MATHEMATICS

Grade 6 Teacher's Book

Part 1
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION

Dr. A. Ramful Panel Coordinator, Senior Lecturer
Mrs. S. Thapermall-Ramasawmy Lecturer
Ms. A. Salehmohamed Lecturer
Dr R. Nenduradu Senior Lecturer

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr. P. Jugnarain Deputy Head Master
Mr. J. Descubes Primary Educator
Mrs. J. Appadoo Mentor
Mrs. D. Oogarah Mentor

SERVICE DIOCÉSAIN DE L’ÉDUCATION CATHOLIQUE

Mr. M. Joly Deputy Head Master

Acknowledgements

MAURITIUS INSTITUTE OF EDUCATION

Dr. A. Bholoa Senior Lecturer
Mr. R. Korlapu-Bungaree Lecturer

VETTING TEAM
Mrs T. Nathoo Senior School Inspector
Mr D. Mohangoo School Inspector
Mr K. Oochit School Inspector
Mr D. Gowry School Inspector
Mrs D. Ruchchan School Inspector
Mr R. Beedassy School Inspector

Illustration and layout

GRAPHIC DESIGNER
Mrs N. Manic

ISBN : 978-99949-44-05-7
© Mauritius Institute of Education (2016)

ii
Foreword

We are pleased to present a new edition of the Grade 6 textbooks based on the National
Curriculum Framework Grades 1-6 (NCF, 2015). Educators should be familiar with the NCF,
the syllabi for each subject which are the basis for writing of the new textbooks.

In 2017 pupils of Grade 6 will be sitting for a new assessment, the Primary School
Achievement Certificate (PSAC), which henceforth replaces the Certificate of Primary
Education (CPE). The textbooks have been written with the help of experienced Educators.
We also received feedback and suggestions from a number of Educators in the course
of the development of this textbook. Alongside the textbook, MIE is making provision of
a Teacher’s Book with suggestions for teaching and lessons plans that the teacher can
implement in the classroom.

The textbooks are also available on MIE’s website as Flipbooks which can be read on any
portable device, as well as downloaded in the PDF version. The provision of online versions
will help parents and the general public to have access to our textbooks and understand the
ways in which children are taught in the classroom. (www.mie.ac.mu)

You will also note that the textbooks have been worked out incorporating graphic contents,
exercises and more elaborate explanations of contents that were not available previously.
These are intended to make learning more pleasant taking into consideration modern
pedagogical principles for textbook designs as well as the needs of the new age of learners.
We have also kept in mind that textbooks should be more learner friendly.

The production of the textbook is a collaborative process and we would wish to thank
everyone who collaborated in this endeavour as writers, panel members and as members
of consultative groups and our graphic artists. We would at the same time wish all pupils
of Grade 6 a pleasant learning experience and plenty of success as they embark into this
new era of change.

Dr O. Nath Varma
Director, MIE
September 2016

iii
Preface
A strong foundation in Mathematics at the primary level is critical for success in later years of
schooling. Thus, it is important to ensure that the mathematics taught and learnt, especially
at the Grade 6 level, provide pupils with an enriching experience in terms of knowledge,
skills, dispositions, attitudes as well as values. In this spirit, the current textbook sets out
to provide concept-building materials and activities, practice and consolidation exercises,
problem-solving techniques and carefully-selected assessment tasks, all directed towards a
learning trajectory hinged on sense-making and reasoning.

Over the course of the project, we have undertaken a process of thorough reflection and
discussion to decide how concepts are to be introduced and developed, the extent to which
they are to be covered and the methods that might be more accessible to our Grade 6 pupils.
In the writing of the textbook, we have also taken into consideration the hurdles that Grade
6 pupils commonly encounter.

The Grade 6 Mathematics textbook consists of two parts, each containing 15 units. We
have adopted a consistent approach in the development of each unit. We have made an
explicit attempt to start every unit with real-life examples so that pupils can relate to the
mathematical concepts and appreciate their importance. We build on the Grade 5 curricula
to ensure a smooth transition to Grade 6. Following a recapitulation and introduction of
key concepts, we provide a number of exercises to allow pupils to practise targeted skills.
Each unit has an ICT link and ends with the continuous assessment which comprises both
structured and multiple-choice problems. We also highlight common areas of difficulties and
misconceptions. We have provided sets of conceptually-rich problems that are of different
levels to cater for pupils of diverse abilities. Teachers may choose problems that are adapted
to their class ability.

We are more than convinced that pedagogy matters and can make a difference. We
would encourage teachers to put emphasis on conceptual understanding before moving to
procedures. We hope that pupils, teachers, as well as parents find in this book resources
that will enable them to experience mathematics as a sense making endeavour, as a subject
that is within the learner’s reach and that is intrinsically rewarding.

The Mathematics Panel

iv
Icons

Recall The Recall box reviews ideas covered in previous grades.

Stop and Think The Stop and Think box helps pupils to reason and make
sense.

The Keyword box highlights key mathematical vocabulary.

The Note box highlights information that is important.

The Caution box alerts pupils to be careful about common

mistakes.

IT Corner The IT corner provides links to websites.

v
Table of contents

GEOMETRY
Unit 1 Shapes 1 - 14

NUMBERS
Unit 2 Numeration and place value 15 - 20
Unit 3 Addition and Subtraction 21 - 25
Unit 4 Multiplication and Division 26 - 34
Unit 5 Factors and Multiples 35 - 40
Unit 6 Types of Numbers 41 - 46
Unit 7 Fractions 47 - 66

GEOMETRY
Unit 8 Symmetry 67 - 75

NUMBERS
Unit 9 Decimals 76 - 93

MEASURE
Unit 10 Length and Perimeter 94 - 107
Unit 11 Capacity 108 - 115
Unit 12 Mass 116 - 123
Unit 13 Money 124 - 133
Unit 14 Time 134 - 146

Unit 15 Problem Solving 1 147 - 153

Appendix
A1 Net of a cube
A2 Net of a square-based pyramid and triangular-based pyramid
A3 Net of a prism
A4 Template for shapes
(scalene, isosceles and equilateral triangle, square and rectangle)
A5 Template for shapes
(parallelogram, kite, rhombus, pentagon and hexagon)
A6 Grid paper

vi
 UNIT 1: SHAPES SHAPES

In this unit, you will learn about:

• 2D shapes (triangle, quadrilateral, pentagon and hexagon) and their properties
• 3D shapes (cube, cuboid, pyramid, prism and cylinder) and their properties

2D Shapes
List the shapes that you can see from the given pictures.

WELCOME TO BUS
MAURITIUS
STOP

Sign post Bus stop Pedestrian crossing

Reflective sign Bolt and nut Shapes on a ball

Kite Bee hive Table

National flag of Brasil Road markings (yellow box junctions)

1
 SHAPES

Note to Teacher
Recall
Triangle Use the template in
Appendix A4 to verify
A triangle is a plane figure bounded by three straight lines. the properties of
triangles.
Types of triangles

Scalene Isosceles
No sides equal Two sides equal
No angles equal Two angles equal

Equilateral Right-angled
Three sides equal One angle is a right angle
Three angles equal

Work out.

1. Use a model of a right-angle from paper folding to find out which of the following are
right-angled triangles. Tick the right-angled triangles.

2. Tick the isosceles triangles. You may measure the sides of the triangles with a ruler.

2
 SHAPES

3. Tick the equilateral triangles. You may use your ruler to measure the sides of the triangles.

Recall
C
Quadrilateral s
A quadrilateral is a 2D shape that has four sides
and four angles. D
r
CDEF is a quadrilateral.
p
F q

A B

1. Square
In a square,
• there are 4 equal sides (AB=BC=CD= DA)
• there are 4 right angles
• opposite sides are parallel
D C

2. Rectangle L M
In a rectangle,
• opposite sides are equal (LM=KN and KL=NM)
• there are 4 right angles
• opposite sides are parallel (LM is parallel to KN
and KL is parallel to NM)
K N

3
 SHAPES

Recall W X
3. Parallelogram
b c
In a parallelogram,
• opposite sides are equal (WX = ZY
and WZ=XY)
• opposite sides are parallel (WX is parallel to a d

ZY and WZ is parallel to XY) Z Y

• opposite angles are equal (angle a = angle c
and angle b = angle d)
A
r

D u s B
4. Kite
In a kite,
• there are 2 pairs of equal sides (AB = AD and
BC = DC)
• there is 1 pair of equal angles (angle u = angle s)
t
C

4. Put a tick (√) under the parallelograms.

(a) (b) (c) (d) (e)

5. Put a tick (√) under the kites.

(a) (b) (c) (d)

4
 SHAPES

5. Rhombus A B

p q
Activity 1
1. Use your ruler to measure the sides of the quadrilateral
on the right and record your findings:
AB =____cm, BC =____cm, CD = ____cm, DA = ____cm.
2. What can you deduce? ____________________
r s
3. What can you say about lines AB and DC ?
D C
4. What can you say about lines DA and CB ?

Activity 2
1. Using tracing paper, trace and draw the quadrilateral ABCD and label the vertices.
2. Cut out neatly the shape you have drawn.
3. Draw a line joining A to C and a second line joining B to D.
4. Fold the shape along the line AC.
Note to Teacher
5. What do you observe?
Lead the pupils to deduce that:
6. What can you deduce about angles q and r? a) All sides are equal (5cm).
7. Now fold the shape along the line BD. b) Lines AB and DC are parallel.
c) Lines AD and BC are parallel.
8. What do you observe? d) When folded the first half fits exactly
9. What can you deduce about angles p and s? on the second half which shows that
the opposite angles are equal.
e) It has two lines of symmetry.
Rhombus,
In a rhombus, • Show pupils how to draw a rhombus
using their ruler.
• there are 4 equal sides
• there are 2 pairs of parallel sides
• opposite angles are equal
• there are 2 lines of symmetry

6. Which of these shapes are rhombuses?

(a) (b) (c)

(d) (e)
5
 SHAPES

6. Trapezium

Compare the following two shapes.

A B E F

D C H G
Fig.1 Fig.2

Fig.1 is a parallelogram. It has two pairs of parallel sides: (i) AB is parallel to DC,
(ii) DA is parallel to CB.

Fig. 2 has only one pair of parallel sides: EF is parallel to HG. Fig. 2 is called a trapezium.

A trapezium is a quadrilateral that has only one pair of parallel sides.

Note: We say one trapezium but many trapezia.

7. Which of the following quadrilaterals are trapezia?

(a) (b) (c) (d) (e) (f)

Regular figures

A figure is said to be regular when (i) all its sides are equal,
(ii) all its angles are equal.

8. What is the name of (a) a regular triangle?

(b) a regular quadrilateral?

9. Which of these shapes are regular?

(a) (b) (c) (d)

6
 SHAPES

7. Pentagon

Note to Teacher
Use the template in
Appendix A5 to verify
the properties of the
pentagon.

Fig.3 Fig.4

(a) Observe the shapes in Fig.3 and Fig.4.

How many sides do they have?
How many angles are there inside the shapes?

A shape which has five sides is called a pentagon.

(b) Measure the sides of the shape in Fig. 3 with your ruler. What do you observe?

When the 5 sides are equal, the shape is called a regular pentagon.

A regular pentagon has 5 equal sides and 5 equal angles.

How many lines of symmetry does a regular pentagon have?

8. Hexagon

Fig.5 Fig.6 Fig.7

Observe the shapes in Fig.5, Fig. 6 and Fig. 7.

How many sides do they have?
How many angles are there inside the shapes?

A shape which has six sides is called a hexagon.

When the 6 sides are equal, the shape is called a regular hexagon.
The shape in Fig.5 is a regular hexagon.
A regular hexagon has 6 equal sides and 6 equal angles.

7
 SHAPES

9. Observe the following shapes and

(i). Tick (√) the pentagons.
(ii). Cross (X) the hexagons.
(iii). Circle the regular pentagon.
(iv). Circle the regular hexagon.

Diagonal
A B

In the quadrilateral ABCD, AC and BD are called diagonals.

To draw a diagonal from a vertex, join it to any other
vertex, except to the two vertices on either side of it. C

Q
Example:
In Fig. 8, from vertex P, we can draw diagonals PR and PS.
P R

T
Fig. 8

Work out.
10. Draw all the diagonals in each of the following shapes and complete the table.

Shapes Number of diagonals

Rectangle

Kite

Trapezium

Hexagon

8
 SHAPES

3D Shapes
Compare the shapes on the left of the table to those on the right.

What do you observe?

1 The triangle, square, rectangle and circle lie flat on the table. They are called
2-dimensional (2D) shapes.

2 The Rubik's cube, macaroni box, pyramid, tomato can and ice-cream cone can ‘stand’ on
the table. They have height. They are examples of 3-dimensional (3D) shapes.

Give some examples of 3D shapes.

The Cube
A die is shown in Fig. 1. Why is the die a 3D object?

Vertex

Faces

Fig. 1 Fig. 2 Edges

(a) How many faces does it have?

Note to Teacher
(b) What is the shape of each face?
(c) Are all the faces equal? • Provide pupils with dice.
• Let them manipulate and
(d) How many edges (sides) does it have? observe the width, length
and height of the die.
(e) How many vertices (corners) does it have?
9
 SHAPES

A cube has 6 square faces which are of the same size.

Construction of a cube. Note to Teacher

• Prompt pupils to observe
that the line segment
Note: We say one vertex but many vertices. formed by the intersection
of two faces forms an
edge.
• Prompt pupils to observe
Use the model given in the Appendix (A1) to construct a cube. that the point where 3
Count the number of faces, vertices and edges. edges (or 3 faces) meet
forms a vertex.

The Cuboid
The picture of a matchbox is shown in Fig. 3. Why is the matchbox a 3D object?

Height

Width Fig. 4
Fig. 3 Length

(a) How many faces does it have? Note to Teacher

(b) How many vertices does it have?
• Prior to class, ask
(c) How many edges does it have? pupils to bring empty
(d) Are all faces equal? match boxes.

The matchbox has the shape of a Cuboid.

A Cuboid has 6 rectangular faces.

List some examples of cuboids.

We use the terms length, width and height to denote the 3 dimensions of the cuboid. (Fig. 4)

10
 SHAPES

The Pyramid
The Egyptian pyramid (Fig. 5) is one of the 7 wonders of the world.

Note to Teacher
Fig. 5 Fig. 6 Fig. 7
• Before starting the
lesson, ask pupils if
Activity they have heard of
the word pyramid and
Construct the pyramids shown in Fig. 6 and Fig. 7 using the let them discuss freely.
cutouts provided in the Appendix (A2). •Prompt pupils to
focus on the features
Observe the pyramid you constructed in Fig. 6. of the pyramids in Fig.
6 and Fig. 7.
(a) How many triangular faces and square faces does it have? • Help them build a
(b) How many edges and vertices does it have? square-based and
triangular-based
(c) What is the shape of the base of the pyramid? pyramid using the
templates provided.

The pyramid in Fig. 6 is called a square-based pyramid.

11. Complete the table below to compare the pyramids in Fig 6 and Fig. 7.
How are they similar and different?

Fig. 6 Fig. 7

Number of faces

Number of edges

Number of vertices

Shape of base

The pyramid in Fig. 7 is called a triangular-based pyramid.

11
 SHAPES

The Prism
A chocolate box is shown in Fig. 8. Why is it a 3D object?

Fig. 8 Fig. 9

Construct a model (Fig. 9) of the chocolate box using the cutout given in the Appendix (A3).

The 3D shape you have constructed is called a prism.

(a) The prism has ___________ faces, _________ edges and _________ vertices.
(b) It has _________ rectangular faces and _________ triangular faces.

The Cylinder

A tomato can is shown in Fig. 10. Why is it a 3D object?

Note to Teacher

• Ask pupils to bring an

unopened can.
• Let them manipulate it.
• Prompt them to
observe that it can stand
Fig. 10 Fig. 11
on the flat faces.
A model of the can is shown in Fig. 11.

The 3D shape is called a cylinder.

How many flat faces does it have?

Does it have a curved surface?

12
 SHAPES

Continuous Assessment

1. Write the name of the shape below.

2. Fill in the blanks.

A regular pentagon has:
a) _______ _________________ sides
b) _______ _________________ angles

3. What is the name of the given shape? 4. Which one of the following shapes is
A Kite a kite?
B Trapezium
C Rectangle A B
D Parallelogram

C D

5. All my sides and all my angles are equal. 6. A trapezium is a special ________.
I am an ________. A Square
A Scalene triangle B Rectangle
B Equilateral triangle C Quadrilateral
C Right-angled triangle D Triangle
D Isosceles triangle

13
 SHAPES

7. This shape is a _____ 8. The cylinder has ________

A Cube A Two curved faces and one flat face.
B Cuboid B Two curved faces and two flat faces.
C Cylinder C One curved face and one flat face.
D Pyramid D One curved face and two flat faces.

9. The triangular-based pyramid 10. This shape is a _____

has ________ A Cube
A 4 triangular faces and 1 square base. B Cuboid
B 3 triangular faces and 1 square base. C Cylinder
C 4 triangular faces and 1 triangular base. D Pyramid
D 3 triangular faces and 1 triangular base.

11. A square-based pyramid has _____ 12. Two of my faces are triangular and
A 4 faces the three others are rectangular.
B 5 faces I am a _________
C 6 faces A Triangular-based pyramid
D 8 faces B Cuboid
C Prism
D Square-based pyramid

http://www.learnalberta.ca/content/me3usa/
IT Corner flash/index.html?goLesson=14
14
 NUMERATION AND
UNIT 2: NUMERATION AND PLACE
PLACEVALUE
VALUE
In this unit, you will learn about:
• the reading and writing of numbers up to 1 000 000 (one million)
• place value of numbers up to 1 000 000

Compare the prices of the following.

(a) (b)

Rs 850 Rs 8 500

(c) (d)
Rs 850 000
Rs 85 000

(e)
LOTTERY WINNER
Rs 8 500 000
Rs 8 500 000

Do you observe any pattern?

How is the value of the digit 8 different in (a) - (d)?

Stop and Think

The cost of a smart TV in three different stores are as follows:

Venus Store: Rs 189 675

Neptune Store: Rs 189 765
Mars Store: Rs 189 576

Note to Teacher
• Prompt pupils to
explain their reasoning.
In which store is the cost (a) the highest (b) the lowest? Why?

15
 NUMERATION AND PLACE VALUE
Note to Teacher
Stop and Think
• Ask pupils to think about situations involving
“million”.
• Ask pupils the number of digits a million has.
(a) Complete the number pattern:
100 000, 200 000, 300 000, _______, _______, _______, _______, _______, _______, _______

(b) How many digits does the last number in the pattern have?
Do you know how the last number is called?

(c) Observe the following patterns. Fill the missing numbers.

(i) 7,8,9,10
(ii) 97,98,99,100 Note to Teacher
(iii) 997,998,999,1000 • Prompt pupils to
observe the pattern.
(iv) 9 997, 9 998, 9 999, 10 000 • Observe that the last
(v) 99 997, 99 998, 99 999, ________ number in each row
has one additional digit.
(vi) _______, _________, _________, ___________

Recall
Example 1: Consider the number 24 537. It has 5 digits. It can be written in
expanded form as:
24 537 = 20 000 + 4 000 + 500 + 30 + 7
= (2 x 10 000) + (4 x 1 000) + (5 x 100) + (3 x 10) + (7 x 1)

Ten thousands Thousands Hundreds Tens Units

(Tth) (Th) (H) (T) (U)
The number can be represented on an abacus as follows.
(Tth) (Th) (H) (T) (U)

2 4 5 3 7

16
 NUMERATION AND PLACE VALUE

1. Write in expanded form.

(a) 45 678 (b) 16 850 (c) 41 906 (d) 54 137

2. Write in figures.
(a) Fifty two thousand seven hundred and fifty four
(b) Twenty thousand three hundred and one
(c) Forty nine thousand and fifty
(d) Sixty thousand and fourteen

3. Write the following in words.

(a) 52 123 (b) 80 056 (c) 31 698 (d) 58 001

6-digit numbers
Consider the number 824 537. It has 6 digits.
How can we represent it on an abacus?

Following example 1 (24 537), we add 1 more column to the left of the abacus and call it
hundred thousands. We can write 824 537 in expanded form as:
824 537 = 800 000 + 20 000 + 4 000 + 500 + 30 + 7
= (8 x 100 000) + (2 x 10 000) + ( 4 x 1 000) + (5 x 100) + (3 x 10) + (7 x 1)

Hundred thousands Ten thousands Thousands Hundreds Tens Units

(Hth) (Tth) (Th) (H) (T) (U)

Hth Tth Th H T U

8 2 4 5 3 7

17
 NUMERATION AND PLACE VALUE

Place value

The place value of 7 in 824 537 is 7 units. (7)

The place value of 3 in 824 537 is 3 tens. (30)
The place value of 5 in 824 537 is 5 hundreds. (500)
The place value of 4 in 824 537 is 4 thousands. (4000)
The place value of 2 in 824 537 is 2 ten thousands. (20 000)
The place value of 8 in 824 537 is 8 hundred thousands. (800 000)

824 537 = 8 hundred thousands + 2 ten thousands + 4 thousands + 5 hundreds + 3 tens + 7 units

4. Complete the following.

(a) 569 230 = _____ hundred thousands + _____ ten thousands + _____ thousands +
_____ hundreds + _____ tens + _____ units
(b) 309 415 = _____ hundred thousands + _____ ten thousands + _____ thousands +
_____ hundreds + _____ tens + _____ units
(c) 158 006 = _____ hundred thousands + _____ ten thousands + _____ thousands +
_____ hundreds + _____ tens + _____ units
(d) 560 317 = _____ hundred thousands + _____ ten thousands + _____ thousands +
_____ hundreds + _____ tens + _____ units

5. Write down the number for each of the following.

(a) 6 hundred thousands + 3 ten thousands + 2 thousands + 1 hundred + 5 tens + 1 unit = _____
(b) 7 ten thousands + 3 hundred thousands + 5 tens + 2 thousands + 4 units + 6 hundreds = _____
(c) 4 hundred thousands + 1 ten = _____

A digit can have different values depending on its position in a number.

