Understanding

M athematics
Textbook for Class IV

Department of School Education

Ministry of Education and Skills Development
Royal Government of Bhutan
Published by Department of School Education (DSE)
Ministry of Education and Skills Development (MoESD)
Royal Government of Bhutan
Tel: +975-2-332885/332880

Copyright © 2023 DSE, MoESD, Thimphu

ALL RIGHTS RESERVED

No part of this book may be reproduced in any form without permission from the DSE, MoESD,
Thimphu.

ACKNOWLEDGEMENTS
Advisors
Dasho Pema Thinley, Vice Chancellor, Royal University of Bhutan
Tshewang Tandin, Director, Department of School Education, Ministry of Education
Yangka, Director for Academic Affairs, Royal University of Bhutan
Karma Yeshey, Director, Department of Adult and Higher Education, Ministry of Educaiton

Research, Writing, and Editing Bhutanese Reviewers

One, Two, ..., Infinity Ltd., Canada Tashi Phuntsho Shaba MSS, Paro
Authors Kuenzang Damphu LSS, Tsirang
Marian Small Penjor Tendu MSS, Samtse
Wendi Morrison Chencho Meritsemo CPS, Chukha
Reviewers Pelden Dorji Moshi CPS, Trashi gang
Tara Small Nim Dorji Sisina CPS, Thimphu
Gladys Sterenberg Ugyen Choden Katsho LSS, Haa
Editors Dorji Wangmo Shaba LSS, Paro
Jigme Shaba LSS, Paro
Jackie Williams
Yeshey Lhamo Pangna PS, Dagana
Carolyn Wagner Sonam Choden Khangkhu MSS, Paro
Coordination Sonam Choden Phuntsholing LSS, Chukha
Karma Yeshey, Bijoy Hangmo Subba Zilukha LSS, Thimphu
Curriculum Officer, CAPSD Karma Wangmo Wangchhu MSS, Chukha
The Ministry of Education wishes Tenzin Chophel Shaba LSS, Paro
to thank Kedhar Nath Sharma Lobesa LSS, Thimphu
• all teachers in the field who have Ugyen Laptsakha CPS, Punakha
given support and feedback on Gayatri Gurung Daga PS, Dagana
this project Thoner Zangmo Changzamtog LSS, Thimphu
• DANIDA, for the financial Tika Devi Adhikari Zilnon Namgyaling PS,T/phu
Support in the development of Singye Namgay Dawakha LSS, Paro
this book; and the World Bank, Tshewang Dorji Ura MSS, Bumthang
for ongoing support for School Phuntsho Dolma Paro College of Education
Mathematics Reform in Bhutan Lobzang Dorji BBED
• the students at Drugyel LSS for Ugyen Dorji CAPSD
their photos Karma Yeshey CAPSD
• Nelson Publishing Canada,
for its publishing expertise
and assistance

1st edition 2008 ISBN: 99936-0-319-8

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ii
 CONTENTS

FOREWORD vii

INTRODUCTION ix
How Math Has Changed ix
Using Your Textbook xi
Assessing Your Mathematical Performance xv
The Classroom Environment xvi
Your Notebook xvii

UNIT 1 NUMERATION, ADDITION, AND SUBTRACTION

Getting Started 1
Chapter 1 Whole Number Place Value
1.1.1 EXPLORE: Modelling 4-digit Numbers 3
1.1.2 EXPLORE: Describing 10,000 5
1.1.3 Place Value: 5-digit Numbers 6
1.1.4 Renaming Numbers 11
1.1.5 Comparing and Ordering Numbers 15
GAME: As High as You Can 18
Chapter 2 Addition and Subtraction
1.2.1 Adding and Subtracting Mentally 19
GAME: Add High and Subtract Low 23
1.2.2 Estimating Sums and Differences 24
GAME: Estimating the Range 26
1.2.3 Adding 5-digit Numbers 27
GAME: Give Me Thousands 29
1.2.4 Subtracting 5-digit Numbers 30
CONNECTIONS: A Different Way to Subtract 32
UNIT 1 Revision 33

UNIT 2 MULTIPLICATION AND DIVISION FACTS

Getting Started 35
Chapter 1 Multiplication
2.1.1 Multiplying by Skip Counting 37
2.1.2 Multiplying Using Arrays 41
GAME: Array Fact Match 44

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2.1.3 EXPLORE: Meanings of Multiplication 45
2.1.4 Relating Facts by Doubling and Halving 47
GAME: Matching Doubles 50
2.1.5 Multiplying by 7, 8, and 9 51
2.1.6 Multiplication Table Patterns 54
CONNECTIONS: Multiplication Fact Digit Circles 55
CONNECTIONS: Finger Multiplication 55
Chapter 2 Division
2.2.1 Division as Sharing 56
2.2.2 Division as Grouping 59
2.2.3 Multiplication and Division Fact Families 61
2.2.4 EXPLORE: Multiplying and Dividing With 1 and 0 63
UNIT 2 Revision 64

UNIT 3 MULTIPLICATION AND DIVISION

WITH GREATER NUMBERS
Getting Started 67
Chapter 1 Multiplication
3.1.1 Multiplying by Tens and Hundreds 69
3.1.2 Estimating Products 74
3.1.3 Multiplying Using Rectangles 76
3.1.4 Multiplying a 3-digit Number by a 1-digit Number 80
GAME: Lots of Tens 84
3.1.5 EXPLORE: Multiplication Patterns 85
Chapter 2 Division
3.2.1 Dividing Tens and Hundreds 86
3.2.2 Estimating Quotients 89
3.2.3 Dividing by Subtracting 91
3.2.4 Dividing in Parts 93
GAME: Two Hundred Plus 95
3.2.5 Dividing by Sharing 96
CONNECTIONS: When Do Remainders Change? 100
UNIT 3 Revision 101

UNIT 4 FRACTIONS AND DECIMALS

Getting Started 103
Chapter 1 Fractions
4.1.1 EXPLORE: Renaming Fractions 105
4.1.2 Equivalent Fractions 106
4.1.3 Comparing and Ordering Fractions 109
GAME: Closer to 1 112
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4.1.4 Modelling Mixed Numbers 113
Chapter 2 Representing Decimals
4.2.1 Modelling Hundredths 116
4.2.2 Comparing and Ordering Decimals 119
Chapter 3 Decimal Addition and Subtraction
4.3.1 Adding Decimals 122
4.3.2 Subtracting Decimals 125
CONNECTIONS: Decimals from Whole Numbers 128
GAME: Aim for 5 128
UNIT 4 Revision 129

UNIT 5 GEOMETRY
Getting Started 131
Chapter 1 Triangles and Quadrilaterals
5.1.1 Sorting and Drawing Triangles 133
5.1.2 EXPLORE: Properties of Triangles 138
5.1.3 Sorting Quadrilaterals 140
5.1.4 EXPLORE: Diagonals and Symmetry 144
Chapter 2 Polygons and Transformations
5.2.1 EXPLORE: Congruent Polygons 146
5.2.2 EXPLORE: Combining Polygons 148
GAME: Shape Puzzles 149
CONNECTIONS: Tangrams 150
5.2.3 Slides and Flips 151
5.2.4 Turns 155
CONNECTIONS: Logos 159
Chapter 3 3-D Geometry
5.3.1 EXPLORE: Building Shapes from Drawings 160
5.3.2 Describing and Comparing 3-D Shapes 162
5.3.3 Folding and Making Nets 166
5.3.4 EXPLORE: Building Skeletons 170
UNIT 5 Revision 172

UNIT 6 MEASUREMENT
Getting Started 175
Chapter 1 Length and Area
6.1.1 Introducing Millimetres 177
6.1.2 Estimating and Measuring Area 180
6.1.3 Relating the Area of a Rectangle to Multiplying 184
6.1.4 EXPLORE: Rectangle Perimeters with a Given Area 186
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GAME: Filling a Grid 187
CONNECTIONS: Relating Perimeter and Area 188
Chapter 2 Volume
6.2.1 Measuring Volume Using Cubes 189
6.2.2 EXPLORE: Volume of Rectangle-based Prisms 191
Chapter 3 Angles
6.3.1 Classifying Angles 193
Chapter 4 Time
6.4.1 Writing Times Before and After Noon 196
6.4.2 Measuring Times in Hours, Minutes and Second 198
UNIT 6 Revision 200

UNIT 7 DATA AND PROBABILITY

Getting Started 203
Chapter 1 Collecting and Displaying Data
7.1.1 Interpreting and Creating Pictographs 205
7.1.2 Interpreting and Creating Bar Graphs 210
7.1.3 Using a Coordinate Grid 215
GAME: Three in a Row 218
7.1.4 EXPLORE: Collecting Data 219
7.1.5 EXPLORE: Interpreting the Mean 220
Chapter 2 Probability
7.2.1 EXPLORE: Conducting Experiments 221
7.2.2 Predicting Likelihood 222
7.2.3 Using Fractions to Describe Probability 226
CONNECTION: Predicting Probability Runs 228
UNIT 7 Revision 229

GLOSSARY 231

MEASUREMENT REFERENCE 241

PHOTO CREDITS 242

ANSWERS 243

vi
vii
viii
 INTRODUCTION
HOW MATHEMATICS HAS CHANGED
This year in Class IV you will learn some new mathematics that Class IV
students before you did not learn. Some things are the same, but many
things are different. For example, some of the topics you will learn about
in geometry are new to all Class IV students.
You will learn mathematics differently this year. Instead of memorizing and
following rules, you will do much more explaining and making sense of
the mathematics. When you understand the mathematics, you will find
it more interesting and easier to learn.
Your new textbook lets you work on problems about everyday life as well
as on problems about Bhutan and the world around you. These problems
will help you see the value of math.
For example:
• One problem will ask you to consider the number of plants, cards, and
stamps that are arranged in a certain way.
3. How many items are there altogether in each
array?
a) 5 rows with 28 carrots in each row
b) 6 rows with 18 cards in each row
c) 6 rows with 157 stamps in each row
d) 4 rows with 132 potato plants in each row

• In another lesson you will look at information about parts of Bhutan.

The 2005 census told how many
Dzongkhag Population (2005)
people lived in each dzongkhag.
Ha 11,648
A. Which of the dzongkhags in Samtse 60,100
the chart has the most people? Trongsa 13,419
How do you know?

Bhutan Dzongkhags

Reprint 2023 Introduction ix

Your textbook will often ask you to use objects to learn the math.
For example:
• You will use cubes to learn about volume.

• You will use modelling clay and sticks

to build skeleton models of 3-D shapes.

• You will use base ten models of thousands, hundreds, tens, and ones
to model numbers and to compare numbers.

Modelling the number 3562 with base ten blocks on a place value mat

• You will use spinners to predict

how likely it is that something will
happen. A C
A
B
B A
C

On which spinner is it more likely to spin A?

This textbook will also ask you to explain why things are true. It will not
be enough just to say something is true. For example, you will calculate
25 × 100 = 2500 and then you will explain how you found the answer.
You will solve many types of problems and you will be encouraged to use
your own way of thinking to solve them.

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USING YOUR TEXTBOOK
Each unit has • a Getting Started section
• two or three chapters
• regular lessons and at least one Explore lesson
• a Game and a Connections activity
• a Unit Revision
Getting Started
There are two parts to the Getting Started. First, you will complete
a Use What You Know activity. Then you will answer Skills You Will Need
questions. Both remind you of things you already know that will help you in
the unit.
• The Use What You Know activity is done with a partner or in a group.
• The Skills You Will Need questions help you review skills you will use in
the unit. You will usually do these by yourself.
Regular Lessons
• Lessons are numbered #.#.# — the first number tells the unit, the second
number is the chapter, and the third number is the lesson in the chapter.
For example, Lesson 4.2.1 is Unit 4, Chapter 2, Lesson 1.
• Each regular lesson is divided into five parts:
- A Try This problem or task
- A box that explains the main ideas of the lesson; it is called the exposition
- A question that asks you to think about the Try This problem again, using
what you have learned in the exposition
- one or more Examples
- Practising and Applying questions
Try This
• The Try This is in a grey box, like this one from lesson 2.1.1 on page 37.
Try This
This pictograph shows the number of pet cats in three different Class IVs.
Pet Cats in Our Classes

Class IV A

Class IV B means 5 cats.

Class IV C

A. How many pet cats are there altogether in the three classes?

Reprint 2023 Introduction xi

You will solve the Try This problem with a partner or in a small group.
The math you learn later in the lesson will relate back to this problem.

The Exposition
• The exposition comes after the Try This.
• It presents and explains the main ideas of the lesson.
• Important math words are in bold text. You will find the definitions of
these words in the glossary at the back of the textbook.
• You are not expected to copy the exposition into your notebook.
Going Back to the Try This
• There is always a question after the exposition that asks you to think
again about the Try This problem or task. You can use the new ideas
presented in the exposition. The example below is from lesson 2.1.1 on
page 38. The exposition that comes before this one shows how to skip
count on a number line to multiply. You can use the strategies you learned
to solve the Try This problem again but in a different way.

B. Use skip counting to solve each. Tell how you skip counted.
i) How many pet cats are there in each class?
ii) How many pet cats are there in all three classes?

C. Write a multiplication fact for each.

i) The number of pet cats in each class
ii) The number of pet cats in all three classes

Examples
• The Examples prepare you for the Practising and Applying questions.
Each example is a bit different from the others so that you can refer to
many models.
• You will work through the examples sometimes on your own, sometimes
with another student, and sometimes with your teacher.
• The Solutions column shows you what you should write when you solve
a problem. The Thinking column shows what you might be thinking as you
solve the problem.
• Some examples show you two or three different solutions to the same
problem. The example on the next page, from lesson 2.1.1 on page 39,
shows three ways to solve the problem about how many wheels there are
on five cars: Solution 1, Solution 2, and Solution 3.

xii Reprint 2023

As you can see, there is more than one way to solve the problem below.
Examples
Example Solving a Multiplication Problem by Skip Counting
There are five cars in the parking lot.
How many wheels are there altogether?
Show your work.

Solution 1 Thinking
5×4=? • There are 5 cars. Each car has
1, 2, 3, 4, 4 wheels. That is 5 groups of
5, 6, 7, 8, 4 wheels, which is 5 × 4.
9, 10, 11, 12, • I skip counted by 4s five times.
13, 14, 15, 16, • To skip count, I counted some numbers silently
17, 18, 19, 20 and said every 4th number out loud.
5 × 4 = 20
There are 20 wheels.
Solution 2 Thinking
5×4=? • There are 5 cars. Each car has
5×4=4×5 4 wheels. That's 5 × 4.
5, 10, 15, 20 • You can multiply in any order.
5 × 4 = 20 I used 4 × 5 instead of 5 × 4
because skip counting by 5s is easy for me.
There are 20 wheels.
Solution 3
5×4=4+4+4+4+4=?
+4 +4 +4 +4 +4

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

There are 20 wheels.

Thinking
• 5 cars with 4 wheels on each is 4 + 4 + 4 + 4 + 4 wheels.
• I added 4 + 4 + 4 + 4 + 4 by jumping by 4s five times on
a number line.

Reprint 2023 Introduction xiii

Practising and Applying
• You might work on the Practising and Applying questions by yourself,
with a partner, or in a group. You can use the exposition and examples
to help you.
• The first few questions are similar to the questions in the Examples and
the exposition.
• The last question helps you think about the most important ideas you
have learned in the lesson.
Explore Lessons
• An Explore lesson lets you work with a partner or in a small group
to investigate some math.
• Your teacher does not tell you about the math in an Explore lesson.
Instead, you work through the questions and learn in your own way.
Connections Activity
• The Connections activity is usually something interesting that relates to
the math you are learning. For example, in Unit 7, the Connections on
page 226 is about predicting how many times in a row you might get
a Khorlo when you flip a Nu 1 coin.
• Every unit has a Connections activity.
• You will usually work in a pair or a small group to complete the task or
answer the question(s).
Game
• Each unit usually has at least one Game.
• The Game is a way to practise skills and
concepts from the unit with a partner or in
small group.
• The materials you need and
the rules for the game are listed in
the textbook. Usually the textbook shows
a sample game to help you understand
the rules.

Unit Revision
• The Unit Revision helps you review the lessons in the unit.
• The order of the questions in the Unit Revision is usually the same as
the order of the lessons in the unit.
• You can work with a partner or by yourself, as your teacher suggests.

xiv Reprint 2023

Glossary
• At the end of the textbook you will find a glossary of new math words and
their definitions. The glossary also contains other important math words
from Class III that you need to remember.
• The glossary also has definitions of instructional words such as “explain”,
“predict”, and “estimate”. These will help you understand what you are
expected to do.
Answers
• You will find answers to most of the numbered questions at the back
of the textbook. Answers to questions that ask for explanations (Explain
your thinking or How do you know?) are not included in your textbook.
Your teacher has those answers.
• Questions with capital letters, such as A or B, do not have answers in
the back of the textbook. Your teacher has the answers to these questions.
• If there could be more than one correct answer to a question, the answer
will start with Sample response. Even if your answer is different than
the answer at the back of the textbook, it may still be correct.

ASSESSING YOUR MATHEMATICAL PERFORMANCE

Forms of Assessment
Your teacher will be checking to see how you are doing in your math
learning. Sometimes your teacher will collect information about what
you understand or do not understand in order to change the way you
are taught. Other times your teacher will collect information in order
to give you a mark.
Assessment Criteria
• Your teacher should tell you about what she or he will be checking and
how it will be checked.
• The amount of the mark assigned for each unit should relate to the time
the class spent on the unit and the importance of the unit.
• Your mark should show how you are doing on skills, applications,
concepts, and problem solving.
• Your teacher should tell you whether the mark for a test will be a number
such as a percent, a letter grade such as A, B, or C, or a level on a rubric
(level 1, 2, 3, or 4). A rubric is a chart that describes criteria for your work,
usually in four levels of performance. If a rubric is used, your teacher
should let you see the rubric before you start to work on the task.

Determining a Mark or Grade

In determining your overall mark in mathematics, your teacher might use
a combination of tests, assignments, projects, performance tasks, exams,
interviews, observations, and homework.

Reprint 2023 Introduction xv

THE CLASSROOM ENVIRONMENT
In almost every lesson you will have a chance to work with other students.
You should always share your responses, even if they are different from
the answers offered by other students. It is only in this way that you will
really be engaged in the mathematical thinking.

Pair and Group Work

• There are many reasons why you
should work in pairs or groups:
- to have more opportunities to
communicate mathematically
- to make it easier for you to discuss
an answer you are not sure of
- to see the different mathematical
ideas of other students
- to share materials more easily

• Sometimes you might work Rules for Group Work

with the person next to you,
but at other times you might - Make sure you understand all of
be asked to work with the work produced by the group.
particular students. - If you have a question, ask your group
• When you work in a group, members first, before asking your
it is important to contribute teacher.
and to follow your teacher’s - Find a way to work out disagreements
rules for working in groups. without arguing.
Some sample rules are
shown here. - Listen to and help others.
- Make sure everyone is included and
encouraged.
- Speak just loudly enough to be heard.

xvi Reprint 2023

Communication
• Many of the questions in the textbook ask you to explain your thinking.
Look for instructions like these:
- Explain.
- Explain your thinking.
- Show how you know.
- How do you know?
- How do you know you are right?
- Explain your prediction.
- Explain your estimate.
• The sample Thinking in the Examples provides a model for mathematical
communication.
• One of the ways you communicate mathematically to yourself is by
checking your work. Even when a question does not ask you to check your
work, you should think about whether your answer makes sense. When
you check your work, you should check using a different way than the way
you used to find your answer so that you do not make the same error twice.

YOUR NOTEBOOK
• It is valuable for you to have
a well-organized, neat notebook
to look back at to review the main
ideas you have learned. You
should do your rough work in this
same notebook. Do not do your
rough work elsewhere and then
waste valuable time copying it
neatly into your notebook.
• Your teacher will sometimes
show you important points
to write down in your notebook.
You should also make your own
decisions about which ideas
to include in your notebook.

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xviii Reprint 2023
 UNIT 1 NUMERATION, ADDITION,
AND SUBTRACTION
Getting Started

Use What You Know

Play this game in a group of two or three.
• You need three sets of cards with these digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
• Mix up all the cards, turn them over so you cannot see them, and then
spread them out.
Each player does the following:
• Takes three cards and uses them to create a 3-digit number less than 850.
• Adds the number to 148 to get a sum.
• Returns the cards and mixes them up.
• Takes another three cards and creates a 3-digit number less than the sum.
• Subtracts the new number from the sum to get a difference.
The player with the greatest difference gets 1 point.
Play seven more times. The player with the most points wins.

For example:
Karma took the digit cards 1, 3, and 8.
She made this number and got the sum 979:

8 3 1
831 + 148 = 979

She then took the cards 6, 7, and 9.

She made this number and got the
difference 300:

6 7 9 If Karma's difference of 300 is greater

979 – 679 = 300 than the other player's difference,
Karma will get 1 point.

Numeration,
Reprint 2023 Addition, and Subtraction 1
Skills You Will Need
1. This is a sketch of a base ten block model 1 thousands block
of the number 1135.

1 hundreds block

Sketch a base ten block model for each.

a) 3005 b) 1062 3 tens blocks 5 ones blocks
Base ten blocks showing 1135
2. What is the thousands digit in each number?
a) 4107 b) 3789

3. What is the place value of the 4 in each number?

a) 3142 b) 4007
c) 6428 d) 5674

4. Write a number for each.

a) It has a 0 in the tens place and a 5 in the thousands place.
b) It is 300 more than 5478.

5. You can write 6712 as 6 thousands + 7 hundreds + 1 ten + 2 ones.

Write each number in this way.
a) 5902 b) 6008

6. 3124 can be written as 3 thousands + 1 hundred + 2 tens + 4 ones.

3124 can also be written as 31 hundreds + 2 tens + 4 ones.
Complete each.
a) 4056 = ____ hundreds + ___ tens + ____ ones
b) 3108 = ____ thousands + ____ tens + ____ ones

7. Order each set of numbers from least to greatest.

a) 4217, 1245, 899 b) 5101, 4923, 9764, 1037

8. Add.
a) 512 + 387 b) 614 + 788
c) 498 + 378 d) 148 + 975

9. Subtract.
a) 598 – 387 b) 714 – 688
c) 412 – 378 d) 975 – 148

2 UNIT 1 Reprint 2023

Chapter 1 Whole Number Place Value
1.1.1 EXPLORE: Modelling 4-digit Numbers

• A 4-digit number is between 1000 and 9999. A model of a 4-digit

number uses one or more thousands blocks.

A thousands block
For example, 4000 looks like this:

4 thousands blocks = 4000

• To show most 4-digit numbers, you need to use other blocks too.
For example, 3142 looks like this:

3 1 4 2
3 thousands blocks, 1 hundreds block, 4 tens blocks, and 2 ones blocks

A. How are thousands, hundreds, tens, and ones blocks alike?

How are they different?
A. Use mental math to calculate each.
i) 35 × 1000 ii) 67 × 1000 iii) 7 × 3000

B. Use 8 × 600 = 4800 to calculate each using mental math.

Explain how you calculated.
i) 8 ×

Numeration,
Reprint 2023 Addition, and Subtraction 3
 B. How can you build a thousands block with hundreds blocks?

C. How can you use blocks to show 2314? Sketch your model.

D. Show 2314 with blocks. Then show 3142 with blocks.

Why do you use the same number of blocks for both numbers?

E. Why do you use more thousands blocks for 3142 than for 2314?

F. You can show 3142 with 10 blocks:

3 thousands blocks, 1 hundreds block, 4 tens blocks, 2 ones blocks

i) List five other 4-digit numbers you can show with 10 blocks.
ii) Which number in part i) is greatest? Which is least?
iii) Why can you also show 3142 with 19 blocks?

2 thousands blocks, 11 hundreds blocks, 4 tens blocks, and 2 ones blocks

iv) Describe or sketch four other ways to show 3142.

v) What is the greatest number of blocks you can use to show 3142?
Which blocks would you use?
vi) What is the least number of blocks you can use to show 3142?
Which blocks would you use?

G. Decide on a total number of blocks to use. You can use from five
to nine blocks altogether. List four 4-digit numbers you can show with
that number of blocks. You can use any kind of blocks.

H. Create your own 4-digit number. Describe or sketch three ways

to show it with blocks.

4 UNIT 1 Reprint 2023

1.1.2 EXPLORE: Describing 10,000

Here are some things that are true about the number 10,000:
• 10,000 days is almost 30 years.
• If 100 young children lay down in a line, the line would be
about 10,000 cm long.

• If you walk 10,000 steps, you might cross

your classroom about 800 times.

• If you add 100 to itself 100 times, you get 10,000:

100 + 100 + 100 + 100 + 100 + 100 + 100 + 100 + 100 +…+ 100 = 10,000

92 more times
• 10,000 is the tenth number in this pattern: 1000, 2000, 3000, 4000, …

A. Estimate to see if 10,000 days is almost 30 years.

Show your work.

B. i) Tell how you might find out how many times you can cross
your classroom in 10,000 steps.
ii) Use the method you described in part i) to see if you can cross
your classroom 800 times in 10,000 steps. Tell what you did.

C. Create a pattern that includes the number 10,000.

Tell how you know your pattern includes 10,000.

D. What else can you describe with the number 10,000?

Tell how 10,000 describes it.

Numeration,
Reprint 2023 Addition, and Subtraction 5
1.1.3 Place Value: 5-digit Numbers

Try This
You have already learned about different ways to describe numbers
like 9000 (9 thousand).
For example:
• 9000 is 1000 more than 8000.
• 9000 is 9 thousands.
• 9000 is 1 thousand less than 10,000.

A. How you can describe 90 thousand in different ways?

• You can show any 4-digit number using these base ten blocks:

Thousands block Hundreds block Tens block Ones block

For example, 3102 looks like this:

3 thousands blocks, 1 hundreds block, and 2 ones blocks

• You can also use blocks to show any 5-digit number.

To show 10,000, you can make a stick using 10 thousands blocks.

10,000

10 thousands blocks = 1 ten thousands stick = 10,000

6 UNIT 1 Reprint 2023

To show 30,000 you can use three 10,000 sticks.

10,000

10,000

10,000

To show 32,105 you can use three 10,000 sticks to show 30,000 and
use other blocks to show 2 thousand, 1 hundred, and 5 ones.

10,000

10,000

10,000

• A comma is used to separate the thousands digit from the hundreds digit.

32 ,105
thousands digit hundreds digit
comma
• The comma helps you read the number aloud in two parts.
For example: We read 32,105 as “thirty two thousand, one hundred five”.
Notice that we do not use the word “and” when we read a whole number.
We only use “and” for reading decimals, such as 1.2, “one and two tenths”.

Numeration,
Reprint 2023 Addition, and Subtraction 7
• To take a number in standard form and write it in expanded form,
you write the value of each digit and then put the values together.

32,105 is in standard form.

Here are two ways to write 32,105 in expanded form:
Using numbers 30,000 + 2000 + 100 + 5
Using words 3 ten thousands + 2 thousands + 1 hundred + 5 ones

• You can use a place value chart to model a number.

For example, you can show 32,105 in these ways:

Ten thousands Thousands Hundreds Tens Ones

3 2 1 0 5
OR
Ten thousands Thousands Hundreds Tens Ones

• When you read or write a number, think about what each digit means.
For example, in 40,014, each 5 digit means something different.
40,014

4 ten thousands 4 ones

B. How can you show 90,000

using each?
i) base ten blocks
ii) expanded form using words
iii) digits and a place value chart

Showing 90,000 using counters and

a place value chart

8 UNIT 1 Reprint 2023

Examples
Example 1 Writing a Number from a Model
The blocks below show a number. Write the number in each way.
a) in expanded form two ways: using words and using numbers
b) in a place value chart
c) in standard form

Solution Thinking
a) In expanded form two ways a) I wrote how many
2 ten thousands + 3 thousands + 1 ten there were of each
20,000 + 3000 + 10 kind of block. Then
I added the parts
together.
b) In a place value chart
Ten thousands Thousands Hundreds Tens Ones
2 3 0 1 0

b) For each place in the chart,

I thought, "How many are there of
this kind of block?"
• I used 0 when there were
no blocks.

c) In standard form c) For standard form, I copied the

23,010 digits from the place value chart.
• I put a comma between the
thousands digit and the hundreds
digit.

Numeration,
Reprint 2023 Addition, and Subtraction 9
Example 2 Showing a Number in Different Ways
10,032 is in standard form. Show 10,032 in two other ways.
Solution
10,032 = 1 ten thousand + 3 tens + 2 ones
Ten thousands Thousands Hundreds Tens Ones
10,032 =

Thinking
• I wrote the expanded form that uses words. I could have used
only numbers instead.
• For the place value chart, I could have shown digits instead of
drawing pictures of counters.

Practising and Applying

1. Write the number for the model 4. a) Create an odd number that
shown below in each way. fits all three clues:
a) in expanded form • The ten thousands digit is twice
b) in a place value chart the tens digit.
c) in standard form • The thousands digit is three
times the ones digit.
• Each digit is used only once.
b) Create another odd number that
fits the clues.

5. a) List three 5-digit numbers that

you could show with eight blocks.
b) If you showed each number with
counters on a place value chart,
how many counters would there be?
2. Show 12,341 in each way.
c) If you wrote each number in
a) using base ten blocks expanded form using words, what
b) in a place value chart would be the sum of the digits?
c) in expanded form two ways
6. Use these digits to create two
3. Write a 5-digit number for each. different 5-digit numbers that are
a) It has a 3 in the ten thousands place. about 20,000 apart.
b) It has a 4 in the hundreds place 6, 5, 1, 9, 2
and a 0 in the thousands place.
7. Why are there more 5-digit
c) It has a 1 in the ten thousands place. numbers than 4-digit numbers?

10 UNIT 1 Reprint 2023

1.1.4 Renaming Numbers

Try This
In 2005, there were 98,676 people
living in Thimphu.

A. i) If all the people were put into

groups of 1000, about how many
groups would there be?
ii) If all the people were put into
groups of 100, about how many
groups would there be?

Downtown Thimphu

• You can show a number different ways.

For example:
Here is one way to show 12,300:

12,300 = 1 ten thousand + 2 thousands + 3 hundreds

If you trade the 1 ten thousand stick for 10 thousands blocks,

you can show 12,300 in another way:

12,300 = 12 thousands + 3 hundreds

Numeration,
Reprint 2023 Addition, and Subtraction 11
You can also show 12,300 in different ways using a place value chart.
You can trade 1 ten thousand for 10 of the place value to its right,
the thousands.
Ten thousands Thousands Hundreds Tens Ones
1 2 3 0 0

1 ten thousand + 2 thousands + 3 hundreds

Ten thousands Thousands Hundreds Tens Ones

10 + 2 3 0 0
12 3 0 0

12 thousands + 3 hundreds

• Trading 1 in a place value for 10 of the place value to the right is a way
to rename a number.
Here are some ways to rename 41,200:
Ten thousands Thousands Hundreds Tens Ones
4 1 2 0 0
4 ten thousands + 1 thousand + 2 hundreds

Ten thousands Thousands Hundreds Tens Ones

41 2 0 0
41 thousands + 2 hundreds

Ten thousands Thousands Hundreds Tens Ones

412 0 0
412 hundreds
41,200 = 4 ten thousands + 1 thousand + 2 hundreds
= 41 thousands + 2 hundreds
= 412 hundreds

• Renaming numbers can help you to think about different ways

to group a number such as 41,200:
41,200 is about 4 groups of 10,000.
41,200 is about 41 groups of 1000.
41,200 is about 412 groups of 100.

B. How can renaming 98,676 in different ways help you answer part A?

12 UNIT 1 Reprint 2023

Examples
Example 1 Renaming from Standard Form
Rename 62,140 in three different ways. Show your work.
Solution Ten thousands Thousands Hundreds Tens Ones
First way 6 2 1 4 0
Second way 5 12 1 4 0
Third way 62 1 4 0

62,140 = 6 ten thousands + 2 thousands + 1 hundred + 4 tens

= 5 ten thousands + 12 thousands + 1 hundred + 4 tens
= 62 thousands + 1 hundred + 4 tens
Thinking
I used a place value chart to help me.
First way: I wrote each digit in a column in a place value chart.
Second way: I traded one of the ten thousands for a thousand.
Third way: I traded the rest of the ten thousands for thousands.

Example 2 Renaming to Standard Form

Write each number in standard form. Show your work.
a) 41 thousands + 3 hundreds + 4 tens + 3 ones
b) 512 hundreds + 3 ones
a) Solution
41 thousands + 3 hundreds + 4 tens + 3 ones
= 40 thousands + 1 thousand + 3 hundreds + 4 tens + 3 ones
= 4 ten thousands + 1 thousand + 3 hundreds + 4 tens + 3 ones

4 ten thousands + 1 thousand + 3 hundreds + 4 tens + 3 ones = 41,343

Thinking
• Since there were more than 10 thousands, I traded each group
of 10 thousands for 1 ten thousand.

Numeration,
Reprint 2023 Addition, and Subtraction 13
Example 2 Renaming to Standard Form [Continued]
b) Solution
512 hundreds + 3 ones
Ten thousands Thousands Hundreds Tens Ones
512 0 3
51 2 0 3
5 1 2 0 3
512 hundreds + 3 ones = 51,203
Thinking
• I wrote 512 hundreds and 3 ones in a place value chart.
• Then I traded to the left until I had a digit less than 10 in each
place.

Practising and Applying

1. a) Sketch a block model for 10,100.
b) Trade the ten thousands block for thousands blocks.
Sketch the new model.
c) Sketch a block model for 21,210.
d) Trade one of the ten thousands blocks for thousands blocks.
Sketch the new model.
2. Complete.
a) 30,470 = ___ thousands + ___ hundreds + ___ tens
b) 12,480 = ___ hundreds + ___ tens
c) 40,281 = 3 ten thousands + ___ thousands + ___ hundreds + ___ ones

3. Write each in standard form. 5. 1 m = 100 cm.

a) 3 ten thousands + 12 thousands + a) How many metres is 13,000 cm?
3 ones b) How is writing centimetres as
b) 51 thousands + 7 tens metres like renaming a number?
c) 17 thousands + 2 tens + 5 ones 6. 1 km = 1000 m
d) 480 hundreds
a) How many kilometres is
e) 152 hundreds + 8 ones 27,000 m?
4. You are putting 100 pencils in each b) How is writing metres as
box. How many boxes can you fill with kilometres like renaming a number?
each number of pencils?
7. How would you teach a friend
a) 12,100 b) 15,000 to rename a number like 32,100 in
c) 16,280 d) 8245 two ways?

14 UNIT 1 Reprint 2023

1.1.5 Comparing and Ordering Numbers

Try This
The 2005 census told how many
Dzongkhag Population (2005)
people lived in each dzongkhag.
Ha 11,648
A. Which of the dzongkhags in Samtse 60,100
the chart has the most people? Trongsa 13,419
How do you know?

Bhutan Dzongkhags

• You can compare and order 5-digit numbers just like you compared and
ordered numbers less than 10,000.

• Start by comparing the digits on the left. Then move to the right
if necessary.
For example:
- If a number has more ten thousands, it is greater.
42,111 > 21,892 since 4 ten thousands > 2 ten thousands
- If a number has the same number of ten thousands, compare the rest of
the number to decide which is greater.
42,111 > 41,279 since 2 thousands > 1 thousand

• A number is between two other numbers if it is greater than one of

the numbers and less than the other number.
For example, to order 25,489, 15,130, and 29,411:
25,489 is between 15,130 and 29,411 because
25,489 > 15,130 and 25,489 < 29,411.
You can write 15,130 < 25,489 < 29, 411.

Numeration,
Reprint 2023 Addition, and Subtraction 15
• You can put numbers on a number line to compare and order them.
If a number is to the right of another number, it is greater.
18,500 < 25,500 < 31,000

15,000 20,000 25,000 30,000 35,000

B. Which population in part A is between the other two populations?

How do you know?

Examples
Example 1 Ordering Numbers
a) Use the digits 4, 0, 0, 2, and 3 to create three different 5-digit numbers.
b) Order your numbers from least to greatest.
Solution Thinking
a) 40,203 a) I used the digit 4 first, then
30,402 I used the digit 3 first, and then
20,043 I used the digit 2 first.

b) In order: b) The number with the most ten

Least: 20,043 thousands is the greatest.
Middle: 30,402 2 ten thousands < 3 ten thousands < 4 ten thousands
Greatest: 40,203

Example 2 Finding a Number in Between

Wangdue Dzongkhag has 31,135 people.
Pemagatshel Dzongkhag has 13,864 people.
Which dzongkhag below has a population between 31,135 and 13,864?
Paro Dzongkhag 36,433
Tsirang Dzongkhag 18,667
Mongar Dzongkhag 37,069
Solution Thinking
Tsirang Dzongkhag has • 36,433 is too high, since
a population in between. 36 thousands > 31 thousands.
• 37,069 is also too high, since
13,864 < 18,667
37 thousands > 31 thousands.
18,667 < 31,135
• 18,667 works, since
18 thousands > 13 thousands and
13,864 < 18,667 < 37,069
18 thousands < 31 thousands.

16 UNIT 1 Reprint 2023

Example 3 Comparing Numbers with Different Numbers of Digits
Gasa Dzongkhag has 3116 people. Ha Dzongkhag has 11,648 people.
Which dzongkhag has the greater population? How do you know?
Solution
Ten thousands Thousands Hundreds Tens Ones

3116 3 1 1 6
11,648 1 1 6 4 8

Ha Dzongkhag has the greater population because 11,648 > 3116.

Thinking
• I first thought 3116 was greater than 11,648 because
the first digit in 3116 is greater than the first digit in 11,648.
• I wrote the numbers in a place value chart and saw that the 1 in
11,648 was 1 ten thousand but the 3 in 3116 was only 3 thousands.

Practising and Applying

1. Which number is greater in each? 4. List three numbers that are
a) 42,978 or 31,999 between 15,239 and 16,100.
b) 15,203 or 51,302 5. Arrange the digits below to make
c) 82,135 or 8213 a number for each.
d) 53,147 or 53,299 a) It is greater than 50,000.
b) It is less than 10,800.
2. Order from least to greatest.
c) It is between 20,000 and 50,000.
a) 13,287; 15,149; 10,003
d) It is between 12,000 and 16,000.
b) 28,147; 32,875; 7820
3. In 2005, the number of people in 1 7
each home in Bhutan was counted. 2 0

Number of Number of homes 4

people in with that many
the home people 6. A number is between 20,000
1 or 2 people 26,139 and 22,000.
3 or 4 people 39,381 20,000 < █ █,█ █ █ < 22,000
Which is greater? a) How many ten thousands does
• the number of homes with the number have?
1 or 2 people b) Use examples to explain why
or you cannot be sure how many
thousands the number has.
• the number of homes with
3 or 4 people 7. How is comparing 5-digit numbers
How do you know? like comparing 4-digit numbers?

Numeration,
Reprint 2023 Addition, and Subtraction 17
GAME: As High as You Can

Play in a group of two or three. Players can share one die.

Each player draws five boxes like these, with a comma.

,
Each player then does the following:
- Rolls a die and writes the digit in one
of the boxes.
- Rolls four more times until all five boxes
have a digit. You cannot move a digit after you have written it.
The player with the greatest value gets 1 point.
Play five more times. The player with the most points wins the game.
For example:
If Player A makes the number 61,142
and Player B makes the number 52,143
Player A gets 1 point because 61,142 > 52,143.

18 UNIT 1 Reprint 2023

Chapter 2 Addition and Subtraction
1.2.1 Adding and Subtracting Mentally

Try This
Tshering makes cloth to sell. She earned
Nu 2850 last month and Nu 3600 this
month.

A. How much did she earn in total?

There are different ways to add numbers using mental math.

For example: 3875 + 4225
• You can add in parts.
The parts of 4225 are 4000 + 200 + 25.
3875 + 4225
= 3875 + 4000 + 200 + 25
= 7875 + 200 + 25
= 8075 + 25
= 8100

• You can add an easier number and then change the result.
4000 is 125 more than 3875 but it is easier to add.
Add 4000 instead of 3875: 3875 + 4225 → 4000 + 4225 = 8225
Subtract 125 in parts: 8225 – 100 = 8125 → 8125 – 25 = 8100

• You can break up the numbers into parts that are easy to add.
3875 + 4225 → 75 + 25 = 100
3875 + 4225 → 3800 + 200 = 4000 100 + 4000 + 4000 = 8100
3875 + 4225 → 4000

Numeration,
Reprint 2023 Addition, and Subtraction 19
There are also different ways to subtract numbers using mental math.
For example: 9125 – 3994
• You can count up from 3994 to 9125 in steps.
The number line below shows the steps you might follow:
Start at 3994.
Count up 6 to get to 4000.
Count up 5000 to get to 9000.
Count up 125 to get to 9125.
Add 6 + 5000 + 125 = 5131
+ 5000 + 125
+6

3994 4000 9000 9125

Since 6 + 5000 + 125 = 5131,

then 9125 – 3994 = 5131.

• You can subtract an easier number than 3994 and then change
the answer.
4000 is 6 more than 3994 but it is easier to subtract.
Subtract 4000 instead of 3994: 9125 – 4000 = 5125
Add 6 because you subtracted 6 more: 5125 + 6 = 5131

• You can subtract 3994 in parts.

Think about 3994 in parts: 3994 = 3000 + 900 + 90 + 4
Start at 9125 and subtract 3000: 9125 – 3000 = 6125
Then subtract 900 by subtracting 1000
and then adding 100 back: 6125 – 900 = 6125 – 1000 + 100
= 5125 + 100
= 5225
Then subtract 90 by subtracting 100
and then adding 10 back: 5225 – 90 = 5225 – 100 + 10
= 5125 + 10
= 5135
Finally, subtract 4: 5135 – 4 = 5131

B. Add Nu 2850 and Nu 3600 from part A using mental math.

Tell what you did.

20 UNIT 1 Reprint 2023

Examples
Example 1 Adding using Mental Math
Add each using mental math. Show your thinking.
a) 4278 + 9912 b) 2884 + 3616
Solution Thinking
a) 4278 + 9912 = ? a) I used both of
these strategies:
10,000 is close to 9912 and it is easy to add:
• adding an easier
4278 + 9912 → 4278 + 10,000 = 14,278 number and then
changing the answer,
I added 10,000, which is more than 9912,
so I have to subtract to change the and
answer. • subtracting an easier number
10,000 is 100 more than 9900, so and then changing the answer.
I subtract the extra 100:
14,278 – 100 = 14,178
9900 is 12 less than 9912, so I add 12:
14,178 + 12 = 14,190

4278 + 9912 = 14,190

b) 2884 + 3616 = ? b) I used both of these

strategies:
2884 + 3616 → 84 + 16 = 100
• breaking up
2884 + 3616 → 2800 + 3600 = ? the numbers into easy parts to
4000 is 400 more than 3600 but it is add,
easier to add: and
2800 + 3600 → 2800 + 4000 = 6800 • adding an easier number and
Subtract 400 because I added 400 extra: then changing the answer.
6800 – 400 = 6400

2884 + 3616 = 100 + 6400 = 6500

Numeration,
Reprint 2023 Addition, and Subtraction 21
Example 2 Subtracting using Mental Math
Subtract each using mental math. Show your thinking.
a) 4625 – 1995 b) 6628 – 4608
Solution Thinking
a) 2000 is 5 more than 1995, but it is a) I decided to
easier to subtract: subtract an easier
4625 – 1995 → 4625 – 2000 = 2625 number that was too
Add 5 because I subtracted 5 extra: much and then add
back the extra.
2625 + 5 = 2630
4625 – 1995 = 2630

b) 6628 – 4608 → 28 – 8 = 20 b) I subtracted the tens and

ones parts and then the
6628 – 4608 → 6600 – 4600 = 2000 thousands and hundreds parts.
2000 + 20 = 2020
Then I put the two parts
6628 – 4608 = 2020 together.

