the Real World ly the end of these leszons, the student will be able to: + Multiply using the standard algorithm. + Multiply 4-digit numbers by 2-tigit numbers using the standard algarithm, + Use estimation to check the reasonableness ef nis/her answers | + Solve multistep story problems invelving muttipticatien,_— THEM EG) amie ama orate e259, What Is an Algorithm? ~~ 5 25 Multiplying Multi-Digit Numbers Multiplication Problems in the Real World Standard Algorithm for Multiplication @ampie: Multiply: 45 X 23. a Multiply é Guan 3 Bia the @ the in the Tens - products. 45 Ones xX 23 digit (2) _X_23 X23 digit (3) 135" by 4s. 135” 135 by 45. + 900 +900 1,035 3X45 =135 20 X 45 = 900 1355 +900= 1,035 BTC GE IP Melle) tr Wages (tacd arta lta idles Lette 40 5 45 45 X23 x aa 7900 ~~ 1,035 1,035UINT TE) muttipicction wits wate ambore > 4. Find the product using the standard algorithm for multiplication: eo 78 ® 63 oe 92 eo 46 xX 26 xX 37 xX 19 xX 53 Multiplying 4-Digit Numbers by 2-Digit Numbers G@ampie: Multiply: 4,275 X 46 Standard Algorithm) | Partial Products Dagar) eel 4000 200 70 5 ge5 4275 4.275 xX 46 40 [180,000] 8,000] 2,800 200) (6x 5)” 30, 6|24000|1,200| 420/30] ~—asgsp {6X 70) + 420 00 t ; (6X 200) + 1200 160,000 + 8,000 + 2,800 + 171,000 ( 6X 4,000) + 24,000 +200+24,000+1,200+420 196.650 (40X 5) 200 + 30 = 196,650 (40x = 70) 2,800, (40X 200) 8,000 (40 X 4,000) __ 160,000. 196,650 2 Find the product using the standard algorithm for multiplication: eo 4,206 © 4,728 °e 6,008 x 72 x 56 x 93 Math Prim, 5—First Term = 61."THEME) aie taweciGpaai} 3 Find the product using the area model: 9472 X53 © 6,025 X37 © 7,008 X 28 9,000 400 70 2 6000 20 5 7000 8 50 30 20 3 7 8 4 Find the product using the partial products model: o MM MR KM wR MR KO 3,457 x ) y+ y+ y+ y+ y+ 7% y+ 52 © wR MO RO OR mw x 2,134 xX 84 ° MO OM Oe Ke 8,603 x pt )+ y+ y+ 17UNITE) Mattiptication with wiotenambere + 5 Estimate the product of the multiplication, and then find the actual product. Use the strategy you prefer: © 3,425 x49 Estimate: Actual product: The strategy used: © 7,008 X 36 Estimate: Actual product: The strategy used: 6 Answer the following: © Mona has a restaurant in Al-Quesyr. In February, Mona sold 402 kebabs. In March, she sold 753 kebabs. She makes each kebab with 83 grams of meat. How many grams of meat did she use in February and March? © Mona's son, Wael, makes baklava to sell at his family’s restaurant. His recipe calls for 170 grams each of pistachios, walnuts, and hazelnuts. In order to make enough for the customers, he needs to multiply his recipe by 18. How many total grams of nuts will he need? @ For Wael’s baklava syrup, he needs 250 milliliters of honey, 15 mL of orange extract, and 30 mL of lemon juice per recipe. How many total ingredients will he need for the syrup if he needs to milliliters. of liquid make 18 batches?
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