For example, in the number, 85 328,
(i) the digit 8 on the left has value 80 000
(ii) the digit 8 on the right has value 8 units

6. Write down the place value of each of the following.

(a) 3 in 298 513 (b) 4 in 469 125 (c) 8 in 983 521 (d) 7 in 627 504
(e) 5 in 438 657 (f) 2 in 943 265

7. Write the following number in expanded form.

(a) 234 598 (b) 347 650 (c) 685 025 (d) 355 009

18
 NUMERATION AND PLACE VALUE

8. Complete.
(a) (1 x 100) + (5 x 10 000) + (8 x 10) + (8 x 100 000) + (2 x 1) + (7 x 1000) = ___________
(b) (7 x 1) + (1 x 1 000) + (0 x 100) + (9 x 10) + (2 x 100 000) + (3 x 10 000) = ___________
(c) (8 x 100 000) + (2 x 10 000) + (5 x 1000) + (6 x 100) + (0 x 10) + (9 x 1) = ___________
(d) (0 x 100) + (4 x 10 000) + (9 x 10) + (2 x 100 000) + (6 x 1) + (8 x 1 000) = ___________

Writing 6-digit numbers in words

Study the following examples to observe how we write 6-digit numbers in words.
(i) 37: Thirty seven
(ii) 537: Five hundred and thirty seven
(iii) 4 537: Four thousand five hundred and thirty seven
(iv) 24 537: Twenty four thousand five hundred and thirty seven
(v) 824 537: Eight hundred and twenty four thousand five hundred and thirty seven

9. Write the following in words.

(a) 241 958 (b) 100 235 (c) 365 614 (d) 958 250 (e) 875 000

10. Write in figures.

(a) Six hundred and twenty thousand two hundred and ninety eight
(b) Two hundred and fifty thousand and twenty five
Note to Teacher
(c) Four hundred thousand and nine
To facilitate reading of
numbers:
11. Using the digits 2, 7, 9, 1, 3, and 4 only once, write down When there are more
(a) the largest 6-digit number that can be formed. than 4 digits in a
number, we group the
(b) the smallest 6-digit number that can be formed. digits in threes, starting
from the right.
12. Arrange in ascending order.
(a) 6 895 3 895 8345 7 595 5 085
(b) 40 290 40 020 40 004 40 402 40 049

13. Arrange in descending order.

(a) 5 796 60 975 95 760 7 904 600 579
(b) 809 536 978 501 500 274 980 365 890 635

http://www.sheppardsoftware.com/mathgames/placevalue/
IT Corner BPOrder1000.html

19
 NUMERATION AND PLACE VALUE

Continuous Assessment
1. Which number is represented on the following abacus?

(a) (b)
(Hth) (Tth) (Th) (H) (T) (U) (Hth) (Tth) (Th) (H) (T) (U)

2. Write in figures.
(a) Five hundred and twelve
(b) Six thousand and twenty one
(c) Seventy five thousand three hundred and eight
(d) Nine hundred thousand and forty eight

3. Write in words.
(a) 268 (b) 6 342 (c) 30 332 (d) 70 049 (e) 235 417 (f) 423 006

4. Find the value of

(a) 7 in 793 126 (b) 6 in 506 743 (c) 8 in 284 010

5. Write in expanded form.

(a) 796 523 (b) 632 412

6. Arrange in ascending order.

935 682 , 356 023 , 183 125 , 836 002 , 580 341

7. Arrange in descending order.

119 264 , 112 435 , 790 028 , 54 124 , 254 645

8. How many whole numbers are there between 625 740 and 625 774?
A. 33 B. 34 C. 35 D. 36

9. I am a 6-digit number.
I have a 3 in the hundred thousands place.
I have a 5 in the tens place.
I have a 7 in the thousands place.
I have a 2 in the ones place.
I have a 1 in the hundreds place.
I have a 9 in the ten thousands place.
What number am I?
A. 397 152 B. 739 152 C. 197 352 D. 917 352

20
 ADDITION
UNIT 3: ADDITION ANDAND SUBTRACTION
SUBTRACTION
In this unit, you will learn about:
• addition and subtraction of 6-digit numbers
• solving word problems involving addition and subtraction

We use addition and subtraction regularly in our daily life.

Example 1
A receipt from a store is shown below.

BEST BUY FURNITURE

Hill Crest City Tel: 57666777

Cash Sale Receipt

Name: Lea Graham Date: 9/9/2016
Address: 15, Bougainville Road, Vacoas Tel: 58889992

Quantity Description Price (Rs)

1 Working table 14 725
1 Bookshelf 6 500
1 Chair 2 385
Total

Salesman’s signature Customer’s signature

(i) What is the total price of the working table, bookshelf and chair?
Total price = Rs 14 725 + Rs 6 500 + Rs 2 385 = Rs 23 610

(ii) What is the difference in price between the bookshelf and the chair?
Difference in price = Rs 6 500 – Rs 2 385 = Rs 4 115

Stop and Think

Here is a number fact.

578 + 246 = 824
Use the fact to decide whether the following calculations are true or false. Put a tick in the
empty boxes to show your answer.
True False
824 - 246 = 578 Note to Teacher
824 - 578 = 246 • Prompt pupils to explain
their reasoning.
579 + 245 = 824
577 + 246 = 824 + 1
577 + 245 = 824 - 2
21
 ADDITION AND SUBTRACTION

Addition and subtraction of large numbers

Example 2:The number of tourist arrivals in a water park for the months of January,
February and March is shown in the table below.

Month Number of tourists Note to Teacher

• Revise basic concepts of
January 128 426
addition and subtraction
February 81 520 involving carrying and
borrowing including
March 99 249 alignment of numbers.

(i) What is the total number of tourist arrivals in January and February?
Number of arrivals = 128 426 + 81 520

Hth Tth Th H T U
1
1 2 8 4 2 6
+ 8 1 5 2 0
2 0 9 9 4 6

(ii) How many more tourists visited the water park in March than in February?
We subtract 81 520 from 99 249.

Tth Th H T U
8 10
9 9 2 4 9
- 8 1 5 2 0
1 7 7 2 9

17 729 more tourists visited the water park in March.

Note to Teacher
• Write the numbers
according to their place Prompt pupils to interpret
value keywords in context.
• Pay attention to carrying
• Pay attention to borrowing

Key words for Addition/Subtraction

In all, Sum, How many, How much
Add, Subtract, Difference, Reduced by
Increase, Decrease, More than, Less than
Left, Exceed, Discount

22
 ADDITION AND SUBTRACTION

Work out

1. In a crowd, there are 113 426 children and 116 946 adults. How many people are
there in all in the crowd?

2. 112 585 men and 315 397 women work in the textile sector. How many people work in
the textile sector?

3. Find the sum of 267, 309 235 and 26 983.

4. Find the difference between 325 472 and 4 559.

5. By how much is 113 215 greater than 73 230?

6. By how much is 370 245 smaller than 375 254?

7. Which number is obtained when 934 is reduced by 27?

8. When a number is reduced by 5 648, the result is 12 496. Find the number.

9. In a stadium, there are 13 618 men and 12 415 women. How many people are there
altogether at the stadium?

10. The table below shows the number of children who sat for the end of primary school
examinations in the last 3 years. Find the total number of students who sat for the
examinations from 2013 to 2015.

Year Number of children

2013 25 350
2014 22 248
2015 27 432

11. What number must be added to 2 542 to get 3 002?

12. After receiving Rs 6 500 from his parents, Nitin's savings increased to Rs 7 385. How
much money did he have before receiving the money?

13. Ram has 6 349 stamps. Tom has 564 more stamps than Ram.
How many stamps
(a) does Tom have?
(b) do both have?

14. After selling 2 436 mangoes, a fruit seller has 1 834 left.
How many mangoes did he have at first?

23
 ADDITION AND SUBTRACTION
15. A baker sold 215 647 loaves in January. In February the number of
loaves sold decreased by 17 846.
(a) How many loaves did he sell in February?
(b) How many loaves did he sell in both months?

16. The difference between two numbers is 23 759. If the greater number is 326 057, find the
smaller one.

17. In 2016, a public library lent 215 343 books. This number exceeds that of 2015 by 3 427.
How many books did the library lend in 2015?

18. The fare of an air ticket from Mauritius to Dubai is different each month. The fare in
January was Rs 35 000.
(a) The fare in February was reduced by Rs 1 500.
What was the fare of the air ticket in February?
(b) The fare in March was reduced from Rs 35 000 to Rs 32 300.
By how much has the fare decreased?

19. Study the information given below.

France England Australia

Number of postcards sent 7 487 12 645 5 296
Number of emails sent 19 002 25 840 16 210

(a) How many postcards were sent to all 3 countries?

(b) How many postcards and emails were sent to Australia?
(c) How many more emails than postcards were sent to England?

20. After a discount of Rs 48, the price of a flower pot is Rs 235. What was the original price?

21. Mira has a water tank of capacity 3 000 L. Presently, the tank contains 2 630 L of water.
How much more water is needed to fill the tank completely?

22. Complete the magic square.

14 15 10

13

IT Corner http://mrnussbaum.com/drag-and-drop-math/

24
 ADDITION AND SUBTRACTION

Continuous Assessment

Work out.

1 (a) 6382 (b) 6894+33497= (c) 450

+1463 + 689
_______
578
_______
904
_______
(d) 5039 (e) 4596-3954=

- 1824 _______
_______

_______

2. Reena has 925 stickers. Raouf has 184 stickers more than Reena and Peter has 376
stickers less than Raouf. Calculate
(a) the number of stickers Raouf has.
(b) the number of stickers Peter has.
(c) the total number of stickers the three children have.

3. The table below shows the number of passengers' arrivals and departures at an airport
in 2013 and 2014.

2013 2014
Arrivals 70 356 78 349
Departures 70 554 78 103

(a) How many arrivals were there altogether in 2013 and 2014?
(b) How many departures were there in all in 2013 and 2014?
(c) How many more passengers arrived in 2014 than in 2013?

4. Mrs Sue receives a monthly salary of Rs 18 500. The table shows how Mrs Sue
spends her monthly salary.

Item Amount (Rs)

Food 6 840
Electricity 1 375
Water 345
Telephone 1 638
Car fuel 2 775
Other expenses 3 450

(a) How much does Mrs Sue spend on food, telephone and car fuel?
(b) How much does she spend on water and electricity?
(c) How much money is left from her salary after her expenditure?
25
 MULTIPLICATION
UNIT AND DIVISION
4: MULTIPLICATION AND DIVISION
In this unit, you will learn about:
• multiplication and division involving large numbers
Note to Teacher
• solving word problems involving multiplication and division
• Revise basic concepts of
multiplication. Review the
terms such as ‘multiply by’,
Recall and ‘product’
• Carry out oral and written
exercises to consolidate
Example 1: multiplicative reasoning.
Tania buys 5 packs of stickers. Each pack contains 12 stickers.
(i) How many stickers are there altogether?

Total number of stickers

= 5 × 12
= 60

(ii) Tania then shares the stickers equally among her 4 friends.
How many stickers does each friend receive?

Each friend receives 60 ÷ 4=15 stickers.

Stop and Think

Note to Teacher
Here is a number fact
• Prompt pupils to explain
their reasoning.
18 × 7 = 126

Use it to decide which of the following is true (T) or false (F).

T F
126 ÷ 7 = 18
126 ÷ 18 = 7
7 x 18 = 126
19 × 7 = 126 + 18
19 x 7 = 126 + 7

26
 MULTIPLICATION AND DIVISION

Recall
Example 2:
A table is 6 times as heavy as a chair.
(i) If the chair has a mass of 4 kg, what is the mass of the table?

Mass of table = 6 x 4 kg = 24 kg

(ii) If the table has a mass of 30 kg, what is the mass of the chair?

Mass of chair = 30 kg ÷ 6 = 5 kg.

1. Complete the following.

(a) 223 (b) 9004 (c) 31 290 (d) 90 347

x 4 x 6 x 3 x 7
_______ _______ _________ _________

_______ _______ _________ _________

2. (a) 6 96 (b) 4 484 (c) 7 784

• Pay attention
to numbers in
(d) 6 636 (e) 9 3 609 (f) 9 981 between the first
and last digits when
dividing.

3. Work out

(a) Multiply 407 by 6.

(b) Find the product of 4 583 and 8.
(c) 9 x 7 x 4.
(d) 4 x 17 x 20.
(e) How many 6's are there in 216?

Key words for Multiplication and Division

Multiply, divide, product, times

27
 MULTIPLICATION AND DIVISION

Long Multiplication

Example:
A tray contains 12 eggs. How many eggs do 325 such trays contain?
We multiply 325 by 12.

Method 1: Using arrays

300 20 5
3250
10 10×300 = 3 000 10×20 = 200 10×5 = 50
+ 650
2 2×300 = 600 2×20 = 40 2×5 = 10 ________
3900
________

Method 2: Method 3: 325

12 = 10 + 2 ×1 2
325 x 10 = 3 250
650 (325 × 2)
325 x 2 = 650
3 250 + 650 = 3 900 +3250 (325 × 10)
3900

Number of eggs = 3 900

4 (a) 43 (b) 562 (c) 2 562 (d) 7 064

x 21 x 36 x 14 x 68
____ ____ ____ ____
____ ____ ____ ____

Recall
Multiplication and division by multiples of 10

Example 1: Example 2:
(i) 25 x 10 = 250 25 x 300 = 25 x 3 x 100
(ii) 25 x 100 = 2 500 = 75 x 100
(iii) 25 x 1000 = 25 000 = 7 500

Example 3: Example 4:
12 000
(i) 12 000 ÷ 10 = 1200 12 000 ÷ 400 =
400
(ii) 12 000 ÷ 100 = 120
120
(iii) 12 000 ÷ 1000 = 12 =
4
= 30

28
 MULTIPLICATION AND DIVISION
5. Work out.
(a) 245 x 10 (b) 926 x 100 (c) 778 x 300 (d) 286 X 2000
(e) 5 000 x 189 (f) 600 x 308

6. Work out.
(a) 250 ÷ 10 (b) 3 400 ÷ 100 (c) 12 000 ÷ 10 00 (d) 960 000 ÷ 80 000
(e) 46 200 ÷ 600 (f) 3 240 ÷ 30

Long Division

Anwar has Rs 238. He buys copybooks at Rs 14 each. How many copybooks does he
obtain?
We divide 238 by 14. 17 Quotient
Divisor 14 238 Dividend 14 x 1 = 14
- 14 14 x 2 = 28
14 x 3 = 42
98
14 x 4 = 56
- 98 14 x 5 = 70
0 14 x 6 = 84
238 is exactly divisible by 14. 14 x 7 = 98

7. Work out.
(a) 13 169 (b) 14 420 (c) 12 828 (d) 19 1 691

(e) 14 1 162

8. Divide the following.

(a) 812 by 14 (b) 8 400 by 25 (c) 2 924 by 68 (d) 34 596 by 12
(e) 24 618 by 33

Division involving remainder

Example 1:
A baker sells chocolate cakes in packs of 8. If he has 130 chocolate cakes,
(i) how many packs can he make?
(ii) how many cakes are left over?

We divide 130 by 8. 8 130

16 Remainder 2

He can make 16 packs.

2 cakes are left over.

29
 MULTIPLICATION AND DIVISION

Division involving remainder

Example 2:
A farmer has 395 eggs. He places the eggs in trays of 20.
1 x 20 = 20
(i) How many trays does he get?
2 x 20 = 40
(ii) How many eggs are left?
19 Quotient 3 x 20 = 60
We divide 395 by 20.
Divisor 4 x 20 = 80
20 395 Dividend
5 x 20 = 100
- 20 6 x 20 = 120
195 7 x 20 = 140
He obtains 19 trays.
- 180 8 x 20 = 160
15 eggs are left.
9 x 20 = 180
15 Remainder

395 ÷ 20 = 19 Remainder 15
20 × 19 + 15 = 395
Divisor x Quotient + Remainder = Dividend

Note to Teacher
Key words for Division • Prompt pupils to explore
Divisor, Quotient, Remainder, Dividend the relationship between
the dividend, divisor,
quotient and remainder.

9. Work out.
(a) 17 579 (b) 15 512 (c) 12 350

10. Divide the following.

(a) 784 by 8 (b) 3 457 by 72 (c) 9 345 by 61

(d) 13 472 by 15 (e) 52 427 by 50 (f) 34 598 by 75

11. Work out the following division and find out the quotient and the remainder.

Quotient Remainder

659 ÷ 8

549 ÷ 17

1 559 ÷ 37

30
 MULTIPLICATION AND DIVISION

Comparison of two quantities

Stop and think

A giraffe is 500 cm tall and a horse is 200 cm tall.

(i) By how much is the giraffe taller than the horse?

The giraffe is 500 cm - 200 cm = 300 cm taller than the horse.

(ii) The giraffe is how many times as tall as the horse?

Giraffe

Horse Note to Teacher

500 cm
• Prompt pupils to observe
200 cm 500 5 1
= =2 the 2 types of comparisons.
200 2 2

1
The giraffe is 2 times as tall as the horse.
2

12. Sarah is 12 years old. Her little brother, Jonathan is 3 years old. How many times
is Sarah as old as Jonathan?

13. Marday has 2 349 stamps. He has 9 times as many stamps as Tina. How many
stamps does Tina have?

14. In 2015, a school collected Rs 2 485 for the fund raising. In 2016, the school collected
3 times as much money as in 2015. How much money did the school collect in 2016?

Practice Exercises

15. A pack of water contains 6 bottles.

How many bottles are there in 500 such packs?

16. A bakery bakes 576 pastries to sell in the supermarket. The baker packs the pastries in
trays of 16. How many trays does she obtain?

17. A teacher gives 16 stickers to each of his 48 pupils. How many stickers did he give in all?

18. How many times can 19 be subtracted from 228?

19. The product of 2 numbers is 13 132. One of them is 49. Find the other number.

31
 MULTIPLICATION AND DIVISION

20. When a number is divided by 29, the quotient is 134 and the remainder is 11. Find the number.

21. A plane can carry 375 passengers in a trip. How many passengers can 25 such planes
carry in 2 trips?

22. A farmer planted 2 340 cabbage plants in rows of 20. How many rows of cabbage plants
did he get?

23. An exercise book has 80 pages. Each page has 23 lines.

How many lines are there in all in the exercise book?

24. Joseph sells 5 964 loaves in a week. He sells the same number of loaves each day.
How many loaves does he sell in one day?

25. Richard and his 8 friends have 59 marbles each. How many marbles do they have in all?

26. 29 beads are used to make a necklace. How many necklaces can be made with 1 566
beads?

27. There are 3 075 pills. They are placed in blister packs. Each pack contains 15 pills.
How many such packs are obtained?

28. A matchbox contains 42 matchsticks. Matchboxes are sold in packs of 8. How many
matchsticks are in 5 such boxes?

29. A factory produces T-shirts in 5 different sizes (extra-small, small, medium, large,
extra-large) and 12 different colours. How many combinations of colours and sizes of
T-shirts can the factory make?

32
 MULTIPLICATION AND DIVISION

30. The table below shows the seating arrangements of 3 halls: Hall A, Hall B and Hall C.

Hall A Hall B Hall C

No. of rows 25 48 70

Seats per row 24 36 44

How many people can the 3 halls contain?

31. Here is a number fact

12 ×15 =180
Use this fact to decide whether the following calculations are true or false.
Put a tick in the empty boxes to show your answer.
True or False
15 ÷180 =12
180 ÷12=15
13 ×15 =180 +15

32. 1 055 litchis were shared equally among the pupils of Grade 6. Each pupil got 25 litchis.
(a) How many pupils were there in the class?
(b) How many litchis were left over?

33. Kevin has 6 144 decorative stars to pack in bags of 12. How many bags will he get?

34. A farmer collected 12 457 eggs. He put them in trays of 36.

(a) How many trays did he use?
(b) How many eggs were left over?

IT Corner
https://www.mathplayground.com/multiplication04.html
http://mrnussbaum.com/drag-and-drop-math/

https://mathplayground.com/ASB_Pony_Pull_Division.html
http://www.mathplayground.com/tb_multiplication/thinking_blocks_multiplication_
division.html

33
 MULTIPLICATION AND DIVISION

Continuous Assessment
Work out.
1. (a) 631 (b) 267 (c) 1346 (d) 1258
x 9 x 70 x 600 x 78
____ ____ _____ _____
____ ____ _____ _____

2. (a) 4 428 (b) 68 315 ÷ 5 (c) 37 1 554

(d) 29 3 915 (e) 36 35 287

3. When a number is multiplied by 28, the result is 12180. What is the number?

4. In a stamp album, there are 36 pages. On each page there are 6 columns, each containing
8 stamps. How many stamps are there in all?

5. Sarah has 27 boxes, each containing 48 buttons. She packs all the buttons in bags of 24.
How many bags does she get?

6. Lam sells candles in packs of 8. He has 5 042 candles to pack.

(a) How many packs does he get?
(b) How many candles are left?

7. A factory produces 10 800 shirts each month. The shirts are packed in boxes of 36 for
export. How many boxes does the factory export each month?

8. When a number is divided by 29, the quotient is 134 and the remainder is 11. Find the number.

9. An ice-cream van sells 3 different ice-cream flavours with 4 different toppings.

How many different choices can be made using only one of the ice-cream flavours
and only one of the toppings?

34
UNIT 5: FACTORS AND MULTIPLES
MULTIPLICATION AND DIVISION
In this unit, you will learn about:
• divisibility test
• factors and multiples
• H.C.F. and L.C.M.

Divisibility test

1. A number is divisible by 2 if it ends in 0, 2, 4,6 and 8.

Example: 12, 140, 2 464

2. A number is divisible by 3 if the sum of digits is divisible by 3.

Example:
(a) 15 is divisible by 3 since 1 + 5 = 6 and 6 is divisible by 3
(b) 423 is divisible by 3 since 4 + 2 + 3 = 9 and 9 is divisible by 3
(c) 2 358 is divisible by 3 since 2 + 3 + 5 + 8 = 18 and 18 is divisible by 3

3. A number is divisible by 4 if its last 2 digits are divisible by 4.

Example:
(a) 124 is divisible by 4 since its last two digits 24 are divisible by 4
(b) 2 332 is divisible by 4 since its last two digits 32 are divisible by 4

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

Example: 5, 10, 120, 4 365

5. A number is divisible by 6 if it is divisible by 2 and 3.

Example:
(a) 354 is divisible by 6 since it is divisible by 2 and 3
(b) 3 468 is divisible by 6 since it is divisible by 2 and 3

6. A number is divisible by 8 if its last 3 digits are divisible by 8.

Example:
(a) 5 224 is divisible by 8 since its last three digits 224 are divisible by 8
(b) 2 320 is divisible by 8 since its last two digits 320 are divisible by 8

7. A number is divisible by 9 if the sum of its digits is divisible by 9.

Example:
(a) 369 is divisible by 9 since 3 + 6 + 9 = 18 and 18 is divisible by 9
(b) 8 973 is divisible by 9 since 8 + 9 + 7 + 3 = 27 and 27 is divisible by 9

8. A number is divisible by 10 if it ends in 0.

Example: 120, 5 640

Give examples of numbers which are divisible by 2, 3, 4, 5, 6, 8 and 10 respectively.