Practising and Applying

1. Add using mental math. 4. a) What subtraction does this
Show your thinking. number line show?
a) 5289 + 3711 b) 3846 + 2993 + 500 + 100
+ 24
2. Subtract using mental math.
Show your thinking. 1476 1500 2000 2100
a) 7125 – 2999 b) 9004 – 3802
b) What addition does it show?
3. a) Kunzang says it is easy
to subtract 7304 – 3999 using 5. What 4-digit number (with no
mental math. Why does she say this? zero digits) would you choose to
add to 3812 using mental math?
b) She also says it is easy to add Why?
4615 + 3999 using mental math.
Why does she say this? 3812 + █ █ █ █

6. What 4-digit number (with no

zero digits) would you choose to
subtract from 7003 using mental
math? Why?
7003 – █ █ █ █

7. Why might you use mental math

to add 3075 + 2125 but not to add
3178 + 4767?
22 UNIT 1 Reprint 2023
GAME: Add High and Subtract Low

Play in a group of two or three. You can share one die.

Each player does the following:
• Rolls the die four times to get four digits.
• Uses the four digits rolled and chooses four more digits
to make two 4-digit numbers.

• Adds the two numbers using mental math.

+
• Uses the same 8 digits to make two more 4-digit numbers.
Subtracts them using mental math.
–

Players then compare their sums and differences:

The player with the greatest sum gets 1 point.
The player with the smallest difference gets 1 point.
The first player to get 8 points wins.
For example:
Peldon rolled 3, 1, 4, and 5 and then
chose the digits 9, 9, 9, and 9.

3, 1, 4, 5
9, 9, 9, 9
She made the numbers 5431 and 9999
and added them: 5431 + 9999 = 15,430.
She made the numbers 5139 and 4999
and subtracted them: 5139 – 4999 = 140.

Numeration
Reprint 2023 Addition, and Subtraction 23
1.2.2 Estimating Sums and Differences

Try This
In 2005, there were 33,169 people
in Paro Dzongkhag and 16,116
people in Bumthang Dzongkhag.
A. i) Estimate how many people
altogether live in Paro and
Bumthang.
ii) Estimate how many more people
live in Paro than in Bumthang.

The Paro market

A temple in Bumthang

• When you do not need to know an exact amount, you can estimate
a sum or a difference. To estimate means to find “about how many”.
• When you estimate the sum or difference of 5-digit numbers, you can
round each number to the thousands or the ten thousands.
For example:
22,179 + 35,812 rounds to about 22 thousands + 36 thousands.
22 thousands + 36 thousands = 58 thousands, which is 58,000.
So 22,179 + 35,812 is about 58,000.
35,812 – 22,179 rounds to about 36 thousands – 22 thousands.
36 thousands – 22 thousands = 14 thousands, which is 14,000.
So 35,812 – 22,179 is about 14,000.

• Sometimes you might estimate using only the ten thousands.

For example:
22,179 + 35,812 rounds to about 2 ten thousands + 4 ten thousands
= 6 ten thousands, or 60,000.
35,812 – 22,179 rounds to about 4 ten thousands – 2 ten thousands
= 2 ten thousands, or 20,000.

24 UNIT 1 Reprint 2023

B. i) Give two possible estimates for part A i). Tell why both are good
estimates.
ii) Give two possible estimates for part A ii). Tell why both are good
estimates.

Examples
Example 1 Estimating Sums and Differences
Estimate each. Show your work.
a) 52,783 + 43,296 b) 63,100 – 48,253
Solution Thinking
a) 52,783 + 43,296 is about a) I rounded
50,000 + 40,000 = 90,000. to the ten
So 52,783 + 43,296 is about 90,000. thousands
to estimate.

b) 63,100 – 48,253 is about b) I rounded to

63 thousands – 48 thousands. the thousands to
63 thousands – 48 thousands= 15 thousands estimate the difference.
= 15,000
So 63,100 – 48,253 is about 15,000.

Example 2 Matching an Estimate With Pairs of Numbers

Manju estimated the sum of a pair of numbers to be 40,000.
She estimated the difference between the two numbers to be 20,000.
What are some pairs of numbers she could be using?
Solution Thinking
30,000 + 10,000 = 40,000 • I looked for two numbers that
30,000 – 10,000 = 20,000 added to 40,000 but were
20,000 apart.
30,000 could be an estimate •Then I made up numbers that
for numbers such as
could have been rounded to each number.
29,900, 31,204, and 30,008
For example:
10,000 could be an estimate
- 29,900 could be rounded up to 30,000.
for numbers such as
11,243, 9875, and 10,512 - 30,008 and 31,204 could be rounded down
to 30,000.
Some possible number pairs: - 9875 could be rounded up to 10,000.
29,900 and 11,243 - 11,243 and 10,512 could be rounded down
31,204 and 9875 to 10,000.
30,008 and 10,512

Numeration
Reprint 2023 Addition, and Subtraction 25
Practising and Applying
1. Estimate. Show your work. 4. The difference between two
a) 32,000 + 41,789 numbers is about 12,000. What
b) 53,702 + 15,789 could the numbers be, if neither
number has a zero digit?
c) 28,412 + 32,880
█ █,█ █ █ – █ █,█ █ █ is about 12,000.
d) 17,789 + 39,205
5. The sum of two numbers is about
2. Estimate. 36,000. The difference is about
a) 51,410 – 27,219 8000. What could the numbers be,
b) 39,005 – 33,297 if neither number has a zero digit?
█ █,█ █ █ + █ █,█ █ █ is about 36,000.
c) 50,037 – 14,489
█ █,█ █ █ – █ █,█ █ █ is about 8000.
d) 91,106 – 34,822
6. Why does it make sense to
3. The sum of two numbers is about estimate the total population of
47,000. What could the numbers be, Thimphu and Paro instead of finding
if neither number has a zero digit? an exact number?
█ █,█ █ █ + █ █,█ █ █ is about 47,000.
7. Describe two ways to estimate:
33,295 + 18,492 is about ________.

GAME: Estimating the Range

Play in a group of two or three. Use a deck of cards without face cards.
Each card is a digit. An Ace is 1, a 10 is 0, and each other card is
the digit shown on the card.
• Place the cards face down between you and spread them out.
• Each player takes 10 cards, arranges them into two 5-digit numbers,
and then decides whether to add or subtract them.
+ or –
, ,
How points are earned
• You win points according to this chart. Range of sum
• Return the cards to the middle, mix them up, Points
or difference
and start again. 0 to 10,000 3
The first player with 15 or more points wins. 10,000 to 49,999 1
50,000 to 89,999 2
For example: 90,000 to 100,000 3
More than 100,000 0
A player has the numbers 41,235 and 38,572:
41,235 + 38,572 is between 50,000 and 89,999 so adding would get 2 points.
41,235 – 38,572 is between 0 and 10,000 so subtracting would get 3 points.
If the player subtracts, he or she will earn more points for this turn.

26 UNIT 1 Reprint 2023

1.2.3 Adding 5-digit Numbers

Try This
When Pema’s father bought his car,
it had travelled 29,145 km. After he had
owned it for a few years, it had travelled
another 31,128 km.

A. About how far has the car travelled

in total?

• You can add two 5-digit numbers by adding the ten thousands, thousands,
hundreds, tens, and ones. A place value chart can help with this.
For example: 38,145 + 46,285
Line up the digits in each place (ten thousands, thousands, hundreds, tens,
and ones), and add the values in each column. Regroup when there are
10 or more in a column.
- You can add the digits in each column, going from right to left:
Ten thousands Thousands Hundreds Tens Ones
1 1 1

3 8 1 4 5
4 6 2 8 5
8 14 4 13 10
8 4 4 3 0

- Or, you can add the digits in each column, going from left to right.
If a column to the right has a sum that is 10 or greater, increase the value
of the digit in the sum to its left by 1 and decrease the sum that is 10 or
greater by 10.
Ten thousands Thousands Hundreds Tens Ones
3 8 1 4 5
4 6 2 8 5
7 14 3 12 10
7+1=8 4 3+1=4 2 0
8 4 4 2+1=3 0
8 4 4 3 0

Numeration
Reprint 2023 Addition, and Subtraction 27
• It is always a good idea to estimate to see whether a sum is reasonable.
For example: 38,145 + 46,285 = 84,430
38,145 + 46,285 is a bit less than 4 ten thousands + 5 ten thousands,
so a sum of 84 thousands is reasonable.

B. Exactly how far has Pema's father's car travelled altogether?

Add the kilometres in part A (29,145 km and 31,128 km) two different
ways to find out. Show your work.

Examples
Example Adding 5-digit Numbers
One lady has counted 30,720 beads (mani chhem). Another lady has
counted 19,456 beads. How many beads have they counted altogether?
Solution 1 Thinking
30,720 + 19,456 = ? • I estimated
Estimate first first so I
30,720 + 19,456 is about could check my
30 thousand + 20 thousand = 50,000. answer.
Exact answer • I added, starting from
11 the right.
30,720
• 50,176 is close to 50,000,
+ 19,456
so I figured my answer was
50,176
probably right.
They have counted 50,176 beads altogether.
Solution 2 Thinking
30,720 + 19,456: • First I added
30 thousands + 19 thousands = 49 thousands the ten
30,720 + 19,456: thousands and
thousands
720 + 456 → 720 + 400 = 1120
parts. Then
1120 + 56 = 1176
I added the rest.
49 thousands + 1176 • I added 720 + 456 by
= 49 thousands + 1000 + 176 adding 400 and then 56.
= 50 thousands + 176 • I added the two parts.
= 50,176
Estimate to check
30,720 + 19,456 is about • I estimated to see if my
31,000 + 19,000 which is 50,000. answer was reasonable.
They have counted 50,176 beads altogether.

28 UNIT 1 Reprint 2023

Practising and Applying
1. Add. 5. The sum of a pair of 5-digit
a) 42,386 + 28,675 numbers is 47,396. There are
b) 18,299 + 46,168 no zero digits in either number.
█ █,█ █ █ + █ █,█ █ █ = 47,396
c) 39,488 + 51,212
List three possible pairs of numbers
2. Which sum is closest to 43,000? with this sum.
Tell how you know.
A. 31,286 + 12,998 6. Use the digits 1, 2, 3, 4, and 5 in
the blanks to make each true.
B. 18,112 + 24,875
a) 78,[]2[] b) 17,3[]6
C. 27,379 + 26,712 + 1[],2[]1 + [][],[]91
9[],374 5[],917
3. Add each in two different ways.
Show your work. 7. You add three numbers that are
a) 57,128 + 3999 10 apart. The sum is 70,065. What
b) 62,418 + 10,582 are the three numbers?

4. One swarm of insects has 8. Jigme is adding 38,125 + 7829.

19,456 insects. Another swarm has He begins by adding the 3 and 7.
78,112 insects. How many insects What would you tell him, and why?
are there altogether?

GAME: Give Me Thousands

Play in a group of two or three. You need a deck of playing cards without
face cards. Each card is a digit. An Ace is 1, a 10 is 0, and each other card
is the digit on the card.
• Put the cards face down in the middle. Mix them up and spread them out.
• Each player takes 10 cards, arranges them to make two 5-digit numbers,
and then adds the numbers.

+ =
, ,
• You get the same number of points
as the thousands digit of the sum.
,

• Return the cards to the middle, mix them up, and start again.
The first player with 25 or more points wins.
For example:
39,120 + 56,643 = 95,763, so the player gets 5 points.

Numeration
Reprint 2023 Addition, and Subtraction 29
1.2.4 Subtracting 5-digit Numbers

Try This
The longest road tunnel in China
is 18,040 m long. The longest road
tunnel in Norway is 24,510 m long.

A. About how much longer is the

tunnel in Norway than the tunnel in
China? How do you know?

A road tunnel through a mountain

You can subtract 5-digit numbers like you subtract smaller numbers.
For example: 51,210 – 28,145
• You can take away. Regroup if necessary.
You can regroup like this: the 1 ten are 10 ones, the 2 hundreds are
1 hundred and 10 tens, and the 51 thousands are 4 ten thousands and
11 thousands.
0 10 1 10 10 4 11 10 10 4 11 10 10
51,210 51,210 51,210 51,210
– 28,145 – 28,145 – 28,145 – 28,145
5 065 3,065 23,065
,
• You can add up to find 28,145 + ___ = 51,210:
From 28,145 to 28,200 is 55.
From 28,200 to 29,000 is 800.
From 29,000 to 30,000 is 1000.
From 30,000 to 51,210 is 21,210.
The total added is 55 + 800 + 1000 + 21,210 = 855 + 22,210 = 23,065.
+ 21,210
+ 800 + 1,000
+ 55

28,145 28,200 29,000 30,000 51,210

28,145 + 55 + 800 + 1000 + 21,210 = 51,210

28,145 + 23,065 = 52,210
51,210 – 28,145 = 23,065

30 UNIT 1 Reprint 2023

• You can also subtract in parts.
28,145 = 28,000 + 100 + 40 + 5, so
51,210 – 28,145 = 51,210 – 28,000 – 100 – 40 – 5
51,210 – 28,000 = 23,210
23,210 – 100 = 23,110
23,110 – 40 = 23,070
23,070 – 5 = 23,065

B. Use each method described above to solve the problem in part A.

Examples
Example Subtracting 5-digit Numbers
Two of the smallest countries in the world are Liechtenstein in Europe and
Grenada in the Americas. Liechtenstein has 34,247 people and Grenada
has 89,971. How many more people live in Grenada than in Liechtenstein?

Flag and map of Liechtenstein Flag and map of Grenada

Solution 1 Thinking
89,971 – 34,247 = ? • I subtracted
34,247 = 30,000 + 4000 + 200 + 40 + 7 in parts.
89,971 – 30,000 = 59,971
59,971 – 4000 = 55, 971
55,971 – 200 = 55, 771
55,771 – 40 = 55,731 • To subtract 7, I used
55,731 – 7 = 55,724 mental math. I subtracted
10 and then added back 3.
There are 55,724 more people in Grenada.
Solution 2 Thinking
6 11 • To subtract the tens and ones,
89,971 I regrouped 71, which is 7 tens +
– 34,247 1 one, as 6 tens + 11 ones.
55,724
There are 55,724 more
people in Grenada.

Numeration
Reprint 2023 Addition, and Subtraction 31
Practising and Applying
1. Subtract two different ways. 5. Which has a difference of
Show your work. about 35,000?
a) 30,256 – 14,812 A. 42,051 – 8,942
b) 62,112 – 48,934 B. 66,091 – 48,500
c) 57,302 – 18,467 C. 61,037 – 25,987
2. You subtract a 5-digit number 6. If you subtract a 5-digit number
from 32,789. The difference is about from a 5-digit number, are you more
12,000. List three possible numbers. likely to get a 4-digit difference or
32,789 – █ █,█ █ █ is about 12,000. a 5-digit difference? How do you
know?
3. One car has travelled 32,458 km.
A second car has travelled 7. Which subtraction method would
69,117 km. How much farther has
you use for 41,000 – 28,989? Why?
the second car travelled?
4. Fill in the missing digits.
a) 42,8[]6 b) 30,[]41
– 15,[]78 – 1[],3[]5
[]7,438 []2,65[]

CONNECTIONS: A Different Way to Subtract

Here is an interesting way to subtract.

4275 Subtract the digits in each column.
– 1438 If you subtract the top digit from the bottom digit,
put a bar over the answer.
3243

3243 = 3000 – 200 + 40 – 3 Combine the values of the digits:

= 2800 + 40 – 3 If there is no bar over a digit, add its value.
= 2837 If there is a bar over a digit, subtract its value.

Use this new way to

subtract these numbers.
1. 5003 – 2897
2. 3121 – 2946
3. 8037 – 3674

32 UNIT 1 Reprint 2023

UNIT 1 Revision
1. a) Model 3812 using 14 base ten 8. Use the digits 3 and 4 to make
blocks. Sketch your model. each true. If there is more than
b) Model another number using one way to do it, show all the ways.
14 blocks. Sketch your model. a) _4,217 > _8,217
Write the value of the number. b) _1,384 > _0,562
c) Model 3812 using more than
14 blocks. Sketch your model. 9. Order from least to greatest.
How many blocks did you use? a) 30,045; 23,179; 8945
b) 16,127; 99,434; 8976; 18,000
2. Use the number 13,301.
a) Model it using base ten blocks. 10. Tell how you know that
Sketch your model. 36,000 > 29,243.
b) Write it in expanded form using 11. List six numbers that are
numbers. between 23,218 and 25,678.
b) Write it in expanded form using
words. 12. Add or subtract using mental
math. Show your thinking.
d) Write it in a place value chart.
a) 4125 + 3897 b) 6225 + 4875
3. Create a number to fit each clue. c) 8120 – 3798 d) 6245 – 3512
a) It has 4 ten thousands, 5 hundreds,
and 4 ones. 13. Which is closer to 30,000 than
to 31,000?
b) It has 3 hundreds and it has 2 more
ten thousands than hundreds. A. 25,123 + 5423
c) It has 5 fewer thousands than B. 13,567 + 17,942
ten thousands. C. 47,213 – 16,295
D. 53,129 – 23,356
4. Complete:
a) 53,417 = __ hundreds + __ ones 14. Add or subtract.
b) 16,007 = __ thousands + __ ones a) 63,128 + 17,459
c) 21,389 = __ ten thousands + b) 13,612 + 45,892
__ hundreds + __ tens + __ ones c) 37,110 – 15,617
d) 78,211 – 45,379
5. Rename 57,810 in two different
ways. 15. Wangdue Dzongkhag has
a population of 31,135. Dagana
6. About how many 100 km trips did Dzongkhag has a population
you make if you traveled 41,245 km of 18,222.
altogether? How do you know? a) What is the total population?
7. About how many kilometres are b) How many more people live in
there in 34,216 m? Wangdue than in Dagana?

Numeration
Reprint 2023 Addition, and Subtraction 33
34 UNIT 1 Reprint 2023
 UNIT 2 MULTIPLICATION AND
DIVISION FACTS
Getting Started

Use What You Know

A. You need a set of number cards like these
and 60 counters.
4
i) Turn the cards face down so you cannot see
them. Spread them out and mix them up. 2 7
ii) Choose two cards. Use the two numbers
to make an array with counters. 3
• One number is the number of rows.
• The other number is the number of columns.
8 6
For example, if you choose a 2 and a 3, you could
make an array with 2 rows and 3 columns.
5
An array is a set of items arranged in a rectangle.
row

column
This array is 2 rows by 3 columns.
You can describe this array using the multiplication facts
2 × 3 = 6 and 3 × 2 = 6. You can also describe it using
the division facts 6 ÷ 2 = 3 and 6 ÷ 3 = 2.

B. i) Write all the multiplication facts that describe your array.

ii) Write all the division facts that describe your array.

C. i) Choose two other numbers and make an array.

ii) Write all the multiplication and division facts for that array.

D. Write a word problem that someone could solve

using one of your multiplication facts or one of your
division facts.

Multiplication
Reprint 2023 and Division Facts 35
Skills You Will Need
1. You can write 5 × 3 as the repeated addition 3 + 3 + 3 + 3 + 3.
Write each multiplication as a repeated addition.
a) 6 × 4 b) 3 × 7 c) 2 × 9 d) 4 × 6

2. Tell how you know that each picture shows 4 × 3.

a) b)

c)

0 1 2 3 4 5 6 7 8 9 10 11 12 13

3. All three pictures in question 2 also show a division. What could

the division be? Tell how the division matches each picture.

4. Which of these are true?

A. 5 × 4 = 4 × 5 B. 20 ÷ 4 = 4 ÷ 20
C. 4 × 3 = 2 × 6 D. 8 × 0 = 8
E. 5 × 1 = 5 F. 0 ÷ 7 = 0

5. Draw a picture to show each.

a) 3 × 5 b) 16 ÷ 8

6. Use the first fact to figure out the second fact.

Explain what you did for each.
a) If 5 × 4 = 20, then 6 × 4 = __.
b) If 4 × 7 = 28, then 28 ÷ 4 = __.
c) If 3 × 8 = 24, then 6 × 4 = __.

7. Write each product or quotient.

a) 7 × 6 = __ b) 5 × 9 = __ c) 24 ÷ 4 = __ d) 56 ÷ 7 = __

The answer to a multiplication is The answer to a division is

called the product. called the quotient.

3 x 4 = 12 12 ÷ 4 = 3
Product Quotient

36 UNIT 2 Reprint 2023

Chapter 1 Multiplication
2.1.1 Multiplying by Skip Counting

Try This
This pictograph shows the number of pet cats in three different Class IVs.
Pet Cats in Our Classes

Class IV A

Class IV B means 5 cats.

Class IV C

A. How many pet cats are there altogether in the three classes?

• You can multiply by adding the same number over and over.
That is why one meaning of multiplication is repeated addition.
For example:
4 × 5 = 5 + 5 + 5 + 5, since you add 5 four times.
+5 +5 +5 +5

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4 × 5 = 5 + 5 + 5 + 5 = 20

• You can skip count to show repeated addition. When you skip count,
you count by saying some numbers in a pattern.
For example:
To solve 4 × 5, you can skip count by 5s four times. You say every 5th
number and skip the numbers in between. You say, “five, ten, fifteen,
twenty”.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
5, 10, 15, 20
4 × 5 = 20
This is just like jumping by 5s on the number line above. At the end of
each group of 5 numbers you say the number you are on.

Multiplication
Reprint 2023 and Division Facts 37
• You can skip count to do multiplications because skip counting is
the same as counting groups of numbers.
For example:
To multiply 6 × 5, you can skip count by 5s six times.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30

When you skip count by 5s to 30, you count 6 groups of 5 numbers, or 6 × 5.

Here is another example:

To multiply 3 × 8, you can skip count by 8s three times.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24

When you skip count by 8s to 24, you count 3 groups of 8 numbers, or 3 × 8.

• You can use a number line to help you multiply by skip counting.
For example:
3 × 8 is skip counting by 8s three times, or jumping by 8s on a number line.
+8 +8 +8

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

B. Use skip counting to solve each. Tell how you skip counted.
i) How many pet cats are there in each class?
ii) How many pet cats are there in all three classes?

C. Write a multiplication fact for each.

i) The number of pet cats in each class
ii) The number of pet cats in all three classes

38 UNIT 2 Reprint 2023

Examples
Example Solving a Multiplication Problem by Skip Counting
There are five cars in the parking lot.
How many wheels are there altogether?
Show your work.

Solution 1 Thinking
5×4=? • There are 5 cars. Each car has
1, 2, 3, 4, 4 wheels. That is 5 groups of
5, 6, 7, 8, 4 wheels, which is 5 × 4.
9, 10, 11, 12, • I skip counted by 4s five times.
13, 14, 15, 16, • To skip count, I counted some numbers silently
17, 18, 19, 20 and said every 4th number out loud.

5 × 4 = 20
There are 20 wheels.
Solution 2 Thinking
5×4=? • There are 5 cars. Each car has
5×4=4×5 4 wheels. That's 5 × 4.

5, 10, 15, 20 • You can multiply in any order.

I used 4 × 5 instead of 5 × 4 because skip
5 × 4 = 20 counting by 5s is easy for me.
There are 20 wheels.
Solution 3
5×4=4+4+4+4+4=?
+4 +4 +4 +4 +4

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

There are 20 wheels.

Thinking
• 5 cars with 4 wheels on each is 4 + 4 + 4 + 4 + 4 wheels.
• I added 4 + 4 + 4 + 4 + 4 by jumping by 4s five times on
a number line.

Multiplication
Reprint 2023 and Division Facts 39
Practising and Applying
1. Skip count to solve each. 6. The pictograph below shows how
Show your work. many apples three students picked.
a) 4 × 6 b) 5 × 3 a) How many apples did each
c) 2 × 9 d) 8 × 3 student pick?
b) How many apples did they pick
2. What multiplication does each altogether?
number line model show?
a) + 2 + 2 + 2 + 2 + 2 + 2 + 2 Dorji

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Tashi
b) + 3 + 3 + 3 + 3 + 3 + 3

0 3 6 9 12 15 18 Tenzin
1 2 4 5 7 8 10 11 13 14 16 17

c) +6 +6 +6 +6
means 3 apples
0 6 12 18 24

3. Show how would you change the

number line model in question 2 c)
to show each fact. Use words or
sketch a number line.
a) 6 × 6 b) 8 × 3 c) 9 × 3

4. Ugyen and four friends each bring

five books to school. How many
7. Thinley skip counted to 12.
books altogether do they bring to
school? By what number might he have
skip counted? Find more than one
5. A spider has eight legs. answer.
How many legs do six spiders have?
8. Yeshi says that you can use
4 × 8 = 32 and skip counting to
solve 6 × 8. How would you do it?

9. When you skip count to multiply

two numbers, how do you know
each?
• which number to count by
• when to stop skip counting
Explain, using an example.

40 UNIT 2 Reprint 2023

2.1.2 Multiplying Using Arrays

Try This
32 students stood in an array for
a morning assembly.
A. How many rows and columns might there be?
Find more than one answer.

• One way to show multiplication is to arrange the equal groups in an

array.

Factors Array Product

4×6 24
you can show The product is the
4 × 6 as 4 rows of total number of
balls arranged in balls.
6 columns.
5×3 15
you can show The product is the
5 × 3 as 5 rows of total number of
stars arranged in stars.
3 columns.

Here are some other ways to find it:

- You can use repeated addition: 6 + 6 + 6 + 6 = 24.
- Or, you can skip count by 6s four times: 6, 12, 18, 24.

• To show 5 × 3 as an array, you can use 5 rows and 3 columns.

Here are some ways to find the total number of items in the array:
- You can add 3 + 3 + 3 +3 + 3 = 15.
- Or, you could skip count by 3s five times: 3, 6, 9, 12,15.
 The array for 4 × 6 is the same as the array for 6 × 4.

6 rows
4 rows

6 columns
4columns
4 × 6 = 24 6× 4= 24

Multiplication
Reprint 2023 and Division Facts 41
So, 4 × 6 = 6 × 4. This is the commutative property of multiplication.

 (2×3) × 4 = 2 × (3 × 4) or (2 × 4) × 3 = 4 × (3 × 2). This is

Associative property of multiplication.
Examples
Example 1 Using Multiplication to Describe an Array
How many dots are there?
Show your work.

Solution 1 Thinking
7×9=? • I cut the array into two smaller arrays
because I knew the multiplication fact
for each:
- a 7-by-5 array is 7 × 5 = 35
- a 7-by-4 array is 7 × 4 = 28
• I added the two products to find the
product for the whole array.

7×5 + 7×4
35 + 28
7 × 9 = 35 + 28 = 63
Solution 2 Thinking
7×9=? • I cut the array into two smaller
arrays that I knew the facts for.
- The first was a 5-by-9 array.
5×9 Instead of using 5 × 9
I used 9 × 5 so I could skip count by
+ 5s.
2×9 - The other array was 2-by-9 and
I knew 2 × 9 = 18.
5 × 9 = 9 × 5 = 45 • I added the two products to find
2 × 9 = 18 the product for the whole array
45 + 18 = 63
Example 2 Using an Array and Multiplication to Solve a Problem

42 UNIT 2 Reprint 2023

Students at the School for the Deaf in Drugyel
learn sign language. Here are the signs for
the alphabet. How many signs are there?
Show your work.

Solution Thinking
• I could see an array
of 7 rows by 4 columns plus 2 more.
• I multiplied 7 × 4 by skip counting.
Then
7×4
I added on 2 more.

+ 2 more

7 × 4 = 28 7, 14, 21, 28
28 + 2 = 30
There are 30 signs.

Practising and Applying

1. What multiplication fact does 2. a) Imagine each array in
each array show? question 1 was turned sideways.
a) X X X X X X Write a multiplication fact for each
X X X X X X new array.
X X X X X X b) Each array in question 1 has two
possible multiplication facts. Which
b) X X X
X X X
fact would you use to find the total
X X X number of Xs in each? Why?
X X X
3. Sketch an array to show each.
c) X X X X X X X X a) 4 × 8 b) 3 × 7
X X X X X X X X c) 2 × 6 d) 5 × 8
X X X X X X X X

Multiplication
Reprint 2023 and Division Facts 43
4. What multiplication fact does 5. Sketch an array for each
this array show? multiplication fact below. Cut
the array into two smaller arrays.
Use the multiplication fact for each
small array to find the number of
items in the whole array.
a) 6 × 8 b) 4 × 9
6. Imagine you have 24 items.
a) Sketch two possible arrays.
b) Write a multiplication fact for
each array.
7. a) How are arrays for 7 × 1,
8 × 1, and 9 × 1 alike?
b) What do the arrays in part a)
show about what happens when
you multiply by 1?
8. Why is an array of 5 rows and
7 columns a way to show 5 × 7?

GAME: Array Fact Match

Play with a partner.

You need 15 array cards and 15 multiplication fact cards.

4 × 4 = 16

Mix up the array cards and then place them face down in one row.
Mix up the fact cards and then place them face down in another row.

Array cards
Fact cards
Take turns flipping over any two cards at once, one from each row.
If the cards match, keep the cards and take another turn.
If the cards do not match, turn them face down. Your turn is over.
Play until all cards are matched.
The player who has kept more cards wins the game.

44 UNIT 2 Reprint 2023

2.1.3 EXPLORE: Meanings of Multiplication

These six different word problems can all be solved using 4 × 3.

Each problem shows a different meaning for 4 × 3.
I. Tshering earned Nu 3 each day II. An array has 4 rows of 3 leaves.
for 4 days.

Monday Nu 3
Tuesday Nu 3
Wednesday Nu 3
Thursday Nu 3

How much did she earn altogether? How many leaves are there?
III. There are 4 groups of 3 hearts. IV. Arjun has 3 coins.
Mindu has 4 times as many coins.

Arjun

Mindu

How many coins does Mindu have?

How many hearts are there?

V. A rectangle is 4 units long and VI. There are 4 boys and 3 girls.
3 units wide B B B B
3 units

4 units

How many square units will

G G G
cover its area?

How many different boy-girl pairs

are there?

Multiplication
Reprint 2023 and Division Facts 45
 A. Tell how each word problem on page 45 shows 4 × 3.

B. i) Which word problem on page 45 is like the problem below?

A man walks 2 km.
His friend walks 4 times as far.
How far does his friend walk?
ii) Sketch a picture to model the word problem in part B i).
Write the multiplication fact.
C. i) Which word problem on page 45 is like this problem?
Pelden is laying tiles on a floor.
There are 5 different colours of tiles.
There are 3 different patterns in each colour.
How many different tiles are there?
ii) Sketch a picture to model the word problem in part C i).
Write the multiplication fact.

D. Choose three word problems below. Do this for each problem:

• Tell which word problem on page 45 is like the word problem.
• Sketch a picture, if possible, and write the multiplication fact.

ii) How many square units will

i) How many toes are there on 4 feet? cover a rectangle that is 4 units
wide and 5 units long?

iii) Kinley picked 4 apples. His sister

iv) Gyatri skip counted by 5s four
Yangchen picked 5 times as many.
times. How far did she count?
How many apples did Yangchen pick?

v) Penjor's teacher is making pairs vi) Desks are arranged in 4 rows

of Class IV and Class I students. with 5 desks in each row.
There are 4 Class IV students and How many desks are there?
5 Class I students. How many
different pairs of students can be made?

E. Create and solve three different multiplication word problems.

Each problem should use a different meaning of multiplication.

46 UNIT 2 Reprint 2023

2.1.4 Relating Facts by Doubling and Halving

Try This
Class IV students are practising two dances.
• 3 groups of 4 girls are dancing one dance.
• 3 groups of 8 boys are dancing another
dance.

A. i) Write a multiplication fact that tells the number of girls dancing.

ii) Write a multiplication fact that tells the number of boys dancing.
ii) What do you notice about the two products?

You can use multiplication facts you know, to figure out multiplication facts
that you do not know.
When you multiply two numbers, you can first multiply by half of it and then
double the product

For example:
You can think of 6 × 8 as double 6 × 4, since 8 is double 4.
So, if 6 × 4 = 24, then 6 × 8 = 24 + 24 = 48.
This model shows how it works:

6×8 6×4 + 6×4 = 24 + 24 = 48

Or, you can think of 6 × 8 as double 3 × 8, since 6 is double 3.
So, if 3 × 8 = 24, then 6 × 8 = 24 + 24 = 48.
This model shows how it works:

3 × 8 = 24

3 × 8 = 24

6×8 = 24 + 24 = 48

Multiplication
Reprint 2023 and Division Facts 47
Here are more examples of halving, then doubling:
To figure out 7 × 8, you might double 7 × 4: 7×8=?
7 × 4 = 28
7 × 8 = 28 + 28 = 56
To figure out 8 × 3, you might double 4 × 3: 8×3=?
4 × 3 = 12
8 × 3 = 12 + 12 = 24

• Sometimes it is easier to multiply by the double of one of the numbers

and then take half the product.
For example:
You can think of 4 × 10 as half of 8 × 10, since 4 is half of 8.
So, if 8 × 10 = 80, then 4 × 10 is half of 80, so 4 × 10 = 40.
This model shows how it works:
8 × 10 = 80

4 × 10 = 40 4 × 10 = 40

Here is another example of the strategy of doubling, then halving:

To figure out 6 × 5, you might take half of 6 × 10:
6 × 5 = half of 6 × 10
If 6 × 10 = 60, then 6 × 5 = 60 ÷ 2 = 30
6 × 5 = 30

B. In part A, how could you find the number of boys dancing if you
already knew the number of girls dancing? Explain your thinking.

48 UNIT 2 Reprint 2023

Examples
Example 1 Halving, then Doubling to Calculate a Product
Use halving, then doubling for each. Show your work.
a) 7 × 6 b) 4 × 8
Solution Thinking
a) 7 × 6 = ? a) I knew I could multiply the even number
7 × 3 = 21 by half and then double the answer.
7 × 6 = 21 + 21 • Since 6 is double 3, I knew 7 × 6 was
7 × 6 = 42 double 7 × 3.

b) 4 × 8 = ? b) Since both numbers were even, I could have taken

4 × 4 = 16 half of either number and then doubled the product.
4 × 8 = 16 + 16 I decided to take half of 8.
4 × 8 = 32

Example 2 Doubling, then Halving to Calculate a Product

Use doubling, then halving to multiply. Show your work.
a) 7 × 5 b) 6 × 4
Solution Thinking
a) 7 × 5 = ? a) I doubled 5 to get 10.
7 × 10 = 70 • I had to take half of 7 × 10 = 70.
half of 70 = I thought: 70 = 60 + 10 and then I took
30 + 5 = 35 half of each part and added the halves.
7 × 5 = 35 • Half of 60 = 30 and Half of 10 = 5.

b) 6 × 4 = ? b) I knew 6 × 4 = 3 × 8 because both are made up of

half of 6 = 3 two 3 × 4 arrays.
double 4 = 8
6×4=3×8
Since 3 × 8 = 24,
6 × 4 = 24.
3×8

6×4

• I took half of the 6 and doubled the 4.

• I did this because I knew that 3 × 8 = 24, but I had
forgotten what 6 × 4 was.

Multiplication
Reprint 2023 and Division Facts 49
Practising and Applying
1. Use halving, then doubling to solve 6. Tshering solved 8 × 6 by
each. Show your work. doubling 2 × 6 and then doubling
a) 6 × 9 b) 4 × 7 again. Sketch a picture to show
c) 8 × 9 d) 7 × 8 why her strategy works.

2. Use doubling, then halving to solve 7. Choose a number from 2 to 9

each. Show your work. and multiply it by 3. How can you
a) 9 × 5 b) 5 × 5 use your answer to multiply the
number you chose by 6?
3. a) Solve each. ?×3 → ?×6
i) 3 × 8 ii) 3 × 10
b) For each multiplication in part a), 8. Look at the multiplication table
double the first number, halve the below. Compare the numbers
second number, and then multiply. within each column. Which rows
What do you notice? have the doubles of the numbers in
which other rows? Why is that?
4. Sketch a picture to model each.
× 0 1 2 3 4 5 6 7 8 9
a) 7 × 4 is double 7 × 2 0 0 0 0 0 0 0 0 0 0 0
b) 5 × 4 is half of 10 × 4 1 0 1 2 3 4 5 6 7 8 9
c) 6 × 2 is the same as 3 × 4 2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
5. A set of triplets is 3 children born 4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
at the same time to the same mother.
6 0 6 12 18 24 30 36 42 48 54
a) How many children are in 2 sets 7 0 7 14 21 28 35 42 49 56 63
of triplets? 8 0 8 16 24 32 40 48 56 64 72
b) Use your answer to part a) to find 9 0 9 18 27 36 45 54 63 72 81
the number of children in 4 sets of
triplets and 8 sets of triplets.

GAME: Matching Doubles

Play against another student.

You each need a set of 30 Matching Doubles Game Cards.
• Mix up your cards and place them face down in front of you.
Your partner does the same thing with his or her cards.
• Starting at the same time, you both turn over all your cards and match
each multiplication with a multiplication that has a product that is double.
For example:
3×5 matches 6×5 or 3 × 10

The first person to finish matching all his or her cards wins the game.

50 UNIT 2 Reprint 2023

2.1.5 Multiplying by 7, 8, and 9

Try This
Karma will visit her grandmother
8 weeks from now.

A. i) How many days are there

in a week?
ii) How many days are there
until her visit? How do you know?

If you cannot remember the multiplication facts for 7, 8, and 9, here are
some strategies you can use.

• Knowing 9 = 10 – 1 can help you multiply by 9.

For example: 5 × 9 = 5 × (10 – 1) = 5 × 10 – 5 × 1
This picture shows why 5 × 9 = 5 × 10 – 5 × 1.

5 5

9 10

5 × 10 = 50 and 5 × 1 = 5. So 5 × 9 = 50 – 5 = 45.

• Knowing 8 = 10 – 2 can help you multiply by 8.

For example: 6 × 8 = 6 × (10 – 2) = 6 × 10 – 6 × 2
This picture shows why 6 × 8 = 6 × 10 – 6 × 2.

6 6

8 10

6 × 10 = 60 and 6 × 2 = 12. So 6 × 8 = 60 – 12 = 48.

Multiplication
Reprint 2023 and Division Facts 51
• Knowing 7 = 10 – 3 can help you multiply by 7.
For example:
6 × 7 = 6 × (10 – 3) = 6 × 10 – 6 × 3

6 × 10 = 60 6 × 3 = 18
So 6 × 7 = 60 – 18 = 42.

B. Use the strategy you just learned to solve the problem in part A.
Show your work. Sketch a picture to show what you did.

Examples
Example 1 Multiplying by 8 Using Strategies
Sithar has not memorized all of his 7 or 8 times multiplication facts.
How could he multiply 8 × 7?
Solution 1 Thinking
8×7=? • When I multiply
Double 7 three times, since 8 = 2 × 2 × 2. a number by 8,
8×7=7×8=7×2×2×2 it's like doubling
the number
7 × 2 = 14
3 times.
14 × 2 = 28
28 × 2 = 56
8 × 7 = 56
Solution 2 Thinking
8×7=? • 8 groups of 7 is
8=9–1 7 less than
9 = 10 – 1 9 groups of 7.
10 × 7 = 70, so • 9 groups of 7 is
9 × 7 = 70 – 7 = 63 7 less than
10 groups of 7.
8 × 7 = 63 – 7 = 56
8 × 7 = 56
Solution 3 Thinking
8×7=? • I know facts like
6 × 6 = 36,
7 × 7 is 7 groups of 7 = 49
7 × 7 = 49, and
8 × 7 is 8 groups of 7 = 49 + 1 group of 7
8 × 8 = 64.
8 × 7 = 49 + 7 = 56 I sometimes use
8 × 7 = 56 them to calculate other facts.

52 UNIT 2 Reprint 2023

Example 2 Multiplying by 7 to Solve a Problem
How many days are in 4 weeks? Show your work.
Solution Thinking
There are 7 days in 1 week, so
there are 4 × 7 days in 4 weeks.
4×7=?
7 = 5 + 2, so 4 × 7 = 4 × 5 + 4 × 2
• 7 = 5 + 2, so
X X X X X X X
4 groups of 7 =
X X X X X X X 4 groups of 5 + 4 groups of 2.
X X X X X X X
X X X X X X X

4 × 5 = 20 and 4 × 2 = 8
4 × 7 = 20 + 8 = 28
There are 28 days in 4 weeks.

Practising and Applying

1. Use one of the strategies in this b) For each number in part a),
lesson to multiply. Show your work. add the digits until you get a
a) 7 × 9 b) 6 × 9 1-digit number.
c) 8 × 6 d) 8 × 8 For example, for 64:
6 + 4 = 10 → 1 + 0 = 1
2. Multiply. c) What pattern do you see in
a) 1 × 9 b) 2 × 9 the numbers for part b)?
c) 3 × 9 d) 4 × 9
6. Kinzang is selling 8 bunches
e) 5 × 9 f) 6 × 9 with 3 bananas in each bunch.
How many bananas is he selling?
3. a) What pattern do you notice
in the products in question 2?
b) Use the pattern to predict 8 × 9.
Explain your prediction.

4. Tenzin checked each answer for

question 2 by adding the digits of
the product. Explain what he did. 7. Write a word problem that you
could solve using 8 × 5.
5. a) Write the numbers you say Solve your problem.
when you skip count by 8s to 64.
8. Why is it useful to know that
6 × 10 = 60 to multiply each?
6×9 6×8 6×7

Multiplication
Reprint 2023 and Division Facts 53
2.1.6 EXPLORE: Multiplication Table Patterns

There are many patterns 0 1 2 3 4 5 6 7 8 9

in a multiplication table. 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
You can look for patterns in 2 0 2 4 6 8 10 12 14 16 18
the rows and in the columns. 3 0 3 6 9 12 15 18 21 24 27
You can look for other types 4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
of patterns too.
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 49 56 63
8 0 8 16 24 32 40 48 56 64 72
For example: 9 0 9 18 27 36 45 54 63 72 81

Each number in the 3 row is the sum of the numbers in the ×1 row and
the ×2 row.
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27

A. i) Compare these pairs of rows. What do you notice?

• Compare the ×1 row and the ×2 row
• Compare the ×2 row and the ×4 row
• Compare the ×3 row and the ×6 row
ii) Which other rows can be paired in this way?

B. Which columns can be paired in the same way as the rows in part A?
Why?

C. i) How do the numbers in the ×6 row increase? Why?

ii) How do the numbers in the ×8 row increase? Why?

D. Look at the products for 1 × 1, 2 × 2, 3 × 3, 4 × 4, and 5 × 5.

i) Describe the pattern in how the numbers increase.
ii) Does the pattern continue for 6 × 6, 7 × 7, 8 × 8, and 9 × 9?
How do you know?

E. Look for other patterns in the table. Try to find five or more patterns.

F. Tell how you can use three of the patterns you found to make
multiplying easier for yourself.

54 UNIT 2 Reprint 2023

CONNECTIONS: Multiplication Fact Digit Circles

If you create a circle with the numbers 0 to 9 like the circle below,
you can draw shape patterns for the multiplication facts.
• Here are the multiplication facts for 2, in order:
0×2= 0 1×2= 2 2×2= 4 3×2= 6 4×2= 8
5 × 2 = 10 6 × 2 = 12 7 × 2 = 14 8 × 2 = 16 9 × 2 = 18

Notice the pattern in the ones digits of the

products:
0, 2, 4, 6, 8, 10, 12, 14, 16, 18
If you join the ones digits on the circle,
0, 2, 4, 6, 8, 0, 2, 4, 6, 8, you get a pentagon:

• If you do the same thing for the multiplication

facts for 3, you get a 10-sided shape.