35
 FACTORS AND MULTIPLES

Recall
Consider the pair of whole numbers which gives a product of 12.

1 × 12 = 12 or 12 × 1 = 12


2 × 6 = 12 or 6 × 2 = 12

3 × 4 = 12 or 4 × 3 = 12

1, 2, 3, 4, 6 and 12 are called factors of 12. They divide the number 12 exactly
(without leaving a remainder).
12 ÷ 1 = 12, 12 ÷ 2 = 6, 12 ÷ 3 = 4, 12 ÷ 4 = 3, 12 ÷ 6 = 2 and 12 ÷ 12 = 1.
How many factors does 12 have?
12 has 6 factors.

1.Find all the factors of

(a) 8 (b) 15 (c) 18 (d) 21 (e) 36 (f) 48

2. Tick True or False in the box.

True False
(a) 8 is a factor of 68.
(b) 7 is a factor of 119.
(c) 12 is a factor of 96.
(d) 13 is a factor of 91.

3.How many factors does each of the following numbers have?

(a) 36 (b) 56 (c) 40 (d) 27 (e) 60

4. Which of the numbers below are not factors of 480?

4, 5, 8, 9, 12, 14, 21

Writing a number as a product of its prime factors

Example:
Consider the number 12.
The factors of 12 are 1, 2, 3, 4, 6 and 12. Among these 2 and 3 are 12
prime factors.
We can write 12 in term of prime factors as: 6
2 x
12 = 2 x 2 x 3
We can use a factor tree to find the prime factors of a number.
2 x 2 x 3

36
 FACTORS AND MULTIPLES

5. Draw and complete the factor trees below.

(a) 63 (b) 72

7 x 8 x

x x x x x

x x x x

Highest Common Factor

Let’s find out all the factors of 12 and 18.

Factors of 12 are 1, 2, 3, 4, 6, 12
Factors of 18 are 1, 2, 3, 6, 9, 18
The common factors of 12 and 18 are 1, 2, 3 and 6.

Which common factor is the largest?

6 is the largest common factor of 12 and 18.

We say that the Highest Common Factor of 12 and 18 is 6 or H.C.F. of 12 and 18 is 6.

6. Find (i) the common factors and

(ii) the Highest Common Factor of
(a) 18 and 42 (b) 36 and 48 (c) 45 and 60

Another method: H.C.F. of two numbers using prime factors.

Find the H.C.F. of 12 and 18.

(i) We write the prime factors of 12 and 18.

12 = 2 × 2 × 3

18 = 2 × 3 × 3

(ii) We consider prime factors which are common and find their product.
The H.C.F. of 12 and 18 is 2 × 3 = 6.

7. Find the H.C.F. of

(a) 8 and 12 (b) 28 and 42 (c) 24 and 36 (d) 27 and 108 (e) 51 and 85

37
 FACTORS AND MULTIPLES
Multiples

Consider sets of four objects.

1 set of 4 1×4=4

2 sets of 4 2×4=8

3 sets of 4 3 × 4 = 12

We say that 4, 8, 12, … are multiples of 4.

To find the multiples of 4, we multiply it by 1, 2, 3, 4, 5, … (i.e., we multiply it by
whole numbers).
To find if a number is a multiple of 4, we verify if it is exactly divisible by 4.

Example 1: Is 96 a multiple of 4 ?

4 96
24

Since 96 is exactly divisible by 4, it a multiple of 4.

Example 2: Is 78 a multiple of 4 ?

4 78
19 Remainder 2

Since 78 is not exactly divisible by 4, it is not a multiple of 4.

8. Tick in the box (True or False).

True or False
(a) 28 is a multiple of 7
(b) 86 is a multiple of 12
(c) 96 is a multiple of 8
(d) 104 is a multiple of 13
(e) 144 is a multiple of 6

9. Which of the following are multiples of 8?

72, 98, 104, 120, 164.
10. Ring all the multiples of 15 from the numbers below.
65, 45, 35, 75, 55, 95, 105.

11. Write down all the multiples of 12 between 65 and 110.

12. Find the sum of all the multiples of 7 between 50 and 80.
38
 FACTORS AND MULTIPLES
Least Common Multiple

Let’s find the common multiples of 3 and 4 from 1 to 40.

Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39.
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40.

The common multiples of 3 and 4 are 12, 24 and 36.

The smallest of these common multiples is 12.

12 is called the Least Common Multiple (L.C.M.) of 3 and 4.

The L.C.M. of 3 and 4 is 12.

13. (a) List all the multiples of 6 and 9 between 5 and 40.
(b) Find (i) the common multiples of 6 and 9.
(ii) the L.C.M. of 6 and 9.

Another method: L.C.M. of two numbers using prime factors

Find the L.C.M. of 18 and 24.

(i) Write the prime factors of 18 and 24.

18 = 2 × 3×3

24 = 2 × 2 × 2 × 3

(ii) We choose the common factors only once and multiply by the remaining factors.

L.C.M. of 18 and 24 = (2×3) × 2 × 2 × 3 = 72

14. Find the L.C.M. of

(a) 15 and 20 (b) 24 and 36 (c) 48 and 72 (d) 30 and 45 (e) 18 and 54 (d) 30 and 42

15. Find the smallest number which is exactly divisible by 21 and 35.

16. Find the smallest number which when divided by 15 and 24 leaves remainder 13.

17. Divide the L.C.M. of 15 and 20 by the H.C.F of 30 and 45.

18. The H.C.F. and the L.C.M. of 2 numbers are 10 and 120 respectively.
One of the numbers is 30. Find the other number.

19. Two bulbs flash at regular intervals of 30 and 36 seconds respectively.

They flash together at 10.45. At what time will they flash together
(a) a second time? (b) a 5th time?

20. The chairs in a hall can be arranged in rows of 48 and 60. Find the least number of
chairs in the hall.

39
 FACTORS AND MULTIPLES

Continuous Assessment

1. Find all factors of

(a) 12 (b) 36 (c) 48 (d) 780

2. Find the prime factor of 48 and 92 using a factor tree.

3. Find the common factors and H.C.F. of

(a) 16 and 40 (b) 80 and 120 (c) 24 and 104

4. Find the common multiples of 9 and 12 from the given numbers.

54, 108, 129, 72, 27, 180

5. Find the L.C.M. of

(a) 15 and 35 (b) 30 and 48 (c) 12, 18 and 24

6. Two stopwatches are set to beep at regular intervals of 6 and 8 minutes

respectively. If they beep together at 8.10 a.m, at what time will they
beep together
(a) for the second time?
(b) for the fourth time?

7. Lettuces are planted in rows of 24 and 30 on a small plot of land. Find the least number
of lettuces that can be planted on the plot.

8. Two bells toll at intervals of 9 and 12 minutes respectively.

The bells start at 11.00 a.m. At what time will they next toll together?

9. Which number(s) between 1 to 100 have the most factors?

IT Corner http://www.topmarks.co.uk/Flash.aspx?a=activity02

40
 TYPES OF NUMBERS
UNIT 6: TYPES OF NUMBERS
In this unit, you will learn about:
• Even and odd numbers
• Square numbers
• Prime and composite numbers

Even and Odd numbers

Recall

Even numbers Odd numbers

An even number is a number which is An odd number is a number which leaves
exactly divisible by 2. a remainder of 1 when divided by 2.

An even numbers ends in 0, 2, 4, 6 or 8. An odd number ends in 1, 3, 5,7 or 9.

1. Ring the even numbers from the list below.

96, 573, 458, 2 000, 779, 9 034, 23 5677

2. Ring the odd numbers from the list below.

4, 45, 6, 23, 2 681, 6 428, 237, 4 559, 2 890, 2 787.

3. Find the sum of all even numbers

(a) between 202 and 210.
(b) From 120 to 128.

4. Calculate the sum of all odd numbers

(a) from 99 to 111.
(b) between 996 and 1 000.

Explore

(a) Complete the table below.

An even number 4
Another even number 6
Sum 10
Product 24

The sum of 2 even numbers is always _______________.

The product of 2 even numbers is always _____________.
41
 TYPES OF NUMBERS

(b) Complete the table below.

An odd number 3
Another odd number 7
Sum 10
Product 21

The sum of 2 odd numbers is always _______________.

The product of 2 odd numbers is always ______________.

(c) Complete the table below.

An even number 2
An odd number 7
Sum 9
Product 14

The sum of an even and an odd number is always _______________.

The product of an even and odd number is always ______________.

5. The sum of 2 consecutive even numbers is 1 254. Find the two numbers.

6. The sum of 2 consecutive odd numbers is 4 520. Find the two numbers.

Recall
Square numbers
A square number is obtained when a whole number is multiplied by itself.

Example : 1 × 1= 1, 2 × 2 = 4, 3 × 3 = 9, 4 × 4 = 16, 5 × 5 = 25, …, 12 × 12 = 144

1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, … are square numbers.

Work out.

7. Ring the square numbers from the list below.

45 , 121 , 169 , 240 , 1 , 25 ,72 , 144 , 69 , 400.

8. Write down the square numbers from 1 to 100.

9. Which 1-digit square number is even?

10. Which 2-digit square numbers between 20 and 100 are also odd numbers?

42
 TYPES OF NUMBERS

Explore

We can represent square numbers as follows:

Shape number 1 2 3 4 5 6

Number of
small squares 1x1 2x2 3 x 3 4 x 4 5x5 6x6
=1 =4 =9 = 16 = 25 = 36
We observe that the 5th square number is obtained as 5 x 5 and the 6th square number is
obtained as 6 x 6.

Work out.

11. (a) What is the 15th square number?

(b) Find the 25th square number.

12. What is the length of the square which represents the square number:
(i) 196 (ii) 256 (iii) 400?

Prime and Composite numbers

Explore

Directions:
Cross out all multiples of
(i) 2 except 2
(ii) 3 except 3
(iii) 5 except 5
(iv) 7 except 7

43
 TYPES OF NUMBERS
Copy the table in your copy book and fill in up to number 30.

Numbers Number of Numbers Number of

Factors Factors
crossed factors not crossed factors
4 1, 2, 4 3 2 1,2 2
6 1,2,3,6 4 3 1,3 2
8 1,2,4,8 4 5 1,5 2
9 1,3,9 3 7 1,7 2
10 1,2,5,10 4 11 1,11 2
. .
. .
. .
30 29

(a) Compare the number of factors for the numbers crossed (3rd column of table) to those not
crossed (6th column of table).

The numbers not crossed have only two factors

(i) the number itself
(ii) the number 1

Numbers that have only 2 different factors (1 and itself) are called prime numbers.

The prime numbers between 1 and 100 are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47,
53, 59, 61, 67, 71, 73, 79, 83, 89, 97.

The numbers crossed have more than 2 factors. They are called composite numbers.

The composite numbers between 1 and 30 are: 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24,
25, 26, 27, 28, 30.

Composite numbers can be arranged in a rectangular array. For example, 6 can be arranged
as:

What is special about the number 1?

The number 1 has only one factor that is 1 itself. Thus 1 is neither prime nor composite.

Work out.

13. Circle the prime numbers in the list below.

39, 49, 59, 69, 79, 89, 99.

14. Ring the numbers which are not prime.

11, 21, 31, 41, 51, 61, 71, 81, 91.

44
 TYPES OF NUMBERS

15. Which of the following are composite numbers?

1, 6, 9, 13, 15, 19, 28, 31, 51, 79, 91.

16. Ring all the numbers from the list which are not composite.

1, 5, 8, 10, 17, 22, 25, 29, 31, 38, 42.

17. Which even number is also a prime number?

18. Is 57 a prime number?

19. Find the sum of all the prime numbers between 15 and 30.

20. What is the difference between the greatest and the smallest 2-digit prime numbers?

21. Find the product of all prime numbers between 20 and 30.

22. Write down 5 consecutive prime numbers with 23 in the middle.

23. (a) What is the smallest 2 - digit composite number?

(b) What is the largest 2 - digit composite number?

24. Find the sum of all composite numbers from 80 to 90.

25. Find the sum of all composite numbers between 31 and 41.

26. Divide 328 by the smallest composite number.

27. Multiply the greatest 2 - digit composite number by 3.

45
 TYPES OF NUMBERS

Continuous Assessment
1. Ring the even numbers.

23, 45, 68, 2, 144 , 67, 111, 620, 1 071, 9 029, 999 998

2. Tick the odd numbers.

241, 352, 853, 66, 73, 829, 879 675.

3. Write the next three terms in the following.

(a) 9, 16 , 25, ____ , _____, ____.
(b) 81, 100 , 121,____, ____, ____.

4. Find the difference between the largest even number and largest odd number from the list
below.
139, 241, 913, 580, 638, 831, 958, 319, 134.

5. The sum of 3 consecutive even numbers is 330. Find the three numbers.

6. Find the sum of all composite numbers between 40 and 50 which are even.

7. Find the sum of all prime numbers between 60 and 70.

8. Calculate the product of all prime numbers between 20 and 30.

9. Find the 30th square number.

http://www.crickweb.co.uk/ks2numeracy-properties-and-
IT Corner ordering.html
http://www.sheppardsoftware.com/mathgames/numbers/
fruit_shoot_prime.htm

46
UNIT 7: FRACTIONS FRACTIONS

In this unit, you will learn about:

• Addition, subtraction, multiplication and division of fractions
• Solving word problems involving fractions

Fractions are commonly used in our daily life.

Note to Teacher
• Revise basic concepts of
fractions and lay emphasis
on the different key words:
a whole, numerator and
denominator
• Carry out oral and written
exercises to assess the prior
knowledge of pupils.

1 1 1
Recipe: teaspoon of sugar, tablespoon of salt, cup of flour
2 4 3

Reading time: half past five, quarter to three

Recall
A fraction is part of a whole.
Example 1:

1 whole Fraction
Fig. 1

Fig. 1 shows one whole. The whole is divided into 5 equal parts.
What fraction of the whole is shaded? Numerator 3
The shaded fraction is 3 or three fifths. 5 Denominator
5
A fraction consists of a numerator and a denominator.

47
 FRACTIONS

1. What fraction of each figure is shaded?

(a) (b)

(c) (d)

2. ABCD is a square. What fraction of ABCD is unshaded?

A B

D C

3. Shade the given fraction.

9
(a) (b) 3
10
4

(c)
1
3

48
 FRACTIONS

Example 2:
(i) Consider a class of 12 pupils. (ii) Let us split the class into two teams.
Team A Team B

The class represents one whole. Each team represents one half ( 1 )
of the class. 2

(iii) Let us split the class into four teams. (iv) Let us split the class into 3 teams.
Team 1 Team 2

Team 3 Team 4
1
Each team represents one. Each team represents one third ( )
quarter ( 1 ) of the class. of the class. 3
4

Work out.

4. The plate contains red and green sweets.

What fraction of the sweets is (a) green (b) red?

5. The crate contains white and brown eggs.

What fraction of the eggs is (a) white (b) brown?

Fractions on a number line

A fraction is a number. We can represent it on a number line.

Example 3(a):

0 1 1 3 1 1 1 3 2 1 1 3 3
1 1 1 2 2 2
4 2 4 4 2 4 4 2 4
Example 3(b):

0 1 2 1 1 2 2 1 2 3
1 1 2 2
3 3 3 3 3 3

49
 FRACTIONS

6. Represent the following fractions on a number line.

1 1 1
3
(a) 3
(b) (c) 4
4 2 3
7. Which fraction is indicated by the arrow?

(a)
0 1 2 3 4

(b)
0 1 2 3 4

Naming fractions

1 one half 5 five sixths

2 6
1 3
one third three sevenths
3 7
1 5
one quarter five eighths
4 8
2 2
two fifths two ninths
5 9
3
three tenths
10
2 one and two fifths 4 3 four and three tenths
1
5 10

8. Write in words.
3 5 7 3 3
(a) (b) (c) 2 (d) 1 (e) 3
8 9 10 5 4
9. Write in figures.
(a) one ninth
(b) five sixths
(c) six sevenths
(d) one and one third
(e) seven and two thirds

50
 FRACTIONS
Equivalent fractions

What do the following fractions have in common?

1 2 3 4
2 4 6 8
1
Each fraction represents the same number, . They are called equivalent fractions.
2

1 2 1 3 1 4
= = =
2 4 2 6 2 8

Observe, x2 x3 x4

1 2 1 3 1 4
= = =
2 4 2 6 2 8

x2 x3 x4
To find an equivalent fraction, we multiply the numerator and the denominator by the
same number. For example,
x4

2 2 8
=
3 3 12

x4

10. Write the missing number in each box.

1
(a) 2
(b) 3
(c)
= = =
4 8 3 9 5 15

2 6 3 9 4 8
(d) = (e) = (f) =
7 4 5

11. Write the missing number in each box.

1 6 3 12 1 4
(a)
= (b) = (c) =
2 4 3

2 4 1 3 1 4
=
(d) (e) = (f) =
3 4 4

51
 FRACTIONS
Reducing a fraction to its lowest term

3 x2
Consider the fraction 4 .
3 6
3 6 =
4 8
We can write as by multiplying the numerator
4 8
and the denominator by 2. x2

6 ÷2
Thus, given , we can work backward and divide the
8
numerator 6 and denominator 8 by 2 to obtain 3 as follows: 6 3
=
4 8 4

÷2

12 (i). Reduce the following fractions to their lowest terms.

4 8 20 15
(a)
= (b) = (c) = (d) =
8 12 25 35

12
(e) (f) 28
= =
36 32
(ii) Find the missing number in each box.

(a) (b) (c) 35

(d) 7
6 9 12 =
= = = 60
8 4 15 5 36 3
(e)
45 5 (f) 42 6
= =
54 49

Mixed numbers

Observe the following pattern involving quarters.

1 2 3 4
4 4 4 4
One quarter Two quarters Three quarters Four quarters
(or one whole)

52
 FRACTIONS

5 1 6 2
or 1 or 1
4 4 4 4
five quarters six quarters
(or one and one quarter) (or one and two quarters)

7 3 8
or 1 or 2
4 4 4
seven quarters eight quarters
(or one and three quarters) (or two wholes)

A mixed number consists of a whole number and a fraction.

13. Draw a diagram to represent (a) 1 (b) 1 (c) 1

1 2 3
2 2 2
14. Draw a diagram to represent (a) 1 (b) 1 (c) 1
1 2 3
3 3 3
15. Tick the mixed numbers.
1 2 7 1 3 3
6 2 1
2 3 9 9 8 4
16. What mixed number is represented in the following?

(a)

(b)

53
 FRACTIONS

17. Write the following in words.

1 1 7 3 1 4
(a) 3 (b) 2 (c)
4 (d)
5 (e) 7 (f) 8
2 4 10 8 6 9

18. Write in figures.
(a) one and three fifths (b) six and two thirds
(c) seven and five eighths (d) nine and three quarters

Proper and improper Fractions

A proper fraction is a fraction in which the numerator is smaller than the denominator.

Example: 1 , 3 , 8 , 11
4 5 9 12
An improper fraction is a fraction in which the numerator is greater than or equal to
the denominator.

Example: 5 , 7 , 20
4 3 9

19. Circle the improper fractions.

2 7 7 1 5 3 17 11
5 5 8 2 5 2 12 15

Writing a mixed number as an improper fraction

3
Example: Write the mixed number 2 as an improper fraction.
4
3
2 = 2 wholes + 3 quarters
4

Method 1
3 Method 2
2
4
3 = (4 x 2) +3 = 11
2
one whole one whole three quarters 4 4 4
4 + 4 + 3 = 11
4 4 4 4

20. Express the following mixed numbers as improper fractions

1 1 2
(a) (b) (c) (d) 4
3 2 4 3
2 4 5 7

54
 FRACTIONS

Writing an improper fraction as a mixed number

Example:
7
Write as a mixed number.
3
7
is read as seven thirds.
3
7 consists of 7 one third units.
3

Method 1

1 1 1 1 1 1 1
3 3 3 3 3 3 3

one whole one whole 1

3
7 = 2 wholes + 1
3 3
7 = 1
2
3 3

Method 2
2
7 = 3 + 3 + 1
3 7
3 3 3 3
6 or
7 = 1
1 2
3 3

1
7÷3=2
3

21. Express the following improper fractions as mixed numbers.

19 13 17 24
(a) (b) (c) (d)
5 4 6 7

55
 FRACTIONS

Ordering of fractions

Example:
3
At a party, Anne, Emma and Rohan received a small pizza each. Anne ate
5 2 4
of her pizza. Emma ate of her pizza and Rohan ate of his.
6 3
(i) Who ate the largest piece of pizza? (ii) Who ate the smallest piece of pizza?

3 5 2
We compare the fractions , and . We write them as equivalent fractions.
4 6 3
The L.C.M. of 4, 6 and 3 is 12.
3 9
Anne =
4 12
Emma 5 10
=
6 12
Rohan 2 8
=
3 12
Thus, Emma ate more pizza and Rohan ate less pizza.

22. Arrange in order starting with the smallest (ascending order).

15 9 10 12
(a) , , ,
17 17 17 17
(b) 3 , 1 , 7 , 3
16 2 8 4
23. Arrange in order starting with the largest (descending order).
7 13 8 2
(a) , , ,
15 15 15 15
(b) 2 , 5 , 1 , 13
3 9 2 18

Addition and subtraction of fractions

To add or subtract fractions, we first convert them to the same denominator.

Example 1: Example 2:
2 + 1 3 - 3
5 2 4 5
The L.C.M. of 5 and 2 is 10. The L.C.M. of 4 and 5 is 20.
2 + 1 3 - 3
5 2 4 5
= 4 + 5 = 15 - 12
• In the addition
10 10 20 20 or subtraction of
= 9 = 3 fractions, we do
10 20 not add or subtract
the numerator and
denominator directly.