What shapes do you get for the multiplication facts for 4, 5, 6, 7, 8, and 9?

CONNECTIONS: Finger Multiplication

Did you know that you can use your fingers to multiply by 9?
Here is what you do:
• Number your fingers from 1 to 10 as shown below.
• To multiply a number by 9, bend the finger with that number.
• The number of fingers to the left of the bent finger tells how many tens
are in the product. The number of fingers to the right tells how many ones.
8 ones 7 ones

2 tens
1 ten

2 × 9 = 1 ten, 8 ones = 18 3 × 9 = 2 tens, 7 ones = 27

Use your fingers to multiply 9 by 4, 5, 6, 7, 8, and 9.

Multiplication
Reprint 2023 and Division Facts 55
Chapter 2 Division
2.2.1 Division as Sharing

Try This
There are 18 biscuits to be shared equally
among three students.

A. How many biscuits will each student

get? How do you know?

• One meaning of division is sharing. In a sharing problem, you know

the total number of items and the number of groups. You need to find
the number of items each group gets.
For example:
20 ÷ 5 can mean 20 items shared equally in 5 groups.
The number of items that each group gets is the quotient.
• To model the sharing meaning for 20 ÷ 5, you can arrange 20 counters
in 5 groups by putting one counter in each group, then another counter in
each group, and continue until all the counters have been shared.
20 ÷ 5 = ?
20 items shared among 5 groups
Group 1 Group 2 Group 3 Group 4 Group 5

Each group has 4 items, so 20 ÷ 5 = 4.

• Notice that the counters above form a 5 × 4 = 20 array. This shows

how division is related to multiplication.

• You can check your quotient by multiplying to see if the product is

the number you began with.

For example, if 20 ÷ 5 = 4, then 4 × 5 = 20.

56 UNIT 2 Reprint 2023

B. Write a multiplication fact and a division fact for the problem you
solved in part A.

Examples
Example Solving a Sharing Problem
A job would take 24 hours for one student to complete. Six students are
sharing the job equally. How many hours must each student work?
Show your work.
Solution 1 Thinking
24 hours shared among 6 students • I used
1 2 3 4 5 6 24 counters to
model the 24 hours.

• I shared the
24 counters into 6 equal groups.
Each group is what 1 student
got, or 1 share.

• I counted the counters in

one share is 4 counters
each share.
24 ÷ 6 = 4
Each student must work 4 hours.

Solution 2 Thinking
24 ÷ 6 = ? → 6 × ? = 24 • Even though it was
If 6 × 4 = 24, then 24 ÷ 6 = 4. a division problem,
I knew I could
Each student must work 4 hours.
multiply to solve it.

Solution 3 Thinking
24 ÷ 6 = 24 ÷ 2 ÷ 3 • I forgot what
24 ÷ 2 = 12 12 ÷ 3 = 4 12 ÷ 3 = 4 24 ÷ 6 was, so I
divided 24 by 2 and
then by 3 instead.
• I knew that
dividing 24 into 6 groups is the
same as dividing 24 into 2 large
Each student must work 4 hours. groups and then dividing each
large group into 3 small groups.

Multiplication
Reprint 2023 and Division Facts 57
Practising and Applying
1. Sketch a picture and write 5. Duptho divided 48 ÷ 6 using
a division fact to show the size a number line. He divided the part
of each share. from 0 to 48 into 6 equal sections.
a) 8 biscuits shared by 4 people
b) 6 mangos shared by 6 people
0 48
c) 18 apples shared by 6 people
a) Try his method. Explain how
d) 30 counters shared by 5 students you made the 6 equal sections.
b) What is 48 ÷ 6? How do you
2. A class of 35 students is divided
know?
into 7 teams. How many students
are on each team?
6. Write a sharing problem that
3. There are 20 toys to be shared. could be solved using 30 ÷ 5.
a) If four children share, how many 7. Some sweets are shared
toys does each child get? equally by six students. There are
b) If five children share, how many no sweets left over. How many
toys does each child get? sweets might there have been to
start with? Find more than one
4. Bhagi said you can divide 49 ÷ 7 answer.
by subtracting 7s from 49, one at
a time, until you get to 0. Then you 8. Some tins of fish are shared
count how many 7s you subtracted. equally by four people with none left
This is what he did: over. The same number of tins can
49 – 7 = 42 be shared equally by three people
with none left over. How many tins
42 – 7 = 35
might there be? Find more than one
35 – 7 = 28 There are answer.
28 – 7 = 21 7 subtractions,
21 – 7 = 14 so 49 ÷ 7 = 7. 9. Describe two or more different
14 – 7 = 7 ways to solve 36 ÷ 9.
7–7= 0
a) Why does his method make sense?
b) Use his method to solve 35 ÷ 5.

58 UNIT 2 Reprint 2023

 2.2.2 Division as Grouping

Try This
16 students are playing a game in pairs.

A. How many pairs of students

are playing?

Another meaning for division is grouping. In a grouping problem, you

know the total number of items and the number of items in each group.
You need to find the number of groups.
For example:
If there are 20 students in groups of 5, how many groups are there?
You can model the 20 students with counters and then make groups of 5.
1 group of 5 2 groups of 5 3 groups of 5 4 groups of 5

20 in groups of 5 is 4 groups.
So 20 ÷ 5 = 4.

• The array above looks like the array on page 56. This is because when
you share 20 among 4 groups, you actually create groups of 5:
20 ÷ 5 can mean 20 grouped into groups of 5, or
20 ÷ 5 can mean 20 shared among 5 groups.

B. i) Write a division fact for the problem in part A.

ii) What makes the problem a division grouping problem?
Examples

Multiplication
Reprint 2023 and Division Facts 59
Example Solving a Grouping Problem
A game requires 7 players. In a class of 49 students, how many groups can
play the game? Show your work.
Solution 1 Thinking
49 ÷ 7 = ? • I knew it was division
7 6 5 4 3 2 1 because it's putting 49
into groups of 7.
0 7 14 21 28 35 42 49 • I counted backwards
from 49 by 7s on a number line
49 ÷ 7 = 7
to find the number of 7s in 49.
Solution 2 Thinking
49 ÷ 7 = ? → 7 × ? = 49 • I thought about how
7 × 2 = 14 Too low many 7s are in 49 by
7 × 10 = 79 Too high finding what to multiply
7 × 7 = 49 That works 7 by to get 49.

If 7 × 7 = 49, then 49 ÷ 7 = 7.

Practising and Applying

1. Sketch a picture and write 4. 30 students are in equal teams.
a division fact to show each. How many teams could there be
a) How many lengths of 5 cm are in and how many could be in each
25 cm? team? Find more than one answer.
b) How many plates of 3 biscuits can 5. Make three division facts using
you make with 24 biscuits? each number once.
c) How many groups of 9 students
can be made with 36 students? 32 7 4 4 6

2. 16 people are going on a car trip. 8 24 8 56

Each car holds 4 people. How many
cars are needed?
6. To divide 42 ÷ 6, Ugyen skip
3. Kinley is reading a book that has counts by 6s to 42 and then counts
42 pages. He reads 6 pages each how many numbers she has said.
night. How many nights will he read 42 ÷ 6 = ?
to finish the book? 6, 12, 18, 24, 30, 36, 42
7 numbers, so 42 ÷ 6 = 7
a) How does her method work?
b) Use her method to solve 56 ÷ 7.
7. Write two word problems that could
be solved using 72 ÷ 9. Write a sharing
problem and a grouping problem.

60 UNIT 2 Reprint 2023

2.2.3 Multiplication and Division Fact Families

Try This
Pema creates a design that is an array made of 40 squares.
He arranges the squares in 5 rows.

A. How many squares are in each row? Show your work.

• You can use an array to show both multiplication and division.

For example:
In this array, you can see these facts:
3 × 6 = 18 (3 rows of 6 squares)
3 rows 6 × 3 = 18 (6 columns of 3 squares)
18 ÷ 3 = 6 (18 squares in 3 rows)
18 ÷ 6 = 3 (18 squares in 6 columns)
6 columns or

A set of multiplication and division facts that describes the same array
is called a fact family. Notice that the fact family above uses the numbers
3, 6, and 18.

• Knowing about fact families can be useful. You can use one fact
to solve another fact in the same family.
For example:
To find out how many groups of 7 can be made with 42 students,
you might write a division but solve it using multiplication.
42 ÷ 7 = ? → ? × 7 = 42
If you know 6 × 7 = 42, then you know 42 ÷ 7 = 6.
Notice that this fact family uses the numbers 6, 7, and 42.

• Since each fact family uses three numbers, if you see two numbers in a
division or multiplication problem, then you know what the third number is.

B. i) What is the fact family for the design in part A?

ii) How can you use the fact family to solve the problem in part A?

Multiplication
Reprint 2023 and Division Facts 61
Examples
Example Solving a Division Using Multiplication
Bijoy and three of her friends are sharing 24 momos.
How many momos does each person get?
Solution Thinking
24 ÷ 4 = ? → ? × 4 = 24 • There were 24 momos to
Since 6 × 4 = 24, then 24 ÷ 4 = 6. be shared among 4 people so
I knew it was division.
Each person gets 6 momos.
• I noticed the numbers
24 and 4, so I used the fact family that
has 4, 6, and 24.

Practising and Applying

1. Which fact family uses the 5. Which multiplication and division
numbers 9 and 63? facts does each show?
List all the facts in the family. a) 9 + 9 + 9 + 9 + 9 = 45
b) 42 – 6 – 6 – 6 – 6 – 6 – 6 – 6 = 0
2. Which fact family does each show?
a) X X X X X 6. 32 children are going for a walk.
X X X X X One adult must take care of each
X X X X X
X X X X X group of four children.
X X X X X a) How can you use multiplication
b) X X X X X X X X to decide how many adults are
needed?
X X X X X X X X
X X X X X X X X b) How can you use division
X X X X X X X X to decide how many adults are
needed?
3. Why does the fact family for
question 2 a) have only two facts 7. How can you use 5 × 6 = 30
instead of four facts? to solve both of these division
facts?
4. Which multiplication and division 30 ÷ 6 = __
facts does each show?
30 ÷ 5 = __
a)
8. Samten says that if you know all
0 4 8 12 16 20 24 28 32 36 the multiplication facts, then you do
not have to memorize the division
b)
facts. Do you agree? Why?
0 5 10 15 20 25

62 UNIT 2 Reprint 2023

2.2.4 EXPLORE: Multiplying and Dividing with 1 and 0

There are special patterns for multiplying or dividing by 1 and

for dividing 0 by a number.

A. An array of 3 rows with 4 items in each X X X X

has 12 items altogether. X X X X
i) Sketch an array to model each. X X X X
1 × 6 and 6 × 1
1 × 8 and 8 × 1
1 × 4 and 4 × 1

ii) Tell the total number in each array.

iii) Write division facts for each array.
iv) How do your answers to parts i), ii), and iii) help you predict
the values for 1 × 9, 9 × 1, and 9 ÷ 1?

B. i) Multiply.
4×8=
3×8=
2×8=
1×8=
ii) Continue the pattern to solve 0 × 8.
How do you know you are right?

C. The multiplication 5 × 7 = 35 can mean this:

5 groups with 7 items in each group is 35 items altogether.
Use this idea to explain why each is true.
i) 0 × 6 = 0 ii) 6 × 0 = 0

D. The division 35 ÷ 7 = 5 can mean

35 items shared among 7 groups means each group gets 5 items.
Use this idea to explain what 0 ÷ 4 means. Then divide 0 ÷ 4.

E. Describe a rule for each.

i) multiplying by 0 ii) dividing 0 by a number (but not 0)
iii) multiplying by 1 iv) dividing by 1

Multiplication
Reprint 2023 and Division Facts 63
UNIT 2 Revision
1. a) What multiplication fact does 5. What multiplication fact does this
this model show? array show?
+6 +6 +6 +6

0 6 12 18 24

b) Sketch a number line model to

show 5 × 6. 6. Sketch an array to show each.
Calculate each product.
2. Each of the 8 students at Tashi’s a) 5 × 9 b) 6 × 6
table has 5 books. How many books
are there altogether? 7. a) Divide each array in
question 6 into two parts using
3. Jigme says that you can multiply a straight line. The line can go
5 × 7 using 3 × 7 = 21 and skip across or it can go up and down.
counting. b) Write a multiplication fact for
a) Show what Jigme would do. each part and a multiplication fact
b) Solve 5 × 7. for the whole array.

4. There are 10 windows on the front 8. Why can you use 3 × 7 to solve
of this building. What multiplication each problem?
fact could you use to tell about a) How many days are in 3 weeks?
the number of windows? b) A rectangle is 3 cm wide and
7 cm long. What is its area?
c) Your friend has 7 coins.
You have 3 times as many coins.
How many coins do you have?

9. Sketch a picture to show why

each is true.
a) 6 × 7 is double 3 × 7
b) 4 × 5 is half of 4 × 10

10. Use halving, then doubling

to solve each. Show your work.
a) 6 × 8 b) 5 × 8

64 UNIT 2 Reprint 2023

11. How can you use 5 × 10 = 50 to 15. a) Write a sharing problem
multiply each? you could solve using 30 ÷ 6.
a) 5 × 9 b) 5 × 8 b) Write a grouping problem
you could solve using 30 ÷ 6.
12. a) What multiplication fact could
you use to multiply 7 × 8? Tell how 16. How many triangles can you
you would use it. make with 27 sticks, if the triangles
b) Multiply 7 × 8 using a different do not share any sides?
multiplication fact. Show your work.
17. Manju must bake 40 cakes
13. Sketch a picture and write to sell at the market. She can bake
a division fact for each. 8 cakes each day. For how many
a) 20 biscuits shared by 5 people days must she bake?
b) 18 mangos shared by 9 people 18. Write the fact family for this
array.
14. 18 shoes are in pairs. How
many pairs of shoes are there?

19. Why is it easy to do each?

a) multiply by 0
b) divide by 1

Multiplication
Reprint 2023 and Division Facts 65
66 UNIT 2 Reprint 2023
 UNIT 3 MULTIPLICATION AND DIVISION
WITH GREATER NUMBERS
Getting Started

Use What You Know

For homework Dorji has 3 nights to read a book
with 48 pages. He plans to read the same number
of pages each night.

A. i) How do you know he has to read more

than 10 pages each night?
ii) How do you know he will read fewer than
20 pages each night?
iii) How many pages must he read each night?

B. i) Write a multiplication or division sentence A multiplication

that shows how you got your answer to part A iii). sentence gives the
ii) The base ten block picture below represents product of two
48 pages. Sketch a picture to show how you numbers.
can use the blocks to answer part A iii). For example:
3 × 12 = 36
A division sentence
gives the quotient of
two numbers.
For example:
24 ÷ 12 = 2
48 pages

C. How many pages does Dorji have to read each night for each?
i) if he must read the book in 4 nights
ii) if he must read the book in 5 nights
iii) if the book had 97 pages and he had to read it in 3 nights
iv) if the book had 97 pages and he had to read it in 5 nights

D. Write a word problem that you can solve using 42 ÷ 3.

Solve your problem.

Multiplication
Reprint and
2023 Division with Greater Numbers 67
Skills You Will Need
1. Find each product.
a) 5 × 0 b) 7 × 1 c) 9 × 4 d) 6 × 5
e) 4 × 8 f) 6 × 6 g) 0 × 8 h) 5 × 5

2. a) Find each product.

i) 6 × 13 ii) 7 × 39 iii) 5 × 42
b) Sketch base ten block pictures for two questions in part a).

3. Which multiplication has a product of about 300?

A. 4 × 72 B. 6 × 28 C. 5 × 41

4. Write a multiplication sentence that you can use to solve each.

a) 50 ÷ 5 = [ ] b) 48 ÷ 4 = [ ] c) 99 ÷ 9 = [ ]

5. a) Sketch a picture to show why 42 ÷ 7 = 6.

b) Explain how your picture shows 42 ÷ 7 = 6.

6. Find each quotient.

a) 16 ÷ 4 b) 32 ÷ 4 c) 0 ÷ 7 d) 8 ÷ 8
e) 9 ÷ 1 f) 56 ÷ 8 g) 45 ÷ 5 h) 64 ÷ 8

7. a) What multiplication sentence describes the number of

momos in the picture below?

There are 6 momos on each plate.

b) What division sentence describes the number of momos
on each plate?

68 UNIT 3 Reprint 2023

Chapter 1 Multiplication
3.1.1 Multiplying by Tens and Hundreds

Try This
Dechen is making bangles. She uses
100 red beads and 50 blue beads for
each.

A. i) How many red beads does she need

for 5 bangles?
ii) How many blue beads does she need
for 5 bangles?

• Multiplying any amount by 10 means that you have 10 of that amount.

You can use place value and base ten blocks to show this:

1 × 10 = 1 ten = 10 10 ×

10 × 10 = 10 tens = 100 10 ×

Knowing this can help you multiply any number by 10.

For example:
If you multiply 3 × 10, each one becomes 1 ten, so 3 ones become 3 tens.
If you show it on a place value chart, you can see this:
- The 3 ones blocks change to 3 tens blocks and move one place to the left.
- The digit 3 moves one place to the left as its value changes from 3 ones to
3 tens. The digit 0 is used in the ones place.

Thousands Hundreds Tens Ones

3
3

3 × 10
3 0
3 × 10 = 30
Multiplication
Reprint and
2023 Division with Greater Numbers 69
• The same thing happens if you multiply a 2-digit number by 10.
To multiply 15 by 10, the 1 ten becomes 1 hundred and
the 5 ones become 5 tens.

Thousands Hundreds Tens Ones

15

1 5

15 × 10

1 5 0
15 × 10 = 150
• When you multiply by 10, the product always ends in 0. 3 × 10 = 30
This makes sense because there are only tens in the 15 × 10 = 150
product, which means there are 0 ones.

• When you multiply by 100, the blocks and digits move 2 places to the left
because the ones become hundreds and the tens become thousands.
For example, 15 × 100 = 1500:
Thousands Hundreds Tens Ones

15
1 5

15 × 100

1 5 0 0
15 × 100 = 1500
The digits in the ones and tens places are 0 because the product has only
hundreds and thousands.

70 UNIT 3 Reprint 2023

• It is easy to multiply any number by 10 or by 100 using mental math.
All you do is move the digits one or two places to the left. Then you put 0s
in the ones place or in the tens and ones places.

For example:
25 × 10 = 250 [25 = 2 tens + 5 ones:
2 tens × 10 = 2 hundreds, and 5 ones × 10 = 5 tens
2 hundreds + 5 tens = 250]
25 × 100 = 2500 [25 = 2 tens + 5 ones:
2 tens × 100 = 2 thousands, and 5 ones × 100 = 5 hundreds
2 thousands + 5 hundreds = 2500]

• You can use what you know about multiplying by 10 and by 100
to multiply by 20, 30, 40, … or by 200, 300, 400, ….
For example:
6 × 20 = 6 × 2 tens = 12 tens
12 tens = 12 × 10 = 120
You can use the same idea for these calculations:
4 × 120 = 4 × 12 tens
= 48 tens
= 48 × 10 [To multiply by 10, move the digits 1 place to the left.]
= 480

7 × 600 = 7 × 6 hundreds
= 42 hundreds
= 42 × 100 [To multiply by 100, move the digits 2 places to the left.]
= 4200

B. Now you know how to multiply by 10 and by 100. How does this help
you use mental math to solve the bangle problem in part A?

Multiplication
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2023 Division with Greater Numbers 71
Examples
Example 1 Multiplying a 2-digit Number by 50
A school has 18 classes with 50 students in each class.
How many students are there altogether?
Solution 1 Thinking
18 × 50 = 18 × 5 tens • I thought about 50 as 5 tens.
= 90 tens • To multiply by 50, I multiplied by 5
90 tens = 90 × 10 = 900 and remembered that these are tens.
There are 900 students.
Solution 2 Thinking
18 × 50 = 18 × 100 ÷ 2 • Since 50 is half of 100, I knew that
to multiply by 50 I could multiply by
18 × 100 = 1800
100 and then divide by 2.
1800 ÷ 2 = 900 • To multiply 18 by 100, I moved the
18 × 50 = 900 digits 1 and 8 two places to the left.
There are 900 students. • I knew 18 hundreds ÷ 2 = 9 hundreds.

Example 2 Finding a Missing Multiplier

a) Find the missing number in 3600 = 60 × [ ].
b) What numbers could be missing from 480 = [ ] × [ ]? Find two answers.
Solution Thinking
a) 3600 = 60 × [ ] a) I knew 3600 = 36 hundreds =
360 × 10 = 60 × [ ] 360 tens = 360 × 10.
60 × 60 = 60 × [ ] • I needed to multiply by 60 instead of
by 10, so I changed the groups of 10 to
3600 = 60 × 60
groups of 60:
Each 6 groups of 10 make 1 group of 60.
6 × 10 = 1 × 60
10 10 10 10 10 10 60
If 6 × 10 = 1 × 60, then 360 × 10 = 60 × 60.

b) 480 = [ ] × [ ] b) Since the ones digit of 480 is 0, I knew one number

480 = [ ] × 10 could be 10.
480 = 48 × 10 • Since 480 is 48 tens, then 480 = 48 × 10. That’s how
I knew the other number was 48.
480 = 48 × 10 • 48 × 10 means 48 groups of 10. If I group 480 into
48 × 10 = 24 × 20 groups of 20 instead, I have groups that are twice as
480 = 24 × 20 big so I need half as many groups.

72 UNIT 3 Reprint 2023

Practising and Applying
1. Multiply. 5. List two possible pairs of
a) 7 × 10 b) 23 × 10 numbers for each.
c) 8 × 100 d) 53 × 100 a) [ ] × [ ] = 800
e) 5 × 40 f) 12 × 30 b) [ ] × [ ] = 560
g) 7 × 400 h) 16 × 500
6. If an insect beats its wings
2. Rinchen’s family went on 2 trips 40 times in 1 second, how many
each year for 10 years. How many times does it beat its wings in each
trips did his family take in 10 years? amount of time?
a) 10 seconds
3. What number is missing in each? b) 20 seconds
a) 1600 = [ ] × 100 c) 30 seconds
b) 150 = [ ] × 10 d) 80 seconds
c) 4800 = [ ] × 400
d) 360 = [ ] × 90 7. Sketch a picture to show how
e) 750 = 3 × [ ] × 10 you know each is true. Explain
each picture.
f) 1200 = 2 × 6 × [ ]
a) 2 × 600 = 1200
4. A bee beats its wings 200 times b) 7 × 50 = 350
in 1 second. How many times does c) 12 × 20 = 240
it beat its wings in 20 seconds? d) 7 × 20 = 14 × 10
e) 5 × 300 = 10 × 150

8. Explain why the ones digit and

the tens digits in the product of
17 × 300 must be 0.

9. Your friend has asked for your

help to multiply 8 × 30 and 7 × 300.
What do you say?

Multiplication
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2023 Division with Greater Numbers 73
3.1.2 Estimating Products

Try This
242 students in Tashi’s school
are playing a game with sticks.
They play in pairs. Each pair of
students uses 9 sticks.

A. Estimate the number of sticks

the whole group will need.

• You can use what you have learned about multiplying by tens and by
hundreds to estimate products mentally. You can round to nearby tens
and hundreds.
Nearby tens and hundreds are numbers like 10, 20, 30, ... and 100, 200,
300, ... that are close to the numbers you are multiplying.
38 552

0 10 20 30 40 50 300 400 500 600 700

38 is about 40. 552 is about 500 or 600.
For example:
- To estimate 9 × 38, you might multiply 10 × 40 = 400.
You know that 400 is a high estimate for 9 × 38, since 10 > 9 and 40 > 38.
- You can also estimate when you multiply by a 3-digit number.
To estimate 8 × 552, you might use 8 × 500 = 4000
or 8 × 600 = 4800
or 10 × 600 = 6000.
Each estimate is reasonable, but it is good to know whether it is high or low:
4000 is a low estimate for 8 × 552 because 500 < 552.
4800 is a high estimate because 600 > 552.
6000 is an even higher estimate because 10 > 8 and 600 > 552.
• If you round high for one number and low for the other number,
you might not be sure whether your estimate is high or low.
For example, suppose you round 8 × 538 to 10 × 500 = 5000.
Since 10 > 8 but 500 < 538, it is difficult to know whether 5000 is low or high.
• Sometimes you might want a high estimate.
For example, you are buying 3 items at Nu 28 each and you want to be sure
you have enough money. You might round 3 × Nu 28 to 3 × Nu 30 = Nu 90.

74 UNIT 3 Reprint 2023

B. Show two or more ways you could estimate to solve part A.

Examples
Example Estimating High and Low
Devika's parents pay Nu 825 each week for food.
a) About how much money do they pay in 6 weeks?
b) Is your estimate high or low? How do you know?
Solution 1 Thinking
a) 6 × 825 is about 6 × 800 = 4800. • The closest hundred
to 825 is 800.
b) 4800 is a low estimate because • I multiplied 6 × 800
6 stayed the same but 800 < 825. mentally by thinking
6 × 8 hundreds.
Solution 2 Thinking
a) 6 × 825 is about 5 × 900 = 4500 • I estimated 6 as 5
because I find it easy
b) I cannot be sure whether 4500 is to multiply by 5.
low or high because 5 < 6 but
900 > 825.
The estimate is probably low since
5 weeks’ worth of food costs much
less than 6 weeks’ worth of food.

Practising and Applying

1. Estimate each so that your estimate 4. Use what you know about
is high but reasonable. estimating to tell how you know
Show your work. each is true.
a) 4 × 392 b) 8 × 437 a) 7 × 421 is between 2800 and
c) 9 × 247 d) 5 × 459 3500.
b) 9 × 627 is less than 6270.
2. Estimate each so that your estimate c) 8 × 352 is less than 3000.
is low but reasonable.
Show your work. 5. The product of a pair of
a) 8 × 517 b) 7 × 218 numbers is about 4200. List three
c) 6 × 882 d) 9 × 147 possible pairs of numbers.

3. Describe two different ways 6. Write a problem where it would

to estimate each. Tell which estimate make sense to estimate a product
you think is better and why. to solve the problem.
a) 6 × 542 b) 9 × 713
7. Why is it useful to know how
to estimate products?

Multiplication
Reprint and
2023 Division with Greater Numbers 75
3.1.3 Multiplying Using Rectangles

Try This
The floor of a room is covered with
large tiles. There are 8 rows of 12
tiles.

A. How many tiles are on the floor?

• You can use a rectangle to model multiplication because the area of

a rectangle is equal to the length of the rectangle times its width:
Area = length × width
For example, you can show 5 × 23 as a rectangle that is 5 units by 23
units. The product of 5 × 23 is the area of the rectangle.
• If you use base ten blocks to make the rectangle, you can see that
the rectangle is made of two parts:
The part that is made of tens blocks.
The part that is made of ones blocks.
23
10 10 1 1 1
10 10 1 1 1
10 10 1 1 1 5
10 10 1 1 1
10 10 1 1 1

The sketch of the rectangle below shows the two parts.

To find the area or product, you find the value of each part and then add.
20 3

5 × 20 = 100 5×3
5 = 15

You can also write the multiplication like this: 23

×5
100 [5 × 20]
+15 [5 × 3]
115

76 UNIT 3 Reprint 2023

• You can use the same idea to multiply 3-digit numbers.
For example:
To multiply 4 × 132, you can create a base ten block rectangle that is
4 units by 132 units.
132
100 30 2
4

Since a block model like this uses so many blocks, you can sketch
a rectangle to show the same thing.
100 30 2
4 × 100 = 400 4 × 30 = 120 4

4×1=4
You can also write the multiplication like this: 132
× 4
400 [4 × 100]
120 [4 × 30]
+ 8 [4 × 2]
528

B. How can you use a rectangle model to solve part A?

Examples
Example 1 Representing a Multiplication in Different Ways
Write 7 × 512 as the sum of other products.
Solution Thinking
512 = 500 + 10 + 2 • I knew 7 groups of
so 512 was the same as
512
combining
× 7
3500 [7 × 500] 7 groups of 500,
70 [7 × 10] 7 groups of 10, and
+ 14 [7 × 2] 7 groups of 2.
3584

Multiplication
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2023 Division with Greater Numbers 77
Example 2 Multiplying to Solve a Problem
The students in Tandin’s school competed in groups of 4.
There were 128 groups. How many students were there?
Solution Thinking
4 × 128 • I sketched a rectangle
100 20 8 that was 4 wide by 128
(100 + 20 + 8) long.
4 4 × 100 = 400 4 × 20
= 80 • I found the area of
each part and then added the areas.
4×8
128 = 32
× 4
400 [4 groups of 100]
80 [4 groups of 20]
+ 32 [4 groups of 8]
512

There were 512 students.

Practising and Applying

1. Sketch and label a rectangle model b) 30 7
for each.
a) 5 × 39 b) 4 × 28 5 ? ?
c) 3 × 62 d) 7 × 31
e) 6 ×134 f) 8 × 356 37
× 5
2. Solve each. Show the products you [ ]
would add. + [ ]
a) 50 3 [ ]

6 ? ? c) 200 10 3

8 ? ? ?
53
× 6 213
[ ] × 8
+ [ ] [ ]
[ ] [ ]
+ [ ]
[ ]

78 UNIT 3 Reprint 2023

3. How many items are there c) 7 × 87
altogether in each array?
a) 5 rows with 28 carrots in each row 87
b) 6 rows with 18 cards in each row × 7
[ ] 7 groups of 80
c) 6 rows with 157 stamps in each row + [ ] [ ] groups of 7
d) 4 rows with 132 potato plants [ ]
in each row

d) 5 × 362

362
× 5
[ ] 5 groups of [ ]
[ ] 5 groups of 60
+ 10 5 groups of 2
[ ]
4. Find the missing numbers.
a) 8 × 23 5. Multiply.
a) 3 × 37 = [ ]
23
× 8 b) [ ] = 8 × 58
[ ] 8 groups of [ ] c) 5 × 93 = [ ]
+ 24 8 groups of 3 d) [ ] = 3 × 112
[ ] e) 9 × 342 = [ ]
f) [ ] = 4 × 316
b) 9 × 48
6. A garden is planted with:
48
• 8 rows of 38 vegetables
× 9
[ ] [ ] groups of 40 • 3 rows of 46 vegetables
+ [ ] [ ] groups of 8 • 4 rows of 26 flowers
[ ] • 7 rows of 57 flowers
Are there more vegetables or
more flowers? Show your work.

7. Why is it useful to multiply

6 × 148 in these three parts?
6 × 100
6 × 40
6×8

Multiplication
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2023 Division with Greater Numbers 79
3.1.4 Multiplying a 3-digit Number by a 1-digit Number

Try This
The principal has to make copies of
a letter for all 253 students in the
school. The letter has three pages.

A. How many pieces of paper will

the principal need?

• You can model multiplication with base ten blocks on a place value chart.
For example:
You can model 4 × 132 as 4 groups of [1 hundred + 3 tens + 2 ones].
Thousands Hundreds Tens Ones

This is what you do: 100 + 30 + 2

• Multiply in three parts: × 4
multiply the ones 8 [4 × 2]
multiply the tens 120 [4 × 30]
+ 400 [4 × 100]
multiply the hundreds
528 [400 + 120 + 8]
• Then add the three parts.
132
It looks like this when you write it:
× 4
8
120
+ 400
528

80 UNIT 3 Reprint 2023

Or, you can multiply by regrouping as you go, like this:
Thousands Hundreds Tens Ones
Model 4 × 132:

132
× 4

Multiply the ones:

132
× 4
8

Multiply the tens.

Regroup 10 tens
for 1 hundred:
1
132 Thousands Hundreds Tens Ones
× 4
28

Multiply the
hundreds and
then add on
the regrouped
1 hundred block:
1
132
× 4
528

1
This is 2 tens, not 12 tens, since 132 This is the regrouped
you regrouped the 12 tens as × 4 1 hundred.
1 hundred, 2 tens. 528

B. How could you write the calculation to solve the problem in part A?

Multiplication
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2023 Division with Greater Numbers 81
Examples
Example 1 Solving a Multiplication Puzzle
The same digit is missing in two spots. What is the missing digit?
8 × 2[ ][ ] = 2304
Solution Thinking
The digit 4 in the product 2304 is • I knew the digit was 3 or
from multiplying 8 × [ ] ones. 8 since 8 × 3 = 24 and
[ ] might be 3 or 8. 8 × 8 = 64 are the only
multiplication facts that
233 288 have a product with 4 ones.
× 8 × 8 • That meant 8 × 2[][] was either
24 64 8 × 233 or 8 × 288, so I tried
240 640 calculating both.
+1600 +1600
1864 2304
The missing digit is 8.

Example 2 Multiplying to Solve a Problem

Each of the 485 students in Kinzang’s school is bringing three items
of food for a school festival. How many items will there be altogether?
Show your work.
Solution 1 Thinking
485 • I knew I had to multiply 3 × 485.
× 3 • I decided to multiply in parts and
15 [3 × 5] then add the parts at the end.
240 [3 × 80]
+ 1200 [3 × 400]
1455
There will be 1455 items.
Solution 2 Thinking
1 21 21 • I multiplied 3 × 485 by starting
485 485 485 on the right and regrouping as
× 3 × 3 × 3 I multiplied.
5 55 1455 • After multiplying 3 × 5 = 15 ones,
I regrouped 10 of the 15 ones for 1 ten. I added it
There will be 1455 items. to 3 × 8 tens = 24 tens to get 25 tens.
• Then I regrouped 20 of the 25 tens for
2 hundreds. I added them to 3 × 4 = 12 hundreds
to get 14 hundreds.

82 UNIT 3 Reprint 2023

Practising and Applying
1. Calculate each. 4. Calculate only the products less
a) 7 × 348 b) 5 × 364 than 3000. Estimate to help you
choose which to calculate.
2. Write the multiplication sentence for A. 3 × 492 B. 6 × 941
each model. C. 6 × 299 D. 5 × 544
a)
Thousands Hundreds Tens Ones 5. Kuenga spent Nu 240 for a gift.
Pema spent 3 times as much.
How much did Pema spend?

6. a) Which two products below

have a difference of 3152?
A. 6 × 617 B. 9 × 533
C. 7 × 783 D. 5 × 329
b) Which of the two products you
chose in part a) is greater?
b)
Thousands Hundreds Tens Ones
7. Write a problem that you can
solve using 7 × 382.
Solve your problem.

8. One kind of small jet plane

carries 131 passengers. A larger
plane can carry 4 times as many
people. How many people can the
larger plane carry?

9. Find the missing digits. In each

question, the same digit is missing
3. Fill in the missing digits. in both places.
a) 300 + 20 + 8 a) 9 × 3[ ]5 = 29[ ]5
× 6 b) [ ] × [ ]78 = 1912
[][] c) 6 × 5[ ]2 = [ ]192
120
+ 1800 10. What is the greatest product
[][][][] you can make if you use the digits
2, 4, 6 and 8 below?
b) 400 + 30 + 9
× 9 []×[][][]
[][]
270 11. How is multiplying a 3-digit
+ [][]00 number like multiplying using
[][][][] rectangles in the previous lesson?

Multiplication
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2023 Division with Greater Numbers 83
GAME: Lots of Tens

Play in a group of 2 to 4 players.

Players can share one die.
Each player draws multiplication digit boxes like this:

×
Take turns. Do this on your turn:
• Roll the die. Write the number rolled in one of the digit boxes.
• Keep rolling until all four boxes are filled. You cannot move a digit
once you have written it.
• Calculate the product.
• The player with the greatest digit in the tens place of the product wins
1 point. If there is a tie (players have the same tens digit), the greatest
product wins 1 point.
The winner is the player with the most points after 5 rounds.
For example:
Player A rolls 4, 3, 1, and 6 Player B rolls 4, 5, 1, and 2

6 × 4 3 1 4 × 5 2 1
=2586 =2084

Player A and B both have an 8 in the tens place.

Since 2586 > 2084, Player A wins 1 point.

84 UNIT 3 Reprint 2023

3.1.5 EXPLORE: Multiplication Patterns

Gayatri was multiplying numbers by 10. She noticed a pattern:

23 × 10 = 230
24 × 10 = 240
25 × 10 = 250
26 × 10 = 260
Each time, the tens digit in the product went up by 1. She knew the
pattern happened because there was one more group of 10 each time.
She wondered if there would be patterns when she multiplied by
numbers
that are close to 10, like 8 and 9.

A. Multiply. What pattern do you notice in each?

Why do you think the pattern happened?
i) 9 × 120 = ii) 9 × 120 = iii) 9 × 120 =
9 × 220 = 9 × 130 = 9 × 230 =
9 × 320 = 9 × 140 = 9 × 340 =

B. Multiply. What pattern do you notice in each?

Why do you think the pattern happened?
i) 8 × 120 = ii) 8 × 120 = iii) 8 × 120 =
8 × 220 = 8 × 130 = 8 × 230 =
8 × 320 = 8 × 140 = 8 × 340 =

C. How are the × 8 patterns and the × 9 patterns different?

Do those differences make sense? Explain your thinking.

D. Multiply. What pattern do you notice?

Do you think the pattern will continue? Why?
3 × 111 =
4 × 111 =
5 × 111 =

Multiplication
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2023 Division with Greater Numbers 85
Chapter 2 Division
3.2.1 Dividing Tens and Hundreds

Try This
Ugyen has chosen a recipe to
make for her family of six. It uses
240 g of meat and 60 g of onion.

A. How many grams of each will

be in each serving?
i) meat ii) onion

Numbers like 10, 20, 30, ... or 100, 200, 300, ... are easier to divide than
some other numbers because you can use place value.
• For example:
To divide 150 ÷ 5, you can think “150 is 15 tens”, so 150 ÷ 5 = 15 tens ÷
5.
To solve 15 tens ÷ 5, you only need to know 15 ÷ 5 = 3.
15 tens ÷ 5 = 3 tens, which is 30.

You can model this with base ten blocks by dividing 15 tens into
5 groups of 3 tens.

150 ÷ 5 = 15 tens ÷ 5 = 3 tens = 30

This makes sense since 5 × 30 = 5 × 3 tens

= 15 tens
= 150

86 UNIT 3 Reprint 2023

• For example:
To divide 3600 ÷ 9, you can think “3600 = 36 hundreds”,
so 3600 ÷ 9 = 36 hundreds ÷ 9.
To solve 36 hundreds ÷ 9, you only need to know 36 ÷ 9 = 4.
36 hundreds ÷ 9 = 4 hundreds, which is 400.

You can model this with base ten blocks by dividing 36 hundreds into
9 groups of 4 hundreds.

3600 ÷ 9 = 36 hundreds ÷ 9 = 4 hundreds = 400

This makes sense since 9 × 400 = 9 × 4 hundreds

= 36 hundreds
= 3600

B. Show how to use place value ideas to solve part A.

Multiplication
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2023 Division with Greater Numbers 87
Examples
Example Comparing Quotients
Tshewang divided 180 by 3. Govinda divided 350 by 7.
Whose quotient is greater? Show your work.
Solution Thinking
180 ÷ 3 = 18 tens ÷ 3 • I used place value to write
= 6 tens each 3-digit number as
= 60
a number of tens.
350 ÷ 7 = 35 tens ÷ 7 • Then I used these division
= 5 tens facts that I knew to calculate
= 50 each quotient:
60 > 50, so 180 ÷ 3 > 350 ÷ 7. 18 ÷ 3 = 6 and 35 ÷ 7 = 5.
Tshewang's quotient is greater.

Practising and Applying

1. The 350 students in a school were 3. Which quotient is greater in
put into groups of 5 for a special each pair?
event. How many groups were there? a) 540 ÷ 9 or 420 ÷ 7
2. Write the division sentence for b) 280 ÷ 4 or 350 ÷ 7
each base ten block model.
4. Calculate.
a) l llll lllll lllll a) 280 ÷ 7 = [ ]
lllll lllll lllll b) 7200 ÷ 8 = [ ]
c) [ ] = 560 ÷ 7
b) d) 4900 ÷ 7 = [ ]

5. Sketch a picture to show why

you can use 12 ÷ 3 to find 1200 ÷ 3.
Explain how your picture shows it.
c) 6. List three pairs of numbers that
make this true.
[ ] ÷ [ ] = 40

7. Sketch a picture to show why

300 ÷ 6 is the same as 150 ÷ 3.
Explain how your picture shows
both divisions.
d) l lllll llllll llllll 8. Explain why someone might
llllll llllll llllll think that dividing 450 ÷ 9 is easier
llllll llllll than dividing 400 ÷ 9.

88 UNIT 3 Reprint 2023

3.2.2 Estimating Quotients

Try This
Kangaroos travel in groups called mobs.

A. A mob of 114 kangaroos split up into

four equal groups and hopped off in
different directions. Estimate the number of
kangaroos in each smaller group.

• To estimate the quotient of a 3-digit number divided by a 1-digit

number, you can use a number close to the 3-digit number that is easy to
divide by the 1-digit number.
For example:
To estimate 582 ÷ 3, 582 ÷ 3 is about 600 ÷ 3.
you might use 600 instead of 582 600 ÷ 3 = 6 hundreds ÷ 3
because 600 is close to 582 and = 2 hundreds
because you are dividing by 3 (6 ÷ 3 = 2).
= 200
582 ÷ 3 is about 200.

To estimate 582 ÷ 7, 582 ÷ 7 is about 560 ÷ 7.

you might use 560 instead of 582 560 ÷ 7 = 56 tens ÷ 7
because 560 is close to 582 and
because you are dividing by 7 (56 ÷ 7 = = 8 tens
8). = 80
582 ÷ 7 is about 80.

• If you know your estimate is high or low, you have a better idea of what
the exact answer will be.
For example:
582 ÷ 3 is about 200: 200 is a high estimate because you rounded
582 up to 600 and you did not change the 3.
582 ÷ 7 is about 80: 80 is a low estimate because you rounded
582 down to 560 and you did not change the 7.

Multiplication
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2023 Division with Greater Numbers 89
B. What would be a good number to use instead of 114 to estimate
the answer for part A? Why?

Examples
Example Solving an Estimation Puzzle
[ ]72 ÷ 6 is about 90. What is the missing digit? Show your work.
Solution Thinking
If [ ]72 ÷ 6 is about 90, • I know division is the
then 6 × 90 is about [ ]72. opposite of multiplication,
6 × 90 = 540 so I changed the division to
The missing digit is 5. a multiplication.

Practising and Applying

1. A flock of 278 birds was formed 4. Each quotient is about 40.
when 4 small flocks flew together. What is one possible value for
The small flocks were all about each missing digit?
the same size. a) 347 ÷ [ ] b) 251 ÷ [ ]
a) What number close to 278 would c) [ ]72 ÷ 7 d) [ ]31 ÷ 8
you use to estimate 278 ÷ 4? Why? e) 1[ ]2 ÷ 4 f) [ ]51 ÷ 6
b) About how many birds were in
each small flock? 5. Is it possible for [ ][ ][ ] ÷ 8 to be
about 200? Explain your thinking.
2. Estimate each. Show your work.
6. A large school of 142 fish formed
a) 415 ÷ 4 b) 436 ÷ 5 when 8 small schools joined.
c) 517 ÷ 6 d) 136 ÷ 7 The small schools were all about
e) 366 ÷ 4 f) 513 ÷ 7 the same size. About how many
fish were in each small school of
3. A chef served 216 momos onto fish? Explain your thinking.
plates of 6. About how many plates
did she make? Show your work.

A group of fish is called a school of fish.

7. Use estimation to explain how

you know 517 ÷ 9 is about 10 more
than 430 ÷ 9.
8. Describe a situation where you
might wish to estimate 257 ÷ 3.
9. Why might you estimate 422 ÷ 6
differently than 422 ÷ 5?

90 UNIT 3 Reprint 2023

3.2.3 Dividing by Multiplying and Subtracting

Try This
139 biscuits are to be arranged on plates
with 3 biscuits per plate.

A. Estimate how many plates will be

needed. Show how you estimated.

• One way to divide is to find how many groups can be formed.

For example, 216 ÷ 6 asks, “How many groups of 6 are in 216?”
You begin at 216 and create some groups of 6, subtract to see what is
left, and then create more groups of 6 until you cannot form any more
groups. This is what it looks like
when you write it:
6 216
– 120 20 groups
96 When you divide 216
– 60 10 groups into groups of 6, you get
36 20 + 10 + 6 = 36 groups.
– 36 6 groups
0 36 groups

• There is more than one way to divide like this because you can form
groups of 6 in different ways.
For example: 6 216
You can create 10 groups of 6, – 60 10 groups
then another 10 groups of 6, 156
then another 10 groups of 6, – 60 10 groups
then another 6 groups of 6. 96
– 60 10 groups
This takes more steps than the first division 36
but someone might find it easier to do because – 36 6 groups
you mostly multiply 6 by 10 and subtract. 0 36 groups

B. i) Use the method above to solve part A. Write the division to show
what you did.
ii) What does the remainder mean?

Multiplication
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2023 Division with Greater Numbers 91
Examples
Example Counting Groups
How many separate triangles can be created with
410 sticks?
Show your work.
Solution Thinking
Each triangle uses 3 sticks, so • I had to find how many
410 sticks will make 410 ÷ 3 triangles: groups of 3 there were
in 410.
3 410 • I first took out 100
– 300 100 groups
groups of 3 sticks.
110
I multiplied 3 × 100 = 300 and
– 90 30 groups
20 subtracted 410 – 300 = 110.
– 18 6 groups • Then I took out 30 more groups of
2 136 groups 3 sticks. I multiplied 3 × 30 = 90 and
subtracted 110 – 90 = 20.

136 triangles can be created. • Finally, I took out 6 groups of

There are 2 sticks left over. 3 sticks. I multiplied 3 × 6 = 18 and
subtracted 20 – 18 = 2.

Practising and Applying

1. How many teams of each size can 4. A pile of Nu 5 notes is worth
be formed from 142 people? Nu 605. How many Nu 5 notes
a) teams of 5 b) teams of 6 are in the pile?

2. Calculate each. Show your work.

a) 248 ÷ 8 b) 666 ÷ 6
c) 512 ÷ 4 d) 617 ÷ 8
e) 912 ÷ 4 f) 372 ÷ 5

3. a) Each window has 4 panes of

glass. How many windows can be 5. How many squares can
made with 166 panes of glass? be formed from 372 sticks?
b) What does the remainder tell you? 6. 336 students are in groups of 4.
How many groups are there?
7. Thoner divided 382 ÷ 5 and got
a quotient of 81. How do you know
she made an error?
8. Why is this lesson called
“Dividing by Multiplying and
Subtracting”?
92 UNIT 3 Reprint 2023
3.2.4 Dividing in Parts

Try This
Namgyel and Chencho both collect
stamps. Namgyel has 5 times as
many stamps as Chencho.

A. Namgyel has 345 stamps. How

many stamps does Chencho have?

• Another way to divide is to break up the number being divided into

smaller numbers that are easy to divide using mental math.
For example.
For 347 ÷ 6, you can rename 347 as 300 + 42 + 5. You divide each
number by 6 and then add the parts.
57 R 5
50  7  0 Renaming 347 as 300 + 42 + 5 is
a good choice because it is easy
6 347 → 6 300  42  5 to divide 300 by 6 and 42 by 6.

• You can make your own choice about how to break up the number.
For example, for 347 ÷ 6, you could have done this instead.
57 R 5
40  9  6  2 Renaming 347 as 240 + 54 + 36 + 17
is also a good choice because it is
6 347 → 6 240  54  36  17
easy to divide 240, 54, and 36 by 6.

• To rename the number, list the multiplication facts for the number you
are dividing by.
For example:
If you are dividing by 7, list the × 7 facts and then choose from the list:
7, 14, 21, 28, 35, 42, 49, 56, and 63
7 613 → 7 560  53 → 7 560  49  4
OR
7, 14, 21, 28, 35, 42, 49, 56, and 63
7 613 → 7 350  263 → 7 350  210  53 → 7 350  210  49  4

Multiplication
Reprint and
2023 Division with Greater Numbers 93
B. Solve part A by dividing in parts. Show your work.

Examples
Example Calculating a Perimeter
A shape has 6 equal sides. Its perimeter is 411 cm.
What is the length of each side?
Solution Thinking
411 ÷ 6 = ? • I knew I needed to
The × 6 facts: divide 412 by 6.
6, 12, 18, 24, 30, 36, 42, 48, 54 • I wrote the × 6
411 = 360 + 51 facts to help me
= 360 + 48 + 3 break up the number.
68 R 3 • I changed the remainder to 0.5
3
60  8  0 since it is 3 parts out of 6, or .
6
6 360  48  3
Each side is 68.5 cm.

Practising and Applying

1. Manju has 524 stamps. She has 3. Calculate each quotient in
4 times as many stamps as Ngedup. question 2.
How many stamps does Ngedup
have? 4. You are dividing 370 g of meat
into 4 equal portions. How much
meat is in each portion?

5. For 297 ÷ 3, Karma renamed

297 using subtraction instead of
addition:
99
100  1
3 297 → 3 300  3

Do you agree with what she did?

2. How would you rename the first Explain your thinking.
number in each to divide in parts?
a) 378 ÷ 6 b) 178 ÷ 7 6. Show two ways to rename 594
c) 648 ÷ 5 d) 812 ÷ 3 to divide it in parts by 3.
e) 715 ÷ 9 f) 566 ÷ 4 7. How is dividing in parts like
dividing by subtracting?

94 UNIT 3 Reprint 2023

GAME: Two Hundred Plus

Play in a group of 2 to 4 players.

Players can share one die.
Each player draws division digit boxes like this:

÷
Take turns. Do this on your turn:
• Roll the die. Write the number rolled in one of the digit boxes.
• Keep rolling until all four boxes are filled. You cannot move a digit
once you have written it.
• Divide to find the quotient and remainder.
You get 1 point if the remainder is 0,
2 points if the quotient is 200 or more, or
3 points if the remainder is 0 and the quotient is 200 or more.
The winner is the first player with 10 or more points.
For example:
Player A rolls 3, 1, 5, and 2. Player B rolls 2, 5, 6, and 4

5 1 2 ÷ 3 6 5 4 ÷ 2
= 170 R 2 = 327
The remainder is 2. The remainder is 0.
The quotient is less than 200. The quotient is greater than 200.

Player A gets 0 points. Player B gets 3 points.

Multiplication
Reprint and
2023 Division with Greater Numbers 95
3.2.5 Dividing by Sharing
Try This
Three brothers are sharing
a gift of Nu 420 from their
grandmother.

A. How much money does

each brother get?

• You can share base ten blocks to model a division problem.

For example:
One meaning for 315 ÷ 4 could be 315 items shared equally by 4 people.
The quotient is how many items are in each person’s share.
Step 1: Model 315 with base ten blocks and draw a box to represent
each person’s share.

Step 2: Start sharing the blocks.

Since there are 4 people and only 3 hundreds blocks,
trade each hundred for 10 tens.

4 315

There are now 31 tens and 5 ones.

Notice the 7 in the tens place.
31 tens shared among 4 people is This shows that it means 7 tens.
7 tens each.
4
– 280
35

96 UNIT 3 Reprint 2023

Step 3: Continue sharing the blocks.
Since there are 4 people and only 3 blocks,
trade each ten for 10 ones.

4
– 280
35
There are now 35 ones.

35 ones shared among 4 people is

8 ones each.
R3
4
– 280
There are 3 ones 35
remaining. – 32
3

Each share is 78.

• When there is a remainder, think about the situation to decide what to

do.
For example:
- If the remainder was Nu 3, it could be traded for 300 chhetrums and
divided among the 4 people. Each person would get Nu 78 and 75
chhetrum.
- If the remainder was 3 m or 300 cm of cloth, it could be divided further
so each person gets an extra 3 m or 0.75 m, or 78 3 m or 78.75 m
4 4
altogether.
- If the remainder was 3 children, each of the 3 children could join one of
the 4 groups, making three of the groups a bit larger.

• Sometimes there are enough hundreds blocks to share them in Step 2.

For example, for 612 ÷ 4, each share would get 1 hundreds block. Then
you would trade the remaining 2 hundreds blocks for tens, so there would
be 21 tens blocks to share in Step 3.

4
– 400
212

Multiplication
Reprint and
2023 Division with Greater Numbers 97
 B. i) Model the sharing in part A using base ten blocks. Sketch your model.
ii) Show what you would write to represent your model.

Examples
Example Sharing to Solve a Problem
A farmer is dividing 106 kg of apples equally onto three tables at
the market. About how many kilograms of apples will be on each table?
Solution Thinking
Step 1: Model the problem. • I knew I had to
divide 106 by 3.
• I modelled with
base ten blocks.

Step 2: Start sharing the blocks.

Since there are not enough hundreds blocks
to share, trade the 1 hundred for 10 tens.
Then share the tens blocks.

• I recorded 3 above
3 the 0 tens in 106 to show
– 90 that it meant 3 tens.
16

Step 3: Continue sharing the blocks.

Since there are not enough tens blocks
to share, trade the 1 ten for 10 ones.
Then share the 15 ones blocks.
• I recorded 5 above
the 6 hundreds in 106
3 to show that it meant 5 ones.
– 90
16
– 15 • For the remaining 1 kg,
1
I would count the number of
Each table will have 35 kg of apples, plus apples in 1 kg and then share
a few more apples. them among the 3 tables.

98 UNIT 3 Reprint 2023

Practising and Applying
1. Flags are spaced evenly around 7. Every sixth person in a line of
a 200 m round racetrack. How far 500 people was given a card to
apart are the flags in each case? hold. How many people got a card?
a) if there are 5 flags
b) if there are 4 flags
c) if there are 8 flags

8. A group of students planted 206

trees. Another group planted 312
trees. If they combine and share
equally, how many trees does each
group get to take care of?

9. a) Write a word problem you can

2. Divide using base ten blocks to find solve using 100 ÷ 3 and where you
each quotient. would change the remainder to
a) 403 ÷ 6 b) 285 ÷ 5 a fraction.
c) 515 ÷ 7 d) 617 ÷ 3 b) Write a word problem that you
can solve using 100 ÷ 3 but where
3. Tenzin made 208 sha balay for you would NOT change
7 families to share. the remainder to a fraction.
a) Estimate the number of sha balay
each family gets. 10. What could the number be?
b) Calculate the exact number. [ ][ ][ ] ÷ 7 is between 30 and 40.
c) What would you do with any The remainder is 3.
leftover sha balay?
11. You are dividing 215 ÷ 5.
4. Show two different ways a) Why might renaming 2 hundreds
to calculate 617 ÷ 4. as 20 tens help you divide?
b) Explain how you could divide
5. Calculate. by sharing starting with the 20 tens.
a) 567 ÷ 8 b) 317 ÷ 4
c) 507 ÷ 9 d) 403 ÷ 6

6. Tshering made 175 momos for

5 friends. Her sister made 312 momos
for 8 friends.
a) Estimate to decide whose friends
will get more momos.
b) Calculate the number of momos
the friends of each girl will get.

Multiplication
Reprint and
2023 Division with Greater Numbers 99
CONNECTIONS: When Do Remainders Change?

If you move the digits in a number to different positions but divide by

the same number, the quotient will change but the remainder might not.
For example:
If you divide a number by 2, But if you divide a number by 3,
the remainder changes. the remainder does not change.
436 ÷ 2 = 218 R 0 643 ÷ 2 = 321 R 1 435 ÷ 3 = 145 R 0 453 ÷ 3 = 151 R 0

218 321 R 1 3 435 345 ÷ 3 = 115 R 0

2 436 300  21  0 – 300 100 groups
– 400 2 600  42  1 135 354 ÷ 3 = 118 R 0
36 – 120 40 groups
– 20 15 534 ÷ 3 = 178 R 0
16 – 15 5 groups
– 16 0 145 groups 543 ÷ 3 = 181 R 0
0

Notice above that you only need two examples to show that the remainder
changes but you need to try all possible combinations of digits to that show
the remainder does not change.
1. Divide the numbers in each set by 2 and then by 3. What do you notice
about the remainders?
a) 217, 271, 127, 172, 712, 721
b) 683, 638, 836, 863, 368, 386
c) 522, 252, 225

2. a) Divide any 3-digit number by 9.

b) Rearrange the digits and divide by 9 again. Does the remainder change?
c) Rearrange the digits another way and repeat part b).

3. Repeat question 2 but divide by each number below.

a) ÷ 4 b) ÷ 5 c) ÷ 6

100 UNIT 3 Reprint 2023

UNIT 3 Revision
1. Multiply. 6. Find the missing numbers.
a) 4 × 10 b) 36 × 10 a) 8 × 217 = 8 × 200 + [ ] × [ ] + [ ] × 7
c) 6 × 100 d) 36 × 100
b) 217
e) 3 × 30 f) 24 × 20 × 8
g) 7 × 200 h) 23 × 200 [ ] 8 groups of 200
[ ] [ ] groups of [ ]
2. What number is missing in each? +[ ] [ ] groups of 7
a) 3200 = [ ] × 100 [ ]
b) 480 = [ ] × 10 7. Multiply.
c) 2400 = [ ] × 300 a) 2 × 84 = [ ] b) [ ] = 6 × 37
d) 300 = [ ] × 60 c) 3 × 67 = [ ] d) [ ] = 7 × 216
e) 4 × 258 = [ ] f) [ ] = 8 × 587
3. Estimate each. Show your work.
a) 7 × 255 b) 9 × 386 8. Write a multiplication sentence
c) 5 × 663 d) 8 × 717 for each model.
a)
Thousands Hundreds Tens Ones
4. Complete each rectangle model
and then solve the multiplication.
a) 4 × 33 = [ ]
30 3

4 ___ __

b) 5 × 226 = [ ] b)
200 20 6
Thousands Hundreds Tens Ones
5 ___ __ __

5. Sketch a rectangle model to find

each product. Show your work.
a) 4 × 28
b) 6 × 59
9. a) Which two products below
c) 5 × 63 have a difference of 1018?
d) 9 × 71 A. 4 × 317 B. 5 × 523
C. 6 × 373 D. 7 × 519
b) Which of the two products you
chose in part a) is greater?

Multiplication and
Reprint 2023Division with Greater Numbers 101
10. Find the missing digits. In each 15. A store clerk packaged
question, the same digit is missing in 138 pencils in groups of 5.
both places. About how many packages did
a) [ ] × 3[ ]5 = 1380 the clerk make?
b) 6 × 21[ ] = 129[ ]
16. Every quotient below is about
c) 9 × 148 = 1[ ][ ]2 30. What is one possible value for
each missing digit?
11. Write the division sentence for
a) 147 ÷ [ ] b) 251 ÷ [ ]
each base ten block model.
c) [ ]27 ÷ 7 d) [ ]59÷ 8
a) l lll llll llll llll e) 1[ ]2 ÷ 4 f) [ ]51÷ 6
llll llll llll llll
17. A pile of Nu 5 notes is worth
b) Nu 815. How many Nu 5 notes are
in the pile?

18. How would you rename the first

number in each to divide in parts?
a) 378 ÷ 4 b) 816 ÷ 7
c) c) 823 ÷ 5 d) 743 ÷ 3
e) 404 ÷ 6 f) 391 ÷ 9

19. Show two ways to rename 815

so you can divide it in parts by 5.

20. Use base ten blocks to find

each quotient.
a) 802 ÷ 4 b) 612 ÷ 7
d) l llllllll lllllllll c) 278 ÷ 5 d) 306 ÷ 8

21. Every fifth person in a line

12. Calculate.
of 320 people was given a card to
a) 240 ÷ 6 = [ ] b) 5400 ÷ 9 = [ ] hold. How many people got a card?
c) [ ] = 160 ÷ 4 d) 2500 ÷ 5 = [ ]
22. Calculate each.
13. Explain why you can use 15 ÷ 3
to find 1500 ÷ 3. If you use a picture to a) 594 ÷ 6 b) 516 ÷ 4
explain, tell how your picture shows it. c) 381 ÷ 5 d) 203 ÷ 7

14. Estimate each quotient. 23. What could the number be?
Show your work. [ ][ ][ ] ÷ 4 is between 80 and 90
a) 621 ÷ 2 b) 802 ÷ 9 The remainder is 2.
c) 935 ÷ 7 d) 268 ÷ 6
e) 554 ÷ 3 f) 472 ÷ 9

102 UNIT 3 Reprint 2023

 UNIT 4 FRACTIONS AND DECIMALS
Getting Started

Use What You Know

A. Look at the picture of the group of shapes above.

i) What fraction describes the shapes that are black?
ii) What other shapes in the group does that same fraction describe?
1
iii) What does describe about the group of shapes?
4
List three answers.
4
iv) What does describe about the group of shapes?
4

B. Look at the picture of the rectangle below.

i) What fraction describes the part of the rectangle that is white?

2
ii) What does describe about the rectangle?
3
1
iii) Does the picture of the rectangle below show grey?
3
How do you know?

C. Draw one picture that shows all of these fractions.

Explain how your picture shows each fraction.
2 3 1
5 5 5

Reprint 2023 Fractions and Decimals 103

Skills You Will Need
1. List two fractions that describe
this group of children.

2. a) Write a fraction with a numerator of 2 and a denominator of 5.

b) Draw a picture to show your fraction from part a).

3. Write a fraction to tell about how full each glass is.

a) b) c) d)

5
4. Which of these pictures show ?
6

A. B.

C.

5. What fraction of your fingers are thumbs?

Write it as a decimal.

6. What decimal does this picture show?

7. Draw a picture to show each decimal.

a) 0.5 b) 0.4 c) 1.7

8. Order these decimals from least to greatest.

0.3 1.0 2.5 0.8 0.9

104 UNIT 4 Reprint 2023

Chapter 1 Fractions
4.1.1 EXPLORE: Renaming Fractions

• You can use shapes of different sizes to show fractions.

For example:
1
If you name the large rectangle 1, then the small rectangle is .
3

This is because you can cover 1 large rectangle with 3 small rectangles.

• You can cover shapes with other shapes to find different fraction
names.
For example:
1 1
You can cover the rectangle with two rectangles.
3 6

2 1
This shows why is another name for .
6 3
1 2
=
3 6

You need fraction strip rectangles for this activity.

1 1
A. Cover the rectangle named with copies of the rectangle named .
2 4
1 1 []
Write another fraction name for the rectangle like this: =
2 2 4

B. Try to cover each rectangle with copies of smaller rectangles.

If you can cover the rectangle, write another fraction name
1 []
for the rectangle like this: =
[] []

Reprint 2023 Fractions and Decimals 105

4.1.2 Equivalent Fractions

Try This
A. Make two copies of the square on the right.
i) Use one copy to draw a picture of each fraction:

ii) What do you notice about the two pictures?

• There is always more than one way to name any number.

For example: 5 can have the name 4 + 1.
5 can also have the name 10 ÷ 2.
Since a fraction is a number, there is more than one way to name any
fraction.
• Different names for the same fraction are called equivalent fractions.
For example:
1 2
and are equivalent since they show the same amount of the same
3 6
whole.
1 2
=
3 6
1 2
3 6

• You can make an equivalent fraction by dividing each part of a fraction

into smaller equal parts.
1 2 3 4
2 4 6 8

1 1 2 2 1 3 3 1 4 4
= = =
2 22 4 23 6 24 8
This is the same as multiplying the numerator and denominator by
the same number. You multiply by the number of smaller parts you
divided each part into.
1 1 2 2
For example, for = = , each part was divided into 2 parts,
2 22 4
so the numerator and denominator were multiplied by 2.

106 UNIT 4 Reprint 2023

B. How do you know that the fractions in part A are equivalent fractions?

Examples
Example 1 Deciding Whether Two Fractions are Equivalent
8 12
Are and equivalent fractions? Show how you know.
10 15
Solution Thinking
30 cm 8
• I needed to draw
10
12
and of the same
15
whole to see if they
30 cm
were the same.
• I drew a 30 cm wide rectangle
because 30 is easy to divide into
8
10 parts and into 15 parts.
10

30 cm • I divided the rectangle into

8
10 parts to draw a picture of .
10

12 • I divided the rectangle into

15 12
15 parts to draw a picture of .
15
8 12
Yes, and are equivalent, since
10 15
the same amount is shaded in each.

Example 2 Creating Equivalent Fractions

6
Create a fraction that is equivalent to .
8
Solution 1 Thinking
• I started by drawing
6
6
8 a picture of .
8

• I combined pairs of
parts.
6 3
3 • The new name for was because
8 4
4
there were 4 equal parts altogether
6 3 and 3 were shaded.
=
8 4

Reprint 2023 Fractions and Decimals 107

Example 2 Creating Equivalent Fractions [Continued]
Solution 2 Thinking
• I drew a picture
6 6
8 of . Then I divided each
8
part into 3 equal parts.
6 18
18 • The new name for was
8 24
24
because 18 out of 24 parts were shaded.
6 18
=
8 24

Practising and Applying

1. Name the fractions in each pair. 2. Draw pictures of each pair of
Tell whether or not the fractions are fractions. Tell whether or not
equivalent. the fractions are equivalent.
a) 3 6 10 15
a) and b) and
5 10 12 18
4 4 6 15
c) and d) and
8 10 8 20

3. Create two fractions equivalent to

b) each.
4 3 2 4
a) b) c) d)
5 8 6 4

2
4. Sonam said that of the shoes
3
c)
4
were muddy. Dorji said that
6
of the shoes were muddy. Explain
why they are both right.

5. Tashi created a fraction

1
d) equivalent to by multiplying both
6
the numerator and the denominator
by 2. Draw a picture to show what
he did. Explain your picture.
1 5
6. How do you know that and
10 6
cannot be equivalent fractions?

108 UNIT 4 Reprint 2023

4.1.3 Comparing and Ordering Fractions

Try This
1
Sangay’s family ate of a loaf of bread.
2
1
Bijoy’s family ate of a loaf the same size.
3

A. Which family ate more bread? How do

you know?
B. Why did you have to know that the loaves
were the same size to answer part A?

• One fraction is greater than another fraction if it is more of the same

whole.
For example:
2 1
In the pictures below, you can see that is greater than , since
3 4
more of the same whole is shaded.

2
3
2 1
>
3 4
1
4

• You can compare fractions without using pictures when the fractions
have the same denominator.
For example:
4 3
> because 4 fifths > 3 fifths. It makes sense that 4 of something
5 5
is more than 3 of the same thing. The picture below shows why.

4 3
>
5 5

If two fractions have the same denominator,

the fraction with the greater numerator is greater.

Reprint 2023 Fractions and Decimals 109

• You can also compare fractions without using pictures when the
fractions have the same numerator.
For example:
2
> 2 because 2 pieces out of a whole divided into 3 pieces is more
3 8
than 2 pieces out of the same whole divided into 8 pieces.
The picture below shows why.

2 2
>
3 8

If two fractions have the same numerator,

the fraction with the smaller denominator is greater.

• Sometimes you can compare two fractions by thinking about how they
1
compare to 0, , or 1.
2
1 8 8 1 1
For example: is less than since is almost 1, but is not even .
3 9 9 3 2
A number line picture shows what this looks like.
1 8
<
0 1 3 9

C. Which strategy would you use to help you answer part A?

Examples
Example 1 Fractions with the Same Numerator or Denominator
Which fraction in each pair is greater? Show how you know.
2 4 3 3
a) or b) or
6 6 4 5
Solution Thinking
a)
4
>
2 a) I knew that 4 sixths
6 6 was more than 2 sixths.
b) I knew 1 fourth of
3 3 a whole was bigger than
b) > 1 fifth of the same whole, because
4 5
the whole is divided into 4 parts
instead of into 5 parts.
That meant 3 fourths > 3 fifths.

110 UNIT 4 Reprint 2023

Example 2 Comparing Fractions by Relating them to 0, ½, or 1
3 1 3
Which fraction is greatest? How do you know?
4 10 8
Solution Thinking
1
is close to 0. This picture shows that it • I thought
10 about how close
is only 1 part out of 10 parts. each fraction
was to
3 0, 1 , or 1.
is close to 1. This picture shows that it 2
4
is 3 parts out of 4 parts. • I noticed these things:
- If a fraction is close to 0,
the numerator is a lot less
3 1
is close tosince 3 out of 8 is almost than the denominator.
8 2
- If a fraction is close to 1,
1
4 out of 8, which is . the numerator is close to
2
the denominator.
1
- If a fraction is close to ,
2
the denominator is about
0 1 twice the numerator.

3
is greatest.
4

Practising and Applying

1. Name the two fractions that are d)
shaded in each pair. Then tell which
fraction is greater.
a)

2. Which fraction in each pair is

greater?
b)
4 7 6 3
a) or b) or
10 10 9 9
3 3 7 7
c) or d) or
c) 8 10 10 12
1 3 2 11
e) or f) or
4 5 12 15

Reprint 2023 Fractions and Decimals 111

3. Name a fraction for each. 2
5. Tshering did of her homework.
3 1 3
a) greater than b) less than 4
4 4 Yanka did of his homework.
1 5
4
c) close to d) less than 8
2 5 Karma did of her homework.
20
2
e) greater than Who is closest to being finished?
9
How do you know?
4. What number is missing? Find as 6. Name a pair of fractions for
many answers as you can for each. each. Explain your choices.
[] 4 3 3 a) fractions that are easy to compare
a) < b) >
8 8 [] 6
b) fractions that are more difficult
[] 1 [] to compare
c) < d) is close to 1
9 2 6

GAME: Closer to 1

Play in a group of two or three.

You need four sets of number cards from 1 to 10.
How to play:
• Mix up the cards. Spread them out face down.
• Each player takes two cards and creates a
fraction
that is equivalent to 1 or less than 1.
• The player with the fraction closest to 1 keeps
all the cards. If there is a tie, those players go
again.
• The game is over when there are not enough
cards left for every player to make a fraction.
The player with the most cards wins the game.
For example:
Nima took a 3 card and a 9 card
3
and made the fraction . They used their fraction
9
strips to help them
Pema took a 2 card and a 3 card decide which fraction
2 was closer to 1.
and made the fraction .
3
2 3
Since > , Pema keeps all four cards.
3 9

112 UNIT 4 Reprint 2023

4.1.4 Modelling Mixed Numbers

Try This
Yeshi is covering hexagon blocks with
trapezoid blocks to make a design.
He has 7 trapezoid blocks.

A. How many hexagon blocks will he

be able to cover?

Sometimes you have more than one item as well as a fractional part.
For example:
You might have 2 glasses of water
1
and another glass that is full.
2
You can use the mixed number
1
2 to describe that amount. 2 glasses of water
2

• A mixed number is a whole number part and a fraction part less than 1.
1 1
You can think of the two parts added together, so 2 =2+ .
2 2
• A mixed number can describe wholes and parts of wholes.
For example:
2
Each rectangle is 1, so this picture shows 1 rectangles.
3

• A mixed number can also describe whole groups and parts of groups.
For example:
2
3 people is 1 group, so this picture shows 1 groups of people.
3

B. If Tashi covered 4 hexagons, how many trapezoids did he have?

Reprint 2023 Fractions and Decimals 113

Examples
Example 1 Describing an Amount with a Mixed Number
Describe each amount using a mixed number.
a) How many pairs of shoes are there?

b) How many large squares can you make with 11 small squares?

Solution Thinking
1 a) I counted 3 whole
a) 3 pairs
2 pairs and 1 half pair.

1 pair 1 pair 1 pair

1
pair b) I knew I needed 4 small
2
squares to make 1 large square.
3 That meant I needed 4 small
b) 2 large squares
4 squares for
1 large square and another 4 for
a second large square. I didn't
have enough to make a full third
3
1 square 1 square of a square large square.
4

Example 2 Building a Model of a Mixed number

1
Draw two different pictures to show 3 .
5
Solution Thinking
Picture 1 • I used
wholes
that
I could
Picture 2 divide
into 5 equal parts.

114 UNIT 4 Reprint 2023

Example 3 Comparing Mixed Numbers
1 2
Duptho ate 2 bowls of soup. Karchung ate 1 bowls.
3 3
Who ate more soup? Explain your thinking.
Solution Thinking
I only had to compare the whole • I knew that
number parts since 2
1 < 2 and 2 1 > 2.
1 1 2 2 3 3
2 = 2 + and 1 = 1 + .
3 3 3 3
1
2
21
2 3 3 3
1+ < 2 since 2 = 1 +
3 3
1 2 1 2 3
2 > 1 , so Duptho ate more soup.
3 3

Practising and Applying

1. Describe each picture with a mixed 4. The principal says that there
number. (Each hexagon is 1 whole.) is only room for 5
1
classes of
2
a)
students in the meeting room.
What does he mean?

5. The school has 4 rooms.

b)
1
of one room is empty.
2
How many rooms are full?

c) 6. Which is greater in each pair?

1 2 4 1
a) 5 or 3 b) 1 or 2
3 5 5 3

2. Use pattern block pieces to make

5 1
each number of hexagons. 7. Which is greater, 10 or 7 ?
6 3
Sketch a picture of each.
How do you know?
1 1 1 5
a) 1 b) 4 c) 2 d) 3
6 2 3 6 8. How do you know that
2
3. How many hexagons can you 4 is between 4 and 5?
5
make with each number of pattern
block pieces? 9. Is it possible for two mixed
a) 9 triangle pieces numbers to be equivalent? Use an
example to explain your thinking.
b) 5 rhombus pieces
c) 7 trapezoid pieces 10. Describe a situation where you
might use a mixed number.

Reprint 2023 Fractions and Decimals 115

Chapter 2 Representing Decimals
4.2.1 Modelling Hundredths

Try This

A. Create a design on a 10-by-10 grid like this.

• Your design must cover 33 whole squares
and use two different colours.
• Colour only whole squares, not parts of
squares.
• There must be twice as many squares of
one colour as of the other colour.

• You have learned about fraction tenths and how they can be written
as decimals.
7
For example, as a decimal is 0.7. You read both as “7 tenths”.
10

• There are parts that are smaller than tenths. They are called hundredths.
You can write hundredths as decimals too.
1
If a whole is divided into 100 equal parts, each part is .
100
1
as a decimal is 0.01. You read it as “1 hundredth”.
100

• Here are some examples of decimal hundredths:

7 38
= 0.07 = 0.38
100 100
You say, “seven hundredths”. You say, “thirty-eight hundredths”.

116 UNIT 4 Reprint 2023

• Decimal hundredths are part of the place value system. You can see in
the chart below that the hundredths place is to the right of the tenths place.
10 hundredths make 1 tenth, just like 10 tenths make 1 one,
10 ones make 1 ten, and
10 tens make 1 hundred.
10 hundredths = 0.10. Since 0.10 is 1 tenth + 0 hundredths, 0.10 can be
renamed as 0.1.
0.10 = 0.1
Hundreds Tens Ones Tenths Hundredths
10
1 0

Notice that the hundredths place is two places right of the ones place,
just like the hundreds place is two places left of the ones place.

B. What decimals describe the two coloured parts of the grid from part A?

Examples
Example 1 Interpreting Decimal Hundredths
What decimals are shown on the grid?
How do you know?
b)

C a) c)

Solution Thinking
• The a) rectangle is 0.20 or 0.2. • I knew each grid
20 square was 1 hundredth,
I can see it is , which is 0.20.
100 or 0.01.
0.20 = 2 tenths + 0 hundredths = 0.2
• I counted squares to
• The b) part is 0.24. figure out how many hundredths
I can see it is
24
= 0.24. each part covered.
100 24 2 4
• For b), I noticed was + ,
• The c) part is 0.05. 1 00 10 1 00
1
5 since each column of squares is .
I can see it is = 0.05. 10
100

Reprint 2023 Fractions and Decimals 117

Example 2 Modelling Decimal Hundredths
Use one 10-by-10 grid to show all three decimals. 0.03 0.30 0.33
Solution Thinking
A 10-by-10 grid is called
a hundredths grid because each
square is 1 or 1 hundredth.
1 00

• For 0.03, I coloured 3 squares

because 0.03 = 3 .
1 00
• For 0.30, I coloured 3 columns because
0.30 = 0.3.
• For 0.33, I coloured 33 squares because
0.03 0.30 0.33 0.33 = 33 .
1 00

Practising and Applying

1. What decimal describes each part 4. Suppose you coloured the first
of the grid? six columns of a hundredths grid.
What two decimals could describe
a) the coloured part?

5. Write a decimal to describe each

part of a hundredths grid.
c) 1 1
a) of the grid b) of the grid
b) 2 4
1
c) of the grid d) all of the grid
10

6. Why does it make sense that

the hundredths place is to the right
2. Use one hundredths grid to show of the tenths place in our place
all four decimals. value system?
a) 0.12 c) 0.21
b) 0.03 d) 0.49 Ones Tenths Hundredths
1.0 0.1 0.01
3. Write each fraction as a decimal.
9 64
a) b)
100 100
80 100 7. To write 3 hundredths, Ugyen
c) d) wrote 0.3 instead of 0.03. What
100 100
would you say to help her
understand what she did wrong?

118 UNIT 4 Reprint 2023

4.2.2 Comparing and Ordering Decimals

Try This
Some of the best men’s long jumps in Name Jump (metres)
the 2004 Olympics are shown in
C. Tomlinson 8.25
the chart.
B. Tarus 8.21
Y. Lamela 7.98
A. Who jumped the farthest?
How do you know? V. Shkuriatov 8.03

Sometimes you need to compare decimals that are measurements or

money amounts.
• When the decimals have different whole number parts, you can compare
the whole numbers.
For example: 2.1 > 1.47 because 2 > 1.
This makes sense since 1.47 is between 1 and 2 and 2.1 is more than 2.
2.1

1.47

Even though 1.47 has 3 digits

and 2.1 has only 2 digits,
2.1 is still greater than 1.47
because 2 > 1.

• When the whole number parts are the same, you compare
the decimal parts.
For example: 2.24 > 2.1 because 0.24 > 0.1.
24
This makes sense because 2.24 is 0.24 ( ) more than 2 but
100
1 10
2.1 is only 0.1 ( ) or 0.10 ( ) more than 2.
10 100

Reprint 2023 Fractions and Decimals 119

 2.1

2.24

2.24 > 2.1

• When you order decimals, you can compare them two at a time.
For example, this is how you can order 3.4, 0.57, and 3.19:
0.57 is less than 1 and 3.19 is more than 1, so 0.57 < 3.19.
40 19
3.19 < 3.4, since 3.4 is 3 + 0.4 ( ) and 3.19 is only 3 + 0.19 ( ).
100 100
In order from least to greatest: 0.57, 3.19, and 3.4

B. How can you use hundredths grids to answer part A?

C. Name a distance that is between 7.98 m and 8.03 m.

Examples
Example 1 Ordering Decimals
Order these decimals from least to greatest: 3.1 1.99 0.45 3.07
Solution Thinking
0.45 is less than 1. • I compared each number to
1.99 is between 1 and 2. the whole numbers 1, 2, and 3.
7 • To compare 3.07 and 3.1,
3.07 is more than 3.
100
I had to compare the decimal
1 10 parts.
3.1 is or more than 3.
10 100
• I noticed that the greatest decimal had
From least to greatest: the fewest digits.
0.45, 1.99, 3.07, 3.1

120 UNIT 4 Reprint 2023

Example 2 Creating Decimals to Fit Comparison Rules
Name a decimal that fits each. a) greater than 3.09 but less than 4
b) less than 2.01 but greater than 1.5
c) between 2.04 and 2.1
Solution Thinking
9
a) 3.09 < 3.10 < 4 a) I knew 3.09 was 3 + , so I used
1 00
a greater decimal part to get 3 + 1 0 .
1 00

b) 1 < 2 < 2.01 b) Since 2.01 is more than 2, I knew any

number between 1.5 and 2 would work.

c) 2.04 < 2.07 < 2.1 c) I knew 2.04 was 2 + 4 and 2.1 was 2 + 1 0 ,
1 00 1 00
4
so I chose a decimal part between and 1 0 .
1 00 1 00

Practising and Applying

1. Copy each and use a < , >, or = 6. Sometimes you see money
sign to make it true. amounts like Nu 5.45, which means
a) 1.2  1.37 b) 1.3  1.28 5 ngultrums and 45 chhetrums.
Which is the least amount of money?
c) 3.04  3.40 d) 2.10  2.01
e) 4.1  4.10 Nu 5.34 Nu 4.21 Nu 5.43

2. Order from least to greatest. 7. a) Complete each decimal with

a digit from 4 to 9. Use the same digit
a) 3.1, 1.25, 0.89, 1.28, 3.02 in each. Then order them from least
b) 3.87, 3.71, 2.49, 4.92, 2.4 to greatest.
c) 1.10, 0.11, 0.01, 1.01 0.4[ ] 3.4[ ]
3.44 3.[ ] 4
3. What numbers are missing in
each, if you count by hundredths? [ ].43 [ ].34
a) 3.07, 3.08, ____, ____, ____, 3.12 b) Repeat part a) but replace each
digit with 0.
b) 3.97, 3.98, 3.99, ____, ____
c) Why was the order different in
4. How can 0.99 be less than 1.2 part a) than in part b)?
when 99 is more than 12? 8. Use examples to help you explain
each.
5. Write a decimal to fit each rule.
a) Comparing decimal hundredths
a) greater than 3.91 but less than 5 is like comparing whole numbers.
b) less than 4.0 but more than 3 b) Comparing decimal hundredths
c) between 2.5 and 2.6 is not like comparing whole numbers.
d) between 2.09 and 2.11

Reprint 2023 Fractions and Decimals 121

Chapter 3 Decimal Addition and Subtraction
4.3.1 Adding Decimals
Try This
Dorji was weaving a kira. She did not
have enough thread to finish it, so she
had to buy Nu 6.20 of black thread
and Nu 17.25 of white thread.

A. How much did Dorji spend on

thread?

Nu 6.20 Nu 17.25
• You add decimals the same way you add whole numbers, by adding
values with the same place value.
For example:
This is how to add the whole numbers 135 + 48:
Hundreds Tens Ones Hundreds Tens Ones
1
1 3 5 1 3 5
+ 4 8 + 4 8
13 1 8 3

A sum of 183 makes sense because 135 + 48 is about 130 + 50 = 180.

This is how to add the decimals 1.35 + 4.8:
Ones Tenths Hundredths Ones Tenths Hundredths
1
1 3 5 1 3 5
+ 4 8 + 4 8
11 5 6 1 5
A sum of 6.15 makes sense because 1.35 + 4.8 is about 1 + 5 = 6.

• When you add decimals, the numbers For example:

are not always lined up on the left or on
5.45 12.6 15.29
the right. It depends on the place value
+ 0.2 + 10.38 + 4.57
of the digits you are adding. However,
the decimal points always line up.

122 UNIT 4 Reprint 2023

• To add decimals with whole number For example: 1111
parts of hundreds and tens, you can add 412.45
the whole number parts the way you + 397.85
always have. 810.30

B. How would you estimate the sum in part A to check your answer?
C. Why do you not line up the numbers on the left to add 6.20 + 17.25?

Examples
Example 1 Adding Decimals Using Grids
Use hundredth grids to add 0.79 + 0.32.
Thinking
• I thought of 0.79 as 79 squares in a hundredths grid and of
0.32 as 32 squares.
• There were only 21 squares left in the grid after I coloured
79 squares, so I used a second grid for the last 11 squares.
Solution

0.79 + 0.32 = 0.79 + 0.21 + 0.11 = 1.11

Example 2 Solving a Decimal Problem by Adding

Karma measured two pieces of fabric. One piece was 3.42 m long and
the other piece was 4.8 m long. What was the total length?
Solution Thinking
3.42 • I decided to add
+ 4.8 the ones, tenths, and
7 [3 + 4] hundredths separately.
1.2 [0.4 + 0.8] • 8.22 makes sense
+ 0.02 [0.02 + 0] since 3.42 + 4.8 is
8.22 about 3 + 5 = 8.

She measured 8.22 m of fabric

altogether.

Reprint 2023 Fractions and Decimals 123

Practising and Applying
1. Add. 4. Estimate each sum.
a) 5.27 + 13.8 a) 1.37 + 42.5
b) 4.19 + 0.03 b) 0.37 + 0.29
c) 124.2 + 67.89 c) 18.39 + 5.8
d) 0.74 + 33.29 d) 104.8 + 94.32

2. Singye measured a 3.42 m length 5. How many times can you add
of wood. She then measured 0.13 to itself before the total is
a 4.89 m length of wood. greater than 1? Show your work.
What was the total length?
0.13 + 0.13 + 0.13 + ...
3. Pelden wove a piece of fabric
6. What are the missing digits?
with an area of 0.45 square metres.
She then increased its size by a) 36.[ ]4 + 8.2[ ] = [ ]4.42
0.35 square metres. What is b) 1.[ ]8 + 3.5[ ] = 5.55
the new area? c) [ ]1.[ ]83 + 74.[ ] = 190.63

7. Write a word problem that you

can solve using 4.12 + 5.89. Solve
your problem.

8. How many different pairs of

decimal hundredths can you add
to make 1.00? How do you know?
0.[ ][ ] + 0.[ ][ ] = 1.00
9. What is the most important thing
to remember when adding decimals?
Why?

124 UNIT 4 Reprint 2023

4.3.2 Subtracting Decimals

Try This
Thinley and Yeshi created two towers.
One tower was 1.12 m high.
The other tower was 0.47 m high.

A. How much higher is the taller tower?

• You subtract decimals the same way you subtract whole numbers,
by subtracting values with the same place value.
For example:
To subtract the whole numbers 132 – 46, you can begin by subtracting
the ones and regrouping as you go.

Hundreds Tens Ones Hundreds Tens Ones

1 3 2 1 12 3 12 2
– 4 6 – 4 6
8 6

A difference of 86 makes sense since 132 – 46 is about 130 – 50 = 80.

To subtract the decimals 4.6 – 1.32, you can use the same strategy:
Ones Tenths Hundredths Ones Tenths Hundredths
4 6 4 6 5 10
– 1 3 2 – 1 3 2
3 2 8

A difference of 3.28 makes sense since 4.6 – 1.32 is about 4.5 – 1 = 3.5.
• When you subtract decimals, the numbers For example:
are not always lined up on the left or on
5.45 12.6 15.29
the right. It depends on the place value
– 0.2 – 10.38 – 4.57
of the digits you are subtracting. However,
the decimal points always line up.
For example:
• To subtract decimals with whole number 12 9
10 13 10 16
parts of hundreds and tens, you can subtract
1 1 3.0 6
the whole number parts the way you always have.
– 4 9.8 7
6 3.1 9

Reprint 2023 Fractions and Decimals 125

• Other strategies that you use for subtracting whole numbers can also
be used to subtract decimals. For example:
To subtract the whole numbers 132 – 46, you can add up from 46 to 132.
You can sketch a number line to help you do this.
4 50 32 From 46 to 132 is
4 + 50 + 32 = 50 + 32 + 4
46 50 100 132 = 86
So 132 – 46 = 86.