56
 FRACTIONS

24. Work out the following.

3 + 4 5 + 4 1 + 1 2 + 1
(a) (b) (c) (d)
9 9 10 10 4 2 5 3
3 + 1 1 + 1 2 + 1 1 + 2
(e) (f) (g) (h)
4 12 3 2 5 4 6 9

25. Work out the following.

8 - 5 4 - 3 1 - 1 3 3 1 - 1
(a) (b) (c) (d) - (e)
9 9 5 10 2 4 4 12 5 7

1
26. Tina ate 1 of a cake in the morning and of it in the afternoon. What fraction of the
2 4
cake did she eat in all?

2 1
27. Raj spent of his money on ice-cream and of it on drinks. What fraction of his money
5 3
did he spend in all?

3 1
28. John lives km from school whereas Sam lives km from it. How much closer is
4 2
Sam to the school?

29. A recipe needs 3 kg of white flour and 1 kg of wheat flour. How much more white
5 4
flour does the recipe use than wheat flour?
13 1
30. The sum of two fractions is . One of them is . Find the other fraction.
20 4
31. The difference between two fractions is 3 . The bigger fraction is 4 . Find the smaller
one. 10 5

57
 FRACTIONS
Addition of mixed numbers

To add two mixed numbers, we add the whole part and the fractional part separately.
Example:
2 + 3 Note to Teacher
3 1
5 10 • Revise basic concepts
2 = 2 of fractions and mixed
3 3 + numbers.
5 5
3 = 3 • Use the example
1 1 + provided to introduce the
10 10 concept.
• Give additional
Sum of whole numbers: 3 + 1 = 4 x2 examples to consolidate.

2 + 3 = 4 + 3 2
Sum of fractions: = 4
5 10 10 10 5 10
= 7
10 x2
2 + 3 = 7
3 1 4
5 10 10

32. Work out.

(a) 1 + 3 (b) 1 + 1 (c) 7 1 + 3 2 (d) 1 1 + 1 2

2 3 3 4
4 4 2 5 3 5 4 3
3 1
33. Rashad watched T.V. for 1 h and played football for 1 h. How much time did he
4 2
spend on the two activities?
1 3
34. Sam travelled 2 2 km by bus. He walked 1 4 km. Then, he took a car for a remaining
3 km. Find the total distance he travelled.
5
8

Subtraction of a fraction from a whole number

Example: 3 - 1
3
1 1
3- =2+1-
3 3
3 - 1
=2+
3 3
2
=2+
3
2
=2
3

35. Work out.

2 3 1 3
1-
(a) 3-
(b) (c) 4- (d) 8-
3 4 5 10

58
 FRACTIONS

Subtraction of mixed numbers

Example1: 5 - 1 5 - 1 5 - 1
7 3 7 3 =7-3+
8 4 8 4 8 4
5 5 5 - 1
7 =7+ =4+
8 8 8 4
1 1 5 - 2
3 =3+ =4+
4 4 8 8
3
=4+
8
3
=4
8

Subtraction of mixed numbers involving regrouping

Example: 8 1 - 5 3 = 8 - 5 + 1 - 3
3 4 3 4
4 - 9
=3+
12 12
4 - 9 9 4
=2+1+ (we cannot subtract from .
12 12 12 12
12 4 - 9 Thus we rewrite 3 wholes as 2+1)
=2+ +
12 12 12
16 - 9
=2+
12 12
7
=2+
12
7
=2
12

36. Work out.

(a) 3 - 7 (b) 1 - 3 (c) 4 1 - 2 1 (d) 1 - 1

3 1 5 2 6 3
8 8 2 4 3 2 5 3

37. Mrs Sami has 8 1 L of juice. She gives 2 5 L to her daughter. How much juice is left?
2 8

1 1
38. Mary spent 2 h to clean the house and 1 h to wash clothes. How much more time did
4 3
she take to clean than to wash?

59
 FRACTIONS

Multiplication of a fraction by a whole number

Example 1:
1 + 1 = 2 2x 1 = 2
5 5 5 5 5
1 + 1 + 1 = 3 3x 1 = 3
5 5 5 5 5 5
1 + 1 + 1 + 1 = 4 4x 1 = 4
5 5 5 5 5 5 5
Example 2:
3 + 3 = 6 2x 3 = 6
7 7 7 7 7
3 + 3 + 3 = 9 3x 3 = 9 = 12
7 7 7 7 7 7 7

39. Work out the following.

4x 2
(a)
3 x2
(b) 6x 1
(c) (d)
3 x4
9 7 2 4
3 x2
(e) 5 x3
(f) (g) 4 x 6
7 8 5

Multiplication of two fractions

Example 1:
1 1
Raj’s father gave him 4 of a cake. Raj then gave 2 of his share to his sister Asha.
How much cake does Asha receive?

Father 1 whole cake

Raj 1 of the cake

4

1
Asha of Raj’s share
2
Note to Teacher
• Use the example provided to
1 introduce the concept.
Asha’s share is 8 of the whole. • Focus pupils’ attention on the
1 visual.
Asha receives 8 of the cake. •Emphasise on the key term 'of'.
1 1 = 1 x 1 = 1 • Give additional examples to
Asha receives of of the cake. consolidate.
2 4 2 4 8

60
 FRACTIONS

Example 2:
3 1
Find the value of x
4 2
3 1
x means 3 of 1 1 whole
4 2 4 2 1
In other words, given one half take 3 of it. 2
4
3
The shaded region represents of the whole.
8
3 1 3
x =
4 2 8

A shorter method:
3 1 3x1 3
Multiply the numerators and denominators x = =
4 2 4x2 8
Reduce fraction to its lowest terms if necessary.

40. Use the above method to find the value of:

1 4 1 2
x
(a) (b) x
3 5 4 3
41. Work out the following.
1
(a) 1 (b) 5 2 (c) 2 x 3 (d) 8 3
x x x
4 3 6 5 15 10 9 4
1 1
42. Sarah has of a pizza. She gives of it to Mila. (a) How much pizza does Mila get?
4 3
(b) How much pizza is left for Sarah?

Multiplication of mixed numbers

Example: 2 1 x 1 1 Note to Teacher

2 3
Express each mixed number as an improper fraction. • Use the example
provided to introduce the
21 =5 11 =4 concept.
2 2 3 3 • Give additional
examples to consolidate.
Then, multiply the two improper fractions.
5 x 4 = 20
2 3 6
1
= 20 = 10 = 3
6 3 3
2
5 x 4 = 10
or
2 3 3
=31
1

61
 FRACTIONS

43. Find the value of:

5 x 21 2 1 31 x 6
(a) (b) x 1 (c)
6 5 3 4 2 7

2
(d) 3 1 x 2 2 5 x2 2
(e) 1 5 x1 1
(f)
3 5 8 7 12 5

Division of fractions
Note to Teacher
How many halves are there in: • Use the example provided to introduce
(i) 1 whole the concept.
• Lay emphasis on the visuals so that pupils
(ii) 2 wholes can make sense of the process.
(iii) 3 wholes • Give additional examples to consolidate.

1 1 2 halves
2 2
1 whole 1÷ 1 =2
2
1 1 1 1 4 halves
2 2 2 2
2 wholes
2÷ 1 =4
2
1 1 1 1 1 1 6 halves
2 2 2 2 2 2
3 wholes
3÷ 1 =6
2

44. Use the method described above to work out the following.

4÷ 1
(a) 5÷ 1
(b) 2÷ 1
(c)
2 3 4

62
 FRACTIONS

Reciprocal of fractions

Observe the corresponding pairs of fractions in the following table.

Fraction Reciprocal
3 8
8 3
5 6
6 5
8 7
7 8
4 1
4=
1 4
1 3
3 1
12 7
7 12

What do you notice?

We observe that the numerator and the denominator are inverted.

This is known as taking the reciprocal.

45. Find the reciprocal of the following fractions.

1 2 2 1
(a)
4 (b) 7 (c)
3 (d) 8

Reciprocal of mixed numbers

Example:
Write down the reciprocal of 2 1 .
4

Convert the mixed number to an improper fraction:

21 =9
4 4
1 4
Therefore the reciprocal of 2 is .
4 9

46. Write down the reciprocal of the following.

11
(a) 41
(b) 32
(c)
4 2 5

63
 FRACTIONS

Division of fractions using reciprocal

Example 1: Note to Teacher

2 ÷ 4
• Revise the idea of reciprocal
3 9 of fractions.
4 9 • Use the example provided to
The reciprocal of is .
9 4 introduce the concept.
2 ÷ 4 = 2 x 9 • Give additional examples to
3 9 3 4 consolidate.
1 3
2 x 9 = 3 = 1 1
3 4 2 2
1 2

Example 2:
1 ÷ 4 = 1 ÷ 4
2 2 1
= 1 x 1 = 1
2 4 8

Example 3:

4÷1 = 4 x 2 • In the division of

2 1 fractions, we always
take the reciprocal of
= 8 =8 the second fraction.
1

47. Find the value of the following.

3 ÷ 4 3 1 5 2
(a) (b) ÷ (c) ÷
10 5 4 2 9 3
(d) 4 1 ÷ 2
1 2 2 ÷3 3
(e) 2 4 ÷1 5
(f)
5 3 5 7 9 6

IT Corner https://www.sheppardsoftware.com/mathgames/
menus/fractions.htm

64
 FRACTIONS

Continuous Assessment

1. What fraction of the figure is shaded?

2. Shade 1 of the figure.

4

3. Work out:
1 + 3 5 - 3 4 5 3 ÷ 1
x
(a) (b) (c) (d)
5 6 6 4 15 8 4 2

4. (a) Arrange in ascending order:

5 , 1 , 1 , 13
8 4 2 16
(b) Arrange in descending order:
5 , 11 , 1 , 3
6 12 2 4

5. Reduce the following fractions to their lowest terms:

15 42
(a) (b)
30 45
6. Work out:
1 3 6 5 - 4 2 1 4 x 2 2 3 3
(a) 2 3 + 1 4 (b) 6 3 (c)
15 3 (d) 2 4 ÷ 1 4

7. Sonia has Rs 10 500. She spends 1 of it on a telephone and 1 of it on a watch.

3 2
How much money is left?

65
 FRACTIONS

7 1
8. Anand travelled 10 of his journey by car and 5 by bus. He walked the remaining 5 km.
How far did he travel in all?

1
9. A man has Rs 30 000. He gives of it to his son and shares the remainder equally
5
among his 3 daughters. How much does each daughter get?

1 3
10. A farmer has 300 eggs. He sells 6 of them on Monday and 10 of the remainder on
Tuesday. How many eggs are left?

2
11. Isstiac is 120 cm tall. Isstiac is 3 as tall as Kunal. How tall is Kunal?

3
12. After spending of his money, Samuel has Rs 2 400 left.
5
How much money did he spend?

3 4
13. Dev has Rs 720. He spends of it on a bag and of the remainder on a shirt.
8 5
How much money has he left?

1
14. Mala walks 560 m and she has still of her journey to cover. Find the total distance she walks.
8
5
15. In a school, of the pupils are boys. If there are 140 more boys than girls, how many
8
pupils are there in the school?

1 5
16. A man has to travel a distance of 72 km. He travels of it by motorcycle, of it by
6 9
taxi and the rest by bus.
(a) What fraction of the journey does he travel by bus?
(b) What distance does he travel by bus?

66
UNIT 8: SYMMETRY SYMMETRY

In this unit, you will learn about:

• Symmetrical figures
• Lines of symmetry

Symmetry occurs both in our natural and man-made environment.

(i) How many line(s) of symmetry does each of the pictures have?
(ii) Give examples of symmetrical objects in your environment.

Stop and Think

The shapes shown in Fig. 1, Fig. 2 and Fig. 3 are squares that have been divided in
different ways.

Fig. 1 Fig. 2 Fig. 3

How many line(s) of symmetry do Fig. 1, Fig. 2 and Fig. 3 have?

Note to Teacher

Use paper folding and

cutting to produce
symmetrical objects.

67
 SYMMETRY

Recall

Common shapes and lines of symmetry

Use the template provided in the Appendix (A4 and A5) to find the number of lines
of symmetry for the shapes shown below.

Scalene triangle Isosceles triangle Equilateral triangle

No line of symmetry 1 line of symmetry 3 lines of symmetry

Square Rectangle Parallelogram

4 lines of symmetry 2 lines of symmetry no line of symmetry

Kite

one line of symmetry

68
 SYMMETRY

1. Draw the line(s) of symmetry for each shape.

(a) (b)

(c) (d)

Note to Teacher

Ask pupils to trace the

objects to verify the
lines of symmetry.

2. How many line(s) of symmetry does each shape have?

(a) (b) (c)

The 4 extended parts are

equal in length in (c).

69
 SYMMETRY

(d) (e)

Fig. 4 is symmetrical about the line XY.

X

B A J

C I
P

D H
Q

E R
G

F
Fig. 4
Y

When Fig. 4 is folded about XY,

we observe that Note to Teacher
(i) B falls on J (BA = AJ) Review two important
(ii) C falls on I (CP = PI) properties of symmetry
(1) Equidistance
(iii) D falls on H (DQ = QH) (2) Perpendicularity
(iv) E falls on G (ER = RG)
(v) A and F are on the line of symmetry and stay in their original position when the figure is folded.
(vi) CI is perpendicular to XY
(vii) DH is perpendicular to XY
(viii) EG is perpendicular to XY

Thus in making a symmetrical figure two properties are important:

(i) equal distance (ii) perpendicular.

70
 SYMMETRY

3. The dotted line is a line of symmetry. Complete the figures.

4. The dotted lines are lines of symmetry. Complete the figures.

71
 SYMMETRY

5. Complete the following table.

Letters Number of lines of symmetry

H
M
A
S
T
X
Z
E
G
B
R
Y

http://www.crickweb.co.uk/ks2numeracy-shape-and-
IT Corner weight.html#Symm

72
 SYMMETRY

6. This shape has one line of symmetry. Part of the shape is shown below. Complete the figure.

7. This shape has one line of symmetry. Part of the shape is shown below. Complete the figure.

8. (a) Shade one more small square on the diagram below so that it has one line of symmetry.

(b) Shade one more small square on the diagram below so that it has two lines of symmetry.

73
 SYMMETRY

Continuous Assessment

1. Draw the line(s) of symmetry of each figure.

(a) (b)

(c) (d)

2. The dotted line is a line of symmetry, complete the figure.

(a) (b)

(c) (d)

74
 SYMMETRY

(e)

3. Jane folds a piece of paper in the form of a square into 4 as shown in Fig 5. Then she cuts the
folded piece of paper into the shape shown in Fig 6.

Fig 6

Fig 5

Which of the following represents the pattern obtained by unfolding the paper?

A B

C D

75
 DECIMALS
UNIT 9: DECIMALS
In this unit, you will learn about:
• Addition, subtraction, multiplication and division of decimals
• Conversion of fractions to decimals and vice versa
• Solving word problems involving decimals

We use decimals for working with money, mass, capacity and other measurements.

2016 Olympic Games

Usain Bolt: 9.81s
(100 m athletics)
Pernile Blume: 24.07s
Rs 1.50 2.75 kg 1.5 L
(50 m swimming)

Recall
Constructing decimals: tenths
Another representation for 1 is 0.1. Similarly 2 can be written as 0.2.
10 10
1
10 one tenth 0.1
2 two tenths 0.2
10
Decimals larger than one can be constructed in a similar way.
1
1 10 1.1

Constructing decimals: hundredths

1
Each small square represents of the whole.
100
In decimal, we write 0.01.
1
= 0.01 (one hundredth)
100

76
 DECIMALS

Recall
Example 1
Consider the 100-square grid as a whole.
Here 6 parts are shaded.
6
is shaded.
100
In decimal, we write 0.06.
6
= 0.06 (six hundredths)
100

Example 2
15
= 0.15 (fifteen hundredths)
100

1. Underline the decimal point in each of the following.

2.3 12 4.25 6 0.6 125

2. Write in words.

(a) 0.3 (b) 1.9 (c) 2.38 (d) 5.07

3. Complete the grid below.

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

1.1 1.2 1.7 1.8 1.9 2.0 Note to Teachers

•Review the meaning
2.1 2.7 2.8 2.9 3.0 of decimals (tenths and
hundredths) using the
grids.
•Ask pupils to represent
tenths and hundredths.
•Write decimals in words
and vice versa.

9.1 9.9 10.0

77
 DECIMALS

4. Complete the grid below.

0.01 0.02 0.09 0.10

0.11 0.12 0.20

0.26
0.33

0.69

0.86

0.91 1.00

5. Complete the sequence.

(a) 0.2, 0.4, 0.6, _______, _______, ________, _______

(b) 2.3, 2.6, 2.9, ______, ________, _________, ________
(c) 1.51, 1.55, 1.59, ______, _______, _______, _____
(d) 6.25, 6.20, 6.15, _____, ______, ______, ______

6. What decimal fraction is shaded?

(a) (b)

7. Complete the following.

(a) Shade 0.35 (b) Shade 0.6

78
 DECIMALS

8. Match the fractions to their decimals.

Fraction 5 6 19 5 1 95
10 10 100 100 10 100

Decimal 0.95 0.6 0.05 0.5 0.1 0.19

9. Which decimal fraction is each arrow pointing to?

0.3
0 1 2 3

10. Arrange the following decimals in ascending order.

(a) 0.4, 0.8, 0.7, 0.2
(b) 0.25, 0.17, 0.05, 0.5

11. Arrange the following decimals in descending order.

(a) 1.6, 0.9, 2.5, 3.7
(b) 0.3, 0.33, 1.3, 3.1

12. Write in words.

(a) 0.03 (b) 0.24 (c) 0.59 (d) 0.09 (e) 0.99

13. Complete the table.

1
One tenth 10

7
10

0.3

Nine tenths

Eight hundredths

19
100

0.49

79
 DECIMALS

Constructing decimals: Thousandths

Study the 1000-cube block. Let us consider it as a whole.
1
Each small cube represents of the whole.
1000
In decimal, we write 0.001
1
1000 = 0.001 (one thousandth)
1
= Note to Teacher
1000
• Introduce the concept
5 of thousandths using
Example: = 0.005 (5 thousandths)
1000 the 1000-cube block.
CUBE

5 small cubes represent 0.005.

14. Match the fraction to their decimals.

Fraction 5 5 5 100 10
1000 100 10 1000 1000

Decimal 0.5 0.005 0.05 0.010 0.100

15. Complete the grid below.

0.001 0.002 0.003 0.004 0.005 0.006 0.007 0.008 0.009 0.010

0.011 0.012 0.019 0.020

0.029

0.090
0.091 0.099 0.100
80
 DECIMALS

Place value

Study the following pattern:

2 = 2 units
2.1 = 2 units + 1 tenth
2.13 = 2 units + 1 tenth + 3 hundredths
2.135 = 2 units + 1 tenth + 3 hundredths + 5 thousandths
2.135

2 units 1 tenth 3 hundredths 5 thousandths

The decimal point separates the whole number on the left from the decimal digits on
the right.
We can represent 2.135 on an abacus as follows.
Units Tenths Hundredths Thousandths

2 1 3 5

We write 2.135 in expanded form as follows:

2.135 = (2 x 1) + (1 x 0.1) + (3 x 0.01) + (5 x 0.001)

Example: Representing decimals on abacus

Represent 153.246 on an abacus.
Hundreds Tens Units Tenths Hundredths Thousandths

3 units 2 tenths
5 tens 4 hundredths
1 hundred 6 thousandths

153.246

We write 153.246 in expanded form as follows:

153.246 = (1 x 100) + (5 x 10) + (3 x 1) + (2 x 0.1) + (4 x 0.01) + (6 x 0.001)

81
 DECIMALS
16.What number is shown on the abacus?
(a) (b)

17. Represent each of the following on an abacus.

(a) 2.57 (b) 6.205 (c) 43.527 (d) 504.005

18. What is the value of 5 in each of the following?

(a) 0.563 (b) 2.659 (c) 43.205 (d) 5932.439 (e) 5.331

19. What is the value of each digit in the following?
(a) 7.3 (b) 56.89 (c) 41.645

20. Write each of the following in expanded form.

(a) 4.85 (b) 9.563 (c) 51.43 (d) 40.708

21. Complete each number sentence.

(a) (2 x 1) + (8 x 0.1) + (7 x 0.01) =
(b) (9 x 10) + (3 x 1) + (4 x 0.1) + (6 x 0.001) =
(c) (7 x 1) + (8 x 100) + (6 x 10) + (2 x 0.001) + (3 x 0.01) =
(d) 0.009 + 30 + 0.7 + 1 =

Writing decimals in words

Example:
2.1 = 2 1 Two and one tenth
10
13
2.13 = 2 Two and thirteen hundredths
100
135
2.135 = 2 Two and one hundred and thirty five thousandths
1000

22. Write each of the following as decimal fractions.

(a) Six tenths
(b) Nine thousandths
(c) Twenty eight hundredths
(d) Seventy five and thirty four thousandths
(e) Twelve and four hundred and fifty three thousandths

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 DECIMALS
23. Write in words.
(a) 5.6 (b) 0.78 (c) 0.327 (d) 45.125 (e) 516.034

Converting a fraction into a decimal

In general, to convert a fraction into a decimal, we express it into an equivalent
fraction with denominator either in 10, 100 or 1000.

Example:
1
Write (i) 3
(ii) (iii) 1 as a decimal.
2 20 8

1
(i) 1x5 5 3
(ii) 3 x 5 15 (iii) 1 = 1 x 125 = 125
= = = =
2 2 x 5 10 20 20 x 5 100 8 8 x 125 1000
5 15 125
= = 0.5 = = 0.15 = = 0.125
10 100 1000

24. Convert the following fractions into decimals.

3
(a) (b) 3 (c) 17 23
(d) (e) 217
5 4 20 50 500

Converting a decimal into a fraction

Example: Convert (i) 0.4 (ii) 0.35 (iii) 0.125 into fractions.

(i) 0.4 is 4 tenths (ii) 0.35 is 35 hundredths (iii) 0.375 is

375 thousandths
4 35 375
0.4 = 0.35 = 0.375 =
10 100 1000
4 2 35 7 375 3
= = =
10 5 100 20 1000 8
2 7 3
0.4 = 0.35 = 0.375 =
5 20 8

25. Convert the following decimals into fractions.

(a) 0.7 (b) 0.25 (c) 0.95 (d) 0.775 (e) 0.625

83
 DECIMALS

Arranging decimals in ascending or descending order

A table can be used for arranging decimals either in ascending or descending order.
Example: Arrange the following decimals in order starting from the largest
(descending order): 0.3, 0.309, 0.343, 1.3, 0.34

Units Tenths Hundredths Thousandths

0 . 3 0 0
0 . 3 0 9
0 . 3 4 3
1 . 3 0 0
0 . 3 4 0

• Place each number according to its place value.