To subtract the decimals 4.6 – 1.32, you can add up from 1.32 to 4.6.
0.18 0.5 2 0.6 From 1.32 to 4.6 is
0.18 + 0.5 + 2 + 0.6
1.32 1.50 2 4 4.6 = 2 + 0.6 + 0.5 + 0.18
= 3.28
So 4.6 – 1.32 = 3.28.

B. Which strategy would you use to subtract the decimals in part A?

Describe how you would do it.

Examples
Example 1 Subtracting Decimals by Adding Up
Subtract 103.2 – 51.48. Show your work.
Thinking
• I decided to add up from 51.48 to 103.2.
• I sketched a number line to help me.
• I rearranged the numbers to make them easier to add:
0.02 + 0.5 + 8 + 40 + 3.2 = 40 + 8 + 3.2 + 0.5 + 0.02
Solution
0.02 0.5 8 40 3.2

51.48 51.5 52 60 100 103.2

From 51.48 to 103.2 is
0.02 + 0.5 + 8 + 40 + 3.2 = 40 + 8 + 3.2 + 0.5 + 0.02 = 51.2 + 0.52 = 51.72
So 103.2 – 51.48 = 51.72.

126 UNIT 4 Reprint 2023

Example 2 Solving a Problem by Subtracting Decimals
A snake was 0.62 m at birth and grew to 2.11 m long. How much did it grow?
Solution Thinking
Ones Tenths Hundredths
2.11 – 0.62 • I knew
2 1 1
I needed
– 6 2
to subtract
to find how
much longer
Ones Tenths Hundredths
2.11 m was than 0.62 m.
2 1 1 10 1 11
• I decided to use a
– 6 2
place value chart to help
1 4 9 me subtract because
The snake grew 1.49 m. I had to regroup.

Practising and Applying

1. Estimate each difference. 5. Start with 1. How many times do
Show how you estimated. you have to subtract 0.09 to get to
a) 4.37 – 2.94 0.1? Show your work.
b) 102.4 – 37.94 1 – 0.09 – 0.09 – 0.09 – ... = 0.1
c) 8.1 – 7.32
6. Sithar is running a 10 km race.
d) 84.32 – 5.8
She stops for a drink at 6.5 km. How
much farther does she have to run?
2. A snake was 0.47 m at birth and
grew to be 1.53 m long. How much
7. Write a word problem that you
did it grow?
can solve using 5 – 3.12. Solve
your problem.
3. Calculate each difference.
a) 3.11 – 1.48 8. What are the missing digits?
b) 0.8 – 0.38 a) 3.1[ ] – [ ].[ ]9 = 1.65
c) 200.3 – 37.45 b) 12.[ ]4 – [ ].8[ ] = 3.17
d) 36.4 – 17.28 c) 14.[ ]2 – [ ].8[ ] = 6.1[ ]

4. The difference between 9. Find two decimals that have a

two decimals is 1.45. List three difference of 1.16 and a sum of 5.12.
possible pairs of decimals. [ ].[ ][ ] – [ ].[ ][ ] = 1.16
Do not use whole numbers.
[ ].[ ][ ] + [ ].[ ][ ] = 5.12
[ ] . [ ][ ] – [ ] . [ ][ ] = 1.45
or 10. a) How is subtracting decimals
[ ] . [ ][ ] – [ ] . [ ] = 1.45 like subtracting whole numbers?
b) How is it different?

Reprint 2023 Fractions and Decimals 127

CONNECTIONS: Decimals from Whole Numbers

Here is a trick for subtracting a decimal from a whole number.

If you decrease both values by 0.01, it makes the subtraction easier.
For example, to subtract 5 – 3.14, you can subtract 4.99 – 3.13 instead.
Both values are 0.01 less. 5 – 0.01 = 4.99
3.14 – 0.01 = 3.13
When you subtract the same amount from both numbers, you do not
change the difference because the distance between the numbers stays
the same. 5 – 3.14
4.99 – 3.13

3.13 3.14 4.99 5

Subtracting 4.99 – 3.13 is easier because you do not have to regroup:
5 4.99
– 3.14 – 3.13
1.86
1. Use this strategy to subtract. a) 10 – 3.86 b) 7 – 4.38 c) 8 – 1.27

GAME: Aim for Five

Play in a group of 2. You need two dice, one for each player.
Each player does these things:
• Draw boxes and decimal points like this:

• Roll a die five times. After each roll, write the digit in one of the boxes.
• Add or subtract the numbers.
The player with the answer closer to 5 scores one point.
The first player to get 10 points wins the game.
For example:
Tshering rolled 6, 1, 3, 4, and 4. Bijoy rolled 1, 5, 2, 6, and 6.
3 6 1 4 4 6 2 1 5 6

3.6 + 1.44 = 5.04 6.2 – 1.56 = 4.64

5.04 is only 0.04 away from 5, but 4.64 is 0.36 away from 5.
Tshering scores 1 point.

128 UNIT 4 Reprint 2023

UNIT 4 Revision
1. Name the two fractions that are 6. What could be the missing number
shaded in each pair. Then tell in each? Find all possible answers.
whether or not the fractions are [] 2
equivalent. a) <
3 3
a) b)
5
>
5
[] 10
1 3
c) >
[] 7
b)
7. What mixed number does each
picture show?
a)
2. Which pairs are equivalent
fractions?
b)
3 9 5 9
A. and B. and
8 24 6 12
9 20 3 10 c)
C. and D. and
12 40 6 20

3. For each fraction, create

two equivalent fractions.
2 8 4 3 2
a) b) c) d) 8. a) This picture shows 1 groups.
5 10 9 8 3
How many people are in one group?
4. Which fraction in each pair is
greater?
2 6 4 4
a) or b) or
7 7 5 8
2 9 6 8
c) or d) or b) Suppose the picture was of 2
1
100 10 10 9
2
groups. How many are in one group?
5. Name a fraction for each.
c) What other mixed number of groups
3
a) greater than could the picture show? Explain your
10
mixed number.
5
b) less than
9 9. Draw a picture to show each mixed
c) between
1
and
4 number.
5 5 2 5
a) 4 b) 3
3 3 3 6
d) between and
8 15

Reprint 2023 Fractions and Decimals 129

10. Name a mixed number for each. 15. Order from least to greatest.
1 a) 1.47, 0.92, 0.8, 3.0
a) between 8 and 8
2 b) 8.08, 8.80, 0.88
1 3 c) 2.22, 2.02, 3.14, 3.41
b) between 3 and 3
3 4
16. Write a decimal with 3 digits that
11. Write the decimal for each shaded is less than a decimal with 2 digits.
part of the hundredths grid. Explain how you know it is less.
b) 17. Add.
a) 3.2 + 8.97 b) 4.9 + 1.85
c) 2.67 + 0.74 d) 10.32 + 8.79

18. Norbu walked 3.25 km and then

c)
a) another 4.85 km. How far did he
walk altogether?

19. Estimate. Show how you

estimated.
12. Show all three decimals on a) 19.34 + 2.87 b) 0.34 + 0.87
one hundredths grid. c) 12.3 – 4.56 d) 93.25 – 6.89
a) 0.04 b) 0.23 c) 0.40
20. Subtract.
13. Write a decimal hundredth for a) 5.38 – 1.87 b) 12.12 – 1.85
each. c) 4.1 – 1.33 d) 11.3 – 7.83
a) greater than 0.12 but less than 1
b) less than 0.9 but greater than 0.5 21. Kinzang is 1.49 m tall. He
c) between 0.8 and 0.9 was 0.53 m at birth. How much
did he grow?
14. How many more squares of
the grid do you need to shade 22. Find two decimals to make
to show 0.2 than to show 0.02? each true.
a) [ ] . [ ] + [ ] . [ ] [ ] = 4.12
b) [ ] . [ ] [ ] – [ ] . [ ] = 1.83

23. The same digit goes in all

three blanks. What digit is it?
1[ ].42 – 9.[ ]6 = [ ].66

130 UNIT 4 Reprint 2023

 UNIT 5 GEOMETRY
Getting Started

Use What You Know

Use triangles like these.

B
A
C

D
E F

A. i) Make three pairs of triangles by matching each triangle with a triangle

that looks the same.
ii) Do this for each pair:
• Combine the triangles to make a larger shape. Make sure the triangles
match along whole sides.
• Trace the larger shape. Label it with the letters of the two triangles.
• Find at least one more way to combine the two triangles.

B. Which triangle pairs make each larger shape?

i) a square ii) a non-square rectangle iii) a parallelogram

C. i) Which triangle pairs make a larger triangle?

ii) Compare the corners of these triangles to the triangles that do not make
a larger triangle. How are these triangles different?

Reprint 2023 Geometry 131

Skills You Will Need
1
1. a) Which shape shows a turn of Shape A?
4
A B
b) Which shape shows a slide of Shape A?
c) Which shape shows a flip of Shape A?
 C
D
2. Match each 3-D shape below with its name.
a) pentagon-based prism
b) hexagon-based prism
c) pentagon-based pyramid
d) hexagon-based pyramid

A. B. C. D.

3. Which is NOT a net for the rectangle-based prism?

A B C

Rectangle-based
prism

4. Which dashed lines are lines of symmetry?

A. B. C.

5. What is the perimeter of each shape? Show your work.

a) b) c)
6 cm

5 cm 5 cm
5m 4m
10 cm 10 cm

3 cm 3 cm
6 cm 3m

132 UNIT 5 Reprint 2023

Chapter 1 Triangles and Quadrilaterals
5.1.1 Sorting and Drawing Triangles

Try This
Use triangles like these.

B
A

C E

F
G
H

A. Sort the triangles into two or more groups. Tell your sorting rule.

• One way to sort triangles is to look at the number of equal, or

congruent, sides in each triangle.
- An equilateral triangle has three congruent sides.

Examples of equilateral triangles

The three congruent sides are shown with dark lines.
- An isosceles triangle has only two congruent sides.

Examples of isosceles triangles

The two congruent sides are shown with dark lines.

Reprint 2023 Geometry 133

- A scalene triangle has no congruent sides. All the sides are different.

Examples of scalene triangles

• There are different ways to figure out whether a triangle has congruent sides.
- You can compare side lengths by measuring:

5 cm These two sides are both 5 cm

so they are congruent.

- You can make a copy of the triangle and try to match the sides.
These two sides
do not match so
they are not
congruent.

- You can make a copy and then fold the copy to see if the sides match:
Congruent sides These sides are not congruent.

• Sometimes you can tell whether the sides are congruent just by looking.
For example:
You can see that the side lengths of this triangle are all different.

B. Which triangles in part A belong in each group?

i) equilateral ii) isosceles iii) scalene

134 UNIT 5 Reprint 2023

Examples
Example 1 Identifying Types of Triangles
Choose one triangle. Decide whether it is scalene, equilateral, or isosceles.

C
A B

Solution 1 Thinking
4 cm • I chose Triangle A.
• I measured each side.
A 4 cm
• It had three congruent
sides, so I knew it was
equilateral.

Triangle A is equilateral.
Solution 2 Thinking
• I chose Triangle B.
• I traced it to make a copy.
Then I cut it out.
• I folded the copy to see if
any of the sides matched.
• All three sides were different lengths,
so I knew it was a scalene triangle.
Triangle B is scalene.
Solution 3 Thinking
• I chose Triangle C.
• I traced it to make a copy.
Then I cut it out.
• I compared the sides of the
copy to the sides of the original triangle.
• Only two sides were congruent, so I knew
Triangle C is isosceles. it was an isosceles triangle.

Reprint 2023 Geometry 135

Example 2 Drawing Different Types of Triangles
Draw a triangle of each type.
a) scalene b) isosceles c) equilateral.
Solution Thinking
a) Scalene a) I used a ruler to draw
two sides that were
different lengths — 2 cm
2 cm and 3 cm.
3 cm
• After I drew the third side,
I measured it to be sure it wasn’t
congruent to either of the other two
sides.

b) Isosceles b) I used a ruler to draw two sides

that were congruent.
• After I drew the third side,
2 cm 2 cm I measured it to be sure it wasn’t
congruent to the other two sides.

c) Equilateral c) I used three sticks that were

the same length to make a model of
One vertex
an equilateral triangle.
• I marked the vertices, or corners, on
the paper.

Two other
vertices
• I drew lines to connect the vertices.

136 UNIT 5 Reprint 2023

Practising and Applying
1. For each triangle, predict whether it 3. Draw an example of each
is equilateral, isosceles, or scalene. triangle. Label the side lengths.
Check your prediction. Explain what a) equilateral triangle
you did to check your prediction. b) isosceles triangle
a)
c) scalene triangle

4. In this photo of the front grille of

a truck, identify three triangles:
equilateral, isosceles, and scalene.

b)

c) 5. A triangle has a perimeter of

12 cm.
a) Suppose it were an equilateral
triangle. Sketch what it might look
like. Label each side with its length.
b) Repeat part a) for an isosceles
triangle.
c) Repeat part a) for a scalene
triangle.
2. Trace the triangle and dots below.
d) Can you draw another triangle
Change the scalene triangle into
for part a)? part b)? part c)?
an equilateral triangle by moving only
Explain your thinking.
one vertex to another dot. Measure
to check whether you are right.
6. Which method would you use
to decide whether a triangle is
equilateral, isosceles, or scalene?
Why?
• measure
• make a copy and try to match
the side lengths of the copy and
the original triangle
• make a copy and fold it to try
to match side lengths
Reprint 2023 Geometry 137
5.1.2 EXPLORE: Properties of Triangles

Use triangles like these.

4 5
1

2 B 10

A
6

9 C D
13
12

E
8
11

15 14

16 17

19
F
26

18

23 25 I

22
G H
27
21 20
24

138 UNIT 5 Reprint 2023

 Copy this chart.
Type of Triangle: Number of Number of
Triangle equilateral, isosceles, lines of congruent
or scalene symmetry angles
A

Complete the chart.

A. Measure the sides to determine what type of triangle it is.
B. Fold each triangle to see how many lines of symmetry it has.
C. Compare each copy to the original triangle on page 136.
How many of the angles are congruent (the same size)?
For example, compare the angles in Triangle C:

These angles are congruent. These angles are not congruent.

Triangle C has two congruent angles.

Look at your completed chart.

D. What do you notice about each type of triangle?

Reprint 2023 Geometry 139

5.1.3 Sorting Quadrilaterals

Try This

A D
B
C

G
E F

A. i) What is the same about all of these shapes?

ii) Show how the shapes are different by sorting them into two or more
groups. Tell your sorting rule.

• A shape with four sides is called a quadrilateral. “Quad” means four and
“lateral” means sides.

Examples of quadrilaterals

• Some quadrilaterals have pairs of sides that are parallel.

Parallel sides go in the same direction.
- This quadrilateral has parallel top and bottom sides.
It also has left and right sides that are parallel.
Notice that this quadrilateral also has two pairs of This shape has two pairs
congruent sides. of parallel sides.

- This quadrilateral has parallel top and bottom

sides. The left and right sides are not parallel.
Notice that this quadrilateral has one pair of
congruent sides.
This shape has one pair
of parallel sides.

140 UNIT 5 Reprint 2023

• Quadrilaterals are named by whether their sides are parallel or
congruent.
- A kite is a quadrilateral that has two pairs of
congruent sides but no parallel sides. Kite

- A trapezoid is a quadrilateral that has one pair of

parallel sides. Trapezoid
If a trapezoid has one pair of
congruent sides, it is Isosceles
called trapezoid
an isosceles trapezoid.

- A parallelogram is a quadrilateral with two pairs of congruent sides.

The congruent sides are also parallel.

Examples of parallelograms

• There are special types of parallelograms.

- A rectangle is a parallelogram with four right
angles.

Rectangles are special

A square is
parallelograms.
both a special
rhombus and
- A rhombus is a parallelogram with all sides
a special
equal.
rectangle.

Rhombuses are special

parallelograms.

B. i) Which shapes in part A are rhombuses?

ii) Which shapes are parallelograms?
iii) Which shapes are trapezoids?

Reprint 2023 Geometry 141

Examples
Example 1 Sorting Quadrilaterals by Different Properties
Sort these quadrilaterals into groups. Tell your sorting rule.

A B C

D E F

Solution 1 Thinking
I sorted by the number of • I measured the sides
congruent sides. to see if they were
No sides congruent: D congruent.
3 sides congruent: E
2 pairs of sides congruent: A, B
All sides congruent: C, F
Solution 2 Thinking
I sorted by the number of right • I compared each angle to
angles. a square corner to see if it
0 right angles: B, E, F was a right angle.
1 right angle: A
2 right angles: D
4 right angles: C
Solution 3 Thinking
I sorted by the number of parallel • I looked to see which
sides. sides were parallel.
No sides parallel: A
1 pair of parallel sides: D, E
2 pair of parallel sides: B, C, F

142 UNIT 5 Reprint 2023

Practising and Applying
1. Sort these quadrilaterals into 5. Look at quadrilaterals K, L, and
two or more groups. M.
Tell your sorting rule. a) How are K and L alike but
different from M?
b) How are L and M alike but
different from K?
B
A
K

2. a) Sort the quadrilaterals from

question 1 in a different way. 6. Name each quadrilateral in
Tell your new sorting rule. question 5.
b) In what other way might you sort
the quadrilaterals in question 1? 7. Tandin drew this quadrilateral
and called it a square.
3. Name each quadrilateral in
question 1.

4. How are a kite and a rectangle

alike? How are they different?

Tshering called it a rhombus.

Ugyen called it a parallelogram.
Who is correct? Explain your
thinking.

Reprint 2023 Geometry 143

5.1.4 EXPLORE: Diagonals and Symmetry

A diagonal joins opposite vertices in a quadrilateral.

Every quadrilateral has two diagonals.
The two diagonals
of a parallelogram.

Some diagonals are also lines of symmetry.

You need quadrilaterals like these to answer the questions on
the next page.

B
A

144 UNIT 5 Reprint 2023

 Copy this chart.
Number of Number of
Quadrilateral Name lines of diagonals that are
symmetry lines of symmetry
A

Complete the chart.

A. Name each quadrilateral.

B. Fold each quadrilateral to see how many lines of symmetry it has.

Use a coloured pencil to draw the lines of symmetry.

C. Draw the diagonals on each quadrilateral in a different colour.

For each shape, how many diagonals are also lines of symmetry?

Look at your completed chart.

D. i) Which quadrilaterals are symmetrical? Name them.
ii) Which quadrilaterals have more than one line of symmetry?

E. i) Name the quadrilaterals that have lines of symmetry

on both diagonals.
ii) Name the quadrilaterals that have a line of symmetry
on only one diagonal.
iii) Name the quadrilaterals that have lines of symmetry that are
not on diagonals.

Reprint 2023 Geometry 145

Chapter 2 Polygons and Transformations

5.2.1 EXPLORE: Congruent Polygons

A polygon is a closed shape with straight sides.

Examples of polygons

Polygons are congruent if they are an exact match in size and shape.

These triangles are congruent. These pentagons are not congruent.

A. When shapes are turned different ways, it can be difficult to tell

whether they are congruent.
Predict which of these parallelograms are congruent.
Trace the parallelograms and label them with their letters.
Cut them out and compare them. Which shapes are congruent?

a b c

146 UNIT 5 Reprint 2023

 B. When shapes have other shapes around them, it can also be
difficult to tell whether they are congruent.
Predict which of the grey squares below are congruent.
To check your predictions, trace each grey square and cover each
other square with the traced square.

d e f

g h

C. Which of the white hexagons below are congruent?

i j k

l m

Reprint 2023 Geometry 147

5.2.2 EXPLORE: Combining Polygons

You can combine polygons to make different shapes.

For example:
You can combine three congruent equilateral triangles to make
an isosceles trapezoid.

You can combine a square and a triangle to make a trapezoid.

Cut out polygons like these to do the questions on the next page.

148 UNIT 5 Reprint 2023

 A. i) Predict which shapes below you can make using two or more
of the polygons you cut out.
- parallelogram - square - rectangle
- isosceles triangle - equilateral triangle - hexagon
- kite - rhombus - trapezoid
Try to make each shape to check your predictions. For each shape you
make, trace it and draw lines inside to show the polygons you used.
ii) For each shape you made in part i), try to find one other way to make
it by combining polygons. Trace it and show the polygons you used.

B. Choose any three of the polygons you cut out.

Predict which shapes you can make by combining them.
Combine your three polygons to make as many different shapes as
possible. Trace each shape and draw lines to show the polygons you
used.

C. Repeat part B using any four polygons.

GAME: Shape Puzzles

Play with 2 to 4 players.

Use Shapes and Puzzle Cards.
Shapes: Give each player 4 squares, 12 small triangles, 1 large triangle,
and 3 trapezoids.
Puzzle Cards: Spread them out on the table face down and mix them up.
Each player chooses a Puzzle Card and tries to use his or her Shapes in
different ways to make the shape shown on the card.
Each player scores 1 point for each different combination.
All players then take another Puzzle Card and repeat.
For example, you would score 2 points for the two combinations below:
Here are two ways to make the puzzle:

Two trapezoid One trapezoid Shape and

Puzzle Card Shapes three triangle Shapes
The first player to score 10 points wins the game.

Reprint 2023 Geometry 149

CONNECTIONS: Tangrams

The tangram is an old Chinese puzzle consisting of seven pieces

(called tans) that can be arranged to form a large square.

B
C

A
D

G
F

Tangrams can be found in many puzzles, games, and books.

1. Which of the tans are congruent?

2. How many ways can you combine two or more tans to make each?
• A parallelogram that is not a rectangle
• A rectangle that is not a square
• A square
• A trapezoid
• An isosceles triangle
Trace the shapes and show the tans you used in each.

150 UNIT 5 Reprint 2023

5.2.3 Slides and Flips

Try This
Trace four copies of this shape and cut them out.

A. Use all four copies to make these two shapes.

• Slides and flips are ways to move a shape to create a copy of it in

a different place.
• The shape you start with is sometimes called the original shape.
The copy is called the image.
SLIDES
• A slide moves a shape left, right, up, down, or diagonally in
one motion without changing the shape.
• Every point in the shape moves 6 spaces left
the same distance and direction. 2 spaces down Original
That is why the slide image is shape
congruent to the original shape. Slide
image
• A slide image faces the same way
as the original shape.
Even though this shape moved diagonally
in one motion, we describe how it moved
FLIPS as (6 spaces left, 2 spaces down).
• A flip moves a shape in one motion so that its image looks like
a reflection in a mirror.

Flip Original shape

Original Mirror
shape image
line
Flip image

Mirror line
• The original shape and its flip image are congruent, even though they
face opposite ways.

Reprint 2023 Geometry 151

B. Which motion do you see in each shape you made in part A?

Examples
Example 1 Drawing a Slide Image
In one motion, slide the rhombus so that it ends
up in a position that is (5 spaces right, 3 spaces
up).
Draw the slide image.

Solution 1 Thinking
• I started with the top vertex and
3 went 5 spaces right and 3 spaces up.
5
I plotted the image vertex in that
Original position.
shape
• I traced the rhombus and cut it out.
• I slid the copy of the rhombus
diagonally, up and to the right, so
that its top vertex matched its
image.
Original I was careful not to turn the shape as
shape
I moved it.
• I traced the shape to create
the slide image.
Solution 2 Thinking
• I started with the
bottom vertex and went
5 spaces right and
Original 3 spaces up. I plotted
shape 3 the image vertex in that
5
position.

• I repeated this for each vertex.

Slide
image • I connected the slide images of
Original the vertices to create the slide
shape image.

152 UNIT 5 Reprint 2023

Example 2 Drawing a Flip Image
Draw the image of this polygon after it has
been flipped across the mirror line.

mirror
line

Solution Thinking
. • I folded the paper along the
Original mirror line. Then I traced the
shape
polygon onto the back side of the
other half of the paper.

Original
shape
• I opened the paper and traced
the image on the same side as the
original shape.
Flip
image

Practising and Applying

1. a) Look at the shapes below. 2. Identify slides and flips in this
Which pairs show a slide? design. Trace the original shape
How do you know? and the image for each. For each
b) Which pairs show a flip? flip, show the mirror line.
How do you know?

A B
C

D E

G
F

Reprint 2023 Geometry 153

3. a) Which polygons below are 5. a) Predict what the flip image of
slide images of A? this quadrilateral will look like and
b) Describe each slide like this: where it will be after it is flipped it
(__ spaces right or left, __ spaces up or down) across the mirror line. Sketch your
prediction.

Q R A

mirror line
T
S

b) Check your prediction by flipping

c) Which polygons above are flip the quadrilateral on grid paper.
images of A? How does the flip image compare
d) For each flip, trace shape A and its with your prediction?
image. Then draw the mirror line.
6. a) How many spaces did each
4. a) Predict what the image will look vertex move in the flip from
like and where it will end up when you question 5?
slide the triangle below (3 spaces left, b) Describe how each vertex
2 spaces down). moved for the slide in question 4.
b) Draw the slide image described in c) What do you notice?
part a). How does the image compare
with your prediction? 7. How are flips and slides
c) Describe a slide that will take the different? How are they alike?
image back to the original triangle.
8. Pema says that this shows a flip.
Bijoy says that it shows a slide.
Who is right? Explain your thinking.

154 UNIT 5 Reprint 2023

5.2.4 Turns

Try This

A. Draw this kite on grid paper. Cut it out. Then draw

its diagonals.
• Place the kite on another piece of grid paper so that
one diagonal is on a grid line. Trace the kite.
• Put the cut-out kite on top of the tracing. Use your
pencil tip to hold one vertex of the cut-out kite in
place. Turn the kite until one of its diagonals lines up
with a different grid line. Trace the kite in this new
position.

• A turn is another way to move a shape

to create a congruent image.
Turn
image
• A turn is described by three things:
1) where the turn centre is
2) the direction of the turn A turn
3) the size of the turn Original
shape

THE TURN CENTRE

• When a shape is turned, the turn centre Original
does not move. The rest of the shape shape
Turn
moves around it. image
• In this example, the turn centre is
one of the vertices of the shape.
Turn
THE DIRECTION OF THE TURN centre
A turn moves a shape in one of two possible directions:
clockwise (cw) or counterclockwise (ccw)
.

Reprint 2023 Geometry 155

THE SIZE OF THE TURN
You can measure the size of a turn using a fraction of a whole turn.
1
•A turn turns the shape halfway around a circle.
2

turn cw turn ccw

1
•A turn turns the shape one quarter of the way around a circle.
4

turn ccw turn cw

THE TURN IMAGE

1 1
The images of turns and turns are different in some ways.
2 4
1
• For a turn:
2
- Sides that are vertical in the original shape
are vertical in the image.
- Sides that are horizontal in the original
shape are horizontal in the image.
turn cw
1
• For a turn:
4
- Sides that are vertical in the original shape
turn cw
are horizontal in the image.
- Sides that are horizontal in the original
shape are vertical in the image.

156 UNIT 5 Reprint 2023

Examples
Example 1 Drawing the Image of a 1/4 Turn
Draw the turn image of this quadrilateral after
1
a turn ccw around the turn centre shown.
4

Solution Thinking
• I drew the trapezoid on a grid. Then I
traced it to make a copy.
• I put the copy on top of
Turn
the trapezoid and held the turn centre in
image
place with my pencil tip.
• Since it was a 1 turn ccw, I turned the copy
4
counterclockwise until the horizontal side was
vertical.
• I traced the copy to make the turn image.

Example 2 Drawing the Image of a 1/2 Turn

Draw the image of this triangle after
1
a turn cw around the turn centre shown.
2

Solution Thinking
• I drew the triangle and
then made a copy.
1
• Since it was a turn cw,
2
I turned the copy
clockwise until the vertical side was
vertical again, making sure the turn
centre didn’t move.
• I traced the copy to make the turn
image.

Reprint 2023 Geometry 157

Practising and Applying
1. Predict which pairs show a turn. 4. a) Describe what you think the
How can you tell? image of the shape below will look
1
like after a turn ccw
2
around the turn centre
Q R shown.

U S T

2. Describe the turn that moved

Shape A to Shape B. b) Draw the turn image on grid
paper to check your prediction.

5. Kinley says that the

A
two shapes below show
B a cw turn around the turn
centre.

3. a) Sketch what you think the image

of the shape below will look like
1
after a turn cw around
4
the turn centre shown.
Dorji says it is a ccw turn
around the turn centre.
Who is right?

6. Which shape is the image of

Shape A after each motion?
Tell how you know for each.
a) turn b) flip c) slide
b) Draw the turn image on grid paper
to check your prediction. A B

C
D

158 UNIT 5 Reprint 2023

CONNECTIONS: Logos

Many companies have a symbol, or logo, to make people think of the

company whenever they see it. Many logos are created with slides, flips, and
turns.
The logos shown below are found on cars in Bhutan.
In this logo, a flip and a slide are shown: In this logo a turn is shown:
Mirror
line
Original
shape

Original Flip
shape image
Turn
image

Original Slide
shape image

1. Trace this car logo three times.

a) On one copy, look for a slide. Label the original shape and the slide
image. Draw an arrow to show how the shape slid.
b) On another copy, look for a flip. Label the original shape, the flip
image, and the mirror line.
c) On another copy, look for a turn. Label the original shape, the turn
image, and the turn centre.
Reprint 2023 Geometry 159
Chapter 3 3-D Geometry
5.3.1 EXPLORE: Building Shapes from Drawings

An isometric drawing is a picture of a 3-D shape that is drawn on special

dot paper. The dot paper helps the drawing look 3-D, even though
the picture is flat.
This is an isometric drawing of a single cube:

Front
Front

These are isometric drawings of some cube structures:

Front Front
A B

Front
C Front
D

160 UNIT 5 Reprint 2023

 A. i) Build Cube Structure A. How many cubes did you use?
ii) If you add a cube to your structure, can it still match the drawing?
If it can, where did you add the cube?

B. Repeat part A for the other cube structures.

C. i) Use five cubes to build a structure to match this isometric

drawing:

Front

ii) Use six cubes to build another structure to match the drawing.
Where did you put the sixth cube?
iii) Can you use more than six cubes to build a structure to match
the drawing? Where could the extra cubes go?

D. i) Why is it possible for more than one structure to match

an isometric drawing?
ii) What information do you need to know to be able to build
the exact structure to match an isometric drawing?

Reprint 2023 Geometry 161

5.3.2 Describing and Comparing 3-D Shapes

Try This
A. How are these three shapes alike? How are they different?

i) ii) iii)

• A 3-D shape has many different parts.

- A 2-D shape that forms a flat surface on a 3-D shape is called a face.

- An edge is a line where two faces meet.

Edge

A cube has 12 edges.

- A vertex is a point where three or more

edges meet.
Vertex
A cube has 8 vertices.

• You can describe a 3-D shape by telling about its parts.

- A prism has two congruent polygon faces called bases. The bases are
connected by parallelogram faces, often rectangles.
A prism is named by the shape of its bases.
Congruent Parallelogram
polygon faces
bases

162 UNIT 5 Reprint 2023

- A pyramid has one polygon base and triangle faces that connect
the base to its top vertex.
A pyramid is named by the shape of its base.
Top vertex

Triangle face
One of the vertices on the base

Base
A pentagon-based pyramid has six faces: one pentagon base and five triangle faces.
- A cone has one circular base and a curved surface.
It also has a curved edge and a point called the apex.

Curved Apex
surface

Circular
bases Curved
A cone edge

- A cylinder has two congruent circular bases and one curved surface.
It also has two curved edges. A cylinder has no vertices.

Circle Curved
bases edges
Curved
surface
A cylinder

• You can compare 3-D shapes by comparing their parts.

For example, you can compare:
- the number of faces
- the shape of the faces
- the shape of the bases
- the number of edges
- the number of vertices
- whether there are curved surfaces or curved edges

B. Describe each shape in part A by its faces, edges, and vertices.

Then name each shape.

Reprint 2023 Geometry 163

Examples
Example Comparing 3-D Shapes
How are these shapes alike? How they are different?

Triangle-based prism Triangle-based pyramid Cone

Solution 1 Thinking
• The prism and pyramid are alike because they • I compared
both have triangle bases. The cone is different the shape and
because it has a circle base. the number
• The pyramid and cone are alike because each of bases.
has one base. The prism is different because it
has two bases.
Solution 2 Thinking
• The prism and pyramid are alike because they • I compared
have only polygon faces. The cone is different the types of
because of its circle face and curved surface. faces and
• The prism and pyramid are also alike because whether or
they have many edges. The cone is different not they had
because it has only one curved edge. curved surfaces and
edges.
Solution 3 Thinking
• They are all different because each has • I compared
a different number of vertices: the vertices.
- the prism has six vertices • In a
- the pyramid has four vertices pyramid, the
- the cone has no vertices point is called a vertex
• The pyramid and cone are alike because they because it's where edges
both have a point that is opposite the base. meet. But in a cone, it's
not called a vertex
because no edges meet at
that point. That's why it
has a special name, apex.

164 UNIT 5 Reprint 2023

Practising and Applying
1. Name each shape. Describe its 3. Compare each pair of shapes.
faces, vertices, and edges. How are they alike? How are they
different?
a) a)

Cylinder Cone
b)
b)

Cylinder Triangle-
based prism
c) c)

Cone
2. How are these two prisms alike? Pentagon-based
pyramid
How are they different?
4. Thinley thinks this is a rectangle-
based prism because prisms
always stand on their bases.
Is he right? Explain your thinking.

5. Samten says a cone is like

a pyramid. Karma says that a cone
is like a cylinder. Both are right.
How is that possible?

Reprint 2023 Geometry 165

5.3.3 Folding and Making Nets

Try This
Each of these nets can be folded to make a different 3-D shape.
i) ii) iii)

A. What 3-D shape do you think each net will make?

• A net is a 2-D shape that can be folded to make a 3-D shape. Each part
of the net represents a face or a curved surface.

• A net has the same shapes as the faces or surfaces of the 3-D shape.
How those shapes are arranged in the net is important.
For example:
Both of these use the same 6 shapes but only one is a net of a prism:

When folded, this does When folded, this makes a

not make a 3-D shape square-based prism.

166 UNIT 5 Reprint 2023

• You can make your own net for any rectangle-based prism by tracing its
faces. Roll the prism from face to face to make sure the shapes in your
net are arranged correctly.

• Because cones and cylinders have circle bases and curved surfaces,
their nets are easy to identify.
- This is a net for a cylinder.

Cylinder

- This is a net for a cone.

Cone

Nets are useful models of 3-D shapes because they make it easy to
study the number and shape of the faces. They also show how the faces
are arranged.

B. What clues did you use to decide the shape for each net in part A?

Reprint 2023 Geometry 167

Examples
Example Drawing a Net for a Rectangle-based Prism
This prism is made from centimetre cubes.
Draw a net for the prism on centimetre grid paper.

Solution Thinking
Step 1 • I drew a 2 cm-by-2 cm
square on the grid
to represent the base.

• Then I placed the prism on the

base.

Step 2
• I rolled the prism onto one of its
rectangles face and traced it.
• Then I rolled it back to its original
position.

Step 3

• I repeated this for the other three

rectangle faces.
• After I finished tracing the last
rectangle face, I rolled it onto its
other square base and traced it.

168 UNIT 5 Reprint 2023

Practising and Applying
1. Identify the shape for each net. 3. Create two different nets for this
a) cube.

Front

b)

4. This rectangle-based prism is

made of eight cubes. Create a net
for it on grid paper.

2. Which is a net for a rectangle-

based prism? How do you know? 5. a) What shape does this net
make?

A
b) Rearrange the net to make
another net for the same shape.

6. How might the nets for these

shapes be alike? How might they
be different?
B

Reprint 2023 Geometry 169

5.3.4 EXPLORE: Building Skeletons

• The skeleton below is a model of a 3-D shape made with sticks and
clay. The sticks represent the edges. The clay balls represent the
vertices.

• You can create a skeleton of a 3-D shape using sticks and a material
like clay to hold the sticks together at the vertices.
• Skeletons are useful models of 3-D shapes because they make it easy
to study the vertices and edges.

A. Build a skeleton model for each 3-D shape. You can use sticks of
two different lengths.

170 UNIT 5 Reprint 2023

B. Copy these charts. Use your skeletons to help you complete them.
Name Number V E F
of of sides Number Number Number
prism of the base of vertices of edges of faces

Name Number V E F
of of sides Number Number Number
pyramid of the base of vertices of edges of faces

C. Look at your chart for the prisms.

Compare the number of sides of the base to each.
What do you notice? Why does that make sense?
i) the number of vertices
ii) the number of edges
iii) the number of faces
D. Look at your chart for the pyramids.
Compare the number of sides of the base to each.
What do you notice? Why does that make sense?
i) the number of vertices
ii) the number of edges
iii) the number of faces
E. Use what you have learned
to predict the number of vertices, Hexagon-
edges, and faces for each. based prism Hexagon-
based prism
i) a hexagon-based prism
ii) a hexagon-based pyramid

Reprint 2023 Geometry 171

UNIT 5 Revision
1. Predict whether each triangle is 3. a) Name each quadrilateral.
equilateral, isosceles, or scalene.
Then check your predictions and
explain how you did it. A

A D

B C
B

F
C
E

2. a) Sort these triangles into two or

more groups. Tell your sorting rule.
G
A

C b) Sort the shapes into two or

more groups. Tell your sorting
B
rule.
c) Sort the shapes in a different
way. Tell your new sorting rule.

E 4. a) Trace these quadrilaterals.

D
Draw their diagonals on your
tracings.

b) Sort your triangles in another way.

Kite
Tell your new sorting rule.
c) How many lines of symmetry does
Parallelogram
each triangle have?
d) How many congruent angles does
each triangle have? b) How are parallelograms and
kites alike? How are they
different?

172 UNIT 5 Reprint 2023

5. a) Which polygons are congruent? 8. Draw the image of this kite after
b) Tell how you know and what you a slide that is (4 units left, 2 unit up).
did to find out.

B
A

D E
9. Draw the flip image of this
trapezoid.

6. How many different shapes can

you make by combining these
polygons along whole sides?
Sketch each shape, showing
the polygons you used.

10. a) Draw the image of this

1
shape after a turn cw around
2
the turn centre shown.

7. Which pairs of shapes show

a slide? A flip? A turn?
b) Draw the image of this shape
A B 1
after a turn ccw around the turn
4
centre shown.

C
D

Reprint 2023 Geometry 173

11. a) Build a cube structure that 13. Compare each pair of shapes.
matches this isometric drawing. • How are they alike?
• How are they different?
a)

Front
b)

b) Is there another structure that

could match the drawing?
Explain your thinking.

14. a) This is not a net. Rearrange

12. Name each shape and then the shapes so that it is a net.
describe it by its faces, vertices,
and edges.
a)

b) What shape does the net make

after you rearrange it and fold it?

b) 15. How do you know that a cube

is a special rectangle-based
prism?

16. a) On grid paper, create a net

for each prism.

c)

b) Choose one prism in part a)

and make a skeleton model.

174 UNIT 5 Reprint 2023

 UNIT 6 MEASUREMENT
Getting Started

Use What You Know

An optical illusion is a picture that tricks us into thinking that shapes
are a different size than they really are.
Here is an example of an optical illusion.

A
B

A. Estimate which grey shape has a greater area, A or B.

B. Measure the area of each grey shape using square centimetre tiles.

A square centimetre tile is a square tile

that is 1 cm on each side. It has an area 1 cm
of 1 square centimetre.
1 cm

What is the area of each shape in square centimetres?

C. Was your estimate in part A correct? Explain your thinking.

D. What do you think makes the picture above an optical illusion?

Reprint 2023 Measurement 175

Skills You Will Need
1. Use a ruler to help you find the perimeter of each shape in centimetres.
a) b)

c)

2. Use square centimetre tiles to measure the area of each shape

in question 1.

3. Padam covered the rectangle below with square centimetre tiles.

a) How many rows of tiles are there?

b) How many columns of tiles are there?
c) Padam says that you can use the answers to parts a) and b) to find
the area of the rectangle. Do you agree? Explain your thinking.

4. a) Which angles below are less than a right angle?

b) Which angles below are greater than a right angle?

B
A C D

176 UNIT 6 Reprint 2023

Chapter 1 Length and Area
6.1.1 Introducing Millimetres

Try This
A rain gauge is a tool you can use to measure
the amount of rain that falls.
Choki used a rain gauge to collect rain one day.
The gauge was marked in centimetres. It looked like
this after the rainfall.

A. Estimate the number of centimetres of rain that fell.

• Measurements often fall between centimetres. It is helpful to have A

a smaller unit to describe these measurements more exactly.
For example, this pencil is longer than 12 cm but shorter than 13 cm.

You can use millimetres (mm) to be more exact.

There are 10 millimetres in 1 centimetre.
Since 10 mm = 1 cm,
1
1 mm = cm or 0.1 cm.
10

• You can measure objects in different ways:

- using both centimetres and millimetres,
- using only centimetres, or
- using only millimetres.
For example, the pencil above can be described in these three ways:
12 cm, 7 mm 12.7 cm 127 mm
• There are 1000 millimetres in 1 metre (1000 mm = 1 m). This makes
sense since 10 mm = 1 cm and 100 cm = 1 m, and 10 × 100 = 1000.

Reprint 2023 Measurement 177

B. i) Describe the amount of rain that fell in part A using millimetres.
ii) How does the amount compare to your estimate from part A?

Examples
Example 1 Measuring Length in Different Ways
Measure each line in these three ways. Show your work.
- using only millimetres a)
- using centimetres and millimetres
- using only centimetres b)
Solution Thinking
a) 10 20 30 40 45, 46, 47, 48
a) To
measure in
millimetres,
I started
at 0 and
The line is 48 mm long. counted by 10s to 40 and
48 mm is 40 mm + 8 mm. then by 5 and by 1s.
40 mm = 4 cm, so 48 mm = 4 cm, 8 mm.
8 mm = 0.8 cm, so 4 cm, 8 mm = 4.8 cm.

b) 1 2 3 4 5 6 0.2
b) To measure in
centimetres, I counted
whole centimetres and
then tenths of
centimetres.
The line is 6.2 cm long.
6.2 cm = 6 cm + 0.2 cm, and 0.2 cm = 2 mm, so
6.2 cm = 62 mm.
6.2 cm = 6 cm, 2 mm.

Example 2 Drawing a Line of a Given Length

Draw a line that is 51 mm long. Explain what you did.
Solution Thinking
51 mm = 50 mm + 1 mm • I thought about how many
50 mm = 5 cm centimetres 51 mm was.
So, 51 mm = 5 cm + 1 mm. • I used my ruler to draw
a line that was 5 cm long.
Then I went past 5 cm by 1 mm.

178 UNIT 6 Reprint 2023

Practising and Applying
1. Measure the length of the paperclip 5. Which statements are true?
below in each way. A. You are shorter than 2000 mm.
a) using millimetres
B. Your finger is longer than 5 mm.
b) using centimetres
c) using both C. Your fingernail is more than
5 mm thick.
D. Your hand, when stretched, is
less than 50 mm across.