• Fill in the empty boxes with zeros.
• Compare the digits in the first column and choose the largest one.
• If the digits are equal then move to the next column and compare.

So, we get: 1.3, 0.343, 0.34, 0.309, 0.3

26. Arrange the following decimals in descending order.

(a) 0.6 , 0.42 , 0.91 , 0.325

(b) 0.007, 0.7, 0.77, 7

(c) 0.8, 0.108, 0.62, 0.08, 0.78

(d) 1.12, 1.21, 1.24, 0.24, 1.024

27. Arrange the following decimals in ascending order.

(a) 4.4, 0.44, 0.044, 40.4, 4.04

(b) 0.8, 0.108, 0.62, 0.08, 0.78

(c) 1.12, 1.21, 1.24, 0.24, 1.024

84
 DECIMALS

Addition and subtraction of decimals

Example 1: Example 2:

6.32 + 4.57 = 2.902 + 1.534 =

1
6.32 2.902
+ +
4.57 1.534

10.89 4.436

Example 3: Example 3:

3.78 – 2.15 = 7.196 – 3.453 =

6 10
3.78 7.196
- -
2.15 3.453

1.63 3.743

28. Work out.

4.85 42.28 4 .697

(a) (b) (c)
+ + +
7.26 9.72 39.120

29. Find the sum of:

(a) 0.8 + 0.2
(b) 9.5 + 0.76
(c) 44.687 + 3.42

30. Sarah spent 0.35 of her pocket money on sweets and 0.47 on cakes. What decimal
fraction of her pocket money did she spend in all?

31. When 3.345 is subtracted from a number, the answer is 2.487. What is the number?

85
 DECIMALS

32. Work out.

(a) (b) (c)
0.48 3.47 23.602
- - -
0.25 1.58 9.723

33. Complete the following.

(a) 2.8 – 0.7 (b) 6 – 0.8 (c) 28.63 – 4.54 (d) 9.038 – 1.97

34. By how much is 8.9 greater than 6.371?

35. What is the difference between 8.16 and 3.706?

36. Which number is one thousandth less than 5.2?

Multiplication of decimals
Example 1: Example 2:
0.6 x 10 = 2.3 x 10 =
0.6 x 10 = 6 x 10 = 6 2.3 = 2 units + 3 tenths
10
3
= 2 +
10
3
2.3 x 10 = 2 x 10 + x 10
10
= 20 + 3

= 23
Example 3:
Summary:
4.25 x 10 =
4.25 = 4 units + 2 tenths + 5 hundredths
0.6 x 10 = 6.
2 5
=4+ +
10 100 2.3 x 10 = 23.
4.25 x 10 = 4 x 10 + 2 x 10 + 5 x 10
10 100 4.25 x 10 = 42.5
= 40 + 2 + 5
10 We observe that when a number is
multiplied by 10, the decimal point
= 40 + 2 + 0.5
moves to the right by 1 digit.
4.25 x 10 = 42.5 Similarly, when a number is multiplied
by 100 and 1000, the decimal point
moves to the right by 2 digits and 3
digits respectively.

86
 DECIMALS

37. Work out.

(a) 0.7 x 10 (b) 0.45 x 10 (c) 0.378 x 10

(d) 0.8 x 100 (e) 0.69 x 100 (f) 0.134 x 100

38. Work out.

(a) 4.45 x 10 (b) 68.34 x 100 (c) 23.695 x 1000

(d) 34.8 x 100 (e) 76.1 x 100 (f) 9.4 x 1000

Multiplication of decimals by multiples of 10, 100, 1000

Observe the following multiplication of decimals by multiples of 10, 100, 1000.

(i) 0.2 x 30 (ii) 3.57 x 200

0.2 x 30 = 0.2 x 10 x 3 3.57 x 200 = 3.57 x 100 x 2
= 2 x 3 = 357 x 2
= 6 = 714

(iii) 2.365 x 4000

2.365 x 4000 = 2.365 x 1000 x 4
= 2365 x 4
= 9460

39. Calculate:

(a) 0.4 x 40 (b) 80 x 1.3 (c) 0.23 x 200

(d) 300 x 2.45 (e) 1.564 x 5000 (f) 7000 x 0.037

Decimals: Tenths, Hundredths and Thousandths

Example:
6
(i) 0.6 = (6 tenths) (ii) 1.6 = 1 unit + 6 tenths
10
6 10 6 16
=1+ = + =
10 10 10 10
1.6 = 16 tenths
(iii) 2.54 = 2 units + 54 hundredths (iv) 4.235 = 4 units + 235 thousandths
235
= 2 + 54
= 4 units +
100 1000
200 54 4000 235 4235
= + = + =
100 100 1000 1000 1000
254
= = 4235 thousandths
100
2.54 = 254 hundredths

87
 DECIMALS

40. Complete the following.

(a) 0.7 = _______________ tenths (b) 0.15 = _______________ hundredths

(c) 1.4 = _______________ tenths (d) 2.56 = _______________ hundredths
(e) 5.678 = ______________ thousandths

41. Write the following as a decimal:

(a) 9 tenths (b) 27 hundredths (c) 325 hundredths (d) 3248 thousandths

Multiplication of decimals
To multiply decimals, we can rewrite them as tenths, hundredths or thousandths.

Example 1: Example 2:
0.6 x 8 0.75 x 3
6
0.6 = (6 tenths) 0.75 = 75 (75 hundredths)
10 100
0.6 x 8 = 6 x8= 48 (4 tenths) 0.75 x 3 = 75 x 3 = 225
10 10 100 100
48 = 40 + 8 = 4 + 0.8 225 = 200 + 25
10 10 10 100 100 100
= 4.8 = 2+ 0.25 = 2.25

Example 3:

0.121 x 4 =
121
0.121 = (121 thousandths)
1000
121 484
0.121 x 4 = x4=
1000 1000
= 484 (484 thousandths)
1000
= 0.484

42. Work out:

(a) 0.6 x 9 (b) 0.75 x 5 (c) 4.68 x 8

(d) 0.225 x 4 (e) 3 x 2.98 (f) 7 x 0.24

88
 DECIMALS

Example: 0.12 x 24

Method 1
0.12 x 24
0.12 × 24 = 12 × 24
100
288
=
100

= 2.88

Method 2 0.1 2 24 = 20 + 4
x 24 20 4

0.12 0.12 x 20 = 2.4 0.12 x 4 = 0.48

+ 0.4 8
2.4 0
2.8 8 2.4 + 0.48 = 2.88

43. Calculate:

(a) 0.46 x 12 (b) 2.3 x 35 (c) 8.2 x 14

(d) 0.37 x 18 (e) 5.46 x 62 (f) 7.32 x 53

Multiplication of two decimals

Example:

2.3 x 4.8 = or 2.3 = 2 + 0.3

= 2 3 + 4 8 4.8 = 4 + 0.8
10 10
2.3 x 4.8 = 23 x 48 2 0.3
10 10
4 2x4=8 4 x 0.3 = 1.2
= 1104 (23 x 24 = 1104)
100
0.8 0.8 x 2 = 1.6 0.8 x 0.3 = 0.24
= 11.04

2.3 x 4.8 = 8 + 1.2 + 1.6 + 0.24 = 11.04

89
 DECIMALS

44. Calculate.

(a) 0.4 x 1.6 (b) 2.3 x 3.2 (c) 4.6 x 3.8

(d) 5.35 x 6.7 (e) 2.32 x 4.9 (f) 1.72 x 8.3

45. 1 pack of juice contains 0.275 L of juice. How many litres of juice will 7 such packs contain?

46. Three girls were each given 0.25 of a cake. What decimal fraction of the cake did they
get?

47. A tap fills 0.05 of an empty tank in 6 minutes. (a )What decimal fraction of the tank is
filled in half an hour? (b) What decimal fraction of the tank is still empty?

48. A sheet of cardboard is 0.125 cm thick. 100 sheets are placed one on top of each other
to form a pile. Find the thickness of the pile.

Division by 10, 100 and 1000

Observe the following examples:

3754 =
3000 + 754
3754 = 3700 +
54 3754 = 3750 + 4
1000 1000 100 100 10 10
= 3000 +
754 = 3700 + 54 = 3750 + 4
1000 1000 100 100 10 10
= 3 units + 754 thousandths = 37 units + 54 hundredths = 375 units + 4 tenths

= 3.754 = 37.54 = 375.4

3754 ÷10=375.4

3754 ÷100=37.54

3754 ÷1000=3.754

We observe that when a number is divided by 10, the decimal point moves to the left by
1 digit. Similarly, when a number is divided by 100 and 1000, the decimal point moves
to the left by 2 digits and 3 digits respectively.

90
 DECIMALS

49. Calculate.

(a) 78 ÷ 10 (b) 12.9 ÷ 10 (c) 1.6 ÷ 10

(d) 0.86 ÷ 10 (e) 4.67 ÷ 10 (f) 0.25 ÷ 10

50. Calculate.

(a) 734 ÷ 100 (b) 120 ÷ 100 (c) 59 ÷ 100

(d) 709 ÷ 100 (e) 1.25 ÷ 100 (f) 0.7 ÷ 100

51. Calculate.

(a) 1648 ÷ 1000 (b) 348 ÷ 1000 (c) 700 ÷ 1000

(d) 98.7 ÷ 1000 (e) 53 ÷ 1000 (f) 5 ÷ 1000

Dividing a decimal by a whole number

Example 1: Example 2:
0.8 ÷ 2 = 4.64 ÷ 4 =
8 464
0.8 ÷ 2 = ÷ 2 4.64 ÷ 4 = ÷4
10 100
8 1 464 1
= x (reciprocal) = x (reciprocal)
10 2 100 4
= 4 = 116
10 100
= 0.4 = 1.16

2 0.8
or or 4 4.64
0.4 1.16

52. Work out.

(a) 0.4 ÷ 2 (b) 2.8 ÷ 4 (c) 0.09 ÷ 3
(d) 8.56 ÷ 8 (e) 3.645 ÷ 9 (f) 4.035 ÷ 5

Dividing a decimal by another decimal

Example 1: Example 2:
14.6 ÷ 0.2 6.432 ÷ 0.16
146 2 6432 16
= ÷ = ÷
10 10 1000 100
73
146 10 6432 100
= x = x
10 21 1000 16
= 73 402
=
10
= 40.2

91
 DECIMALS

53. Work out

(a) 12.6 ÷ 0.3 (b) 7.25 ÷ 0.5 (c) 14.56 ÷ 0.7

(d) 40.8 ÷ 0.8 (e) 9.612 ÷ 0.6 (f) 10.845 ÷ 0.9

54. Work out

(a) 0.75 ÷ 0.15 (b) 48.96 ÷ 0.24 (c) 6.375 ÷ 0.05

(d) 30.8 ÷ 0.11 (e) 0.728 ÷ 0.14 (f) 13.5 ÷ 0.18

55. The time taken by Usain Bolt to run the 100 m for the years 2008-2016 is shown in the
table below.

Year Competition Time in seconds

2008 Olympics Game (Beijing) 9.69
2009 World Championships Berlin 9.58
2012 Olympics Game (London) 9.63
2013 World Championships Moscow 9.77
2015 World Championships Beijing 9.79
2016 Olympics Game (Rio) 9.81

(a) In which year did Usain Bolt take the least amount of time?
(b) What is the difference in time taken in 2008 and 2016?
(c) Arrange the time shown in the table in ascending order.

56. Akil gives 0.25 of his marbles to Tom and 0.35 to his brother. 60 marbles are left. How
many marbles did he have at first?

57. 0.3 of a number is 150. What is the number?

58. 0.52 of the pupils in a school are boys. There are 28 more boys than girls. Find the
number of girls in that school.

59. How many times can 8 be subtracted from 41.6?

60. 12.5 g of spices is put in a plastic bag. How many plastic bags can be filled from 1.5 kg?

http://www.math-play.com/soccer-math-adding-decimals-
IT Corner game/adding-decimals-game.html

92
 DECIMALS

Continuous Assessment

1. Write in words.

(a) 0.7 (b) 3.48 (c) 19.176

2. Write each of the following as a decimal.

(a) nine tenths

(b) three and seventy six hundredths
(c) Fifty one and two hundred and nine thousandths

3. Convert into decimals.

8 3 3 5
(a) 10 (b) (c) (d)
4 5 8

4. Express each of the following as a fraction reduced to its lowest term.

(a) 0.8 (b) 0.65 (c) 0.375 (d) 0.625

5. Work out.
(a)
6. 7 2 (b)
1 8. 6 7 9 (c)
4. 0 5 2 (d) 1 2. 4 1 8
+ + - -
3. 9 4 2. 3 1 3 1. 7 3 8 9. 3 7 9

6. Work out.

(a) 6.35 x 10 (b) 0.348 x 100 (c) 12.486 x 1000

(d) 6.8 x 7 (e) 8.4 x 0.5 (f) 7.2 x 2.3

7. Work out.

(a) 6.37 ÷ 10 (b) 978.61 ÷ 100 (c) 1237 ÷ 1000

(d) 3.6 ÷ 9 (e) 2.8 ÷ 0.4 (f) 0.728 ÷ 0.14

8. Samy spends 0.3 of his money on food and 0.25 on rent. What decimal fraction of his
money is left?

9. A box contains 24 packets of biscuits. The mass of each packet is 0.125 kg. Find the
mass of all the packets.

93
UNIT 10: LENGTH
LENGTH AND PERIMETER
AND PERIMETER
In this unit, you will learn about:
• Measurement of length (mm, cm, m, km)
• Conversion from one unit to another
• The four operations involving length, including word problems
• Perimeter of shapes

To measure the length of objects precisely, we use the unit millimetre (mm).

Thickness of coin Thickness of copybooks Length of screw

We can also use the units centimetre (cm) and millimetre (mm) to measure the length of
objects.

The length of the key is 5 cm and 3 mm. The length of the hair clip is 4 cm and 2 mm.
(5.3 cm or 53 mm) (4.2 cm or 42 mm)

We use the unit metre (m) to measure much longer objects.

2m

10 m
30 km 200 m

Is the unit mm, cm or m appropriate to measure the actual

distance between two places? Why?

13 km 900 m

94
 LENGTH AND PERIMETER

Stop and Think

(i) Estimate the length of a (typical) pen.

(ii) Estimate the length, width and height of your classroom.

Activity

Using a measuring tape,

(1) Measure the lengths of the following objects and record your answer:

Object Length
Blackboard
Teacher's table
Your table Note to Teacher
Cupboard • Review the different
units of measurement of
(2) Measure your height. length (mm, cm, m)

Recall
Metres, Centimetres and Millimetres

Use your ruler to recall what you learned about the centimetre (cm) and millimetre (mm).
cm mm

x 100 x 1000 x 10

m cm m mm cm mm

÷ 100 ÷ 1000 ÷ 10

1 m = 100 cm 1 m = 1000 mm 1 cm = 10 mm
1 cm = 1 m 1 mm = 1 m 1 mm = 1 cm
100 1000 10
1 cm = 0.01 m 1 mm = 0.001 m 1 mm = 0.1 cm

95
 LENGTH AND PERIMETER
1. Work out.

(a) 6 m = ________ mm (b) 30 cm = ________ mm

1
(c) 65 mm = ________ cm (d) 2 2 m = ________ cm

(e) 650 cm = ________ m (f) 1 250 mm = ________ m

2. Work out.

(a) 48. 20 m (b) 16 m 20 cm (c) 22 cm 5 mm

+ 10. 56 m - 8 m 48 cm x 7
________ __________ ________

________ __________ ________

The kilometre

We use the unit kilometre (km) to measure long distances.

Example 1: The distance from Mahebourg to Port Louis is 50.4 km (see Fig 1).
Example 2: The distance between Port Mathurin and Plaine Corail Airport is 17.4
km (via route 1) or 16.2 km (via route 2).

1 km = 1000 m
1
1 m = 1000 km
1 m = 0.001 km

x 1000 Fig 1

km m

÷ 1000

Fig 2
Note to Teacher
• Prompt pupils to appreciate
the convenience of km over m.

96
 LENGTH AND PERIMETER

3. Change into metres

(a) 9 km (b) 4.5 km (c) 5 3 km

10
(d) 7 1 km (e) 2.75 km (f) 6.2 km
4

4. Change into kilometres

(a) 5 000 m (b) 6 250 m (c) 1 400 m
(d) 125 m (e) 3 200 m (f) 375 m

5. Work out.
(a) 3 km 500 m = _____ km (b) 12 km 200 m =_____ km
(c) 2 3 km = _____ km _____ m (d) 6.3 km =_____ km _____ m
4

Addition and subtraction involving km

Example 1: The distance from Trianon to Port Louis is 13 km 900 m. The distance
from Port Louis to Cap Malheureux is 30 km 200 m.
(i) Find the distance from Trianon to Cap Malheureux.
(ii) What is the difference between the two given distances?

(i) 13 km 900 m + 30 km 200 m =

30 km 200 m
1
13 km 900 m
+ 30 km 200 m
44 km 100 m

Distance = 44 km 100 m 13 km 900 m
= 44.1 km

(ii) 30 km 200 m - 13 km 900 m =

29 1000
30 km 200 m
- 13 km 900 m
16 km 300 m

Distance = 16 km 300 m
= 16.3 km

97
 LENGTH AND PERIMETER

6. Work out.
(a) 42 km 216 m (b) 16 . 6 km (c) 76 km 839 m (d) 54 . 7 km

+16 km 953 m + 52 . 3 km - 53 km 518 m - 12. 4 km

___________ _______ ___________ ________

___________ _______ ___________ ________

7. Reeya travelled 38.5 km by bus and 28.7 km by taxi to reach her destination. Find the
total distance she travelled.

8. Raj travels 42.6 km from Rose Hill to Mahebourg and Patrick travels 5.6 km from Vacoas
to Quatre Bornes. How much more does Raj travel than Patrick?

Multiplication and division involving km

Example: A circular cycling track is 6 km 50 m long. Saoud cycles 7 times round the track.
(i) What is the total distance cycled?
(ii) There are 5 sign posts equally spaced round the track. How far apart are the sign posts?
3
(i) Distance cycled = 6 km 050 m
x 7
• In the 4 operations involving both
42 km 350 m km and m, rewrite the digits for
1
metres as 3 digits by putting zeros if
(ii) Distance between sign posts = 5 6 km 050 m necessary.
1 km 210 m Example: 3 km 5 m = 3 km 005 m
6 km 25 m = 6 km 025 m

9. Work out.
(a) 4 km 123 m x 7 (b) 43 km 25 m x 4 (c) 5 95 km 200 m (d) 6 154 km 212 m

10. A bus driver travels from Flacq to Port Louis 8 times daily. If the distance between Flacq
and Port Louis and back is 65 km 23 m, what distance does the bus driver cover daily?

11. The CWA has to put pipes along a road 5 km 64 m long. If one pipe measures 8 m, how
many pipes are needed?

12. The length of a running track is 1.7 km. Ravi runs 9 times along the track. What distance
does he cover altogether?

13. How many times must Jonathan run around a 400 m track to cover a distance of 12 km?

14. A horse runs 6 times along a race track and covers a distance of 5.1 km. What is the
length of the race track? Give your answer in metres.

98
 LENGTH AND PERIMETER

Perimeter

The distance all around a figure is called its perimeter.

Example 1: The perimeter of the shape shown in Fig. 1 is calculated as follows:
1 cm

1 cm
C D

A B

E F

H G

Perimeter = AB + BC + CD + DE + EF + FG + GH + HA
= 1 cm + 4 cm + 1 cm + 6 cm + 1 cm + 3 cm + 3 cm + 5 cm
= 24 cm

Stop and Think

Fig. 1 and Fig. 2 are made up of identical squares. Which of the two shapes has a larger
perimeter? Why?

Fig. 1 Fig. 2

99
 LENGTH AND PERIMETER

15. Find the perimeter of the following figures:

2 cm
5 cm
(a) (b) 4 cm

5 cm 5 cm
6 cm
3 cm

2 cm
11 cm
5 cm

1 1
6 cm 6 cm 1 1
2 2 5 cm 5 cm
(c) (d) 2 2

10 cm 10 cm 12 cm 12 cm

7 cm

16. Find the perimeter of each figure.

3 cm 3 cm
3 cm
(a) (b)
4 cm 4 cm
7 cm
6 cm
2 cm 10 cm

4 cm
4 cm

8 cm
2 cm 5 cm 1 cm
(c) (d)
3 cm
5 cm
10 cm 2 cm 9 cm 1 cm

2 cm

2 cm
2 cm
Note to Teacher
• Diagrams are not to scale.

100
 LENGTH AND PERIMETER

Recall
Example 2: The perimeter of the square ABCD is 12 m 40 cm. Find the length of side AB.
A B

D C

Perimeter of square ABCD = 12 m 40 cm

Length of one side = 12 m 40 cm ÷ 4 = 3 m 10 cm

Perimeter of square = length of one side × 4

Length of one side = perimeter ÷ 4

Example 3: The length of a room is twice its width. The perimeter of the room is 24
m. Find its length and width.

Since the length is twice its width, we can divide the length into two to make it
equal to the width.

The perimeter of the room can be interpreted as having 6 equal parts.

Thus,
6 parts = 24 m
24
1 part = m = 4m
6

Width of room = 4 m
Length of room = 2 x 4 m = 8 m

Note: Perimeter of rectangle = (length + width) x 2

101
 LENGTH AND PERIMETER

17. Find the perimeter of a square desk of side 60 cm.

18. A square board has a perimeter of 8 m 56 cm. Find the length of 1 side of the board.

19. A square lawn is 5 m 20 cm long. Anil walks 3 times around the lawn. What distance does
he walk in all?

20. The figure is made up of 2 squares, A and B.

A B
Calculate the perimeter of the figure.

3 cm 5 cm

21. Fig. 1 and Fig. 2 are made up of identical squares.

The perimeter of Fig. 1 is 60 cm.
Find the perimeter of Fig. 2.

Fig. 2
Fig. 1

22. The perimeter of a rectangular photo frame is 96 cm. Its width is 18 cm. What is its
length?

23. A rectangular playground is 43 m long and 75 m wide. Find its perimeter.

24. The perimeter of a sheet of paper is 104 cm. It is 30 cm long. What is its width?

25. The length of a room is twice its width. The perimeter of the room is 72 m.
Calculate the (a) length of the room. (b) width of the room.

26. Ramesh walks 6 times round a rectangular track. He covers a distance of 2.4 km. The
length of the track is 125 m. Find its width.

27.The length of a rectangular car park is three times its width. If the perimeter is 128 cm,
find its length and width.

102
 LENGTH AND PERIMETER

Recall
Example 4: The perimeter of the isosceles triangle PQR is 26 m. Find the length of PQ.
P

Q R
7m

Length of PQ + Length of PR = 26 – 7 = 19 m.
An isosceles triangle has two equal sides. The length of PQ = length of PR.
Therefore, length of PQ = 19 m ÷ 2
1
= 9 2 m or 9.5 m

Example 5: The equilateral triangle KLM has a perimeter of 240 mm. Calculate the
length of KL.
K

L M

An equilateral triangle has 3 equal sides.

Therefore, the length of KL= 240 mm ÷ 3 = 80 mm

28. The perimeter of the triangle shown below is 7 m 45 cm. Find the length of side z.

2m 1 m 25 cm

29. A triangle has a perimeter of 84 cm. Two of its sides are of lengths 15 cm and 37
cm respectively. Find the length of the third side.

103
 LENGTH AND PERIMETER

30. The triangle and the square shown below have the same perimeter. What is the length
of the square?

8 cm 12 cm

18 cm

31. X is an equilateral triangle, Y is a square and Z is a rectangle.

22.5 cm

Z 20 cm

All three shapes have the same perimeter.

Calculate the:
(a) Perimeter of square Y.
(a) Length of rectangle Z.
(b) Length of one side of triangle X.

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 LENGTH AND PERIMETER

Continuous Assessment

1. Convert.

(a) 16 m = _____ cm (b) 240 cm = _____ m

(c) 7 cm = _____ mm (d) 45 mm = _____ cm

2. (a) Convert 4.2 km into metres.

(b) Convert 5 300 m into kilometres.

3. Work out.
(a) 7 m 2 cm (b) 32 km 3 m (c) 9 km 40 m (d) 6 22 km 698 m

+ 1 m 28 cm - 25 km 5 m x 7
_________ _________ _________

_________ _________ _________

4. What is the length of the pencil sharpener?

5. A dressmaker has 20 m of ribbon. She cuts 7 pieces of length 2 m 45 cm each. What is

the length of ribbon left?
A 17 m 15 cm B 3 m 85 cm C 2 m 85 cm D 6 m 85 cm

6. Anita cycles 1 km 115 m. Her sister Vinita cycles 150 m less. What distance does Vinita cycle?
A 1 km 35 m B 965 m C 35 m D 1 km 265 m

7. The length of four paths P, Q, R and S are as follows: Path P = 495 m, Path Q = 0.494 km,
Path R = 49 300 cm and Path S = 495.5 mm. Which path is the longest?
A Path P B Path Q C Path R D Path S

105
 LENGTH AND PERIMETER

8. The shape is made up of 4 squares each with sides 3 cm. What is the perimeter of the
shape?

3 cm

9. The perimeter of a square wall is 4 m 12 cm. Find its length.

10. Find the length of one side of an equilateral triangle if its perimeter is 54 cm.

11. A rectangular cardboard is 16 cm long. Its perimeter is 44 cm. Find the width of the cardboard.

12. Find the missing length of the triangle if its perimeter is 84 cm.

15 cm

37 cm

13.The figure shown below consists of a square and an equilateral triangle.

Find its perimeter.

2 cm 2 cm

3 cm

14. Reshma walks 7 times around her square lawn. She covers a distance of 1120 m.
Find the length of her lawn.

15. Find the perimeter of the following figure which is made up of equilateral triangles of
side 6 cm.

106
 LENGTH AND PERIMETER

16. A square and a rectangle are shown below. The perimeter of the square is the same as
that of the rectangle. Find the length of rectangle.

12 cm

15 cm

17. A and B are equilateral triangles, Triangle A lies halfway along the base of triangle B.
Find the perimeter of the shape.

B
8 cm

18. Using your ruler, draw a:

(i) rectangle, (ii) square, (iii) triangle, each of perimeter 24 cm on 1-cm squared paper.

107
UNIT 11: CAPACITY
CAPACITY

In this unit, you will learn about:

• Measurement of capacity (mL, cL, L)
• Conversion from one unit to another
• The four operations involving capacity, including word problems

Capacity is the maximum amount that a container can hold.

The amount of liquid that big containers can hold is usually measured in litres (L).

Paint Water Tank

Oil
5L 100L
4L

The unit centilitres (cL) is used to measure smaller quantities of liquid.

33 cL

20 cL 75 cL
50 cL

To measure much smaller quantities, we use the unit millilitres (mL).

70 mL
5 mL 15 mL 75 mL

Note to Teacher

• Discuss the pictures with pupils and emphasize the capacity of each container.
• Recapitulate the units of measurement of capacity (L, cL and mL).
• Ask pupils to provide more examples of containers (measured in L, cL and mL) and let
them give an approximate capacity for each.
• Remind pupils that capacity is the maximum amount of liquid a container can hold.

108
 CAPACITY

Recall

Conversion between L and cL

1 L = 100 cL
1
1 cL = L
100
1L = 100 cL
or
3 L = 75 cL 1 cL = 0.01 L
4
1 L = 50 cL x 100
2
1 L L cL
= 25 cL
4
÷ 100

3 Example 2: Convert 620 cL to L.

Example 1: Convert 6 L to cL.
4
3 3 Method 1
6 L=6L+ L
4 4
3 620 cL = 600 cL + 20 cL
= 6 x 100 cL + x 100 cL
4 600 20 1
= 600 cL + 75 cL = 100 L+ 100 L = 6 L + 5 L
1
= 675 cL = 6 L or 6.2 L
5
Method 2
Note to Teacher 620 cL = 620 L = 6.2 L
100
• Recapitulate the ‘conversion of
units’ from L to cL and vice versa.
• Use several examples
and additional exercises to
consolidate the notion of
conversion of the two units of
capacity (L and cL).

1. Work out.
1
(a) 6 L = _________________ cL (b) 5 L = _________________ cL
4

(c) 40.5 L = _________________ cL (d) 750 cL = _________________ L

(e) 340 cL = _________________ L (f) 960 cL = _________________ L

109
 CAPACITY

Recall
Conversion between L and mL
1 L = 1000 mL
1
1 mL = L
1000
1L = 1000 mL
or
3 L = 750 mL 1 mL = 0.001 L
4
1 L = 500 mL
2 x 1000

1 L = 250 mL L mL
4
÷ 1000

1 Example 2: Convert 3600 mL into L.

Example 1: Convert 3 L into mL.
2
1 1 Method 1
3 L=3L+ L
2 2
1 3600 mL = 3000 mL + 600 mL
= 3 x 1000 mL + x 1000 mL
2 3000 600
= 3000 mL + 500 mL = L+ L
1000 1000
6
= 3500 mL =3L+ L
10
6
=3 L or 3.6 L
10
Note to Teachers Method 2
3600 mL = 3600 L = 3.6 L
• Recapitulate the conversion 1000
from L to mL and vice versa.
• Use several examples and
additional exercises to consolidate
the notion of conversion of the
two units of capacity (L and mL).

2. Work out.

1
(a) 3 L = ________________ mL (b) 2.5 L = ________________ mL
5
1
(c) 6 L = ________________ mL (d) 400 mL = ________________ L
4

(e) 375 mL = ________________ L (f) 4300 mL = ________________ L

110
 CAPACITY

Addition and subtraction involving capacity

Example 1:
A farmer mixes 25 L 45 cL of water to 8 L 25 cL of liquid fertilizer in a tank.
How much liquid is there in the tank?
Note to Teachers
We add the amounts.
• Discuss the examples with pupils.
1 1 • Review a couple of problems
2 5 L 4 5 cL
involving addition and subtraction
+ 8 L 2 5 cL of capacity not involving carrying
___________ or borrowing at first
3 3 L 7 0 cL • Then proceed to examples
___________ involving carrying and borrowing.

There are 33 L 70 cL of liquid in the tank.

Example 2:
A barrel contains 30 L 330 mL of water. Another barrel contains 15 L 100 mL of
water. How much more water is there in the larger barrel?

We subtract the smaller amount from the larger.

2 1
3 0 L 3 3 0 mL
- 1 5 L 1 0 0 mL
_____________
1 5 L 2 3 0 mL
_____________

There are 15 L 230 mL more water in the larger barrel.

3. Work out.

(a) 1 8 L 2 4 5 mL (b) 2 5 L 1 0 mL (c) 5 L 25 cL

+ 1 1 L 1 3 4 mL - 1 2 L 4 5 mL + 5 2 L 75 cL
_____________ _____________ ____________

_____________ _____________ ____________

(d) 5 6 L 9 0 cL (e) 2 7 L 2 0 5 mL (f) 7 9 L 7 8 mL

- 3 8 L 5 5 cL + 4 8 L 4 1 9 mL - 2 9 L 9 3 mL
_____________ _____________ ____________

_____________ _____________ ____________

111
 CAPACITY

4. How much oil is left in a barrel containing 14 L 78 cL if 7 L 25 cL is taken out from it?

5. Veronique uses 4 L 285 mL of detergent from the container. How much detergent is left?
1
6 2 L

4 L 285 mL ?
1
6 2 L

6. From a 2.5 L bottle of water, Adrien drinks 125 mL and Ashvind drinks 25 mL more than
Adrien. (a) How much water do both Adrien and Ashvind drink?
(b) How much water is left in the bottle?
1
7. A baker uses 2 L 300 mL of milk on Monday, 3 2 L of milk on Tuesday and 2.75 L of milk
on Wednesday. How much milk does she use during these 3 days?

Multiplication and division involving capacity

Example 1:
A container holds 5 L 220 mL of juice. How much juice do 6 such containers hold?

We multiply 5 L 220 mL by 6.
1 1
5 L 2 2 0 mL
x 6

3 1 L 3 2 0 mL

Example 2:
48 L 20 cL of water is poured equally in 4 containers.
How much water is there in one container?
We divide 48 L 20 cL by 4.
Method 2
Method 1 48 L 20 cL = 4820 cL
4 48 L 2 0 cL 4 4 8 2 0 cL

12 L 0 5 cL 1 2 0 5 cL

1205 cL = 12 L 5 cL
Note: 05 cL = 5 cL
One container has 12 L 5 cL of water.

112
 CAPACITY

8. Work out.

(a) 12 L 3 5 0 mL (b) 9 81 L 7 2 cL (c) 5 4 L 8 5 cL

x 4 x 6
___________ ___________

___________ ___________

(d) 1 2 L 7 0 0 mL (e) 5 1 0 L 5 2 5 mL (f) 3 1 8 L 9 7 5 mL

x 8
___________

___________

9. 2420 mL of oil is used to fill up 4 bottles of equal capacity. How much oil does one such
bottle hold?

3
10. Nine bottles, each containing 1 L of apple juice, is poured into an empty container.
4
How much juice is poured in the container?

11. If 25 mugs of water are needed to fill a bucket of capacity 8 L 50 cL completely.

What is the capacity of one mug in centilitres?

12. 9 L 750 mL of juice is poured equally into 15 empty cans. How much juice is there in
one can?

1
13. 2 10 L of tomato sauce fill 5 containers of the same size. How much tomato sauce, in
millilitres, does each container hold?

Conversion from cL to mL

In Grade 5, we used the unit millilitres (mL) and centilitres (cL).

We can proceed as follows to convert cL to mL and vice-versa.

1 L = 100 cL
1 L = 1000 mL
x 10
Thus, 100 cL = 1000 mL
1 cL = 10 mL cL mL
or
1 ÷ 10
1 mL = cL
10
or 1 mL = 0.1 cL

113
 CAPACITY

14. Convert to millilitres.

(a) 5 cL = ________________ mL (b) 1 cL = _______________ mL
2
(c) 0.6 cL = ________________ mL (d) 4.3 cL = _______________ mL
3 9
(e) 2 cL = ________________ mL (f) 5 cL = _______________ mL
5 10

15. Convert to centilitres.

(a) 10 mL = ________________ cL (b) 90 mL = _______________ cL
(c) 25 mL = ________________ cL (d) 112 mL = _______________ cL
(e) 309 mL = ________________ cL (f) 8 mL = _______________ cL

16. Arrange the containers in order of capacity starting with the smallest one.

150 mL
3 cL 10 cL 33 cL 15 mL
17. Work out.
(a) 2 6 L 1 0 5 mL (b) 8 5 cL 5 mL
+ 3 0 L 4 5 4 mL - 3 5 cL 7 mL
_____________ _____________

_____________ _____________
(c) 9 cL 4 mL (d) 4 4 8 cL 8 mL
x 6
___________

___________
18. How much perfume do the two bottles contain in all?

40 cL 3 mL 15 cL 6 mL

19. A bottle of capacity 10 cL contains 3 cL 9 mL of almond flavouring essence.

How much more almond essence must be poured to fill the bottle?

114
 CAPACITY

20. 575 mL of yoghurt is removed from a pot containing 75 cL.

How much yoghurt, in millilitres, is left in the pot?

IT Corner http://www.topmarks.co.uk/Flash.aspx?f=order

Continuous Assessment

1. Complete the following.

(a)12 L = ________________ mL (b) 310 mL = ________________ cL
(c) 9 cL = ________________ mL (d) 275 mL = ________________ L
(e) 2.7 L = ________________ cL (f) 320 cL = ________________ L

2. Work out.
(a) 25 L 520 mL + 13 L 875 mL (b) 30 L 35 cL – 17 L 63 cL
(c) 59 L 305 mL x 7 (d) 84 L 240 mL divided by 6

3. 1920 mL of soya sauce is used to fill 3 bottles of equal capacity. How much soya
sauce does one bottle hold?

4. The table below shows the amount of juice served by a canteen on three consecutive
days.

Day Wednesday Thursday Friday

1
Amount of juice 4 L 30 cL 6 L 4.25 L
2

(a) How much juice did the canteen serve in all?

(b) How much more juice was served on Thursday than on Friday?

5. Mrs Sita buys six 2.5-litre bottles of juice. She distributes 20 cL of the juice to each of
her pupils. Calculate the number of pupils in her class if 600 mL is left.

115
 MASS
UNIT 12: MASS

In this unit, you will learn about:

• Measurement of mass (g, kg, t)
• Conversion from one unit to another
• The four operations involving mass including word problems

Mass in real-life situations

Observe the pictures and compare the mass of the items shown.

The mass of objects is usually measured in kilograms (kg). Note to Teacher

• Brainstorm about the

mass of the different
objects shown in the
picture.
• Ask pupils to provide
10 kg further examples of
items/objects where
kg and g are used.
To measure lighter mass, we use the unit gram (g). • Allow pupils to
measure their
own mass using a
bathroom scale.

To measure heavier mass, we use the unit tonne (t)

1 tonne 12 000 tonnes 2 tonnes

Stop and Think

Match the following.

kg tonne g

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 MASS

Recall Note to Teacher

• Recapitulate the
In Grade 5, we used the unit kilogram (kg) and gram (g). ‘conversion of units’ from kg
to g and vice versa.
x 1000 • Use several examples and
additional worksheets to
kg g consolidate the notion of
conversion of the two units
of mass (kg and g).
-.. 1000

Conversion of kg to g Conversion of g to kg

1 kg = 1000 g 1 kg = 1000 g
Example 1: 1000 g = 1 kg
1 g = 1 ÷ 1000 kg = 1 kg
1 1000 1000
kg = 1000 g ÷ 2 = g = 500 g
2 2
Example 3:
or
1 1 2100 g = 2100 ÷ 1000 kg
kg = x 1000 g = 500 g
2 2 2100
= 1000 kg
Example 2:
21 1
2 2 = 10 kg = 2 10 kg
3 kg = 3 kg + kg
5 5
or
= 3000 g + ( 2 x 1000) g
5
2100 g = 2000 g + 100 g
= 3000 g + 400 g
1
= 2 kg + 10 kg
= 3400 g
1
= 2 10 kg

1. Convert into grams.

1
(a) 6 2 kg = ________________ g (b) 7.3 kg = ________________ g
1 2
(c) 12 kg = ________________ g (d) 9 kg = ________________ g
4 5
(e) 20 3 kg = ________________ g (f) 5.2 kg = ________________ g
4

2. Convert into kilograms.

(a) 700 g = _______________ kg (b) 2500 g = ________________ kg
(c) 90 g = _______________ kg (d) 3250 g = ________________ kg
(e) 10 g = _______________ kg (f) 9125 g = ________________ kg

117
 MASS

Addition and subtraction of mass

Example 1:
The mass of an empty suitcase is 4 kg 135 g. Jane’s luggage has a mass of 23 kg 875 g.
What is the total mass of the suitcase and the luggage?
We add the mass.
1 1 1
4 kg 1 3 5 g
+ 2 3 kg 8 7 5 g Note to Teacher
_____________
• Discuss the examples
2 8 kg 0 1 0 g
_____________ with the pupils.
• Review a couple
The total mass is 28 kg 10 g. of problems involving
addition and
subtraction of masses
Example 2:
not involving carrying
Minta has 8 kg 125 g of flour. She uses 5 kg 325 g. and borrowing first
How much flour is left? • Then proceed to
We subtract the mass. 7 1000 examples involving
8 kg 1 2 5 g carrying and
- 5 kg 3 2 5 g borrowing.
_____________
2 kg 8 0 0 g
_____________
Amount of flour left is 2 kg 800 g.

3. Work out.
(a) 1 8 kg 2 4 5 g (b) 1 3 7 kg 8 5 0 g (c) 5 kg 9 3 9 g
+ 1 1 kg 1 3 4 g - 2 9 kg 2 8 9 g + 8 2 kg 0 5 8 g
_____________ _____________ _____________

_____________ _____________ _____________

(d) 9 6 kg 1 0 0 g (e) 2 3 5 kg 0 3 0 g (f) 3 5 6 kg 3 7 8 g

- 3 8 kg 6 5 5 g + 5 6 kg 3 2 5 g - 2 0 9 kg 9 3 0 g
_____________ ______________ ______________

_____________ ______________ ______________
4. If Dev weighs 82 kg 600 g and Ali weighs 66 kg 450 g, find the total mass of Dev and Ali.

5. A box filled with fruits has a total mass of 7 kg 850 g. If the fruits weigh 6 kg 750 g,
find the mass of the empty box in g.

6. A blue suitcase and a red suitcase have a total mass of 25 kg 200 g. What is the mass of
the blue suitcase if the red one weighs 11 kg 350 g?

7. Alice received two parcels from the post office having a mass of 12 kg 225 g and
9 kg 350 g respectively. What is the total mass of the two parcels in kg?

118
 MASS

Multiplication and division of mass

Example 1:
The mass of a printer is 2 kg 350 g. Find the mass of 5 such printers.
We multiply the mass by 5. 1 2
2 kg 3 5 0 g
Note to Teacher
x 5
_____________
• Discuss the examples
1 1 kg 7 5 0 g with the pupils.
_____________ • Review a couple
The mass of 5 such printers is 11 kg 750 g. of problems involving
multiplication and
division.
Example 2:
The mass of 4 identical drilling machines is 9 kg 400 g. Find the mass of one drilling machine.
We divide the mass by 4.
Method 1 Method 2
1 2
4 9 kg 4 0 0 g 9 kg 400 g = 9400 g

2 kg 3 5 0 g 4 9400g
2 3 5 0 g = 2 kg 350 g

The mass of one drilling machine is 2 kg 350 g.

8. Work out.

(a) 6 kg 2 5 0 g (b) 5 7 kg 3 7 2 g (c) 4 5 kg 2 6 0 g

x 3 x 5 x 5
_____________ _____________ _____________

_____________ _____________ _____________

(d) 4 8 kg 6 0 0 g (e) 5 4 kg 9 5 0 g (f) 8 9 kg 6 0 0 g

9. A packet of flour has a mass of 5 kg 400 g. What is the total mass of 9 such packets?

10. Twelve copies of a dictionary weigh 21 kg 600 g. What is the mass of one such
dictionary?

11. Reshma has 5 cans of tuna, each weighing 450 g, in a bag which weighs 350 g. What is
the total mass of the bag and the cans of tuna?

12. A wooden crate weighing 2 kg 200 g can hold 12 identical tins of paint. If the total mass
of the crate and the tins is 28 kg 600 g, calculate the mass of one tin of paint.

119
 MASS

The Tonne

Tonne (t) is a unit of mass that is used to measure very heavy objects.
The mass of cars, containers, trucks or ships are measured in tonnes.

Note to Teacher
• Discuss the pictures with the
pupils. Relate the pictures to
‘mode of transport’ used in real
life and ‘mass’ of the items.
• Introduce the notion of ‘tonne’
as a unit of measurement of mass
for very heavy objects.
Container African elephant • Ask pupils to provide additional
24 tonnes 6 tonnes examples of objects/items in
daily life that are measured in
‘tonnes’.

The relationship between a tonne and a kilogram is illustrated below.

Conversion of t to kg Conversion of kg to t

1 t = 1000 kg
1000 kg = 1 t
Example 1: 1 kg = 1 ÷ 1000 t
1
1 kg = 1000 t
1 1
(i) 2 t = 2 x 1000 kg = 500 kg
1 kg = 0.001 t
3 3
(ii) 4 t = 4 x 1000 kg = 750 kg
Example 2:
(iii) 7 1 t = 7t+ 1 t
4 4 (i) 5000 kg = 5000 ÷ 1000 t = 5 t
1 (ii) 6300 kg = 6000 kg + 300 kg
= 7000 kg + x 1000 kg
4 = 6000 t + 300 t
1000 1000
= 7000 kg + 250 kg
= 6 t + 0.3 t
= 7250 kg
= 6.3 t
or 6300 kg = 6300 = 6.3 t
(iv) 2.5 t = 2.5 x 1000 kg 1000
= 2500 kg

x 1000

t kg

÷ 1000

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 MASS

13. Convert into kilograms.

2
(a) 8 t = ________________ kg (b) 3 5 t = ________________ kg
(c) 3.2 t = ________________ kg (d) 3.75 t = ________________ kg

14. Convert into tonnes.

(a) 1 500 kg = ________________ t (b) 2 100 kg = ________________ t
(c) 17 000 kg = ________________ t (d) 15 600 kg = ________________ t

15. Work out

The procedure for adding,
subtracting, multiplying
(a) 1 5 t 2 1 5 kg (b) 2 3 t 9 4 0 kg and dividing mass
+ 3 t 4 3 0 kg + 6 t 1 9 5 kg involving tonnes is similar
_____________ ______________
to that of “kg” and “g”.
_____________ ______________

(c) 4 t 3 7 5 kg (d) 1 7 t 9 0 0 kg (e) 2 0 t 4 0 5 kg

- 2 t 1 5 0 kg - 3 t 8 5 0 kg + 1 1 t 7 5 0 kg
_____________ ______________ ______________

_____________ ______________ ______________

16. Two trucks weigh 42 t 750 kg altogether. One of them weighs 18 t 975 kg. What is the
weight of the other truck?

17. The total mass of a lorry and a van is 25 t 550 kg. If the van weighs 3 t 250 kg, what is
the mass of the lorry?

18. Three containers A, B and C have a total mass of 17 t 675 kg. Containers A and
B have the same mass and container C weighs 2 t 675 kg. Calculate the mass of
container A.