2. Measure each part of your textbook

in millimetres.
a) the thickness
b) the width
c) the length

c)
6. An object is 560 mm long.
a) Is it longer or shorter than your
a) ruler? How do you know?
b) How many centimetres long is
the object?
b)
c) How do you know the object is
more than half a metre long?
3. Draw a line of each length.
d) Name an object that is about
a) 98 mm b) 5.2 cm 560 mm long.
c) 4 cm, 7 mm d) 112 mm
7. Name three things you would
4. a) Use a straight edge to draw measure using each unit.
a line that you think is 45 mm long. a) only millimetres
b) only centimetres
c) only metres

8. Why do people usually not

measure short distances in
kilometres or measure long
distances in millimetres? Use
examples to help you explain.

9. “Milli” means 1 out of 1000.

b) Check your line by measuring with Why does it make sense that
a ruler. How close were you? the millimetre has that name?

Reprint 2023 Measurement 179

6.1.2 Estimating and Measuring Area

Try This
Pelden wants to know which of these two shapes would give him more
room to draw on.

A. Which shape do you think has more room? Why do you think that?

• The area of a shape is the number of units needed to cover the shape.
You can measure the area by covering it with area units.

• The units you use to measure area must fit together with no gaps.
Circles are not good area units, but shapes like rectangles and triangles
can be good area units.
For example, here are some ways to measure the area of the grey shape:

The circle units leave gaps but the rectangle units

and triangle units cover the whole shape.

• A square is often used as an area unit. If the square has 1 cm2 1 cm

side lengths of 1 cm, the unit is called a square centimetre.
You write an area of 1 square centimetre as 1 cm2. 1 cm

• Each shape below has an area of 4 cm2 because it can be covered

by four 1 cm2 squares.

4 cm2

4 cm2
4 cm2

180 UNIT 6 Reprint 2023

• Other shapes can have an area of 1 cm2.
For example, each shape below has an area of 1 cm2 since it is made up
of all the pieces of a 1 cm2 square.

This triangle has an area of 1 cm2. This rectangle has an area of 1 cm2.

• Here are some ways to measure the area of a shape:

- You can cover it with square pieces
of paper that are each 1 cm2.

5 cm2

- You can draw the shape on centimetre

grid paper and then count the squares.

5 cm2

• Sometimes you combine parts of whole square centimetres to find

the area of a shape. Other times you can only estimate.
For example:
- The area of shape A is 3 cm2, since
1 1
2 cm2 + cm2 + cm2 = 3 cm2. B
2 2
A
- The area of shape B is a bit less
than 4 cm2.

B. i) Draw the shapes in part A on centimetre grid paper.

ii) Which shape has a greater area? How is this possible, when the
two shapes look so different?

Reprint 2023 Measurement 181

Examples
Example 1 Estimating Area
Estimate the area of this shape in square centimetres.
Show your work.

Solution Thinking
• I drew the shape on
centimetre grid paper and
then counted squares.
• I estimated that the part
at the top would fill in
the empty parts of
2 whole squares + the 4 squares below.
4 almost whole squares
The area is about 6 cm2.

Example 2 Measuring Area

a) Estimate the area of this shape.
b) Measure to find the exact area.
Show your work.

Solution Thinking
a) A bit more than 4 cm2 a) My fingertip covers
b) about 1 cm2. I was able
to move my fingertip over
the shape to cover it
about 4 times.
b) I drew the shape on centimetre
grid paper. Then I looked for whole
squares and half squares.
4 whole squares + 1 half square • I wrote the fraction as a decimal
1
since we are supposed to use decimals,
The area is 4 cm2 = 4.5 cm2. not fractions, with metric units.
2

182 UNIT 6 Reprint 2023

Practising and Applying
1. Each shape below is on 3. On grid paper draw two different
a centimetre grid. What is the area shapes, each with an area of 6 cm2.
of each shape? Explain how you drew each shape.
a)
4. Which of these is likely to be true?
A. The area of a leaf from an apple
tree is about 40 cm2.

b)

B. The area of the paw of a dog is

about 3 cm2.

c)

C. The area of the bottom of a fish

tin is 10 cm2.
2. Estimate the area of each shape in
square centimetres. Then draw it on
a centimetre grid to measure the area.
a) b)

5. Find three items in your

classroom that each have a flat
surface with an area that is less than
a sheet of centimetre grid paper.
c)
a) Estimate each area.
b) Measure each area.

6. For some of the shapes on this

page you can find the exact area
but for others you can only estimate.
Explain why.

Reprint 2023 Measurement 183

6.1.3 Relating the Area of a Rectangle to Multiplying

Try This
Devika thinks it is impossible to draw a rectangle
with an area of 14 cm2.

A. Do you agree with Devika? Why or why not?

You can use an array of square centimetres to cover a rectangle with

dimensions 4 cm by 5 cm.
5 cm 5 columns

4 cm 4 rows

Since the squares are in an array, you can multiply the number of rows
(one dimension) by the number of columns (the other dimension) to find
the total number of squares (the area).
A 4 cm-by-5 cm rectangle has an area of 4 cm × 5 cm = 20 cm2.

B. Use multiplication facts to show why Devika is wrong in part A.

Examples
Example Using Multiplication to Draw a Rectangle with a Given Area
Draw a rectangle with an area of 12 cm2. Label its dimensions.
Solution 1 Thinking
4 cm • I knew the dimensions had to be
two numbers that multiplied to 12,
like 3 × 4 = 12.
3 cm
• I was sure my rectangle was
right because I could picture it
in my mind covered by a 3-by-4
array of square centimetres.

184 UNIT 6 Reprint 2023

Solution 2 Thinking
6 cm • I used dimensions 2 and
6 because 2 × 6 = 12.
• In my mind, I could see
2 cm
2 rows of 6 square
centimetres
covering
the rectangle.

Practising and Applying

1. Calculate each area. 3. Paint is measured by how much
a) 5 cm area it can cover. You have only
one can of paint. It will cover a total
area of 50 cm2. You have enough
2 cm to paint only two of these rectangles.
Rectangle A: 3 cm by 7 cm
Rectangle B: 4 cm by 8 cm
b) 3 cm Rectangle C: 5 cm by 5 cm
Which two rectangles can you
paint? How do you know?
3 cm
4. a) Draw two rectangles, each
with an area of 36 cm2.
Label each with its dimensions.
b) Repeat part a) for an area of
15 cm2.
2. a) A rectangle is 5 cm by 6 cm.
• Draw the rectangle. 5. a) Draw two rectangles that
• Calculate its area. have a total area of 20 cm2 .
Label each with its dimensions.
• Check using a centimetre grid or
using square centimetre tiles. b) Repeat part a) for a total area
of 30 cm2.
b) Repeat part a) for a rectangle that
is 8 cm by 3 cm. 6. You can draw more 36 cm2
c) Repeat part a) for a 10 cm square. rectangles than 23 cm2 rectangles
if the side lengths must be whole
numbers. Why is that?

7. Why do you need

only a ruler to find
the area of this
rectangle?

Reprint 2023 Measurement 185

6.1.4 EXPLORE: Rectangle Perimeters with a Given Area

You can draw different shapes that have the same area but
different perimeters.
For example:
The rectangle and the square below have the same area but
different perimeters.
P = 1 cm + 4 cm + 4 cm + 1 cm = 10 cm

A = 4 cm2

A = 4 cm2

P = 2 cm + 2 cm + 2 cm + 2 cm = 8 cm

A. Draw two rectangles, each with an area of 9 cm2.

Label each with its dimensions. What is the perimeter of each?
A. Use mental math to calculate each.
i)B.
35Draw
× 1000 ii) 67 ×each
three rectangles, 1000with an iii)
area 7×
of3000
12 cm2.
Label each with its dimensions. What is the perimeter of each?
B. Use 8 × 600 = 4800 to calculate each using mental math.
Explain how you
C. i) Predict calculated.
which rectangle below has the greater perimeter.
i) 8 × your prediction.
Explain
i) 5 × 492 ii) 25 × 484
A = 10 cm2

A = 10 cm2

ii) Measure to check your prediction in part i).

D. If you know the area of a rectangle, can you predict its perimeter?
Explain your thinking.

186 UNIT 6 Reprint 2023

GAME: Filling a Grid

Play in a group of two or three.

Use a sheet of 10-by-10 grid paper and two dice.
Take turns. Do this on your turn:
• Roll the two dice and multiply the numbers to get an area.
• Make a shape with that area in an empty part of the grid.
The perimeter of the shape must follow the lines of the grid.
You get points for the shape you created:
5 points for a square
3 points for a rectangle that is not a square
1 point for any other shape
The game is over when no one can create a shape in the space available.
The player with the greatest number of points wins.

Reprint 2023 Measurement 187

CONNECTIONS: Relating Perimeter and Area

• Sometimes people need to find a shape with the least possible

perimeter.
For example, a family might want to fence a garden with the least amount
of fencing material to save time and money.

• Different shapes can have the same area but different perimeters:
- The shape with the least perimeter is a circle.
- The rectangle with the least perimeter is a square.
For example:
Suppose you want to put a border around an area that is 9000 cm2,
and you want to use the shortest border possible.
If you want the shape to be a circle, If you want it to be a square,
it would be about 107 cm across. it would be about 95 cm wide.

95 cm

107 cm A is 9000 cm2.

A is 9000 cm2. P is about 380 cm.

P is about 336 cm.

Both shapes above have a shorter perimeter than the rectangle below,
even though the area is the same:
300 cm

A is 9000 cm2.
30 cm
P is 660 cm.

1. Draw three rectangles, each with an area of 64 cm2. Make one of them
a square. Which has the shortest perimeter?

2. a) Draw a circle that is about 9 cm across. Its area will be about 64 cm2.
b) Use a string and ruler to measure its perimeter. Is the perimeter shorter
than any of the perimeters in question 1?

188 UNIT 6 Reprint 2023

Chapter 2 Volume
6.2.1 Measuring Volume Using Cubes
Try This
Choose two books of different sizes.

A. Which book do you think would take up

more space in your school bag?

• An object or shape that has three dimensions: width, length, and height,
is called three-dimensional (3-D).
For example:
A prism is called a 3-D shape because you can
measure three dimensions.
The three shapes below are two-dimensional (2-D)
because there are only two dimensions to measure.

• The volume of a 3-D object tells how much space the object takes up.
The more material it takes to build an object, the greater its volume.

• To measure the volume of an object, you can build

a model of the object with cubes that are the same size.
The number of cubes you use is a measure of the volume.
For example, the volume of this object is 5 cubes.
• Different objects can have the same volume.
For example, the volume of this object is also 5 cubes.

• If you move an object, its volume does not change,

since it still takes the same amount of material to make it.

This object has a volume

of 5 cubes no matter how
it is moved.

Reprint 2023 Measurement 189

B. What does the question in part A have to do with volume?

Examples
Example Creating Objects with a Given Volume
Build two different objects, each with a volume of eight cubes.
Solution Thinking
• I arranged
8 cubes in two
different ways.
The volume is
8 cubes for each.

Practising and Applying

1. Build each object with cubes. 2. Build two objects with each
What is the volume of each? volume.
a) a) 12 cubes b) 20 cubes

3. Each object below is built with

four cubes.

b)

Do they have the same volume?

Explain your thinking.

4. Norbu modelled
the volume of a box
c) using 60 cubes like
these.
Is this enough information to know
what the box looks like?
Explain your thinking.

190 UNIT 6 Reprint 2023

6.2.2 EXPLORE: Volume of Rectangle-based Prisms

Many everyday objects are in the shape of a rectangle-based prism.

You can find the volume of a rectangle-based prism if you know its height
and the area of its base.
For example:
To find the area of the base of a To find the volume, you count
prism, you multiply the length of the layers of the prism. The number
the base by the width of the base. of layers is the height of the prism.

3 4
The area of the base is 3 × 4 = 12. The prism has a height of 2 layers.

A. Use 6 cubes to build the first layer of a prism.

i) How do you know its volume is 6 cubes?
A. Use mental math to calculate each.
ii) What is the area of its base? How many layers
i) 35 × 1000 ii) 67 × 1000 iii) 7 × 3000
are there in the prism?
B.iii)Use
How 8 ×can
600you use the
= 4800 two numbers
to calculate part mental
eachinusing ii) math.
to find the volume?
Explain how you calculated.
i) 8 ×
B. i) Add a second layer to the prism in part A.
i) 5 × is
What 492 ii) 25 × 484
the new volume?
ii) How can you use the area of the base and
the number of layers to find the volume?

C. i) Add a third layer. What is the new volume?

ii) How can you use the area of the base and
the number of layers to find the volume?

D. Repeat parts A to C, but start with a 4 cube-by-3 cube layer.

Reprint 2023 Measurement 191

 E. Predict the volume of each prism below. Explain your prediction.
i) length = 6 cubes width = 3 cubes height = 2 layers
ii) length = 4 cubes width = 2 cubes height = 4 layers
iii) length = 5 cubes width = 5 cubes height = 3 layers

F. What could be the dimensions of a rectangle-based prism with each

volume? Use cubes to build each prism to check your answer.
i) 20 cubes ii) 30 cubes iii) 40 cubes

GAME: Building Bigger Boxes

Play this game in a group of two or three.

You need one or two dice and a spinner.
You can make the spinner yourself.
Take turns. Do this on your turn:
• Spin the spinner to get the shape of
the base of a box.
• Roll a die to tell how many layers the box
will have.
• Find the volume of the box.
The player with the greatest volume scores 1 point.
If the volumes are the same, no one scores.
Play until a player has 5 points to win the game.

192 UNIT 6 Reprint 2023

Chapter 3 Angles

6.3.1 Classifying Angles

Try This
A. Which angle on the grid is greater?
How do you know? A B

B. Copy the grid and the two angles.

Draw a third angle that is greater than
both. How do you know it is greater?

We know that angle is the amount of turn. An angle is made of two arms
that meet at a point called the vertex.

Arms

Vertex
angle

1
When one arm is turned away of the way from the other arm, it makes a
4
right angle.

right angle
An angle that is turned less than a right angle is called an acute angle.

A right angle Examples of acute angles

• A straight angle is made up of • The top arm of a straight angle is

two right angles joined together. turned halfway around a full circle.

Reprint 2023 Measurement 193

• An angle that is turned more than a right angle but less than a straight
angle is called an obtuse angle.

Examples of obtuse angles

C. i) What type of angle is Angle A?

ii) What type of angle is Angle B?
D. i) What type of angle did you draw? How do you know?
ii) Could you have drawn a right angle or an acute angle for part B?
Why or why not?

Examples
Example Drawing Acute and Obtuse Angles
Draw each angle. a) an acute angle b) an obtuse angle
Solution Thinking
• I traced the corner of
a book to make a right
angle that I could use
to compare each angle.
a) Acute angle b) Obtuse angle a) The acute angle had to turn less
than the right angle.
b) The obtuse angle had to turn more
than the right angle, but not as much
as a straight angle.

194 UNIT 6 Reprint 2023

Practising and Applying

1. Is each angle acute, right, or 3. How do you know this angle

obtuse? is not an obtuse angle?
a) b)

c) d) 4. Samten says that if

you put two acute
angles together, you
always get an obtuse
angle. Do you agree?
Explain your thinking.
2. Draw each angle.
a) an acute angle 5. Find one or more example of each
type of angle in your classroom:
b) an obtuse angle
• an acute angle
c) a straight angle
• a right angle
d) a right angle
• an obtuse angle

6. Choden says that if

she knows one angle
is acute and another
angle is obtuse, she
does not need to see
them to tell which is
greater. Is she right?
Explain your thinking.

Reprint 2023 Measurement 195

Chapter 4 Time
6.4.1 Writing Times before and after Noon.

A. Try This
Describe an activity that you usually do at around
6 o’clock.

One day has 24 hours. Here, the day means both the daytime and the
night time.

An analog clock shows times only up to 12 hours. So, in

one day, the hour hand of the clock makes two rounds
around the face of the clock, because, 2 sets of 12 hours
make 24 hours.

The clock strikes every hour (from 1 to 12) two times The hour hand makes
every day. It strikes 12 o’clock once at midnight, and 2 rounds from 12 and
once at midday. back to it in one day.

The clock makes its first round from midnight to midday.

Then, it makes its second round from midday to
midnight. Notes
When the time is
To help us understand which part of the day we mean exactly 12 o’clock, we
will not write either
when we talk about a time, we write and say a.m. and
a.m. or p.m. with it.
p.m. after it.
If it is 12 o’clock
For the times between midnight and midday, we write midday, we write
a.m., and between midday and midnight, we write p.m. 12:00 noon, or
12:00 midday.
after the numbers. For example, 6 o’clock in the morning
If it is 12 o’clock
is written as 6:00 a.m. because it falls between midnight midnight, we write,
and midday. And, 6 o’clock in the evening is written as 12:00 midnight.
6:00 p.m.

Midnight a.m. Midday p.m. Midnight

Hours 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

B. What time of the day were you thinking when you described what you
usually do around 6 o’clock in the above Try This problem? Would you write
a.m.or p.m. for your 6 o’clock? Why?

196 UNIT 6 Reprint 2023

Example 1 Brisk walking is a good exercise for health. Yangchen says that
her parents go for a brisk walk everyday at 6 o’clock, and that
she joins them often. Is it clear to you whether the walk
happens in the morning or in the evening? Why? How could
Yangchen have made it clear?
Solution
No, it is not clear to me whether the walk happens in the morning or in the evening.

That is because there are two 6 o’clocks in a day, one in the morning and
another in the evening, and she did not make it clear which one it is.

Yangchen could have said 6 a.m. if the walk happens in the morning, or 6 p.m. if it
happens in the evening. She could also have said 6 o’clock in the morning, or 6
o’clock in the evening.

Practising and Applying

1. Complete the statements with an 4. Kaka studied from 5:00 p.m. to 6:30
appropriate time in digital clock p.m. yesterday.
format. Do not forget to write either a. How many hours did he study?
a.m., p.m., noon, or midnight for b. How many minutes was that?
your times.
5. Arjun started walking from his
a. The morning assembly in our school house at 9:00 a.m. and reached the
starts at ____.
b. Our school day end at ____. town at 11:30 a.m. How many
c. The sun would be directly over our hours did he walk?
heads at around ____.
6. Tshering follows the timetable
d. The time that is exactly in the middle below on Sundays at home.
of the night is ____.
Activity Start Finish
Eat 7:00 a.m. 7:30 a.m.
2. Describe an activity that you have breakfast
done, or will do today at each time Read 7:30 am 10:30 am
below. books
a. 6:00 a.m. Take bath 10:30 11:30
a.m. a.m.
b. 12:00 noon Polish 11:30 12:00
c. 12:00 midnight shoes a.m. noon
d. 5:00 p.m. Eat lunch 12:00 12:30
noon p.m.

3. Karma says that he would normally

a. How long is the reading time?
be in deep sleep at 11 o’clock.
b. How long is the lunch time?
Would that be 11:00 a.m. or 11:00
p.m.? Why? c. What is the total time for all the
above activities?

Reprint 2023 Measurement 197

6.4.2 Measuring Times in Hours, Minutes and Seconds.

Try This

Pem and Yangki are telling the time by looking at the analog clock.
A. Pem says the time is 50 minutes past 1 o’clock.
Yangki says it is 10 minutes to 2 o’clock.
i) What time does the clock show? How do you know?
ii) Who told the time correctly? Explain your thinking.

Just like we use units (such as metres, centimetres, millimetres and

kilometres), to measure lengths or distances, we also use units to measure
time. Some of the units to measure time are hours, minutes, seconds, days,
weeks, months, seasons and years.

In this lesson, you will learn to measure time in hours and minutes. We use
clocks or watches to help us measure time.
60
There are 60 minutes in 1 hour (60 minutes = 1 hour). 55 5
11 12 1
This fact can be explained with an analog clock. On the 10 2
10
face of the clock, there are 60 markings, for the 60 minutes.
In the diagram on the right, the numbers on the outside of 8 4
7 6 5
the clock show the minutes, while the number inside show 35 25
30
the hours.

The thin fastest running hand in the clock is

called the second hand. When the second
hand makes one complete round, it becomes
one minute. Therefore, 60 seconds = 1 minute

What time does the clock show?

The hour hand has crossed 1, so the time is 1 o’ clock.
The minute hand is at 53. The time is 1 hour 53
minutes. so, we say the time as:
53 minutes past 1 o’ clock.
or
7 minutes to 2 o’ clock.
The time can be written in digital as 1: 53.

To measure how long an event or an activity takes place, we have to note

the time at the start of it and the time at the end of it. The difference of the
two times tells the time the event has taken, or its duration.
198 UNIT 6 Reprint 2023
Examples

Example 1 A football match was played from 3:30 to 5:15 in the

afternoon. How long did the match last? Show how you
calculate the time.
Solution Thinking
can make a time line from
3:30 4:00 5:00 5:15
3:30 to 5:15.
3:30 to 4:00 is 30 minutes,
15 4:00 to 5:00 is 1 hour,
30 Minutes 1 hour minutes
5:00 to 5:15 is 15 minutes.

30 minutes plus 15 minutes are 45

The match lasted 1 hour 45 minutes. minutes.
So, the total time is 1 hour 45 minutes.

Example 2 How many minutes is 1 hour 45 minutes?

Solution Thinking
hour 60
1 hour has 60 minutes. So, I can add
+ 45
60 minutes and 45 minutes.
100
+ 5 I added 60 and 45, by first adding
105 the tens in each number. 6 tens and 4 tens is 10
tens, or 100. Then, I added 5 ones to 100 to get
1 hour 45 minutes = 105 minutes the sum of 105.

Practising and Applying

Activity Start Finish
1. A baby slept from 1:30 to 2:30 in the
Eat breakfast 7:00 7:30
afternoon. How long did the baby
sleep? Take bath 10:30 11:30
Polish shoes 11:30 12:00
2. How many minutes are in each? Eat lunch 12:00 12:30
Show how you calculated these
amounts. (1 hour = 60 minutes)
a. 2 hours a. How long is the bathing time?
b. Half an hour b. How long is the lunch time?
c. 2 and a half hours
d. 3 hours c. What activity took the longest time?

3. Dechen follows the timetable below

on Sundays at home.

Reprint 2023 Measurement 199

UNIT 6 Revision
1. Measure each line in millimetres. a)
a)

b)

2. Draw a line of each length.

a) 33 mm b) 4 cm, 3 mm

3. An object is 4 cm long.
b)
How many millimetres long is it?
How do you know?

4. Sketch a line that you think is

92 mm long. Measure to see how
close you were.

5. Each shape is on centimetre grid

7. a) Draw two shapes on
paper. What is the area of each?
Explain how you got your answer. centimetre grid paper. Each shape
should have an area of 15 cm2.
a)
b) Explain how you made
the shapes.

8. Name a surface of something in

your classroom that might have
each area.
b) a) about 150 cm2
b) about 50 cm2

9. a) Draw two rectangles,

each with an area of 60 cm2.
Label the dimensions.
b) Repeat part a) for an area of
28 cm2.
6. Estimate the area of each shape
in the next column in square 10. Describe three different
centimetres. Then draw each shape rectangles that each have
on a centimetre grid to check your an area of 16 cm2.
estimate. Find the perimeter of each.

200 UNIT 6 Reprint 2023

11. a) Draw an angle that is greater b)
than this angle. What type of angle
did you draw?

b) Draw an angle that is less than

the angle shown in part a).
What type of angle did you draw?

12. a) Which of the angles below are

obtuse?
b) Which angles are acute? 16. Build two objects, each with
A a volume of 16 cubes.

17. a) What is the volume of a

rectangle-based prism with these
B measurements? Show your work.
C E length = 3 cubes
width = 2 cubes
height = 2 cubes
D
b) Describe the length, width, and
height of a different rectangle-
based prism with the same volume.
13. a) Draw an obtuse angle that is How do you know you are right?
just a bit greater than a right angle.
b) How do you know your angle is 18) One of the places that Druk Air
obtuse? regularly flies to is Bangkok. On a
Sunday, the Druk Air plane took off
14. Tenzin says that a taller rectangle- from the Paro airport at 11:40 a.m.
based prism is always bigger than a It landed at the Bangkok airport at
shorter rectangle-based prism. Do 4:00 p.m. (Bhutan time). How
you agree? many minutes did the Druk Air
plane take to reach Bangkok from
15. a) What is the volume of each? Paro on that day?

Reprint 2023 Measurement 201

202 UNIT 6 Reprint 2023
 UNIT 7 DATA AND PROBABILITY
Getting Started

Use What You Know

A. Suppose you want to know where Class IV students are in their families.
How many are the only child, the oldest child, the youngest child, or a child
in the middle?
i) Who might you ask to find out? Explain your choice.
ii) Does it matter whether you ask at the beginning of the school year
or at the end of the school year? Explain your thinking.
iii) How would you ask the question Place in Number of
so that it is clear? family students
iv) Ask your question of 20 students Youngest
in your class. Record the results in In the middle
a chart like this. Oldest
Only child

B. i) Graph your results in a bar graph or a pictograph. Your graph

should use a scale.
ii) Explain why you used the scale you did.

Skills You Will Need

1. A student collected data from three different groups of students about
the total number of letters in their names. For example, Gayatri has
7 letters. Which graphs below are bar graphs?
A. B.
Number of Letters Number of Letters
in Our Names in Our Names
7 letters
7 letters
6 letters
6 letters
C.
5 letters Number of Letters 5 letters
in Our Names
Number of students

2 4 6 8 Each is 5 students.
Number of students
12
8
4
0
5 6 7
Number of letters
Reprint 2023 Data and Probability 203
2. a) Name two things that graph C in question 1 shows.
b) Name two things that graph B shows.

3. Pelden flipped five Nu 1 coins. He got 2 Tashi-Tagyes.

Tashi-Tagye Khorlo Tashi-Tagye Khorlo Khorlo

He flipped the five coins again. This time he got 3 Tashi-Tagyes.

Khorlo Tashi-Tagye Khorlo Tashi-Tagye Tashi-Tagye

He did this 18 times altogether. He recorded

his results in a list and then in a chart. Number of Number of
Tashi- times it
Number of Tashi-Tagyes in five coin flips:
Tagyes in happened
2, 3, 1, 1, 2, 3, 2, 3, 4, 1, 2, 5, 2, 3, 1, 5, 2, 4 five flips

Use Pelden’s results to create two graphs. 1 4

a) a bar graph using a scale of 2 2 6

3 4
b) a pictograph using a scale of 2
4 2
5 2

4. a) Describe two things that you think are very likely to happen.
b) Describe two things that you think are not very likely to happen.

5. a) Roll a die 20 times and record your results.

b) Tell how many times you rolled the number five.
Use this form:
I rolled a five ___ out of ___ times.

204 UNIT 7 Reprint 2023

Chapter 1 Collecting and Displaying Data
7.1.1 Interpreting and Creating Pictographs

Try This
A. Roll a die 30 times.
Number Number
i) Record your results rolled of times
in a chart like this one. Even
ii) Sketch a pictograph Odd
to show your results.

• A pictograph is a way to show the number of data values that are in

different groups or categories.
• A pictograph uses pictures or symbols to show the numbers. The
symbol could be a simple shape, like a circle or square, but more often
the symbol makes sense for the topic of the data.
For example:
This pictograph shows the number of brothers of the students in Rinzin’s
class. It uses pictures of stick men for symbols.

Our Brothers - The same symbol is repeated over and over.

The symbols are lined up so they match from
0 brothers row to row.
- You can read a pictograph to get information.
1 brother For example:
12 students have 2 brothers.
There are 3 pictures in the row for 2 brothers.
2 brothers Each picture is 4 people (3 × 4 = 12).
8 people have 0 brothers (2 × 4 = 8).
3 or more - You can make conclusions from a pictograph.
brothers
For example:
40 students altogether were asked about
Each means 4 students.
their brothers (10 × 4 = 40).
A lot more students have brothers than
do not have brothers (12 + 12 + 8 = 32 and
4 + 4 = 8, and 32 > 8).

• To make a pictograph, you need to collect data values that you can
count and sort into different categories.
For example, in the graph above the categories are numbers of brothers.

Reprint 2023 Data and Probability 205

• Suppose you want to make a pictograph about how often the students
in your class attended a celebration during the last year.
- You need to decide what categories to use. Then you collect the data.
The chart below shows the data collected in three categories.
Number of Number of
celebrations students
1 20
2 18
3 or more 4

- Once you have collected the data, look at the numbers to decide
whether you need to use a scale for your graph. If you need a scale,
decide what scale to use.
You might use a scale of 4 because most of the data values are in groups of 4.
A scale of 4 means that each symbol is 4 students.
For the 1 celebration category you need 5 symbols since 20 = 5 × 4.
1
For 2 celebrations you need 4 symbols and symbol since
2
1
18 = 16 + 2, and 16 = 4 × 4, and 2 is of 4.
2
For 3 or more celebrations, you need 1 symbol to show 4 students.

- Your pictograph might look like this:

• The graph can be horizontal like the graph above or it can be vertical like
the birthday season pictograph on page 205.
• You want anyone who reads it to understand your pictograph, so you
should give it a title and tell what each symbol means.

B. i) What scale did you use for your pictograph in part A?

ii) Why did you choose that scale?
C. What information can you read or what conclusions can you make
from your pictograph?

206 UNIT 7 Reprint 2023

Examples
Example 1 Interpreting a Pictograph
This pictograph shows how many children have a birthday in each season.
Our Birthday Seasons

Spring Summer Autumn Winter Each means 2 children.

a) How many children altogether does the graph tell about?

b) What else does the graph tell you? Show your work.
Solution Thinking
a) The graph tells about 21 children: a) To find out how many
2 × 10 = 20 and 20 + 1 = 21 children there are, I
counted
b) Reading information:
the whole symbols, 10.
• 5 children were born in the spring:
Then I multiplied by the
2+2+1=5
scale, 2. Then I added 1 for
• 6 children were born in the summer
the 1 symbol.
and in autumn: 3 × 2 = 6 2

Making conclusions: b) Since the symbols are lined up,

• The same number of children were I can compare how tall the columns
born in the summer as in autumn, 6. of symbols are.
• The least number of children were
born in the winter, 4: 2 × 2 = 4

Example 2 Creating a Pictograph

Here are the ages in a group Age Number of students
of Class IV students: 9 years 14
10 years 25
11 years 11

a) Make a pictograph of this data set.

b) What conclusions can you make about the ages of the students?
[Continued]

Reprint 2023 Data and Probability 207

Example 2 Creating a Pictograph [Continued]
Solution Thinking
a) Ages of Class IV Students • I knew a scale of 5
would work if I used
9
parts of symbols for 14
10 and 11.
• I used a symbol I could easily
11
divide into 5 parts. This is what
the symbol means each time:
Each means 5 students.

b) Most students are 10 years old.

5 4 3 2 1
There are as many 10 year olds
as 9 and 11 year olds combined. • I used grid paper to make it easy
to line up the symbols.

Practising and Applying

1. This graph tells about how long 2. This graph tells about the
people and animals usually sleep. number of sisters of the students
in Class IV.
How Many Sisters We Have

3 or 4

a) Why does a scale of 2 make

sense for this set of data? Each means 10 students.
b) How many hours a day does
each person or animal sleep? a) How many students have 3 or
c) Read three pieces of information 4 sisters? How do you know?
from the graph. b) How many students altogether
d) What conclusions does the graph were asked about their sisters?
help you make about animals How do you know?
sleeping? c) What conclusions can you make
from the graph?

208 UNIT 7 Reprint 2023

3. Find two things that are wrong 5. This chart tells how far students
with this pictograph. walk from home to school.
How Many Pets We Have Distance Number of
from school students
0
Very close 4
1 Close 14
Far 20
2
Very far 5

4. This chart tells how many a) Make a pictograph of the data.

children, teenagers, and adults b) Explain how you chose your scale.
were at a village tsechu. c) Explain why you used the symbol
Number you did.
Age group
of people
Children 10
Teenagers 15
Adults less
than 50 years 20
old
Older adults 10
a) Make a pictograph using a scale
to show the data.
b) Explain why you chose the scale
you did. 6. a) Graph the data shown in the
pictograph in question 1 using a
c) Choose a different scale.
scale of 4 hours instead of 2 hours.
d) Predict how the pictograph will
b) Do the two graphs show the same
change using the new scale. information? Explain your thinking.
Explain your prediction.
c) Which scale do you think is better,
e) Draw the pictograph with the
4 hours or 2 hours? Why?
new scale.
7. Tashi says that a square or a
circle is a good shape for a
pictograph symbol. Why do you
think he says that?

8. What are the important things

to think about when you make a
pictograph? List three or more things.

Reprint 2023 Data and Probability 209

7.1.2 Interpreting and Creating Bar Graphs

Try This
A. Choose any page in your math text.
i) Count the number of times each letter
below appears on the page you chose.
A R N
ii) Sketch a bar graph to show what you
found out.

• A bar graph is like a pictograph because it shows in a picture form how

many data values are in each category.
• A bar graph uses the length of its bars to tell how many there are in
each category, while a pictograph uses rows or columns of symbols.

• Suppose the students in a class were asked to choose their favourite

snack from momos, fruit, sweets, or other (something else). The bar
graph below shows the results.
Favourite Snack
- Notice that the numbers on
Number of students

the vertical scale go up by 2s.

Each time a bar crosses a horizontal
line, it means that 2 more people
chose that snack.

- You can read the graph for

information.
For example: 12 students chose Momos Fruit Sweets Other
momos
9 chose fruit
4 chose sweets
10 prefer something else
35 students were asked altogether
- You can tell that the maximum data value is 12 by looking at the
longest bar and that the minimum value is 4 by looking at the shortest
bar.
- The graph can also help you make conclusions about the data. To
make conclusions, you can compare data values or combine data values.
For example, you might make these conclusions:
- Many more students chose momos over sweets.
- The number of students who chose momos is about the same as
the combined number who chose fruit and sweets.
210 UNIT 7 Reprint 2023
• To make a bar graph, you need to collect data that you can count about
different groups, or categories.
For example:
In the Favourite Snack graph, the categories are the different snacks.
The person who made the graph counted the number of students who
chose each snack.

• Suppose you wanted to find out how likely it is to roll three dice and get
one, two, or three fives. You could graph the results in a bar graph.
- To collect the data:
You could group the data in two categories: 1, 2, or 3 fives rolled
No fives rolled
Rolling Three Dice
You count the number of times
What was rolled each happened
Number in 50 rolls.
of times
I, 2, or 3 fives llll llll llll llll lll 23
No fives llll llll llll llll llll ll 27
- To draw the graph, you need to use a scale so that the bars will not be
too long. In the graph below, a horizontal scale of 5 was used.
Rolling Three Dice
You have to estimate the length of the
1, 2, or bars because the values are between 5s:
3 fives
23 is a little more than halfway between
20 and 25.
No fives
27 is a little less than halfway between
25 and 30.
0 5 10 15 20 25 30
Number of times

- The graph shows that, when you roll three dice, rolling no fives is more
likely than rolling one, two, or three fives.
• The bars in the graph above are horizontal but they could have been
vertical like in the Favourite Snack graph.
• You should always give your graph a title and make sure everything is
labelled. If you do, your graph will make sense to anyone who reads it.

B. i) What scale did you choose for your bar graph in part A?
ii) Why did you choose that scale?
C. What conclusions can you make about how often the three letters
appear on a page?

Reprint 2023 Data and Probability 211

Examples
Example 1 Reading and Making Conclusions about a Bar Graph
a) Read three pieces of information from the graph.
b) Use the bar graph below to help you solve this problem:
The temperature in one place was 7°C colder than in another place.
What were the two places? Show your work.
Temperature in Five Places

Mongar

Trashigang

Thimphu

Samtse

Wangdue

c) Make two conclusions about the data in the graph.

Solution Thinking
a) The temperature in Thimphu is 1°C. a) I listed three
The temperature in Wangdue is 4°C. temperatures that
The temperature in Mongar is 10°C. the graph shows.

b) The longest bar, Samtse, is 14. b) I started with

If a place were 7°C colder than that, the longest bar and looked for
its bar would be 14 – 7 = 7 long. a bar that was 7°C less.
There is no bar that is 7 long. • When that didn’t work,
The next longest bar, Trashigang, is 11. I tried the same thing with the
If a place were 7°C colder than that, next longest bar. That time it
its bar would be 11 – 7 = 4 long. worked.
The bar for Wangdue is 4 long.
The places are Trashigang and Wangdue. c) To make conclusions,
I compared temperatures.
c) Samtse is the warmest of the five places.
It is 3°C warmer than Trashigang.
Thimphu is the coldest place.
It is 3°C colder than Wangdue.

212 UNIT 7 Reprint 2023

Example 2 Creating a Bar Graph
Create a bar graph to show the number of students in five classes:
A. 40 students B. 42 students C. 35 students D. 45 students E. 40 students
Solution Thinking
Using a scale of 10: • I turned my notebook
40 = 4 tens (4 lines) sideways and used the
42 = a little more than 4 tens lines to draw my graph.
(4 lines and a bit)
• The numbers were big, so
1
35 = 3 tens and a half (3 lines) I used a big scale of 10.
2
1
45 = 4 tens and a half (4 lines) • A scale of 10 meant that the lines
2 were like counting by 10s.
40 = 4 tens (4 lines)
• I figured out how many lines long
Sizes of Five Classes
each bar should be.
A
• I estimated for 42, but for 35 and
B 45, I ended the bar right in the middle
between two lines.
C
• I added labels for the classes and
D for the scale.
E • I gave the graph a title.

0 10 20 30 40 50
Number of students

Practising and Applying

1. This graph shows data about how a) How many more hours does
long some animals sleep in a day. a brown bat sleep than a giraffe?
b) Which two animals sleep
the same amount each day?
c) What are the maximum and
minimum data values?
d) What conclusions can you
make about animals sleeping?
e) What is the scale of the graph?
f) Think of another scale that
would make sense to use. Tell
how the graph would change.

Reprint 2023 Data and Probability 213

2. This graph shows data about how 5. This chart shows how many
long four children slept one night. people were at four archery
competitions.
Archery Competition Attendance
Number of
Competition
people
1 120
2 60
3 130
4 150
Karma Dechen Eden Nima
a) What is the scale of the graph? a) Graph the data in a bar graph
b) How many hours did Nima sleep? b) What scale did you use? Why?
c) How many more hours did Dechen c) How does the graph show that
sleep than Nima? there were about twice as many
d) What conclusions can you make people at Competitions 1 and 3 as
about how much the children slept? at Competition 2?

3. This chart shows how many pets 6. List two or more things that are
the students in Chandra’s class have. wrong with this graph.
Chandra’s Classmates’ Pets How Many Pets We Have
6
Number of Number of 4
pets students
0 15 2
1 12
2 14
0
0 1 2
a) Graph the data in a horizontal Number of pets
bar graph.
b) What scale did you use? Why? 7. Why might you use a different
scale to graph the data in Group 1
c) How does the graph show that than the data in Group 2?
there were 12 students with 1 pet?
Data group 1: 12, 16, 20
d) What conclusions can you make
from the graph? Data group 2: 13, 11, 9

4. a) Make a pictograph to show 8. Describe a situation that where

the data in question 3. you might graph data in a bar graph.
Do not choose a situation that was
b) Compare how your pictograph used in this lesson.
and your bar graph from question 3
show the same data.

214 UNIT 7 Reprint 2023

7.1.3 Using a Coordinate Grid

Try This
A. Sketch a rectangle to be a map of your classroom. Use words to tell
where your teacher's desk is on the map, without showing where it is.

• Some maps show a lot of information. It is sometimes difficult to find

a place on the map. That is why maps often have grids.
For example:
If you wanted to tell someone where Zhemgang Dzong is on this map,
you could say it is somewhere in section D2. However, the description D2
does not tell exactly where the dzong is in that section.

2
Zhemgang
Dzong
1

A B C D E F
• To be more exact, you can use a coordinate grid. On a coordinate grid,
it is the lines that have names, not the spaces. Each point where the lines
cross is named by an ordered pair of two numbers:
- The first number tells how far to the right 5
to go from the origin of the grid.
- The second number tells how far up to 4
go. B (2, 3)
For example: 3
Point A is (3, 2) since it is 3 spaces to (3, 2)
2
the right of the origin and 2 spaces up. A
Point B is (2, 3) since it is 2 spaces to
1
the right of the origin and 3 spaces up.
You can see that it is important to use 0
the right order to locate, or plot, a point. 0 1 2 3 4 5
(3, 2) is not in the same location as (2, 3).
The origin is at (0, 0).

Reprint 2023 Data and Probability 215

• If you place a coordinate grid on the map of Bhutan and use more lines,
you can describe the location of the Zhemgang Dzong exactly as (7, 3).
8
7
6
5
4
3
Zhemgang
2 Dzong
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12

B. Sketch grid lines on your map from part A to make it a coordinate grid.
What ordered pair tells where the teacher’s desk is?

Examples
Example 1 Naming and Plotting Points on a Coordinate Grid
Use ordered pairs to tell where points A, B, C, and D are.
Then plot three more points, E, F, and G:
Plot point E at (5, 2), point F at (0, 4), and point G at (2, 5).
6

5
B
4
C
3

2
A
1
D
0
0 1 2 3 4 5 6

216 UNIT 7 Reprint 2023

Solution Thinking
6 • To figure out where
G (2, 5) points A, B, C, and D are,
5 I counted spaces to
F (0, 4) B (3, 4) figure out how far each
4 point was to the right of
C (5, 3) (0, 0) and then how far up each was.
3
• To plot points E, F, and G, I did
2 the same thing:
E (5, 2)
A (1, 1) - For E (5, 2), I counted 5 spaces to
1 the right of (0, 0) and then I counted
D (4, 0) 2 spaces up.
0
0 1 2 3 4 5 6 - F (0, 4) was 0 spaces to the right,
so I only had to count 4 spaces up
from (0, 0).
• For G (2, 5), I counted 2 spaces to
the right and then 5 spaces up.

Example 2 Solving a Problem Using a Grid

A square was drawn on a coordinate grid. One vertex of the square is at
(2, 3) and another vertex is at (5, 3). Where might be the two other vertices?
Solution Thinking
• I plotted points at
6 (2, 3) and (5, 3).

5 • I knew that all the

sides of a square are
4 the same length. Since the length
(2, 3) (5, 3) from (2, 3) to (5, 3) is 3 spaces,
3
I went down 3 spaces from each
2 point to find the other two points.

1 • I could have gone up instead

(2, 0) (5, 0) and put the vertices at (2, 6) and
0 (5, 6).
0 1 2 3 4 5 6

The other vertices are at (2, 0) and (5, 0).

Reprint 2023 Data and Probability 217

Practising and Applying
1. Use an ordered pair to tell where 3. A square has vertices at (3, 4)
each point is. and (5, 6). Where might be the
6 other vertices?
B
5 4. a) i) Plot the points (3, 4), (4, 5),
A C and (5, 6) on a grid. What pattern
4 do the three points make?
D ii) Tell where a fourth point could
3 be in the pattern.
b) Repeat part a) for these points.
2
(3, 3), (2, 5), (4, 1)
F c) Repeat part a) for these points.
1
(4, 4), (2, 3), (0, 2)
E
0 5. A triangle has a vertex at (3, 5)
0 1 2 3 4 5 6 and two equal side lengths. Where
might be the other two vertices?
2. Draw a grid like the grid in
question 1 and then plot each point. 6. Why is the order of the numbers
a) (3, 0) b) (0, 1) c) (6, 1) d) (1, 6) in an ordered pair important?

GAME: Three in a Row

Play in a group of 2. You need one 6-by-6 grid and two dice.
How to play:
• Each player chooses a symbol to use for plotting points on the grid.
One player might use X and the other player might use O.
• Take turns rolling the die twice to get two numbers for an ordered pair.
Plot the pair on the grid. (You can choose which number goes first in
the ordered pair.)
• The winner is the first player to get
three marks in a row (vertical, horizontal,
or diagonal) with no gaps.
For example:
In the game shown here,
Player X has rolled (1, 2), (6, 2), and (3, 4).
Player O has rolled (1, 4), (4, 1), and (4, 2).
It is now Player X’s turn. If Player X rolls
a 2 and 3 and plots (2, 3), he will make
a diagonal line and win the game.
(0, 0)

218 UNIT 7 Reprint 2023

7.1.4 EXPLORE: Collecting Data

Bijoy wants to find out what her friends’ favourite colours are.
She plans to collect data from 20 of her friends, record the data,
and then graph the data to show other people what she found out.

A. i) Bijoy wants to give choices to the friends, instead of just

asking them to name their favourite colour. Why?
ii) How many choices should she give them? Explain your thinking.
iii) What choices should she give? Explain your thinking.

B. i) What should Bijoy do to collect the data?

ii) Use the method you described in part i) to collect data about
favourite colours from 20 students.

C. i) Why might you choose to show your data in a graph instead

of in a chart?
ii) Graph your data in a bar graph or a pictograph using a scale.

D. What conclusions can you make about favourite colours?

Tell three or more things.

E. If you were to do it again, what might you do differently? Why?

Reprint 2023 Data and Probability 219

7.1.5 EXPLORE: Interpreting the Mean

Sometimes you have a set of data with many numbers and you want
to describe it using just one number.
For example:
Suppose a class has students that are 8, 9, and 10 years old. You could
say that the students in the class are all about 9 years old.
• For the set of data 2, 10, and 18, the number 10 might be a good
description because if you combined all the data values and then shared
them equally, each share would be 10.
2

10

18

10 10 is the mean of the set of

data since it is the value of
10 each share if the total of
the data values is shared
10 equally.
• In the example above, the mean of the set of data is one of the data
values. Sometimes the mean is not one of the values in the set.

A. What is the mean of 5, 6, and 7? Tell how you know.

B. What is the mean for each set of data?
i) 12, 15, 18, 11 ii) 13, 15, 18, 10 iii) 14, 15, 18, 9
C. What do you notice about the answers to part B? Why does
this make sense?
D. Make up three different sets of five data values. Each set
should have a mean of 15.
E. Look at the data sets in part B and your data sets from part D.
Is the mean more likely to be the minimum value, the maximum
value, or a value in between?
F. i) A set of data has three data values, including 1 and 10.
The mean is 4. What is the third data value? How do you know?
ii) Repeat part i) for a mean of 5.

220 UNIT 7 Reprint 2023

Chapter 2 Probability
7.2.1 EXPLORE: Conducting Experiments

In some games, you predict what will happen when you roll a die.
Each time you roll, you will get a 1, 2, 3, 4, 5, or 6.

1 2 3 4 5 6
You might predict that if you roll a die many times, you will get a 4, 5, or 6
on half the rolls. You can conduct an experiment to test your prediction.

A. Suppose you roll a die many times. Why do you think you
will roll one of the numbers 4, 5, or 6 half the time?
• B. i) Predict how times you will roll a 4, 5, or 6 in 12 rolls.
ii) Roll a die 12 times. Record Number rolled Number of times
your results in a chart like this: 4 or 5 or 6
1 or 2 or 3

iii) Tell how many times you rolled a 4, 5, or 6 using this form:
___ out of ___ rolls were a 4, 5, or 6.
iv) Compare your results with your prediction. Were they close?

C. Repeat part B using 24 rolls.

D. Did you roll a 4, 5, or 6 closer to half the time in 24 rolls or in 12 rolls?

E. Below are some other things that can happen when you roll a die.
For each, conduct an experiment.
Experiment I Roll an even number
Experiment II Roll a 5 or a 6
Experiment III Roll a number less than 4
Do this for each experiment:
• Predict how many times it will happen in 24 rolls.
• Conduct an experiment and record your results.
• Compare your results to your prediction.

Reprint 2023 Data and Probability 221

7.2.2 Predicting Likelihood

Try This
Use 10 blank slips of paper. Write your name
on 4 slips and put them all in a bangchung.
A. i) Suppose you take out a slip 10 times,
each time putting it back. Predict which you
will get more often:
A blank slip or A slip with a name on it
Explain your prediction.
ii) Conduct an experiment to test your
prediction. What happened?

When you conduct an experiment, you can never be certain what will
happen. But your prediction about what will happen is more likely to be
correct if you do the experiment many times.
For example:
• Jigme predicted that he would spin Blue more often on Spinner W than
on Spinner X because the Blue section on Spinner W is bigger.

B R
Blue Red
Blue Red
B R Green Yellow
Spinner W G Y Spinner X

• He spun each spinner 10 times. Here are his results:

Spinner W: B, B, R, R, R, R, R, B, R, R 3 Blue He spun Blue more
Spinner X: Y, G, G, B, R, B, B, G, B, Y 4 Blue often on Spinner X.
His results did not match his prediction.
• He decided that 10 spins was not enough to test his prediction because
he still thinks he is more likely to spin Blue on Spinner W.
He did another experiment where he spun each spinner 20 times.
Here are his results:
Spinning blue on Tally Number of blues
Spinner W llll llll l 11 He spun Blue more
Spinner X llll l 6 often on Spinner W.

This time his results matched his prediction.

222 UNIT 7 Reprint 2023

Jigme now knows that his prediction about the results of an experiment is
more likely to be correct if he does the experiment many times.

B. Do the experiment in part A 30 times. What happened?

Examples
Example 1 Making a Prediction and Conducting an Experiment
Suppose you spin this spinner 20 times.
Do you predict you will spin more 3s or more 4s?
1 2
Conduct an experiment to test your prediction.
What happened?
3 4

Solution Thinking
Prediction: • I predicted about
I predict that I will spin about the same the same number
number of 3s as 4s. of each because
Results of 20 spins: the section for 3
. and the section for
Number Number
Tally 4 are the same size.
spun of times
1 llll l 6
2 llll ll 7
3 llll 4
4 lll 3
I spun four 3s and three 4s, which is • My results matched my
about the same number. prediction.

Example 2 Making Good Predictions

Yeshi is playing a game with
these two spinners. To win the
game, A C
A
Yeshi chose Spinner Y because B
its A section looks bigger than
B A
each C
A section on Spinner X. Bhagi
says that Yeshi should have
chosen Spinner X. Spinner X Spinner Y

How could Bhagi show that Yeshi made the wrong choice?
[Continued]

Reprint 2023 Data and Probability 223

Example 2 Making Good Predictions [Continued]
Solution 1 Thinking
Bhagi could do an experiment • Bhagi knows that
many times and show Yeshi the Yeshi is wrong because
results. the total area covered
Results on Spinner X for 20 spins: by A on Spinner X is
Number Number greater than the area
Tally
spun of times covered by A on Spinner Y.
A llll llll l 11
B llll lll 8
A C
C ll 2 A
B
Results on Spinner Y for 20 spins: B A
Number Number C
Tally
spun of times
Spinner X Spinner Y
A llll lll 8
B llll l 6 • I thought Bhagi should do at least
C llll l 6 20 spins on each spinner or
the results might not show that A is
Bhagi spun A more often on
more likely on Spinner X.
Spinner X than on Spinner Y, so
Yeshi should see that he made the
wrong choice.
Solution 2 Thinking
Bhagi could cut up Spinner X and • It was clear that
rearrange the sections. Yeshi was having trouble
comparing the A
sections in the two
A C A C
spinners in his head.
B I thought that Bhagi could make it
B A A
easier for him to compare them.
Spinner X
Then he could show Yeshi Spinner
X and Spinner Y again.

A C • With the new Spinner X, it is easy

A
B to see that the section for A is
A B bigger on Spinner X.
C
Spinner X Spinner Y
Now it is easier to see that it is more
likely to spin A on Spinner X.

224 UNIT 7 Reprint 2023

Practising and Applying
Use Spinner P for question 1 and 3. Predict which is more likely.
question 2. Explain your prediction for part b).
a) spinning a number greater than 2
or spinning a 2 or a 4
b) spinning a number greater than 5
or spinning a number less than 5

4. Spin Spinner Q 20 times to test

each of your predictions from
question 3. What happened?

5. a) Draw a spinner on which you

1. Predict which is more likely. are just as likely to spin a number
Explain your prediction for each. less than 5 as a number greater
a) spinning a number less than 4 than 5.
or spinning a number greater than 6 b) Explain why you drew the
b) spinning an even number spinner the way you did.
or spinning an odd number c) Test your spinner by spinning it
c) spinning a 4 20 times. What happened?
or spinning a number less than 4
6. Mindu predicted that he would
2. Spin Spinner P 20 times to test spin a 4 more often than a 2 on
each of your predictions from spinner Q. He spun the spinner four
question 1. What happened? times and he got what he expected:
more 4s than 2s. Does that mean
Use Spinner Q for question 3 and he made a good prediction?
question 4.

Reprint 2023 Data and Probability 225

7.2.3 Using Fractions to Describe Probability

Try This
Suppose you put 4 red cubes and 2 blue
cubes into a bag. You then take out a cube
12 times, putting it back each time.
A. i) Predict how many times you will take
out a red cube.
ii) Do an experiment to test your prediction.
What happened?

• You can describe a probability using words like “4 times out of 5”.
You can also use a fraction.
For example, if you flip a Nu 1 coin 10 times, you might predict that you
will get a Tashi-Tagye “5 times out of 10”, or you might say, “half the
time”.

• Every probability can be written as a fraction from 0 to 1.

- If something never happens, the probability is 0.
- If it always happens, the probability is 1.
1
- If it happens as often as it does not happen, the probability is .
2

0 1
Never happens Always happens

- If something happens 4 times out of 5, it is likely, so the probability is

4
closer to 1 than to 0. You can use the fraction to describe it.
5

4 1
0 1 is closer to 1 than to .
5 2

Likely
- If something happens 1 time out of 3, it is not likely, so the probability
1
is closer to 0 than to 1. You can use to describe it.
3

0 1 1
is closer to 1
than to
3 2
0. unlikely

B. i) What fraction describes the probability of taking out a red cube

in part A ii)? Would you describe it as likely or not likely?
1
ii) Sketch a number line to show if it is closer to 0, to , or to 1.
2

226 UNIT 7 Reprint 2023

Examples
Example Writing Probabilities as Fractions
Lobzang rolled a die 20 times. He got these results:
1, 2, 1, 4, 5, 1, 2, 6, 3, 4, 5, 1, 6, 3, 2, 5, 4, 3, 2, 6
Write a fraction to describe the probability of rolling each.
a) a 6 b) a 1, 2, 3, or 4 c) an even number d) a number less than 3
1
• Tell if each is closer to 0, to , or to 1.
2
• Then tell if each is very unlikely, unlikely, likely, or very likely.
Solution Thinking
3
a) Probability of rolling 6: • Each fraction’s
20
denominator is 20
Closer to 0, so it is very unlikely.
because he rolled
14
b) Probability of rolling 1, 2, 3, or 4: 20 times.
20
1
Closer to but more, so it is likely. • The numerator tells how
2
many times each result
10
c) Probability of rolling even: happened.
20
10 1
= , so it is as likely to happen as not to • To compare each fraction
20 2
1
happen. to 0, , and 1, I sketched
2

d) Probability of rolling less than 3: 8 the probability number line

20 below to help me.
1
Closer to but less, so it is unlikely.
2

very unlikely unlikely Likely Very likely

0 1
0 out of 20 10 out of 20 20 out of 20

Practising and Applying

1. Devika flipped a Nu 1 coin many 2. Repeat question 1 for these
times. She wrote a K for each Khorlo results: K T T K K T K T K K K T
she got and a T for each Tashi-Tagye.
K T T T K K K T T K T K 3. Repeat question 1 for these
a) Write the probability of getting results: T T K K T K T T K K
a Khorlo as a fraction. Is it closer
4. Repeat question 1 for these
to 0, to 1 , or to 1? results: T K T K T T T K T K T K
2
b) How likely is it to get a Khorlo.

Reprint 2023 Data and Probability 227

5. Roll a die 12 times and record your 7. Suppose you spun
results. Use a fraction to describe this spinner 10 times.
2
the probability of rolling each. What number or 1
a) a 3 numbers might have 3
b) an even number each probability below?
a) close to 0
c) a number greater than 2
b) close to 1
6. Do these things for each part of c) close to 1
question 5: 2

• Tell whether the probability is 8. How is using a fraction

closer to 0, to 1 , or to 1. to describe a probability
2
the same as using words like
• Use words to describe how likely
“__ times out of __”?
it is.

CONNECTIONS: Predicting Probability Runs

• If someone flips a Nu 1 coin and gets two or more Khorlos or

Tashi-Tagyes in a row, it is called a “run”.
For example:

K K T T T T K T K T
The results K K T T T T K T K T show a run of two Ks and a run of four
Ts.
The longest run is four Ts.
KKTTTTKTKT
• Mathematicians have found that if you flip a coin 20 times, it is
very unlikely that you will get a run of Ks or Ts longer than four.

1. Flip a coin 20 times and record your

results.
a) What was your longest run?
b) Compare your results with three other
students. Did the same thing happen to them?

2. What do you predict will be the longest run

if you flip 40 times? Test your prediction.
What happened?

228 UNIT 7 Reprint 2023

UNIT 7 Revision
1. This graph shows information 4. This graph shows information
about the ages of some children. about children’s favourite seasons.
50
45
8 40

Number of children
9 35
30
10
25
11+ 20
15
10
5
a) How many of the children are 0
8 years old? Spring Summer Autumn Winter
b) How many children were asked Favourite season
about their age? a) What is the scale of the graph?
c) Tell two conclusions you can b) Tell two pieces of information that
make from the graph. you can read from the graph.
2. Redraw the pictograph in c) Tell two things you can conclude
question 1 but change the scale. from the graph.
Make each face mean 10 people.
5. This chart shows how many
3. This chart tells how many people biscuits the students in Karma’s
were shopping in four shops. class ate this morning.
Number of Number of Number of
Shop biscuits students
shoppers
Shop 1 8 0 20
Shop 2 6 1 12
Shop 3 10 2 9
Shop 4 7 a) Make a bar graph to show
a) Draw a pictograph that uses the data.
a scale to show the data. b) What scale did you use? Explain
b) Explain your choice of scale. your choice.
c) What does the graph show about
the number of biscuits the students
ate? Tell three or more things.

6. Why is it important for the lines of

a bar graph to be the same distance
apart?

Reprint 2023 Data and Probability 229

7. Name each point on the grid using 12. Predict which number you will
an ordered pair. spin most often with this spinner.
6 C
Spin Spinner X 20 times to test
B your prediction. Record your results
5 in a chart. What happened?
A
4 2
E 1
3 3
F 5 4
2
D Spinner X
1
13. a) Which spinner would you
0 choose if you wanted to spin a 3,
0 1 2 3 4 5 6 Spinner X above or Spinner Y
below? Why?
8. Draw a grid like the grid in
question 7. Plot each point.
3
a) (1, 3) b) (4, 1)
1
c) (5, 3) d) (3, 6)
2
9. Use your grid from question 8.
Spinner Y
Draw a rectangle that has one vertex
at (2, 3). Tell where the other vertices b) Test your prediction. What
might be. happened?

10. What is the mean of each set 14. Roll a die 10 times and record
of data? your results.
a) 17, 12, 4 a) Use a fraction to describe
b) 13, 7, 15, 25 the probability of rolling a 2 or a 4.
c) 6, 12, 1, 13 b) Is it closer to 0, to 1
, or to 1?
2
11. Suppose you put three red cubes c) How likely is it to roll a 2 or a 4?
and five blue cubes in a bag. Then
you take out a cube ten times, putting 15. If something is very likely,
it back each time. which probability below you use
a) Predict if you will take out more to describe it? Why?
reds or more blues. 2 4 7
b) Do an experiment to test your 10 5 12
prediction. Record your results.
What happened?

230 UNIT 7 Reprint 2023

 GLOSSARY
Instructional Terms

calculate: Figure out the number explore: Investigate a problem by

that answers a question; compute questioning and trying new ideas
classify: Sort things into groups measure: Use a tool to tell how
according to a rule and name the much something is; e.g., use a ruler
groups; e.g., classify triangles as to measure a height or distance;
equilateral, isosceles, and scalene use cubes to measure volume
compare: Look at two or more model: Show an idea using objects,
objects or numbers and identify how pictures, words, and/or numbers;
they are the same and how they are e.g., you can model 1135 using
different; e.g., compare the numbers base ten blocks:
6.5 and 5.6; compare the size of the
students’ feet; compare two shapes
create: Make your own example or
problem predict, or make a prediction: Use
describe: Tell, draw, or write about what you know to figure out what is
what something is or what likely to happen; e.g., predict the
something looks like; tell about number of times you will roll a 2
a process in a step-by-step way when you roll a die 30 times
determine: Decide what the show (your work): Record all
answer or result is for a calculation, the calculations, drawings, numbers,
a problem, or an experiment words, or symbols that you used
draw: 1. Show something using to calculate an answer or to solve
a picture 2. Take out an object a problem
without looking; e.g., draw a card sketch: Make a quick drawing
from a deck to show your work; e.g., sketch
estimate: Use what you know a picture of a field with given
to make a sensible decision about dimensions
an amount; e.g., estimate how long solve: 1. Find an answer to a
it takes to walk from your home to problem 2. Find a missing number
school; estimate how many leaves in a calculation; e.g., to solve
are on a tree; estimate the sum of 3 +  = 7, you find the value of ,
3210 + 789 which is 4 because 3 + 4 = 7
explain (your thinking): Tell what strategy: A way to solve a problem;
you did and why you did it; write e.g., to add 199 + 199 mentally, you
about what you were thinking; show can use a mental math strategy like
how you know you are right this: 199 + 199 = 200 + 200 – 2
= 400 – 2
= 398

Reprint 2023 231

Definitions of Mathematical Terms

A B
acute angle: An angle less than bar graph: A graph that uses bars
a right angle; e.g., of certain lengths to represent the
right angle number of data values in different
categories of a set of data; e.g.,
acute angle How Many Brothers Do We Have?

Number of students
6
angle: A figure formed by two arms
and a vertex; the measure of 4
an angle is the amount that one arm
is turned away from the other arm 2

arms 0

vertex 1 2 3 4
Number of brothers

anticlockwise: Another name for base: The single face that

counterclockwise See determines the name of a pyramid
counterclockwise or one of the two faces that
area: The total number of square determine the name of a prism; e.g.,
units (often square centimetres or
square metres) needed to cover
a shape; e.g., the rectangle below
has an area of 12 cm2
1 cm
A square-based pyramid
1 cm
base

base
A square-based prism
The area of this rectangle is 12 cm .2
categories: A set of data can be
arm (of an angle): See angle sorted into groups or categories;
array: A rectangular arrangement of the four categories used in the bar
items in rows and columns; e.g., this graph above are different numbers
array has 3 rows and 4 columns of brothers; the three categories
used in the pictograph on page 235
4 columns
are different sports or games
3 rows

232 Reprint 2023

 C coordinate grid: A system of
clockwise (cw): The direction that vertical and horizontal grid lines that
the hands of a clock move; used is used to plot points; the grid lines
to describe the direction of a turn are named by their distance from
the origin; e.g., two points have
been plotted on the coordinate grid
below See ordered pair
y
column (in an array): See array (3, 5)
5
conclusion: When you make 4
a conclusion about a set of data, 3 (5, 3)
you compare and combine data 2
values to make a decision about 1
what the data set tells you; e.g., 0
from the bar graph on page 230, 0 1 2 3 4 5 6 7 x
you could conclude that more The origin (0, 0)
students surveyed had 1 brother
than any other number of brothers counterclockwise (ccw): The
cone: A 3-D shape with one circle direction opposite to the direction
base, one curved edge, a curved the hands of a clock move; used
surface, and a point called the apex to describe the direction of a turn

Apex
Curved
Circle surface
base cube: A 3-D shape that has six
Curved congruent square faces
edge

congruent: Identical in size and

shape; shapes, side lengths, and
angles can be congruent; e.g.,
these three shapes are congruent cuboid: Another name for
a rectangle-based prism See
rectangle-based prism
curved surface: A part of some
3-D shapes See cone and cylinder

Reprint 2023 233

cylinder: A 3-D shape with two dimension: The size or measure
congruent circle bases, one curved of an object, usually length (or width,
surface, and two curved edges height, depth, or breadth); e.g., the
Curved dimensions of this rectangle are
surface 3 cm long by 2 cm wide

Curved
edges 2 cm
Circle
bases

3 cm

D E
data: Information collected in edge: A line where two faces of
a survey, in an experiment, or by a 3-D shape meet; e.g., this pyramid
observing; the word data is plural, has 10 edges
not singular; e.g., a set of data can One of ten edges
be a list of students’ names and
the numbers of their quiz marks
denominator: The number in
a fraction that represents the total
number of parts in a set or
the number of parts the whole
4
has been divided into; e.g., in ,
5 equilateral triangle: A triangle with
the denominator 5 means the whole three sides of equal length
has 5 equal parts
diagonal: A line joining two vertices
of a polygon that are not next to
each other; e.g., this pentagon has
five diagonals
equivalent fractions: Fractions that
represent the same part of a whole
One of five diagonals 2 1
or set; e.g., is equivalent to
of a pentagon 4 2

difference: The result of a

subtraction; e.g., in 45 – 5 = 40, 2 1
the difference is 40 =
4 2

234 Reprint 2023

even number: A number in the skip formula: A general rule stated in
counting sequence 0, 2, 4, 6, …; mathematical language; e.g., the
a number that can be divided by 2 formula for the area of a rectangle is
without a remainder; e.g., 6 is an Area = length × width or A = l × w
even number because 6 ÷ 2 = 3 with
no remainder H
expanded form: A way of writing a hexagon: A six-sided polygon; e.g.,
number that shows the place value
of each digit; e.g., 1209 in expanded
form is 1 × 1000 + 2 × 100 + 9 × 1
or 1 thousand + 2 hundreds +
9 ones
Examples of hexagons
F
face: A 2-D shape that forms a flat horizontal line: A line that goes
surface of a 3-D shape; e.g., this right and left
cube has six square faces A horizontal line
See vertical

One of six square faces

I
of a cube image: The new shape that you get
after you flip, slide, or turn a shape;
fact family: A set of facts that share
e.g., after a flip, the new shape is
the same three numbers; e.g., here
called the flip image See original
is the multiplication and division fact
shape, flip, slide, and turn
family for 3, 4, and 12:
isosceles triangle: A triangle with
3 × 4 = 12 4 × 3 = 12
two sides of equal length; e.g.,
12 ÷ 3 = 4 12 ÷ 4 = 3
flip: A motion that produces a mirror
image of a shape; e.g., here is
a flip of the F-shape across
a horizontal mirror line:
Original shape
isometric drawing: A drawing of
a 3-D shape, often done on special
dot paper; e.g.,

Mirror line

Flip image

flip image: See flip

Reprint 2023 235

 K mixed number: A number made up
kite: A quadrilateral with two pairs of a whole number and a fraction
1
of equal sides and no parallel sides; less than 1; e.g., 5
7
e.g.,

N
Kite Kite
net: A 2-D pattern you can fold
to create a 3-D shape; e.g., this is
a net for a cube:
These two sides These two sides
are equal. are equal.

M
maximum data value: The greatest
data value in a set of data; e.g., numerator: The top number in
in the data set 2, 4, 8, 9, 12, the a fraction that shows the number of
maximum value is 12 equal parts the fraction represents;
mean: A single number that can e.g., in
4
, the numerator 4 means
represent a set of data; e.g., in the 5
data set 10, 1, and 4, the mean is 5 4 out of 5 equal parts
because you can rearrange all the
data values into 3 equal groups, O
with 5 in each group
obtuse angle: An angle greater
10 than a right angle and less than
1 a straight angle; e.g.,
4 right angle

metre (m): A unit of measurement obtuse angle

for length; e.g., 1 m is about straight
the distance from a doorknob to angle
the floor; 1000 mm = 1 m;
100 cm = 1 m; 1000 m = 1 km ordered pair: A pair of numbers
minimum data value: The least in a particular order that tell where
data value in a set of data; e.g., a point is on a coordinate grid; e.g.,
in the data set 2, 4, 8, 9, 12, the ordered pairs (3, 5) and (5, 3)
the minimum value is 2 describe the locations of two
different points on a grid See
millimetre (mm): A unit of
coordinate grid
measurement for length; e.g.,
1 mm is about the height of a stack origin: A point on a coordinate grid
of 10 sheets of paper; represented by the ordered pair (0, 0)
10 mm = 1 cm; 1000 mm = 1 m See coordinate grid
mirror line: See flip original shape: The shape you start
with before you do a flip, slide, or
turn See image, flip, slide, and turn

236 Reprint 2023

 P pictograph: A graph that uses
parallel sides: Side lengths of the same picture or symbol to
a polygon that go in the same represent data; e.g., the pictograph
direction; e.g., this trapezoid has below uses happy faces for symbols
two parallel sides Our Favourite Sport or Game

Archery

Darts

parallelogram: A quadrilateral with Carrom

pairs of opposite sides that are
parallel; e.g., means 20 students.

place value: The value of a digit

depends on its place in the number;
These sides are And, these sides e.g., in the number 23.4,
parallel. are parallel. - the digit 2 has a value of 2 tens
pentagon: A polygon with five or 20 because it is in the tens place
sides; e.g., - the digit 3 has a value of 3 ones
or 3 because it is in the ones place
- the digit 4 has a value of 4 tenths
or 0.4 because it is in the tenths
Examples of pentagons place
plot (a point): Locate a point on a
perimeter: The boundary or outline coordinate grid using its ordered pair
of a 2-D shape; e.g., the perimeter See ordered pair and coordinate grid
of this rectangle is 10 cm because polygon: A closed 2-D shape with
2 cm + 2 cm + 3 cm + 3 cm = 10 cm
three or more sides; e.g., a triangle,
3 cm a quadrilateral, a pentagon, and
a hexagon are all polygons
2 cm 2 cm

3 cm Examples of polygons

Reprint 2023 237

prism: A 3-D shape with two pyramid: A 3-D shape with one
parallel opposite congruent bases; polygon base; the other faces are
the other faces are rectangles; triangles that meet at a single
the shape of the two bases vertex; the shape of the base
determines the name of the prism; determines the name of the
e.g., pyramid; e.g.,
Triangle base Vertex
Triangle base
Triangle face

Rectangle face

A triangle-based prism Square base

A square-based pyramid
probability: A fraction from
0 (never happens) to 1 (certain to Q
happen) that tells how likely it is quadrilateral: A four-sided polygon;
that an event will happen; rectangles, parallelograms,
sometimes it is called chance or trapezoids and rhombuses are all
likelihood; e.g., when you roll a die, quadrilaterals; e.g.,
the probability of getting an even
number is 3 out of 6 or 3 because
6
there are 3 even numbers out of 6
numbers that can be rolled Examples of quadrilaterals
probability line: A number line quotient: The result of dividing
from 0 to 1 used to compare one number by another number;
probabilities
Unlikely to Likely to e.g., in 45 ÷ 5 = 9, the quotient is 9
happen happen

0 1
R
1
Never 2 Always rectangle: A parallelogram with four
happens or happens or right angles; a square is a special
Impossible Certain rectangle that has four equal sides;
e.g.,

product: The result of multiplying

numbers; e.g., in 5 × 6 = 30, the
Examples of rectangles
product is 30
rectangle-based prism: A prism
with six rectangle faces; e.g.,

Examples of rectangle-based prisms

238 Reprint 2023

regroup: See rename round a number: Change a number
remainder: What is left over after to make it easier to use for
dividing; e.g., 9 ÷ 2 = 4 has a estimating; e.g., to estimate the sum
remainder of 1 (9 ÷ 2 = 4 R 1) 23 + 76, you might round 23 to 25
rename (a number): Change and round 76 to 75: 23 + 76 is about
25 + 75 = 100
a number to another form to make
it easier to calculate or compare; row (in an array): See array
e.g., you can rename 41,200 as
41 thousands + 2 hundreds or as S
412 hundreds scale (on a graph): The scale
repeated addition: Adding the of a graph tells you how to read
same number over and over again; the graph; e.g., the scale on the
you can write a repeated addition pictograph on page 235 is 20;
sentence as a multiplication; the scale on the graph below is 10
e.g., 3 + 3 + 3 + 3 = 4 × 3 40
rhombus: A parallelogram with all 30
sides equal; a square is a special 20
rhombus that has four right angles;
e.g., 10
0

scalene triangle: A triangle with

Examples of rhombuses
no congruent sides; e.g.,
right angle: An angle that looks like
a square corner

skeleton: A model of a 3-D shape

that shows its edges and vertices
turn: A motion in which each point
in a shape moves around a point
(the turn centre) clockwise (cw) or
counterclockwise (ccw); e.g., this is
a 1 turn cw turn of the trapezoid
4

Original shape D

Turn image A skeleton of a hexagon-based prism

C
skip count: Count in a pattern by
B A skipping the same number of
numbers each time; e.g., 3, 6, 9,
Turn centre
12, ... is skip counting by 3

Reprint 2023 239

slide: A motion in which each point symbols on a pictograph: Pictures
of a shape moves the same distance used to represent data on a
and in the same direction; e.g., pictograph See pictograph
the pentagon below has been slid
diagonally in one motion but the
T
slide is described as 5 units left
and 3 units up three-dimensional (3-D) shape:
A shape with three dimensions:
Slide image width, depth, and height; e.g.,

Original shape

height

slide image: See slide

solution: 1. The complete answer depth
to a problem 2. The value that width
makes an open sentence true;
e.g., in  + 4 = 39, the solution is trapezoid: A quadrilateral in which
 = 35 because 35 + 4 = 39 one pair of opposite sides are
square: A rectangle with all sides parallel; an isosceles trapezoid is a
equal; a square can also be defined special trapezoid that has two
as a rhombus with four right angles congruent sides; e.g.,
square centimetre (cm2): A unit of
measure for area; a square that is
1 cm along each side has an area of
1 cm2; e.g., both these shapes have Trapezoid Isosceles trapezoid
an area of 1 cm2 triangle: A polygon with three sides
1 cm turn: A motion in which each point
2 cm
0.5 cm of a shape turns around a turn
1 cm
centre the same distance and in
the same direction; e.g.,
standard form (of a number):
Original Turn
The usual way to write numbers; shape centre
e.g., 23,650 is in standard form
straight angle: An angle that forms Turn
a straight line; a straight angle is image
the same as two right angles put
together

turn centre: The point around which

all points in a shape turn in a
clockwise (cw) or counterclockwise
sum: The result of adding numbers; (ccw) direction See turn
e.g., in 5 + 4 + 7 = 16, the sum is 16

240 Reprint 2023

two-dimensional (2-D) shape:
A shape with two dimensions:
length and width (or breadth); e.g.,
MEASUREMENT
width
REFERENCE
Abbreviations and Symbols
length Time
minute min
vertex (vertices): The point at the hour h
corner of an angle or shape where
Length
two or more sides or edges meet; mm
millimetre
e.g., a cube has eight vertices, cm
centimetre
a triangle has three vertices, an metre m
angle has one vertex kilometre km
vertical line: A line that goes up Mass
and down See horizontal line gram g
kilogram kg
Capacity
A vertical line millilitre mL
litre L
Area
volume: The amount of space square centimetre cm2
that an object takes up; you can
measure volume using cubes Measurement Formula
that are all the same size

W width

whole numbers: The set

of numbers that begins at 0 length
and continues forever in
this pattern: 0, 1, 2, 3, … Area of a rectangle = length × width

Metric Prefixes
kilo unit centi milli
Prefix 1 1 1
× 1000 × ×
100 1000
kilometre metre centimetre millimetre
km m cm mm
Example
1 1
1000 m 1m m m
100 1000

Reprint 2023 241

 PHOTO CREDITS
STUDENT TEXTBOOK
page x UNIT 4
W. Morrison pages 104, 109, 112, 122, 124
pages xiii, xiv, xvi, xviii J. Williams
J. Williams page 125
page ix Elwood Chu/shutterstock
trutta/shutterstock
UNIT 5
UNIT 1 pages 137, 153
pages 1, 8, 11, 18, 19, 22, 23, 27, 32 J. Williams
J. Williams page 159
page 24 M. Turner
Al Slater page 170
J. Williams W. Morrison
page 30
A. Nantel/shutterstock UNIT 6
page 31 pages 179, 187, 189, 190, 191, 192, 195,
S. Finn/Shutterstock J. Williams
page 183
UNIT 2 F. Kozlo
pages 39, 40, 41, 43, 44, 47, 51, 56, F. Kozlo
59, 60, 64, 65 J. Williams
J. Williams
UNIT 7
UNIT 3 pages 211, 212, 221, 224, 227, 228
pages 67, 84, 96, 100 J. Williams
J. Williams page 215
pages 68, 86 E. Gevaert/shutterstock
M. Turner J. Stolt/shutterstock
page 69 G. Taylor/shutterstock
Ronen/shutterstock page 230
page 74 Mark Turner
H.D. Araujo/shutterstock
page 76
JoLin/shutterstock TEACHER'S GUIDE
page 79
pages xiii, xix, xx
trutta/shutterstock
J. Williams
page 80
page ix
Vanya/shutterstock
trutta/shutterstock
page 89
page 40
WizData Inc/shutterstock
Chas/shutterstock
page 90
Irabel8/shutterstock
M. Turner
page 128
Perrush/shutterstock
J. Williams
page 91
page 264
G. Becerra/shutterstock
J. Williams
page 92
page 306
J. Williams
J. Williams
M. Turner
page 99
A.J.C. Ferrao/shutterstock

242 Reprint 2023

 ANSWERS
UNIT 1 NUMERATION, ADDITION, AND SUBTRACTION pp. 1–34
Getting Started — Skills You Will Need p. 2
1. a) 4. a) Sample response: 5402 b) 5778

5. a) 5 thousands + 9 hundreds + 2 ones

b) 6 thousands + 8 ones

b) 6. a) 40 hundreds + 5 tens + 6 ones

b) 3 thousands + 10 tens + 8 ones

7. a) 899, 1245, 4217

2. a) 4 b) 3 b) 1037, 4923, 5101, 9764

3. a) 40 b) 4000 8. a) 899 b) 1402 c) 876 d) 1123

c) 400 d) 4
9. a) 211 b) 26 c) 34 d) 827

1.1.3 Place Value: 5-digit Numbers p. 10

1. a) 3 ten thousands + 2 thousands + 1 hundred + 3. Sample responses:
2 tens + 1 one OR 30,000 + 2000 + 100 + 20 + 1 a) 32,143
b) Sample response: b) 10,432
Ten c) 12,345
Thousands Hundreds Tens Ones
thousands
3 2 1 2 1 4. Sample responses:
c) 32,121 a) 49,823
b) 49,723
2. a)
5. Sample responses:
a) 21,113; 31,112; 11,213
b) 8 counters for each.
b) Sample response: c) The sum is 8 for each.
Ten
Thousands Hundreds Tens Ones 6. Sample response:
thousands
1 2 3 4 1 69,152 and 51,269
c) 1 ten thousand + 2 thousands + 3 hundreds +
4 tens + 1 one AND 10,000 + 2000 + 300 + 40 + 1

1.1.4 Renaming Numbers p. 14

1. a)

b)

Reprint 2023 243

1.1.4 Renaming Numbers [Continued] p. 14
1. c) 3. a) 42,003
b) 51,070
c) 17,025
d) 48,000
e) 15,208

d) 4. a) 121 boxes
b) 150 boxes
c) 162 boxes (with 80 pencils
left over)
d) 82 boxes (with 45 pencils
left over)

5. a) 130 m

6. a) 27 km
2. a) 30 thousands + 4 hundreds + 7 tens
b) 124 hundreds + 8 tens
c) 3 ten thousands + 10 thousands + 2 hundreds + 81 ones

1.1.5 Comparing and Ordering Numbers p. 17

1. a) 42,978 b) 51,302 4. Sample response:
c) 82,135 d) 53,299 15,900; 16,000; 16,001

2. a) 10,003 < 13,287 < 15,149 5. Sample responses:

b) 7820 < 28,147 < 32,875 a) 70,124 b) 10,247 c) 24,107 d) 14,072

3. The number of homes with 3 or 4 people 6. a) 2 (ten thousands)

b) It could have 0 or 1 thousand

1.2.1 Adding and Subtracting Mentally p. 22

1. a) 9000 b) 6839 4. a) 2100 – 1476 = 624 b) 1476 + 624 = 2100

2. a) 4126 5. Sample response: 3999

b) 5202 6. Sample response: 2999

1.2.2 Estimating Sums and Differences p. 26

1. Sample responses: 3. Sample response: 16,999 and 29,999
a) About 70,000 b) About 70,000
c) About 60,000 d) About 58,000 4. Sample response: 41,999 and 30,121

2. Sample responses: 5. Sample response: 21,999 and 14,111

a) About 25,000 b) About 6000
c) About 35,000 d) About 60,000

244 Reprint 2023

1.2.4 Adding 5-digit Numbers p. 29
1. a) 71,061 b) 64,467 c) 90,700 6. a) 78,123 b) 17,326
+ 14,251 + 34,591
2. B 92,374 51,917

3. a) 61,127 b) 73,000 7. 23,345, 23,355, and 23,365

4. 97,568 insects

5. Sample response:
17,397 + 29,999; 17,398 + 29,998; 17,399 + 29,997

1.2.3 Subtracting 5-digit Numbers p. 32

1. a) 15,444 b) 13,178 c) 38,835 5. C

2. Sample response: 20,500; 20,501; 20,502 6. a 5-digit difference

3. 36,659 km 7. Sample response:

I would add up.
4. a) 42,816 b) 30,041
– 15,378 – 17,385
27,438 12,656

CONNECTIONS: A Different Way to Subtract p. 32

1. 2106 2. 175 3. 4363

UNIT 1 Revision p. 33
1. a)

b) Sample response: 4712

c) Sample response: 23 blocks

Reprint 2023 245

2. a)

b) 10,000 + 3000 + 300 + 1

c) 1 ten thousand + 3 thousands + 3 hundreds + 1 one
d)
Ten
Thousands Hundreds Tens Ones
thousands
1 3 3 0 1

3. Sample responses: 9. a) 8945; 23,179; 30,045

a) 40,504 b) 52,301 c) 94,121 b) 8976; 16,127; 18,000; 99,434

4. a) 534 hundreds + 17 ones 11. Sample response:

b) 16 thousands + 7 ones 23,219; 24,000; 24,100;
c) 2 ten thousands + 13 hundreds + 8 tens + 9 ones 24,200; 24,500; 25,000

5. Sample response: 12. a) 4125 + 3897 = 8022

578 hundreds + 1 ten b) 6225 + 4875 = 11,100
5 ten thousands + 78 hundreds + 1 ten c) 8120 – 3798 = 4322
d) 6245 – 3512 = 2733
6. 412 full trips
13. D
7. 34 km and a bit more
14. a) 80,587 b) 59,504
8. a) 44,217 > 38,217 c) 21,493 d) 32,832
b) 31,384 > 30,562 or 41,384 > 40,562 or
41,384 > 30,562 15. a) 49,357 b) 12,913

UNIT 2 MULTIPLICATION AND DIVISION FACTS pp. 35–66

Getting Started — Skills You Will Need p. 36
1. a) 4 + 4 + 4 + 4 + 4 + 4 b) 7 + 7 + 7 b)
c) 9 + 9 d) 6 + 6 + 6 + 6

2. a) It is an array with 3 rows and 4 columns.

b) There are 4 groups of 3 diamonds.
c) There are 4 jumps of 3 spaces.

3. Sample response: 12 ÷ 3 = 4

4. A, C, E, F 6. a) 24 b) 7 c) 24

5. Sample responses: 7. a) 42 b) 45 c) 6 d) 8
a)

246 Reprint 2023

2.1.1 Multiplying by Skip Counting p. 40
1. a) 24 b) 15 c) 18 d) 24 6. b) 24 apples

2. a) 7 × 2 = 14 b) 6 × 3 = 18 c) 4 × 6 = 24 7. He might have skip counted by 2s (or

3s, 4s, or 6s).
4. 25 books
9. Sample response:
5. 48 legs I choose to count by the second number.
I stop when I have said as many numbers
6. a) Dorji: 9 apples, Tashi: 6 apples, Tenzin: 9 apples as the first number.

2.1.2 Multiplying Using Arrays pp. 43–44

1. a) 3 × 6 = 18 b) 4 × 3 = 12 c) 3 × 8 = 24 b) X X X X X X X X X
X X X X X X X X X
2. a) 6 × 3 = 18 for a)
X X X X X X X X X
3 × 4 = 12 for b)
X X X X X X X X X
8 × 3 = 24 for c)
4×7 + 4×2
3. a) X X X X X X X X = 28 =8
X X X X X X X X So 4 × 9 = 28 + 8 = 36.
X X X X X X X X
X X X X X X X X 6. Sample responses:
b) X X X X X X X a) X X X X X X
X X X X X X X X X X X X X
X X X X X X X X X X X X X
X X X X X X
c) X X X X X X
X X X X X X X X X X X X X X
X X X X X X X X
d) X X X X X X X X X X X X X X X X
X X X X X X X X
X X X X X X X X b) 4 × 6 = 24 and 3 × 8 = 24
X X X X X X X X
X X X X X X X X 7. a) They all have only one column.

4. 7 × 4 = 28 or 4 × 7 = 28

5. Sample responses:
a) X X X X X X X X
3 × 8 = 24 X X X X X X X X
X X X X X X X X
X X X X X X X X
3 × 8 = 24 X X X X X X X X
X X X X X X X X

So 6 × 8 = 24 + 24 = 48.

2.1.4 Relating Facts by Doubling and Halving p. 50

1. a) 54 b) 28 c) 72 d) 56 3. a) i) 3 × 8 = 24
ii) 3 × 10 = 30
2. a) 45 b) 25 b) i) 3 × 8 → 6 × 4 = 24
ii) 3 × 10 → 6 × 5 = 30

Reprint 2023 247

2.1.4 Relating Facts by Doubling and Halving [Continued] p. 50
4. Sample responses:
a) 7 × 2 + 7 × 2 b)

5×4

7 × 4 = 28

10 × 4 = 40

5×4

c)

3×4

6×2

5. a) 6 children b) 12 children and 24 children

6. Sample response:

2×6
double
2×6
double
8×6
2×6
again

8. The row for 2 is double the row for 1. The row for 4 is double the row for 2.
The row for 6 is double the row for 3. The row for 8 is double the row for 4.

2.1.5 Multiplying by 7, 8, and 9 p. 53

1. a) 63 b) 54 c) 48 d) 64 5. a) 8, 16, 24, 32, 40, 48, 56, 64
b) 8, 7, 6, 5, 4, 3, 2, 1
2. a) 9 b) 18 c) 27 c) The numbers decrease by 1 each time.
d) 36 e) 45 f) 54
6. 24 bananas
3. Sample responses:
a) The ones digit goes down by 1 while 7. Sample response: The teacher grouped our
the tens digit goes up by 1. class into groups of 5. There are 8 groups. How
b) 8 × 9 = 72 many students are there? (8 × 5 = 40)

248 Reprint 2023

CONNECTIONS: Multiplication Fact Digit Circles p. 55
You get a pentagon for 4, 6, and 8; a 10-sided shape for 7 and 9, and a vertical line for 5.

2.2.1 Division as Sharing p. 58

1. a) 8 ÷ 4 = 2 2. 5 students

3. a) 5 toys
b) 4 toys
one share is 2
5. a)
b) 6 ÷ 6 = 1
0 8 16 24 32 40 48
b) 8
one share is 1
6. Sample response:
c) 18 ÷ 6 = 3 There were 30 momos and 5 people eating them.
How many momos should each person get if
they each get the same amount?