19. Work out.

(a) 2 t 1 7 5 kg (b) 1 5 t 3 2 5 kg (c) 1 2 t 275 kg

x 4 x 5 x 7
___________ ___________ ___________

___________ ___________ ___________

(d) 8 2 6 t 5 2 0 kg (e) 6 5 t 7 0 kg (f) 5 1 5 t 6 7 5 kg

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 MASS

20. Two trucks weigh 42 t 750 kg altogether. One of them has a mass of 18 t 975 kg. What
is the mass of the other truck?

21. The total mass of a lorry and a van is 25 t 550 kg. If the van weighs 3 t 250 kg, what is
the mass of the lorry?

22. A van weighs 2 t 650 kg. Find the total mass of 7 such vans.

23. Three ships weigh 27 t 950 kg, 23 t 725 kg and 20 t 275 kg respectively. Find the total
mass of the three ships.

24. A ship weighs 8 t 500 kg. It is 6 t 750 kg heavier than a ferry boat. Find the mass of
(a) the ferry boat (b) both ships.

25. If a wood trunk weighing 4 t 200 kg is cut equally into 8 pieces, what will be the mass
of one piece?

26. An empty container weighs 3 t 400 kg. If 70 boxes each weighing 150 kg are placed
into it, find the total mass.

https://www.studyladder.com/games/activity/convert-
IT Corner kilograms-to-tonnes-4335

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 MASS

Continuous Assessment

1. Work out.
(a) 8.5 kg = ________________ g (b) 600 g = ________________ kg
(c) 1.25 t = ________________ kg (d) 2400 kg = ________________ t

2. Work out.
(a) 7 t 2 3 0 kg (b) 1 3 t 5 5 0 kg

+ 1 1 t 6 4 5 kg x 3
_____________ ___________

_____________ ___________

(c) 2 6 t 1 4 5 kg (d) 6 1 9 t 2 3 6 kg
- 1 2 t 3 5 0 kg
_____________

_____________

3. Thirty five sacks are each filled with 75 kg of flour from a silo containing 15 t 400 kg.
Find the mass of flour left in the silo.

4. In 2015, Cane Sugar Estate Ltd harvested 218 t 750 kg of sugarcane and Pro Sugar
Estate Ltd harvested 43 t 695 kg more than Cane Sugar Estate Ltd. Find the mass of
sugarcane harvested by both estates.

1
5. Three tins of powdered milk and four packets of cheese together weigh 4 2 kg. A tin of
powdered milk weighs twice as much as a packet of cheese. Find the mass of a tin of
milk.

6. A shopkeeper buys four bags of lentils, each weighing 60 kg. After selling 82.5 kg, he
packed the remaining quantity in packets of 250g each. How many packets of lentils
did he get?

123
UNIT 13: MONEY

In this unit, you will learn about:

• Coins and notes in use in Mauritius
• Conversion of Mauritian currency into foreign currencies ($,€,£) and vice-versa
• Solving word problems involving money

The coins and notes commonly used in Mauritius are shown below.

Note to Teacher

Use real coins and notes

as far as possible to
make a recap of lessons
1. Which coin has the largest value? done in Grade 5.
2. Which note has the smallest value?
3. What is the shape of the 10-rupee coin?

Stop and Think

A bag costs Rs 558.50. Which notes and coins can you use to pay for the bag?
We can use the following:

Rs 558.50

Which other combinations of notes and coins can you use?

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 MONEY

1. Which notes and coins can we use to pay for the following?
(a) (b) (c) Rs 10 675
Rs 962.20 Rs 1240.70

Recall
Conversion of rupees into cents and vice-versa

Example 1: Convert Rs 3.75 into cents Rs 1 = 100 c

Rs 3.75 = 3.75 x 100 cents
= 375 cents

Example 2: Convert 725 cents into rupees

725 cents = 725 ÷ 100
= Rs 7.25

2. Work out.

(a) Rs 41.70 (b) Rs 5 698 (c) Rs 27. 50 (d) Rs 9 840

+ Rs 56.20 + Rs 2 340 - Rs 14. 20 - Rs 3 575

________ ________ ________ ________
________ ________ ________ ________

(e) Rs 25.75 (f) Rs 980 (g) 4 Rs 84.80 (h) 5 Rs 9 875

x 5 x 7
________ ________

________ ________

3. Selvina has 25 ten-rupee coins and 19 fifty-cent coins in her saving box.
How much money does she have in all?

4 . 40 children of a class went on an educational tour to a bird park. Each child paid Rs 200
as entry fee to the park and Rs 120 as bus fare. Find the total amount of money paid by
the forty children.

5. Mr Ali shares Rs 35 450 equally among his 5 grandchildren. How much money will each
grandchild receive?

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 MONEY

6. An ice cream costs Rs 35. How many such ice creams can be bought with Rs 245?

7. Pamela has Rs 1 800. She buys a bag for Rs 350. She shares the rest of the money
equally between her 2 children. How much money does each child receive?

8. Apples cost 3 for Rs 20. Maisy has Rs 240. How many apples can she buy?

9. Marvin’s daily pocket money is Rs 60. He spends Rs 35 each day. How much money
does he save in all from Monday to Friday?

10. Rs 1 580 was shared between Ayesha and Feroza. Ayesha got Rs 290 less than
Feroza. What was Ayesha’s share?

11. Parsad shared Rs 9 600 between Sanjiv and Rajiv so that Sanjiv got twice as much as
Rajiv. How much did Rajiv get?

12. A bicycle and a watch together cost Rs 4 500. The bicycle costs five times as much as
the watch. How much does the bicycle cost?

13. Dev and Deepa have Rs 1 250 and Rs 890 respectively. How much money must Dev
give to Deepa so that both have the same amount?

14. A man shared Rs 77 500 among his three sons and one daughter. Each son got Rs 3
500 less than the daughter. Find the daughter’s share.

15. Two pens and three rulers cost Rs 70.50. A pen costs Rs 22.50. Find the cost of a
ruler.

16. Nine hundred and twenty seven spectators attended a concert. Two thirds of them
were children. Each child paid Rs 80. If a child paid half as much as an adult, how much
did the spectators pay in all?

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 MONEY

Problem involving the four operations and change

Example:
1
Father buys 3 kg of potatoes at Rs 40 per kg and 2 kg of tomatoes at Rs 56 per kg.
2
(i) What is the total cost of potatoes and tomatoes?
(ii) If he pays with a five hundred rupee note, how much change does he get?
(iii) With the change, he obtains exactly 3 kg of pepper bells. What is the cost of 1 kg of
pepper bells?

(i) Cost of 3 kg of potatoes = Rs 40 x 3 = Rs 120

1 1
Cost of 2 kg of tomatoes = Rs 56 x 2
2 2
5
= Rs 56 x = Rs 140
2
Total cost = Rs 120 + Rs 140 = Rs 260

(ii) Change = Rs 500 – Rs 260 = Rs 240.

(iii) Cost of 1 kg of pepper bells = Rs 240 ÷ 3 = Rs 80.

17. Manisha and Karishma went to a shopping centre. They each bought a T-shirt for
Rs 385. If they gave the cashier a Rs 1 000 note, how much change did they get back?

18. Ali buys a pair of shoes for Rs 1 650 and 3 T-shirts, each costing the same price. He
pays the bill with three 1000-rupee notes and gets Rs 525 as change.
How much money does each T-shirt cost?

19. A skirt costs Rs 450. A blouse costs Rs 65 less. Deepa buys a blouse and a skirt and
pays her bill with a 1000-rupee note. How much change does she receive?

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 MONEY

PROFIT

A furniture shop buys tables at Rs 4 000 each. One table is then sold at Rs 5 500.

How much profit does the furniture shop make on one table? 00
Rs 5 5

Profit = Selling Price – Buying Price

= Rs 5 500 – Rs 4 000

= Rs 1 500

LOSS
Abhi bought a car for Rs 350 000. After 2 years he sold it for Rs 275 000.

How much money has he lost?

000
Rs 275
Loss = Buying Price - Selling price

= Rs 350 000 – Rs 275 000

= Rs 75 000

20. Complete the table below.

Buying Price Selling price Profit/loss By how much ?

Rs 4 560 Rs 5 600

Rs 15 900 Rs 13 800

Rs 245 000 Rs 236 000

Rs 670 000 Rs 725 750

21. Tina buys a camera for Rs 2 400. She then sells it for Rs 2 625. Calculate her profit.

22. Cassam buys a watch for Rs 3 500 and sells it for Rs 2 775. Calculate his loss.

23. A trader sold an air conditioner for Rs 42 500. He made a profit of Rs 3 825. How much
did he buy the air conditioner?

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 MONEY

24. A trader bought 40 bags for Rs 225 each and he sold them for Rs 350 each. Calculate
his total profit.

25. A vegetable seller bought potatoes at Rs 30 per kg. Calculate his total profit if he sold
145 kg of potatoes at Rs 38 per kg.

26. Mala bought 200 towels at Rs 75 each. She sold all of them and made a total profit of
Rs 3 000. Calculate the selling price of one towel.

27. Mr. Sam bought 10 trays of eggs. Each tray contained 30 eggs. He sold each egg at
Rs 5.00 and made a total profit of Rs 450. How much did he pay for one egg?

28. By selling his motorcycle for Rs 18 500, Mr Raboude lost Rs 3 500. How much did he
pay for the motorcycle?

29. A trader buys 25 CDs for Rs 225 and sells them for Rs 10.50 each. Calculate his profit.

30.Geraldine bought 6 trays of eggs with 30 eggs in each tray, at Rs 135 per tray. Five
eggs fell down and broke. She sold the remaining eggs at Rs 5.50 each. Calculate her
profit.

31. A trader buys a pair of shoes for Rs 1 200. If he wants to make a profit amounting to
1
of the buying price, how much should he sell the pair of shoes?
5

32. Lim buys 2 400 litchis at Rs 3 600. He throws away the 85 rotten ones and sells the
remaining litchis at Rs 2.50 each. Work out his profit.

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 MONEY

WAGES

33. For a day’s work, Ah-Kim is paid Rs 375. He works 5 days per week. How much
money does he earn in 8 weeks?

34. Sarika receives Rs 85 an hour when she babysits her neighbour’s child. She babysat
for 8 hours on Friday and 4 hours on Saturday. How much money does she receive in all?

35. David is saving to buy a brand new iPhone that costs Rs 5 100. He has already saved
Rs 2 100. If he works for Rs 250 daily at a car wash, how many more days does he need
to work to have enough money to buy the iPhone.

36. Mr. James works as a painter. From Monday to Friday, he earns Rs 125 per hour of
work. During the weekend, he is paid Rs 175 per hour of work. He works for 6 hours each
day from Monday to Friday. On Saturday, he works for 4 hours and on Sunday he works
for only 2 hours. How much money will he earn for the whole week?

37. A man earns Rs 2 430 in a 6-day week. He works 8 hours daily from Monday to Friday
and he is paid Rs 54 per hour. For how long does he work on Saturday?

38. Three masons and two helpers together were paid Rs 2 950 for one day’s work. A
helper earned Rs 150 less than a mason in 1 day. How much money did 7 masons and 3
helpers earn in 4 days?

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 MONEY

Foreign Currency
Each country has its own currency.

In Mauritius, we use rupees (Rs).

In the United Kingdom (UK), we use pound sterling (£)

In France, we use the euro (€)

In the United States of America (USA), we use US dollar ($)

The currency (notes and coins) used in foreign countries have different values to that of
the Mauritian rupee. For example, £1 = Rs 49 and $1 = Rs 37. This is called the
exchange rate. The exchange rate changes from time to time. For example, in June
2016, £1 = Rs 53 and in September 2016, £1 = Rs 45.

Example 1
Saazia purchased a book from an online bookstore in England.
The cost of the book is £ 12.
£ 12

Given that £1 is worth Rs 52, how much does the book cost in Mauritian rupees?

£ 1= Rs 52
£ 12 = Rs 52 x 12= Rs 624

Example 2
Mrs Fazilah’s son, Fardeen is studying in France. Every month, she sends him Rs 12 600.
How many Euros does Fardeen receive every month, given that € 1= Rs 42 ?

Rs 42 = € 1
Rs 1 = € 1 Note to Teacher
42
1 Pupils can use long
Rs 12 600 = X 12 600
42 division to divide 12
600 by 42.
= € 300

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 MONEY

39. For his birthday, David received $ 400 from his uncle who lives in the United States of
America. Calculate how many rupees he will get if $ 1 = Rs 35.

40. Pamela will soon go to visit her aunt in England. She wants to exchange Rs 49 920
into pound sterling. Given that £ 1 is worth Rs 52, find out how much money she will obtain
in pound sterling.

41. Marvin changes £600 into rupees. How much money in rupees will he get?
(£ 1 = Rs 47)

42. Deepa changes 300 € into rupees and she spends Rs 2 500 from it. How much money
is left in rupees? (1 € = Rs 39)

43. Mrs Linda is a tourist from England. She had £ 1 200 as pocket money when she
3
visited our island last week. She spent of her money during her stay. Calculate how
4
much money she spent in Mauritian rupees, given that £1 = Rs 48.

44. Anil is a businessman. He has 420 € and £350. He changes all his money into rupees.
(a) Calculate the total amount of money he will get in rupees.
(b) If he spends Rs 27 776 on air tickets, and changes the rest into US dollars, how
many dollars will he get?
(£ 1 = Rs 52 ; 1 € = Rs 42 ; $ 1 = Rs32)

Note to Teacher
• Teacher should draw pupil's
attention to the fact that the rate of
exchange for foreign currencies are
not always the same.

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 MONEY

Continuous Assessment

1. After buying a copybook for Rs10.50 and a pencil for Rs 2, Ali has Rs 16.50 left.
How much money did he have at first?
A. Rs 4.00 B. Rs 12.50 C. Rs 14.50 D. Rs 29. 00

2. Anil buys a bag for Rs 200. He sells the bag making a profit of Rs 25. At what price did
he sell the bag?
A. Rs 200 B. Rs 25 C. Rs 225 D. Rs 175

3. Shireen has Rs 150. She buys an ice-cream for Rs 15 and a cake for Rs 25. How much
money does she have left?
A. Rs 150 B. Rs 40 C. Rs 115 D. Rs 110

4. Roland bought a bicycle for Rs 4 250 and sold it for Rs 3 500. How much was his loss?
A. Rs 750 B. Rs 7 850 C. Rs 350 D. Rs 550

5. A shopkeeper buys a dress for Rs 450. At what price must she sell it to make a profit of
Rs 125?
A. Rs 325 B. Rs 575 C. Rs 450 D. Rs 125

6 Mr Alvin paid his electricity bill with one 1000- rupee note and one 500- rupee note. For
his change, he received two 50-rupee notes and three 20-rupee coins. How much was
his electricity bill?
1
7. Rico had Rs 800. He spent of it on a book and Rs 125 on a T-shirt. How much
4
money has he left?

8. A shopkeeper buys a set of 12 gift bags at Rs 300. Two of the bags were damaged.
All the remaining bags were sold at Rs 35 each.
Calculate his profit.

9. (a) Rayan changed $ 130 into rupees. How many rupees will he receive if $ 1 = Rs 32.
(b) Anita exchanged Rs 6240 into pound sterling. How many pound sterling will she
receive if £1 = Rs 52.
3
10. Ruby changes € 600 into rupees. She spends of it. How much money, in rupees
4
has she left? (1 € = Rs 42).

11. A florist sells roses at Rs 15 each for the first ten roses and Rs 10 for each additional
rose. How much will Vandana pay if she buys 50 roses?

12. A shopkeeper bought 625 eggs at Rs 5 each. Some were broken. All the remaining
eggs were sold at Rs 6.50 each. He made a profit of Rs 900. Calculate the number of eggs
which he sold.

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 TIME 14: TIME
UNIT
In this unit, you will learn about:
• The 12-hour clock and the 24-hour clock
• Conversion of time (seconds, minutes, hours, days)

Time can be measured in seconds (s), minutes (min), hours (h), days, weeks, months or years.

22:10 p.m.

Fig. 2
Fig. 1

New York London Mauritius Sydney

Fig. 3 7.00 a.m. 12.00 p.m. 4.00 p.m. 10.00 p.m. Fig. 4

(i) What information can you obtain from Fig. 1, Fig. 2, Fig. 3 and Fig. 4?
(ii) Compare the time shown in Fig. 1 and Fig. 2.

Stop and Think

Which unit of time will you use to measure the following events?
(a) Time spent in school per day
(b) Time for recess
(c) Time given for Easter holidays
(d) Time you spent in primary school
(e) Time you take to blink your eyes

Reading time on a clockface

1. Write the time shown on each clockface.

In figures: _______ In figures: _______ In figures: _______

In words: _____________ In words: _____________ In words: _____________

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 TIME

12-hour clock

Kevin goes to school at 8.30 a.m.

Half past eight in the morning is written as 8.30 a.m.
We use a.m. to refer to the time between midnight and noon.
a.m. stands for 'Ante Meridian' (before noon) see Fig. 5.

Saania goes to bed at 8.30 p.m.

Half past eight in the evening is written as 8.30 p.m.
We use p.m. to show the time between noon and midnight.
p.m. stands for 'Post Meridian' (after noon) see Fig. 5.

a.m.

5 a.m. 6 a.m. 7 a.m.

4 a.m. 8 a.m.
3 a.m. 9 a.m.
2 a.m. 10 a.m.

1 a.m.
11 a.m.
Midnight One day Noon

11 p.m. 1 p.m.

10 p.m. 2 p.m.

9 p.m. 3 p.m.
8 p.m. 4 p.m.
7 p.m. 6 p.m. 5 p.m.

p.m.
Note to Teacher
Fig. 5
2. Work out. • For drawing convenience
we have had to make the
Write in figures using a.m. or p.m. clock oval.
(a) Two o’clock in the morning.
(b) Half past five in the afternoon.
(c) Quarter to six in the afternoon.
(d) Quarter past four in the morning.
(e) Ten minutes past seven in the morning.
(f) Twenty minutes to eight in the evening.

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 TIME

24-hour clock

There are 24 hours in a day. The 24-h clock shows the time
between 0 and 24 h (see Fig. 6)

a.m.
06 00
05 00 07 00
04 00 6 a.m. 08 00
5 a.m. 7 a.m.
03 00 4 a.m. 8 a.m. 09 00
3 a.m. 9 a.m.. 10 00
02 00
2 a.m. 10 a.m
01 00 11 00
1 a.m.

24 hour clock
11 a.m.
00 00 Midnight Noon 12 00

11 p.m. 1 p.m.
23 00 13 00
10 p.m. 2 p.m.
3 p.m. 14 00
22 00 9 p.m.
8 p.m. 4 p.m.
21 00 15 00
7 p.m. 6 p.m. 5 p.m.
20 00 16 00
19 00 18 00 17 00
p.m.
Note to Teacher
Fig. 6
• Stress on the fact that
when we write time in 24-
hour format we do not put
' : ' as on the clock.

Time in 24-h clock is written with 4 digits. It does not include a point between the hours
and minutes.

To convert time from 12-h clock to 24-h clock:

(i) we need to consider whether the time is given in a.m. or p.m.
(ii) if the time is in p.m., we add 12 h to it (e.g., 7.25 p.m. is written as 19 25).
(iii) if the time is in a.m., we may have to include a zero at the start to have 4 digits (e.g.,
5.20 a.m. is written as 05 20; and 10.15 a.m. is written as 10 15).
(iv) Noon is written as 12 00
(v) Midnight is written as 00 00

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 TIME

3. Complete the following table

12-h clock 7 a.m. 8 p.m. 11.15 p.m. 9.30 a.m. 2.45 p.m.
24-h clock

4. Write in figures (using the 24-h clock)
(a) 6 o’clock in the morning.
(b) 2 o’clock in the afternoon.
(c) 7 o’clock in the evening.
(d) Half past nine in the morning.
(e) Quarter past ten in the evening.

5. Complete the table below.

Time on the 24-h clock Time on the 12-h clock In words

14 00 2.00 p.m. Two o’clock in the afternoon

05 30

8.00 p.m.

Five o’clock in the afternoon

09 30

11.00 a.m.

Ten o’clock in the evening

6. Study the TV programme below and answer the questions in words.

(a) At what time does Winnie the Pooh end?

MBC 1
(b) At what time does the football match start? 11 30 : Winnie the Pooh
12 30 : The Avengers
13 20 : Ben 10
14 20 : Hindi film - Housefull
16 50 : Song Competition
17 00 : Educational programme
18 00 : Samachar
18 30 ; Hindi serials
19 30 : News in French
20 30 : Football match

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 TIME

7. Study the flight schedule below and answer the questions in words.

Arrival
Flight From Time
MK Paris 04 30
MK Mumbai 16 15 (a) At what time will the flight from Singapore arrive?
Mk London 20 30
(b) At what time will the flight from Mumbai arrive?
Mk Singapore 22 45

Recall
Hours to minutes Minutes to hours

1 h = 60 min 60 min = 1 h
1 1 1
(i) h = 1 min = 1 ÷ 60 h = h
2 2 x 60 min = 30 min 60
1
(i) 20 min = 20 ÷ 60 h = h
3
1 1
(ii) h= x 60 min = 15 min
4 4
(ii) 240 min = 240 ÷ 60 = 4 h

1 1
(iii) 3 h=3h+ h
2 2
1
= (3 x 60 ) + ( x 60 ) min
2 x 60
= 180 + 30 = 210 min

Hours Minutes
or 3 1 h = 7 x 60 = 210 min
2 2 -.. 60

8. Complete
3 h = _______ min 1
(a) 4 h = _______ min (b) (c) 2 h = _______ min
4 2
1
(d) 6 h = _______ min (e) 75 min = _______ h (f) 180 min = _______ h
3
(g) 360 min = _______ h (h) 495 min = _______ h

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 TIME

Recall

Minutes to seconds Seconds to minutes

1 min = 60 seconds 60 seconds = 1 min

(a) 3 min = 3 x 60 s = 180 s (a) 120 s = 120 ÷ 60 min = 2 min

1 1 (b) 390 s = 390 ÷ 60 min
(b) min = x 60 s = 30 s
2 2 390 13
= = min
60 2
1
x 60 =6 min
2

Minutes Seconds

-.. 60

9. Complete
1
(a) 4 min = ______ s (b) 330 s = ______ min (c) 2 min = ______ s
4
1
(d) 6 min = ______ s (e) 400 s = ______ min (f) 240 s = ______ min
2

Conversion from hours to seconds

Hours to seconds
Example 1: 2 h = 2 x 3600 s
1 h = 60 min
= 7200 s
As 1 min = 60 s , 1 1
Example 2: 1 h= 1h+ h
2 2
1 h = 60 x 60 s = 3600 s + 1800 s
1 h = 3600 s = 5400 s

Seconds to hours
Example 3: 900 s = (900 ÷ 3600) h
3600 s = 1 h 900
= h
1 s = (1÷ 3600) h 3600
1 = 1 h
1s= h 4
3600

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 TIME

x 3600

x 60 x 60

Hours Minutes Seconds

-.. 60 -.. 60

÷ 3600

10. Complete
1 3
(a) 3 h = ______ s (b) 2 h = ______ s (c) h = ______s
2 4
(d) 360 s = ______ h (e) 1200 s = ______ h (f) 4800 s = ______ h

Addition and subtraction of time

11. Work out.

(a) 4 h 20 min (b) 3 h 25 min (c) 5 h 55 min
+ 6 h 18 min + 4 h 45 min + 2 h 20 min
___________ ___________ ___________

___________ ___________ ___________

(d) 5 h 55 min (e) 3 h 35 min (f) 4 h 12 min

- 3 h 40 min - 1 h 50 min - 2 h 25 min
___________ ___________ ___________

___________ ___________ ___________

12. Work out.

(a) 4 min 10 s (b) 25 min 30 s (c) 45 min 45 s (d) 50 min 23 s
+ 3 min 25 s + 20 min 45 s - 10 min 20 s - 30 min 45 s
___________ ____________ ___________ ____________

___________ ____________ ___________ ____________

Note to Teacher
Revise the concepts of addition and subtraction of time
covered in Grade 5.

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 TIME

Multiplication and division of time

Note to Teacher
Revise the concepts
13. (a) 3 h 15 min (b) 4 h 45 min (c) 6 min 40 s of multiplication and
x3 x4 x5 division involving time
___________ __________ __________ covered in Grade 5

___________ __________ __________

14. (a) 2 6 h 14 min (b) 3 5 h 6 min (c) 5 6 min 20 s

Time Conversion: Days to hours

1 day = 24 hours
Example 1: 3 days = 3 x 24 h = 72 h

1 1
Example 2: 4 days = 4 days + day
2 1 2 1 1
= (4 x 24 h) + ( x 24 h ) or 4 days = 4 x 24 h
2 2 2
= 96 h + 12 h = 108 h 9
= 2 x 24 h
= 108 h

Time Conversion: Hours to days

24 hours = 1 day
12 1 x 24
12 hours = 12 ÷ 24 = 24 = 2 day
6 1
6 hours = 6 ÷ 24 = = day Days Hours
24 4
1 hour = (1 ÷ 24) day
1 ÷ 24
1 hour = day
24
48
Example 1: 48 h = 48 ÷24 = = 2 days
24

36
Example 2: 36 h = 36 ÷ 24 = days or 36 h = 24 h + 12 h
24
3 1
= days = 1 days = 1 day + 1 day
2 2 2
1
=1 days
2

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 TIME

15. Complete the table below.

1
No. of days 5 3 7
2

No. of hours 144 132 192

Adding days and hours

Example 1: A ship takes 3 days 4 hours to travel from Port A to Port B and 4 days 5 h to
travel from Port B to Port C. How long does it take to travel from Port A to Port C?

Port B
3 days 4 h Add hours first: 4 h + 5 h = 9 h
+ 4 days 5 h Port A
___________ Add days: 3 days + 4 days = 7 days
7 days 9 h
___________
Port c

The ship takes 7 days 9 h to travel from port A to port C.

Example 2: 2 days 13 h + 3 days 20 h

2 days 13 h (i) Add hours first: 13 h + 20 h = 33 h
+ 3 days 20 h
5 days 33 h (ii) Add the days: 2 days + 3 days = 5 days
Since the sum of hours is more than 24 , we
2 days 15 h convert it into days by subtracting 24 from it.
+ 3 days 20 h 33 h – 24 h = 9 h
6 days 09 h or 33 h = 24 h + 9 h
i.e , 33 h = 1 day + 9 h
Carry the 1 day to the days’ column.
Answer: 6 days 9 hours

16. Work out.

(a) 6 days 10 h (b) 5 days 18 h (c) 9 days 8 h (d) 3 days 14 h

+ 3 days 11 h + 3 days 21 h + 2 days 20 h + 4 days 22 h
___________ ____________ ___________ ____________

___________ ____________ ___________ ____________

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 TIME

Subtracting days and hours

Example 1: 8 days 18 h – 2 days 11 h

8 days 18 h (i) Subtract hours first: 18 h – 11 h = 7 h

- 2 days 11 h (ii) Subtract days: 8 days – 2 days = 6 days
6 days 07 h

Example 2: 6 days 10 h – 3 days 15 h

6 days 10 h Subtract hours first.

- 3 days 15 h 15 h cannot be subtracted from 10 h.
We borrow 1 day (= 24 hours) from 6 days.
and perform the subtraction
24 h
5
6 days 10 h
- 3 days 15 h
2 days 19 h

17. Work out

(a) 7 days 13 h (b) 15 days 11 h (c) 21 days 10 h

- 3 days 10 h - 11 days 15 h - 15 days 18 h
___________ ____________ ___________

___________ ____________ ___________

Duration

Example
How many minutes are there from 9.00 a.m. to 3.30 p.m. on the same day?
Convert both to 24-h clock time.
9.00 a.m. = 09 00 15 30 Or 9 .00 a.m. to 12.00 = 3 h
3.30 p.m. = 15 30 - 09 00 12.00 to 3.30 p.m. = 3 h 30 min
06 30 Total = 6 h 30 min

6 h and 30 min = (6x 60) min + 30 min = 390 min

= 390 min.

18. Find the number of minutes from:

(a) 09 30 to 13 35 on the same day.
(b) 6 a.m to 5 p.m on the same day.
(c) Quarter to ten in the morning to half past seven in the afternoon on the same day.
(d) Ten past eight in the morning to quarter to two in the afternoon.

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 TIME

Calculations involving years and months

Example: Lakshana is 8 years and 6 months old and her little sister Lakshita is 4
years and 9 months old.
(i) Find the sum of the ages of Lakshana and Lakshita.
(ii) By how much is Lakshana older than Lakshita?

(i) We add the two ages.

years months
8 6
+ 4 9
12 15

Since 15 months is greater than 12 months (1 year), we rewrite it as:

15 months = 1 year + 3 months.

Therefore, 12 years 15 months =13 years and 3 months.

Sum of ages = 13 years and 3 months

(ii) We subtract 4 years and 9 months from 8 years and 6 months.

years months
7 12
8 6 We cannot subtract 9 months from 6 months.
- 4 9 We borrow 1 year (12 months) from 8 years.
3 9
Answer: 3 years 9 months

19. Work out

(a) 3 years 4 months + 2 years 5 months

(b) 5 years 8 months + 7 years 6 months

20. Maya is 10 years 7 months old. Aliyah is twice as old as Maya. How old is Aliyah?

21. Father is 39 years 2 months old. Mother is 2 years 8 months younger than Father.
How old is Mother?

22. The school day starts at 8.50 a.m. and ends at 3.30 p.m. Calculate the number of
minutes that a pupil stays at school.

23. A film starts at 13 30 and ends at 15 45. What is the duration of the film?

24. Adi’s favourite cartoon starts at 4.15 p.m. If he gets home from school at 3.45 p.m, how
long does he have to wait before the cartoon starts?

25. On Monday, Salim did his Mathematics homework from 4.00 p.m to 4 .45 p.m. Then he
did his English homework from 4.45 p.m to 5.20 p.m. What is the total time David spent on
his homework on Monday?

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 TIME

26. David works from 9 a.m to 4 p.m from Monday to Friday.

(a) How long does he work in one day if he gets 30 minutes lunch time?
(b) How long does he work in one week?

27. A man takes 3 hours to wash all the 30 windows of a building. How many minutes does
he take to wash one window?

28. For the end-of-year examination, the Mathematics paper will start at 9.15 a.m. and will
end at 11.00 a.m. How long will the paper last?

29. (a) A clock is 10 minutes fast. What is the correct time if it shows 14 15?
(b) A clock is 20 minutes slow. What time does it show if the correct time is 15 00?

Continuous Assessment

Circle the correct answer.

1. Quarter to five in the afternoon is the same as :-

A. 04 45 B. 05 15 C. 16 45 D. 17 15

2. The sum of the ages of three children is 33 years. What will be the sum of their ages in
5 years time?
A. 38 years B. 39 years C. 49 years D. 48 years

3. Rehman is 11 years old. Jazy is 2 years younger than Rehman. How old will Jazy be in
5 years time?
A. 14 years B. 9 years C. 16 years D. 15 years

4. The time is now 8.30 a.m. Six hours later the time will be
A. 2.30 a.m B. 11. 30 a.m C. 2.30 p.m D. 6.30 p.m

5. 250 minutes =
A. 2 hours 50 minutes B. 2 hours 10 minutes
C. 6 hours 10 minutes D 4 hours 10 minutes

6. How many seconds are there in 3 hours?

A. 180 B. 3600 C. 10 800 D. 36 000

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 TIME

7. What time is shown on the clock face?

In figures: _______________________
In words: ________________________________________

8. Draw a clock face to show 14 20.

9. Work out
(a) 2 years 10 months (b) 15 h 45 min (c) 5 min 20 s
+ 4 years 6 months - 12 h 50 min x4

1
10. Shamima sleeps for 7 h every day. How many hours of sleep does she have in a
2
week?

11. Amelia watched a film which lasted for 2 hours 30 minutes. The film ended at 11.40
p.m. At what time did the film start?

12. Shameem is 18 years old. His sister Ameenah is 5 years older than him. How old was
Ameenah 8 years ago?

13. Frederick works 6 hours a day. He works 5 days a week. In how many weeks will he
work 240 hours?

14. The examination started at 10 45. Saloni was 20 minutes late. At what time did she
arrive for the examination?

15. Mr Ning started his journey at 11.30 a.m. He reached his destination at 1.15 p.m. How
long was his journey?

16.
Library - Opening Hours

Monday - Friday
10 00 - 17 30

Saturday
09 30 - 12 00

(a) How long does the library remain open on Tuesday? ___________
(b) How long does the library remain open on Saturday? ___________

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 PROBLEM
UNIT 15: PROBLEM SOLVING 1 SOLVING
In this unit, you will learn about:
• Problem solving techniques
• Different types of word problems

When solving mathematics problems, you need to

1 Read the problem carefully and understand it.

2 Make a plan and choose appropriate strategies.

3 Carry out the plan and solve the problem.

4 Check your answer.

There are different strategies you can use to solve problems in mathematics. You can:

1 2 3
Use thinking blocks Draw a diagram Guess and check

4 5 6
Work backwards Make a table Make a list

7 8
Take a simpler case Look for a pattern

Note to Teacher

• Only 5 of these strategies

are covered in Part 1.
• The remaining strategies
will be covered in Part 2.

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 PROBLEM SOLVING

Strategy 1: Using thinking blocks

Problem: In Long Mountain village, there are 15 693 inhabitants - men, women and children. The
number of children exceeds the number of men by 2 754. If there are 3 806 men, find the number
of women.

Step 1: Read the problem carefully and understand it

• What does the problem ask you to find out?
The number of women

• What do we know from the problem?

No. of inhabitants = 15 693
No. of men = 3 806
No. children = 2 754 more than number of men

Step 2: Make a plan

• Use thinking blocks to plan

Men Children Women

3 806 3 806 + 2 754 ?

Inhabitants 15 693

Step 3: Carry out the plan and solve the problem

No. of children = 3 806 + 2 754
= 6 560

No. of men and children = 3 806 + 6 560 = 10 366

No. of women = 15 693 – 10 366

= 5 327

Step 4: Check your answer

No. of inhabitants = No. of men + No. of women + No. of children
= 3 806 + 5 327 + 3 806 + 2 754
= 15 693
Note to Teacher
Verification (Step 4) is usually done when the
reverse calculation is quite straightforward.
Sometimes, an estimation may be used to
check the soundness of your answer.

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 PROBLEM SOLVING

Strategy 2: Draw a diagram

Problem: Three children are comparing their heights. Jonathan is 15 cm shorter than
Romila. Farah is 8 cm shorter than Romila. What is the difference in height between
Jonathan and Farah?

Note to Teacher
8 cm 15 cm In the remaining section,
we illustrate the different
problem-solving strategies.
Emphasise the four steps in
problem solving as shown in
Strategy 1.

Farah Romila Jonathan

Difference in height = 15 cm - 8 cm = 7 cm

Strategy 3: Guess and check

Problem: Two consecutive numbers when multiplied give 182. What are the two numbers?

We use our knowledge of multiplication facts to guess the number.

12 x 12 = ?
We know that 12 x 12 = 144 (x) Product is not close to 182
Consider 13 x13 = 169 (x) Product is still less than 182
Let us try 14 x 14 = 196 (x) Product is larger than 182
Let us try 13 x 14 = 182 (√) Product is 182

So the consecutive numbers are 13 and 14.

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 PROBLEM SOLVING

Strategy 4: Work backwards

Problem: Ashfaaq had some savings. Then his mother gave him Rs 225 as a gift. After using Rs
200 to buy a T-shirt and Rs 65 to buy stickers, he still had Rs 295. How much savings did he have
at first?

gift
Forward step: Savings Savings + Rs 225 (Total)
Rs 225

Backward step:

Rs 295 T-shirt Stickers Left

Rs 295 + Rs 65 Rs 295
Rs 65 Rs 200 Rs 65
+ Rs 200
Rs 560
Note to Teacher
Emphasise to pupils that we can solve the
same problem using different strategies or
using more than one strategy (e.g., using
Savings = Rs 560 - Rs 225 working backwards and thinking blocks).
= Rs 335 We need to find the strategies that will be
most effective.

Strategy 5: Make a table

Problem: Dev saves Rs 30 on Monday. Each day after that, Dev saves twice as much money
as he saved the day before. How much money does Dev save in all by Friday?

Day Savings (Rs)

Monday 30
Tuesday 30 x 2 = 60
Wednesday 60 x 2 = 120
Thursday 120 x 2 = 240
Friday 240 x 2 = 480
Total 930

Dev saves Rs 930 in all.

150
 PROBLEM SOLVING
Work out:
2
1. Ali bought 3 packs of 90 balloons for a party. of the balloons were white. How many
3
balloons were not white?

2. Rita has 485 beads. Tina has 125 more beads than Rita and Sita has 78 beads less
than Tina. Calculate (a) the number of beads Tina has.
(b) the number of beads Sita has.
(c) the total number of beads the three girls have.
1
3. Mr Fareed’s monthly salary is Rs 12 600. He saves of it each month. In how many
3
months will he save Rs 50 400?

4. After giving 20 pencils to each of his 42 pupils, a teacher has 18 pencils.

How many pencils did he have at first?

5. A teacher bought 10 copy books at Rs 12 each, 5 pencils at Rs 4 each and 5 pencil

cases. He gave the cashier a Rs 200 note and received Rs 2.50 change. How much did
each pencil case cost?

" The only way to learn mathematics is to do mathematics."

Paul Halmos (Hungarian-born American mathematician)

6. The sum of two consecutive numbers is 251. What are the numbers?

7. The product of two consecutive numbers is 600. What are the two numbers?

8. Rita spent Rs 50 at the shop to buy some cakes and some pastries for a party. A pastry
costs Rs 5 each. A cake costs Rs 3 more than a pastry. How many cakes and how many
pastries did she buy?

9. Kevin bought some biscuits. He ate 12 of them, gave 13 to his sister and 5 to his friend.
After receiving 3 more biscuits from his father, he now has 23. How many biscuits did
Kevin buy?

10. Deborah is comparing the heights of 3 plants A, B and C. Plant A is 12 cm taller than
Plant B. Plant C is 5 cm shorter than Plant B. What is the difference in height between
Plant A and Plant C?

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 PROBLEM SOLVING
11. A farmer has sheep, horses and chicken. The number of horses is double the number of
sheep. The number of chicken is 3 times the number of sheep. The animals have a total of 36
legs. Find the number of sheep, horses and chicken.

12. A woodcutter needs to cut a log into 8 equal pieces. He takes 30 seconds to make one
cut. How much time does he take to cut the log?

13. A shopkeeper stacks tomato cans on the shop shelf. He places 7 cans in the bottom row.
Each row has 1 can fewer than the row below it. The top row has only 1 can. How many cans
are there in all?
1
14. Rani bought a pair of shoes for Rs 620 after sales with price off. What was the price of
2
the pair of shoes before the sales?
1
15. Sandrine had some sweets. She gave 3 of the sweets to her brother. Then she gave 11
of the remaining sweets to Cedric. If she has 15 sweets left, how many sweets did she have at
first?

" Mathematics teaches us that there is every reason to believe

that every problem has a solution. " Author unknown

16. After giving 0.4 of his money to his daughter Caroline and 0.5 of the remainder to his son
Jean, Mr Eddy had Rs 120 left. How much money did Mr Eddy have at first?

17. Ahmed bought 525 eggs. One fifth of the total number of eggs were broken. He packed
the remainder in trays of 16. How many (a) trays did he get?
(b) eggs were left over?

18. Three hundred and fifty pupils go on an outing by bus. Each bus carries 53 passengers.
(a) What is the least number of buses required to carry all the pupils?
(b) How many seats are left unoccupied?

19. Hanna started running everyday. On the first week, she runs for 10 minutes per day. Each
week she increases her running time by 2 minutes. What will be the total amount of time she
spends running by the end of the third week?

20. A bouncy ball is thrown from a height of 128 cm. Each time it bounces, it rises to half the
height from which it fell. How high will the ball rise on the fifth bounce?

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 PROBLEM SOLVING

21. For the morning assembly, the pupils of a school were arranged in 30 rows. Each row
has the same number of pupils. The 13th pupil was in the middle of each row. How many
pupils were in the assembly at school on that day?

22. The total mass of Sarah and Sunil is 56.2 kg. Sunil is 4.6 kg heavier than Sarah. Find
Sunil’s mass.

23. Mira’s father spends 250 minutes working at home on Monday. Each day of the week
he spends 50 minutes less than the previous day to work at home. How much time does
he spend working at home on Friday?

24. James has Rs 5000. He has one 1000 –rupee note, four 500-rupee notes, eight 200-
rupee notes, six 25-rupee notes and some 50 –rupee notes. How many 50-rupee notes
does he have?

25. A tourist has $700. He changes all his dollars into rupees. He spends Rs 18 560 in
Mauritius. Before leaving Mauritius, he changes the rest of his money into pound sterling
(£). How many pounds does he receive? ($1= Rs 32, £1= Rs48 )

" It’s not that I’m so smart; it’s just that I stay with problems longer. "
Albert Einstein (Famous German- born scientist who received
the Nobel Prize in Physics in 1921)

26. A clock loses 3 minutes every 45 minutes. How many minutes will it lose in 6 hours?

27. King Burger sells soft drinks in 2 sizes. A small soft drink contains 300 mL and a large
2
soft drink contains more. How much does a large soft drink contain? Tasneem drinks
2 3 1
of a small soft drink and Shafiq drinks of a large soft drink. Who drinks the most
3 2
and by how much?

28. A trader had 50 kg of cloves. He sold 25 kg 500g of it and packed the remainder into
49 plastic bags each containing the equal mass of cloves.
Find the mass of 1 bag of cloves.

29. The digits 1, 2, 3, 4 and 5 are to be placed in the circles shown below so that the sums
horizontally and vertically are the same and each digit is used only once.
How should the numbers be arranged?

153
 PROBLEM
Answers SOLVING
to Problem solving 1

1. No. of balloons that are not white = 90

2. (a) 610 beads (b) 532 beads (c) 1627 beads

3. 12 months

4. 858 pencils

5. Rs 11.50

6. Numbers 125 and 126

7. Numbers 24 and 25

8. 2 pastries and 5 cakes

9. 50 biscuits

10. 17 cm

11. 2 sheep, 4 horses, 6 chickens

12. 210 s or 3 min 30 s

13. 28 cans

14. Rs 1240

15. 39 sweets

16. Rs 400

17. (a) 26 trays (b) 4 eggs

18. (a) 7 buses (b) 21 pupils

19. 252 minutes or 4 hours 12 minutes

20. 4 cm

21. 750 pupils

22. 30.4 kg

23. 50 minutes

24. Five 50-rupee notes

25. £ 80

26. 24 minutes

27. 500 mL, Shafiq drinks 50 mL more than Tasneem

28. 500 g

154
A1 Note to Teacher
• Provide net of cubes to pupils and
ask them to fold.
• A cube may have 6 different nets.
• It may be sufficient to show them
only the one illustrated at this stage.
A2
A3 Note to Teacher
• Help pupils to construct
the prism using the template
provided.
• Let them manipulate it and
compare it with the square
based pyramid they made.
• Let the pupils discuss about
the properties, similarities
and differences between
the two 3D shapes.
A4 PROBLEM SOLVING

161
A5 PROBLEM SOLVING

163
A6 PROBLEM SOLVING

165