7. Sample response:
one share is 3 6, 12, 18, or 24 items

8. Sample response:
d) 30 ÷ 5 = 6 12, 24, or 36 tins

9. Sample response:
Sharing 36 counters into 9 equal groups
Finding what to multiply 9 by to get 36:
9 × ? = 36

one share is 6

2.2.2 Division as Grouping p. 60

1. Sample responses: c) 36 ÷ 9 = 4
a) 25 ÷ 5 = 5 Group 1 X X X X X X X X X
5 Group 2 X X X X X X X X X
Group 3 X X X X X X X X X
0 5 10 15 20 25 30 Group 4 X X X X X X X X X
b) 24 ÷ 3 = 8 2. 4 cars 3. 7 nights

4. Sample response: 6 teams of 5, 5 teams of 6,

3 teams of 10, 10 teams of 3

5. 32 ÷ 8 = 4, 56 ÷ 7 = 8, 24 ÷ 6 = 4

7. Sample response:
• 72 students are divided up into groups of 9.
How many groups are there? (8 groups)
• 72 students are formed into 9 groups.
How many students are in each group? (8 students)

Reprint 2023 249

2.2.3 Multiplication and Division Fact Families p. 62
1. 9 × 7 = 63 4. a) 9 × 4 = 36 and 36 ÷ 4 = 9
7 × 9 = 63 b) 5 × 5 = 25 and 25 ÷ 5 = 5
63 ÷ 7 = 9
63 ÷ 9 = 7 5. a) 5 × 9 = 45 and 45 ÷ 9 = 5
b) 42 ÷ 6 = 7 and 7 × 6 = 42
2. a) 5 × 5 = 25 and 25 ÷ 5 = 5
b) 4 × 8 = 32 8. Yes
8 × 4 = 32
32 ÷ 4 = 8
32 ÷ 8 = 4

UNIT 2 Revision pp. 65–65

1. a) 4 × 6 = 24 7. a) and b) [Continued] Sample responses:
b) X X X X X X
X X X X X X 3 × 6 = 18
0 6 12 18 24 30 X X X X X X
X X X X X X
2. 40 books X X X X X X 3 × 6 = 18
X X X X X X
3. b) 5 × 7 = 35
6 × 6 = 18 + 18 = 36
4. 2 × 5 = 10
9. Sample responses:
5. 3 × 9 = 27 or 9 × 3 = 27 a)

6. a) 3×7
X X X X X X X X X 6×7
X X X X X X X X X
X X X X X X X X X 5 × 9 = 45 3×7
X X X X X X X X X
X X X X X X X X X
b)
b) X X X X X X
X X X X X X
X X X X X X 6 × 6 = 36
X X X X X X
X X X X X X
X X X X X X 4×5 4×5

7. a) and b) Sample responses: 4 × 10

X X X X X X X X X 10. a) 48 b) 40
X X X X X X X X X
X X X X X X X X X 12. Sample responses:
X X X X X X X X X a) I could use 7 × 4 and double it b) 56
X X X X X X X X X
5 × 6 = 30 5 × 3 = 15
5 × 9 = 30 + 15 = 45

250 Reprint 2023

13. Sample responses: 15. Sample responses:
a) P1 P2 P3 P4 P5 a) Six students are sharing 30 sweets.
How many candies can each student
have?
20 ÷ 5 = 4 b) The teacher is dividing 30 students into
groups of 6. How many groups can the
P = person teacher make?

16. 9 triangles
b) P1 P2 P3 P4 P5 P6 P7 P8 P9
17. 5 days

18. 2 × 8 = 16
8 × 2 = 16
18 ÷ 9 = 2 16 ÷ 2 = 8
16 ÷ 8 = 2
14. 18 ÷ 2 = 9 pairs

UNIT 3 MULTIPLICATION AND DIVISION WITH GREATER

NUMBER pp. 67–102
Getting Started — Skills You Will Need p. 68
1. a) 0
e) 32
b) 7
f) 36
c) 36
g) 0 lll......... lll......... lll.........
d) 30
ii) h) 25

2. a) i) 78 ii) 273 iii) 210

lll......... lll......... lll.........
b) Sample responses: lll.........
i) l... l... l... l... l... l...
iii) llll.. llll.. llll.. llll.. llll..
3. A 6. a) 4 b) 8 c) 0 d) 1
e) 9 f) 7 g) 9 h) 8
4. a) 5 × [ ] = 50 b) 4 × [ ] = 49 c) 9 × [ ] = 98
7. a) 8 × 6 = 48 b) 48 ÷ 8 = 6
5. a) Sample response:

3.1.1 Multiplying by Tens and Hundreds p. 73

1. a) 70 b) 230 c) 800 d) 5300 6. a) 400 times b) 800 times
e) 200 f) 360 g) 2800 h) 8000 c) 1200 times d) 3200 times

2. 20 trips 7. Sample responses:

a)
3. a) 16 b) 15 c) 12
d) 4 e) 25 f) 100

4. 4000 times

5. Sample responses:
a) 8 × 100 or 4 × 200 b) 10 × 56 or 20 × 28

Reprint 2023 251

3.1.1 Multiplying by Tens and Hundreds [Continued] p. 73
7. b) d) 7 × 20 = 7 × 2 tens = 14 tens = 14 × 10
Hundreds Tens Ones Hundreds Tens Ones
Ill ..... I ....
IllII llII
c)
e)
ll ll ll ll ll 100 150 150 150 150 150

ll ll ll ll ll 100 150 150 150 150 150

ll ll 20

3.1.2 Estimating Products p. 75

1. Sample responses: 4. Sample responses:
a) About 1600 b) About 3600 a) 421 is between 400 and 500.
c) About 2500 d) About 2500 7 × 400 = 2800 and 7 × 500 = 3500, so 7 × 421 is
between 2800 and 3500.
2. Sample responses: b) 9 < 10, so 9 × 627 < 10 × 627 = 6270.
a) About 4000 b) About 1400 c) 8 × 300 = 2400 and 8 × 400 = 3200.
c) About 4500 d) About 900 352 is about halfway between 300 and 400, so
8 × 352 is about halfway between 2400 and 3200.
3. Sample responses: The halfway mark is less than 3000.
a) 5 × 600 = 3000, 6 × 500 = 3000
b) 9 × 700 = 6300, 10 × 650 = 6500 5. Sample response: 42 × 100, 42 × 102, 42 × 104

6. Sample response: There are 6 schools, each with

about 525 students. About how many students are
there in total?

3.1.3 Multiplying Using Rectangles pp. 78–79

1. a) 30 f)
9 300 50 6
5 8

20 8
b)
4 2. a) 318 b) 185 c) 1704

3. a) 140 b) 108 c) 942 d) 528

60 2
c)
3 4. a) 160; 20 b) 360; 9
184 72; 9
432
30 1
d)
c) 560 d) 1500; 300
7 49; 7 300
609 1810

e) 100 30 4 5. a) 111 b) 464 c) 465

d) 336 e) 3078 f) 1264
6
6. There are more flowers.

252 Reprint 2023

3.1.4 Multiplying a 3-Digit Number by a 1-Digit Number p. 83
1. a) 2436 b) 1820 5. Nu 720

2. a) 5 × 228 = 1140 b) 4 × 318 = 1272 6. a) B and D b) B

3. a) 300 + 20 + 8 b) 400 + 30 + 9 7. Sample response: There were 382 students.

× 6 × 9 Each had 7 pebbles. How many pebbles were
48 81 there altogether? (2674 pebbles)
120 270
+ 1800 + 3600 8. 524 people
1968 3951
9. a) 2 b) 4 c) 3
4. A. 1476 C. 1794 D. 2720
10. 8 × 642

3.2.1 Dividing Tens and Hundreds p. 88

1. 70 6. Sample response:
240 ÷ 6; 200 ÷ 5; 280 ÷ 7
2. a) 300 ÷ 6 = 50 b) 2000 ÷ 5 = 400
c) 3200 ÷ 4 = 800 d) 480 ÷ 8 = 60 7. Sample response:

3. a) They are equal. b) 280 ÷ 4 is greater.

lllll lllll lllll
4. a) 40 b) 900 c) 80 d) 700 lllll lllll lllll
5. Sample response:

3.2.2 Estimating Quotients p. 90

1. a) Sample response: 280 4. a) 8 or 9 b) 6 or 7 c) 2
b) About 70 birds d) 3 e) 6 f) 2

2. Sample responses: 5. No
a) About 100 b) About 80
c) About 90 d) About 20 6. Sample response: About 18 fish
e) About 90 f) About 70
8. Sample response: There are 3 people sharing
3. Sample response: About 35 plates; Nu 257 and I want to know about how much
money each person will get.

3.2.3 Dividing by Multiplying and Subtracting p. 92

1. a) 28 teams b) 23 teams 3. a) 41 R 2 windows
b) There are 2 window panes left over.
2. Sample responses:
a) 31 b) 111 4. 121 notes
c) 128 d) 77 R 1
e) 228 f) 74 R 2 5. 93 squares

6. 84 groups

Reprint 2023 253

3.2.4 Dividing in Parts p. 94
1. 131 stamps 4. Sample response:
92 g with 2 g of meat left over.
2. Sample responses:
a) 360 + 18 b) 140 + 35 + 3 5. Yes; Sample response:
c) 500 + 100 + 45 + 3 d) 600 + 210 + 2 There is 1 fewer group of 3 in 297 than in 300
e) 630 + 81 + 4 f) 400 + 160 + 4 + 2 since 300 – 3 = 297.

3. a) 63 b) 25 R 3 c) 129 R 3 6. Sample response:

d) 270 R 2 e) 79 R 4 f) 141 R 2 594 = 600 – 6; 594 = 300 + 270 + 24

3.2.5 Dividing by Sharing p. 99

1. a) 40 m b) 50 m c) 25 m 5. a) 70 R 7 b) 79 R 1 c) 56 R 3 d) 67 R1

2. a) 67 R 1 b) 57 6. a) Her sister’s friends

c) 73 R 4 d) 205 R 2 b) Tshering’s friends: 35 momos
Her sister’s friends: 39 momos
3. a) Sample response: About 30 sha balay
b) 29 R 5 7. 83 people
c) Sample response: I would give 1 extra sha 8. 259 fish
balay to 5 of the families.
154 R 1 9. Sample response:
4. Sample response: a) 100 g of meat is divided into 3 packages.
4 617
154 R 1 How many grams of meat are in each package?
– 400
100  50  4  0 217
b) 100 students are divided into groups of 3.
400  200  16  1 How many groups are there?
– 200
4 17 10. Any of the following numbers:
– 16 213, 220, 227, 234, 241, 248, 255, 262, 269, 276
1

CONNECTIONS: When do Remainders Change? p. 100

1. a) By 2: The remainder changes. 3. Sample responses:
By 3: The remainder is always 1. a) 424 ÷ 4 = 106 R 0; 442 ÷ 4 = 110 R 2; the
b) By 2: The remainder changes. remainder changes.
By 3: The remainder is always 2. b) 35 ÷ 5 = 7 R 0; 53 ÷ 5 = 10 R 3; the
c) By 2: The remainder changes. remainder changes.
By 3: The remainder is always 0. c) 522 ÷ 6 = 87 R 0; 225 ÷ 6 = 37 R 3; the
remainder changes.
2. Sample responses:
a) 417 ÷ 9 = 46 R 3
b) 471 ÷ 9 = 52 R 3; No.
c) 714 ÷ 9 = 79 R 3; No.

UNIT 3 Revision pp. 101–102

1. a) 40 b) 360 c) 600 d) 3600 4. a) 4 × 33 = 132; 120, 12
e) 90 f) 480 g) 1400 h) 4600 b) 5 × 226 = 1130; 1000, 100, 30

2. a) 32 b) 48 c) 8 d) 5 5. a) 4 × 28 = 80 + 32 = 112

3. Sample responses: 20 8
a) About 1800 b) About 3600
c) About 3500 d) About 5600 4 80 32

254 Reprint 2023

 5. b) 6 × 59 = 300 + 54 = 354 13. Sample response:
50 9

6 300 54

c) 5 × 63 = 300 + 15 = 315
60 3

23 300 15 14. Sample responses:

a) About 300 b) About 90
c) About 130 d) About 40
d) 9 × 71 = 630 + 9 = 639 e) About 200 f) About 50
70 1 15. Sample response: About 30 packages

9 630 9 16. Sample responses:

a) 5 b) 8 c) 2 d) 2 e) 2 f) 1

6. a) 8, 10, 8 17. 163 notes

b) 1600;
80, 8, 10; 18. Sample responses:
56, 8; a) 360 + 16 + 2 b) 700 + 70 + 42 + 4
1736 c) 500 + 300 + 20 + 3 d) 600 + 120 + 21 + 2
e) 360 + 42 + 2 f) 360 + 27 + 4
7. a) 168 b) 222 c) 201
d) 1512 e) 1032 f) 4696 19. Sample response:
815 = 500 + 300 + 15;
8. a) 4 × 218 = 872 b) 3 × 352 = 1056 815 = 500 + 200 + 100 + 15

9. a) B and D b) D 20. a) 200 R 2 b) 87 R 3

c) 55 R 3 d) 38 R2
10. a) 4 b) 6 c) 3
21. 64 people
11. a) 320 ÷ 8 = 40 b) 1800 ÷ 6 = 300
c) 2100 ÷ 7 = 300 d) 180 ÷ 2 = 90 22. a) 99 b) 129
c) 76 R 1 d) 29
12. a) 40 b) 600 c) 40 d) 500
23. Any of the following numbers:
322, 326, 330, 334, 338, 342, 346, 350, 354, 358

UNIT 4 FRACTIONS AND DECIMALS pp. 103–130

Getting Started — Skills You Will Need p. 104
2 1 3. Sample responses:
1. Sample response: boys and girls 1 1 5
3 3 a) About b) About c) About
2 8 6
2 1
2. a) d) (or 1) if the glass looks full
5   1
b) Sample response:  0  glass looks empty

or (or 0) if the
1
 
4. A and B

Reprint 2023 255

 Getting Started — Skills You Will Need [Continued] p. 104
2 7.
5. ; 0.2 b)
10

6. 0.8 is shaded or 0.2 is white c)

 7. Sample responses:
a)
8. 0.3, 0.8, 0.9, 1.0, 2.5

4.1.2 Equivalent Fractions p. 108

2 4 c) Not equivalent
1. a) and ; Equivalent
3 6
3 8
b) and ; Not equivalent
5 10
 1 2
c)  and ; Equivalent
4 8
  1
d)
2
and ; Equivalent
3 6
 
2. a) Equivalent
d) Equivalent
 

b) Equivalent

3. Sample responses:
8 16 6 9 1 4 2 8
a) and b) and c) and d) and
10 20 16 24 3 12 2 8

5. Sample response:
1
       
6
2
12


4.1.3 Comparing and Ordering Fractions pp. 111-112

2 3 3 7 6 3
1. a) and ; is greater. 2. a) b) c)
7 7 7 10 9 8
5 5 5 7 3 11
b) and ; is greater. d) e) f)
6 8 6 10 5 15
 1  1 1
c)  and ; is greater.  
3. Sample responses:

3 2 2
2 2 2 4 1 4 3 7
 
d)  and ; is greater.  a) 
b) c)  d) e)
5 8 5 4 10 10 5 9
 
256
Reprint 2023

       
 4. a) 0, 1, 2, or 3 b) 4 or 5 6. Sample responses:
c) 0, 1, 2, 3, 4 d) 5 2 1 5 6
a) and b) and
3 3 7 10
5. Yanka

4.1.4 Modelling Mixed Numbers    p.

 115
1 3
1. a) 3 3. a) 1
3 6
1 2
b) 1 b) 1
2 3
 c) 2 2  c) 3 1
6 2
 
2. a) 4. There is room for 5 whole
classes and half of a sixth
  class.

b) 1
5. 3
2

1 1
6. a) 5 b) 2
 3 3
c)
5
7. 10
 6 
9. Yes
d)
 10. Sample response:
If there were 4 cakes at a party
and 1 was half eaten, I could
use a mixed number to tell
1
how many cakes are left (3 ).
2

4.2.1 Modelling Hundredths p. 118

1. a) 0.08 b) 0.12 c) 0.40 3. a) 0.09 
b) 0.64
2. Sample responses: c) 0.80 or 0.8
a) c) d) d) 1.00 or 1.0 or 1

4. 0.60 and 0.6

5. a) 0.50 or 0.5
b) 0.25
c) 0.10 or 0.1
d) 1.00 or 1.0 or 1
b)

Reprint 2023 257

4.2.2 Comparing and Ordering Decimals p. 121
1. a) 1.2 < 1.37 b) 1.3 > 1.28 5. Sample responses:
c) 3.04 < 3.40 d) 2.10 > 2.01 a) 4 b) 3.9
e) 4.1 = 4.10 c) 2.54 d) 2.10

2. a) 0.89, 1.25, 1.28, 3.02, 3.1 6. Nu 4.21

b) 2.4, 2.49, 3.71, 3.87, 4.92
c) 0.01, 0.11, 1.01, 1.10 7. a) Sample response using the digit 9:
0.49, 3.44, 3.49, 3.94, 9.34, 9.43
3. a) 3.09, 3.10, 3.11 b) 4.00, 4.01 b) 0.34, 0.40, 0.43, 3.04, 3.40, 3.44

4.3.1 Adding Decimals p. 124

1. a) 19.07 b) 4.22 c) 192.09 d) 34.03 6. a) 36.14 + 8.28 = 44.42
b) 1.98 +3.57 = 5.55
2. 8.31 m c) 115.83 + 74.8 = 190.63

3. 0.80 square metres 7. Sample response: I measured a crooked wall.

There was 4.12 m before the wall turned. Then
4. Sample responses: there was another 5.89 m after the turn. How long
a) 43 b) 0.67 c) 24 d) 200 was the wall? (10.01 m)

5. 7 times 8. 50 pairs

4.3.2 Subtracting Decimals p. 127

1. Sample responses: 7. Sample response: I must walk 5 km to school. I
a) About 1 b) About 60 have already walked 3.12 km. How much farther
c) About 1 d) About 78 do I have to walk? (1.88 km)

2. 1.06 m 8. a) 3.14 – 1.49 = 1.65

b) 12.04 – 8.87 = 3.17
3. a) 1.63 b) 0.42 c) 162.85 d) 19.12 c) 14.02 – 7.89 = 6.13

4. Sample responses: 9. 3.14 and 1.98

2.46 – 1.01 = 1.45
2.35 – 0.9 = 1.45 10. Sample responses:
2.78 – 1.33 = 1.45 a) I can use the same strategies that I use to subtract
whole numbers.
5. 10 times b) There might be fewer digits in the greater
number than in the lesser number.
6. 3.5 km

CONNECTIONS: Decimals from Whole Numbers p. 128

1. a) 10 – 3.86 = 9.99 – 3.85 = 6.14
b) 7 – 4.38 = 6.99 – 4.37 = 2.62
c) 8 – 1.27 = 7.99 – 1.26 = 6.73

258 Reprint 2023

 UNIT 4 Revision pp. 129–130
6 3 1 3 12.
1. a) and ; Equivalent. b) and ; Equivalent. a) b) c)
8 4 4 12

2. A and D
 Sample responses: 
3.  
4 6 4 16 8 12
a) , b) , c) ,
10 15 5 20 18 27
6 9
d) ,
16 24
     
6 4 9 8
4. a) b) c) d)
  7 5 10 9

5. Sample responses:
4 4 3 3 13. Sample responses:
 a)  b) 
c) d)  a) 0.13 b) 0.89 c) 0.84
10 9 5 10

6. a) 0 or 1 b) 1 to 9 c) 2 (or 1) 14. 18 squares

    15. a) 0.8, 0.92, 1.47, 3.0

1 1 2
7. a) 3 b) 2 c) 1 b) 0.88, 8.08, 8.80
4 2 3 c) 2.02, 2.22, 3.14, 3.41
8. a) 3 b) 2 16. Sample response: 1.24 < 3.5;
1 1 1.24 is less than 2 and 3.5 is greater
 group of
 c) 1 ; One 4 plus 1 more person is 1 .
4 4 than 2.

9. Sample responses: 17. a) 12.17 b) 6.75

a) c) 3.41 d) 19.11
 
b) 18. 8.10 km

19. Sample responses:

10. Sample responses: a) About 23 b) About 1.22
1 1 c) About 7 d) About 86
a) 8 b) 3
4 2
20. a) 3.51 b) 10.27
11. a) 0.06 b) 0.20 c) 0.42 c) 2.77 d) 3.47

 
21. 0.96 m 23. 7

22. Sample responses:

a) 2.1 + 2.02 b) 4.93 – 3.1

Reprint 2023 259

UNIT 5 GEOMETRY pp. 131–174
Getting Started — Skills You Will Need p. 132
1. a) Shape C b) Shape D c) Shape B 3. C 4. A and B

2. a) Shape B b) Shape C 5. a) 32 cm b) 12 m c) 16 cm
c) Shape D d) Shape A

5.1.1 Sorting and Drawing Triangles p. 137

1. a) Scalene b) Equilateral c) Isosceles Isosceles:

2.

Each side length is 2 grid units long so I know

I am right.

3. Sample responses:
a)
Scalene:
3 cm 3 cm

3 cm
c) 5 cm
b) 4 cm

5 cm 5 cm 3 cm

2 cm

4. Equilateral:

5. a)
4 cm 4 cm

4 cm
c) Sample response:
5 cm
b) Sample response: 3 cm

5 cm 5 cm 4 cm

2 cm

260 Reprint 2023

5.1.3 Sorting Quadrilaterals p. 143
1. and 2. Sample responses: 3. A: Rectangle (or parallelogram)
By number of right angles: B: Rhombus (or parallelogram)
4 right angles: A, E C: Isosceles trapezoid (or trapezoid)
1 right angle: D D: Kite
0 right angles: B, C E: Square (or rectangle, rhombus, or
parallelogram)
By parallel sides:
2 pairs of parallel sides: A, B, E 4. Alike: Both have two pairs of congruent sides.
1 pair of parallel sides: C Different: A rectangle has two pairs of parallel
No parallel sides: D sides but a kite has no parallel sides.

By congruent sides: 5. a) K and L have a right angle, but M does not.

4 congruent sides: B, E b) L and M have two pairs of parallel sides, but K
2 pairs of congruent sides: A, D has only one pair of parallel sides.
1 pair of congruent sides: C
6. K: Trapezoid
L: Parallelogram or rectangle
M: Parallelogram

7. They are all correct.

CONNECTIONS: Tangrams p. 150

1. A and B, C and E

2. Parallelogram: four ways

A
C
F
E
B

E
D C
C E

Rectangle: one way Square: two ways

C C
D
B E
E

Reprint 2023 261

CONNECTIONS: Tangrams [Continued] p. 150
Trapezoid: three ways

C D E

D E
F E

Isosceles triangle: six ways

A B

C C E C

F
E
D
E

A
C
B

D
E
F
E

262 Reprint 2023

5.2.3 Slides and Flips pp. 153–154
1. a) A and D, C and F 4. a) Sample responses:
b) D and E It will be congruent and face the same
way, but farther down and to the left.
2. Sample responses: b)
Slides

Original shape

Slide image

c) (3 spaces right, 2 spaces up)

Flips 5. a) Sample responses:

It will be congruent,
but it will face the
opposite way (it
will point down
instead of up) and it
will be below the
mirror line.
b)
Original
shape

3. a) R and S
b) R: (5 spaces left) or (5 spaces left, 0 spaces up or
down)
mirror line
S: (6 spaces left, 6 spaces down)
c) Q and T
d) Flip image

Q A Sample response: My prediction was

correct.

6. a) The top vertex moved 12 squares

(down).
The left and right vertices moved
4 squares (down).
A The bottom middle vertex moved
6 squares (down).
b) Each vertex moved (3 spaces left,
2 spaces down).
c) Sample response:
T The vertices all move the same way for
slides, but they move differently for flips.

8. They are both right.

Reprint 2023 263
5.2.4 Turns p. 158
1. U and S, V and T 4. a) It will be congruent, but it will be upside
down.
1 b)
2. turn ccw around the point where the two
4
shapes touch. Original
shape
3. a)
Turn
image
b)

5. They are both right.

6. a) C
Original Turn b) B
shape image c) D

CONNECTIONS: Logos p. 159

Sample responses:
1. a) b) b)

Original
shape

Original Flip
shape image
Slide image

Mirror line
c)

Turn image

Original
shape

Turn centre

264 Reprint 2023

5.3.2 Describing and Comparing Shapes p. 165
1. a) Cone; 1 circle base, 1 curved surface, 3. a) [Cont'd]
no vertex (has an apex), 1 curved edge. Different:
b) Pentagon-based prism; 7 faces - The cylinder has two bases and the cone has one
(2 pentagon bases and 5 rectangle faces), base.
10 vertices, 15 edges. - The cylinder has two curved edges and the cone
c) Pentagon-based pyramid; 6 faces has one curved edge
(1 pentagon base and 5 triangle faces), - The cone has an apex; the cylinder doesn't.
6 vertices, 10 edges. b) Alike: Both have two bases.
Different:
2. Sample response: - The cylinder has circle bases and the prism has
Alike: triangle bases.
- Both are prisms. - The cylinder has a curved surface but the prism
- Both have 4 rectangle faces, 2 square does not.
bases, 8 vertices, and 12 edges. - The cylinder has two curved edges and the prism
Different: has none.
- One can be called a cube and the other a - The prism has some rectangle faces and the
square-based prism. cylinder has none.
- The cube has all faces congruent and the c) Alike:
square-based prism has 2 congruent bases - Both have one base.
and 4 congruent side faces. - Both have a point opposite the base.
- The cube has all square faces and the Different:
square-based prism has 2 square faces and - The cone has a circle base while the pyramid has a
4 non-square rectangle faces. pentagon base.
- The cone has a curved surface; a pyramid does not.
3. Sample responses: - The cone has a curved edge but pyramid does not.
a) Alike: - The pyramid has some triangle faces but the cone
- Both have circle bases and one curved has none.
surface. - The cone has an apex, but the pyramid has a vertex.
- Both have one or more curved edges.
- Neither has any vertices. 4. No, he is wrong.

5.3.3 Folding and Making Nets p. 169

1. a) Cone 4. Sample response:
b) Cylinder

2. B

3. Sample response:

5. a) Square-based prism
b) Sample response:

Reprint 2023 265

UNIT 5 Revision pp. 172–174
1. A is equilateral, B is isosceles, C is 6. Eight shapes:
scalene.

2. Sample responses:
a)
- Has a right angle: A, E Square Rectangle Isosceles triangle
- Does not have a right angle: B, C, D
b)
- Scalene: A, D
- Isosceles: B, E
- Equilateral: C
c) A: 0; B: 1; C: 3; D: 0; E: 1 Trapezoid Isosceles trapezoid
d) A: 0; B: 2; C: 3; D: 0; E: 2

3. a) A: trapezoid or isosceles trapezoid

B: rectangle or parallelogram
C: parallelogram, rhombus, rectangle, or
square Parallelogram Parallelogram
D: parallelogram or rhombus Kite
E: trapezoid
F: kite
G: parallelogram 7. Slide: B and D; Flip: A and B; Turn: A and C
b) Sample response:
- Has parallel sides: A, B, C, D, E, G 8.
- Does not have parallel sides: F
c) Sample response:
- Has one pair of congruent sides: A
- Has two pairs of congruent sides: B, C, D, Slide
F, G image
- Has no congruent sides: E Original
shape
4. a)

9.

b) Sample response:
Alike: Flip Original shape
image
- They both have two pairs of congruent sides
Different:
- The congruent sides are across from each
other in the parallelogram and beside each
other in the kite. 10. a)
- The parallelogram has parallel sides.
Turn
The kite does not.
image
- The kite has a diagonal that is a line of
symmetry. The parallelogram does not. Original
shape
5. a) A and D, B and E

266 Reprint 2023

10. b) 14. a) Sample response:

Original shape
Turn
image

11. a) Sample response:

The two possible structures look like this
when viewed from above; the numbers b) Rectangle-based prism
indicate the number of cubes in each position:
16. Sample responses:
1 a)
1 2 1 or 1 2 1
Front Front

b) Yes

12. a) Hexagon-based pyramid; 7 faces

(1 hexagon base and 6 triangle side faces),
12 edges, 7 vertices.
b) Hexagon-based prism; 8 faces (2 hexagon
bases and 6 rectangle side faces), 18 edges,
12 vertices.
c) Triangle-based pyramid; 4 faces (1 triangle
base and 3 triangle side faces), 6 edges,
4 vertices.

13. Sample responses:

a) Alike:
- They both have two bases.
Different:
- The cylinder has circle bases but the prism
has pentagon bases.
- The cylinder has a curved surface and b)
curved edges. The pentagon-based prism does
not.
The prism has vertices but the cylinder does
not.
b) Alike:
- The both have one base.
- Each has a point across from the base.
Different:
- The cone has a circle base, while the
pyramid has a square base.
- The cone has a curved surface and a curved
edge. The square-based pyramid does not.

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UNIT 6 MEASUREMENT pp. 175-202
Getting Started — Skills You Will Need p. 175
1. Sample responses: 3. a) 2 rows
a) 16 cm b) 20 cm c) 22 cm b) 6 columns
c) Yes
2. Sample responses:
a) 12 square centimetres 4. a) A, C
b) 24 square centimetres b) B, D
c) 24 square centimetres

6.1.1 Introducing Millimetres p. 179

1. a) 31 mm b) 3.1 cm c) 3 cm, 1 mm

2. a) 15 mm b) 182 mm c) 240 mm

3. a)
b)
c)
d)

4. Sample responses: c) Half a metre is 50 cm and 56 cm > 50 cm.

a) d) Sample response: The width of my desk.
b) My line was 2 mm longer than 45 mm.
7. Sample response:
5. A and B a) The width of a button, the thickness of my
notebook, the width of a pencil.
6. a) Longer; Sample response: b) The length of a desk, the height of a chair,
My ruler is 15 cm long, which is 150 mm. the width of a book.
b) 56 cm c) The length of a room, the length of a hallway,
the distance down a street.

6.1.2 Estimating and Measuring Areas p. 183

1. a) 6 cm
2
b) 7 cm 2
c) 3 cm
2
4. A

2. a) About 5 cm2; 6 cm2. 5. Sample responses:

b) About 5 cm2; 4.5 cm2. a) and b)
c) About 9 cm2; 11 cm2. My eraser: about 10 cm2; 12 cm2
A calculator: about 70 cm2; 81 cm2
3. Sample response: My ruler: about 45 cm2; 48 cm2

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6.1.3 Relating the Area of a Rectangle to Multiplying p. 185
1. a) 10 cm 2
b) 9 cm2

2. a) 30 cm2 b) 24 cm2

c) 100 cm2

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3. Rectangles A and C

4. Sample responses: 9 cm
a)

4 cm

6 cm

6 cm

15 cm
b)
1 cm

5 cm

3 cm

5. Sample responses:
a) 5 cm 5 cm

2 cm
2 cm

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6.1.3 Relating the Area of a Rectangle to Multiplying [Cont'd] p. 185
b) 5 cm 5 cm

2 cm

4 cm

CONNECTIONS: Relating Perimeter and Area p. 188

1. Sample response:

8 cm 4 cm P = 40 cm
P = 32 cm

16 cm

8 cm

2 cm P = 68 cm

32 cm
The square has the shortest perimeter.

2. Yes; It is even shorter than the square.

Perimeter is about 28 cm

6.2.1 Measuring Volume Using Cubes p. 190

1. a) 20 cubes b) 12 cubes c) 16 cubes b)

2. Sample responses:
a)

3. No 4. No
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6.3.1 Classifying Angles p. 195
1. a) Acute b) Right 4. No
c) Obtuse d) Obtuse
5. Sample responses:
2. Sample responses: Acute: the angle made by the door when it is
a) b) open a bit
Right: the angle formed by the walls in each
corner of the classroom
Obtuse: The angle formed by the door when it is
c) d) open all the way

6. Yes

6.4.1 Writing Times before and after Noon p. 197

1. Sample responses : 4. He studied for 1 and half hours.
a) 8: 40 a.m (Note: It may differ from It is equal to 90 minutes
school to school)
b) 3: 50 p.m (Note: It may differ from 5. He walked for 2 and half hours to
reach the town.
school to school
c) 12:00 noon d) 12:00 midnight
6. a) 3 hours
b) half an hour / 30 minutes
2. Sample responses : c) 5 and a half hours
a) will wake up b) will take lunch
c) will be in deep sleep d) will watch TV

6.4.2 Measuring Times in Hours, Minutes and Seconds p. 199

1. The baby slept for 1 hour / 60 minutes 3. a) 30 minutes / half an hour
b) 30 minutes / half an hour
2. a) 120 minutes b) 30 minutes c) Taking bath took the longest time.
c) 150 minutes d) 180 minutes

UNIT 6 Revision p. 200-201

1. a) 38 mm b) 52 mm

2. a)
b)

3. 40 mm; 1 cm = 10 mm, so 4 cm = 40 mm.

4.

5. a) 6 cm2 b) 5.5 cm2

6. a) Sample response:
About 16 cm2; Area: 20 cm2

b) Sample response:
About 10 cm2; Area: 8 cm2

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7. Sample responses:
a)

8. Sample responses:
a) Geometry box
b) Chocolate bar

9. Sample responses:
a) 15 cm

4 cm

10 cm

6 cm

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UNIT 6 Revision [Continued] p. 200-201
b) 7 cm

4 cm

14 cm

2 cm

10. 4 cm-by-4 cm rectangle; Perimeter = 16 cm.

8 cm-by-2 cm rectangle; Perimeter = 20 cm.
1 cm-by-16 cm rectangle; Perimeter = 34 cm.

11. a) Angle B b) Angle C c) Angle E

12. Sample responses: 13. a) B b) A, D, and E
a) A right angle b) An acute angle

14. a) Sample response:

15. No; Sample response: A taller prism could have a much smaller base. For example, if the base is
only 1 cube and the prism is 10 cubes tall, it has less volume than if the base were 3 cubes by 2
units and the prism had only 2 layers

16. Assuming no hidden cubes or gaps: a) 12 cubes b) 18 cubes

17. Sample response: 18. a) 12 blocks; 3 × 2 = 6 and 6 × 2 = 12.

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UNIT 7 DATA AND PROBABILITY pp. 203–230
Getting Started — Skills You Will Need pp. 203–204
1. A and C b) Flipping Five Coins
2. Sample responses:
5 Tashi-Tagyes T
a) 12 students had 5 letters in their name.
4 more students had 5 letters in their name
4 Tashi-Tagyes T
than had 6 letters in their name.
b) 20 people had 6 letters in their name.
More people had 5 letters in their name than 3 Tashi-Tagyes T T
had 6 letters or 7 letters.
2 Tashi-Tagyes T T T
3. a) Flipping Five Coins
1 Tashi-Tagyes T T
5
Number of Tashi-Tagyes

Each T means 2 times.

4

4. Sample responses:
3
a) The sun will rise tomorrow morning.
I will be in Bhutan tomorrow.
2 b) I will be in Australia tomorrow.
I will buy a car tomorrow.
1
5. Sample responses:
2 4 6 a) 6, 1, 4, 6, 1, 5, 3, 1, 2, 3, 6, 5, 5, 2, 2, 4, 3, 6, 3, 5
Number of times b) I rolled a five 4 out of 20 times.
it happened

7.1.1 Interpreting and Creating Pictographs pp. 208–209

1. b) Sheep: 6 hours Rabbit: 8 hours 4. Sample responses:
Human: 8 hours Mouse: 12 hours a) Ages of People at a Tsechu
c) Sample response: Sheep sleep 6 hours each
day, rabbits sleep 8 hours each day, and mice Children
sleep 12 hours each day.
Teenagers
d) Sample response: Mice sleep more than
sheep, rabbits, or humans. Mice sleep twice as Adults
long as sheep. less than 50

2. a) 25 students b) 130 students Older adults

c) Sample response: More students have sisters
than do not have sisters. There are 10 more Each means 5 people.
students with no sisters than with three or four
sisters. c) I chose a scale of 10.
d) There will be half as many squares in each
3. Sample response: The squares are not lined line. There will be some half-squares. I predict
up. The scale is not given. this because 10 is twice as much as 5 and some
of the numbers are groups of 5, but only half a
group of 10.

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7.1.1 Interpreting and Creating Pictographs [Contd] pp. 208–209
4 e) Ages of People at a Tsechu 6. a)
Children
Teenagers
Adults
less than 50
Older adults

Each means 10 people. Each means 4 hours.

5. Sample responses: b) Yes.

a) How Far We Walk To School c) Sample response: The graph with the 2 hour
scale
Very close
8. Sample response:
• Use a scale that does not make the graph too big
Close
or small and where I do not have to use a lot of
part symbols.
Far • Line up the symbols.
• Use the right number of symbols in each row.
• Use a symbol that is easy to divide into parts if
Very far necessary.

Each means 5 students.

7.1.2 Interpreting and Creating Bar Graphs pp. 213–214

1. a) 16 hours b) Red fox and chimpanzee f) Sample response:
c) 20 hours and 4 hours A scale of 4
d) Sample response: 2. a) 2 b) 10 hours c) 1 hour
Brown bats sleep most of the day. Chimpanzees d) Sample response:
sleep over twice as long each day as giraffes. Dechen slept the most. Karma slept 1 hour
e) 5 less than Eden.

3. Sample responses: Chandra’s Classmates’ Pets

a)
2 pets

1 pet

0 pets

2 4 6 8 10 12 14 16
Number of students
b) 2
c) The bar for 1 pet went as far as the sixth line. Each line means 2, and 6 × 2 = 12.
d) 41 students were asked about their pets. More students have no pets than have 1 pet or 2 pets.
There are three more students with 0 pets than with 1 pet.

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 4. Sample responses: 5. Sample responses:
a) Chandra’s Classmates’ Pets a) Archery Competition Attendance

Number of students 0 C1

1 C2
C3
2
C4
Each means 3 students. 0 20 40 60 80 100 120 140 160
b) Both show the data in the same way. b) 20 Number of people
They both show
• the longest line for 0 pets 6. Sample response:
• the shortest line for 1 pet The lines for the scale numbers 0, 2, 4, and 6 should
• an in-between line for 2 pets be equally spaced. The bars should be the same
width and they should be equally spaced.
8. Sample response:
I could use a bar graph to show how many students ate different kinds of food for supper last night.

7.1.3 Using a Coordinate Grid p. 218

1. A(0, 4), B(3, 5), C(4, 4), D(6, 3), E(5, 0), F(2, 1) 4. a) i)
6
2. 6
d)
5
5
4
4
3
3
2
2

b) c) 1
1

a) 0
0 0 1 2 3 4 5 6
0 1 2 3 4 5 6
The three points make a line.
3. Sample response: (3, 6) and (5, 4) ii) Sample response: (2, 3)

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7.1.3 Using a Coordinate Grid [Continued] p. 218
b) i) c) i)
6 6

5 5

4 4

3 3

2 2

1 1

0 0
0 1 2 3 4 5 6 0 1 2 3 4 5 6
The three points make a line. The three points make a line.

ii) Sample response: (1, 7) ii) (6, 5)

5. Sample response: (2, 2) and (4, 2)

7.2.2 Predicting Likelihood p. 225

1. a) Less than 4 4. Sample responses:
b) About the same a) My prediction was correct.
c) Less than 4 Greater than 2 12
2 or 4 8
2. Sample responses:
a) My prediction was correct. b) My prediction was correct.
Less than 4 7 Greater than 5 10
Greater than 6 4 Less than 5 10
b) My prediction was not correct, but it was
close. 5. Sample responses:
a)
Even 11
Odd 9 7 1
c) My prediction was correct.
4 2 6 3
Less than 4 8
c) My prediction was correct.
3. a) Greater than 2
Less than 5 10
b) About the same
Greater than 5 10

6. No

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7.2.3 Using Fractions to Describe Probability pp. 227–228
6 1 5. Sample responses: 3, 2, 6, 3, 2, 4, 1, 1, 4, 6, 5, 2
1. a) ; It is exactly .
12 2 2
a)
b) As likely to happen as not to happen. 12
7
b)
7 1 12
2. a) ; It is closer to but a bit greater
12 2 7
c)
1 12
than .
2
b) Likely. 6. a) Closer to 0; Not very likely.
1 1
b) Closer to but greater than ; Likely.
5 1 2 2
3. a) ; It is exactly .
10 2 1 1
c) Closer to but greater than ; Likely.
b) As likely to happen as not to happen. 2 2

5 1 1 7. Sample responses:
4. a) ; Closer to but a bit less than .
12 2 2 a) 3
b) Not likely. b) 1 or 2
c) 1

CONNECTIONS: Predicting Probability Runs p. 228

1. Sample responses: 2. Sample response:
a) KKTTTTKKKTKTTKKKTTTT I predict a run of four Ts or four Ks;
The longest run was four Ts. My results show a run of six Ks:
b) Two students had a run of four KTTKKTKTTKTKTKTTTTTKTTTTKKKKKKTTKTTKKKKK
and the other student’s longest run
was two.

UNIT 7 Revision pp. 229–230

1. a) 20 children 3. Sample responses:
b) 110 children a) People in Four Shops
c) Sample response:
More children are 9 years old than any other age. There are Shop 1
fewer children that are 11+ years old than any other age.
Shop 2
2. How Old Are You?

8 years old Shop 3

9 years old
Shop 4
10 years old

11+ years old Each means 2 shoppers.

Each means 10 children.

b) I chose a scale of 2 because the

numbers were small and mostly
even.

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UNIT 7 Revision [Continued] pp. 229–230
4. a) 5 9. Sample response: (2, 5), (5, 3), (5, 5)
b) Sample response:
47 children chose summer and 26 chose spring. 10. a) 11 b) 15 c) 8
c) Sample response:
Autumn is the least popular season. 11. Sample responses:
Over 70 children chose spring or summer. a) I predict that I will take out more blues.
b) I took out blue 6 times out of 10, so my
5. Sample responses: prediction was correct.
a) Karma’s Classmates’ Biscuits
12. Sample response:
2 biscuits I predict that I will spin 1 most often.
Section 1 2 3 4 5
1 biscuit
Number
6 5 2 3 4
of spins
0 biscuits
I did spin 1 the most.
0 4 8 12 16 20 24
Number of students 13. Sample responses:
a) Spinner Y
b) 4; Two of the data values, 12 and 20, can be b) I spun each spinner 20 times.
grouped in 4s. On X, I spun three 2 times out of 20.
c) About half the class did not have a biscuit. On Y, I spun three 8 times out of 20.
More students ate 1 biscuit than ate 2 biscuits. My prediction was correct.
There are 41 students in the class.
Spinner X
6. Sample response: If they are not evenly spaced, Number 1 2 3 4 5
it is hard to compare the categories. One category Number
7 5 2 3 3
might look like it is double the size of another when of spins
it really is not.
Spinner Y
7. A (1, 4) B (3, 5) C (6, 6) Number 1 2 3
D (0, 1) E (2, 3) F (4, 2) Number
11 1 8
of spins
8. 6
d) 14. Sample responses:
5 Number
1 2 3 4 5 6
rolled
4 Number
2 1 1 2 3 1
of rolls
a) c)
3 3
a)
10
2 1
b) Closer to
2
b) c) Not very likely
1
4
15. a)
0 5
0 1 2 3 4 5 6

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