The Four Operations

Grades 5 & 6 Workbook

AUTHOR: Maria Miller

Distributed by K5 Learning

Copyright 2010-2024 Taina Maria Miller

EDITION 5/2024

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Welcome to Math Mammoth’s Blue Series
K5 Learning is proud to offer Math Mammoth’s Blue Series of math workbooks for grades 1-7.

We believe the Blue Series is ideal for independent or parent-guided study. Conceptual
understanding of math concepts is emphasised with simple but rigorous explanations and visual
models. Each topic begins with a bite-sized introduction and an example, followed by practice
exercises including word problems.

The workbooks cover the following subject areas:

Addition & subtraction Time Ratios and proportions

Place value Money Integers
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Percents Square roots Statistics & probability
Word problems Linear equations

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About the Author

Maria Miller is a math teacher turned housewife and homeschooler. She has a master’s degree
in mathematics with minors in physics and statistics and has been developing math educational
materials since the early 2000s.

About K5 Learning

K5 Learning provides free worksheets for children in kindergarten through grade 5 at

www.k5learning.com. Over 100 million worksheets downloaded each year!

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 Contents
Introduction ............................................................................. 5

Warm-up: Mental Math ....................................................... 7

The Order of Operations ......................................................... 9
Equations .................................................................................. 11
Review: Addition and Subtraction ......................................... 13
Review: Multiplication and Division ...................................... 16
Balance Problems and Equations 1 ........................................ 19
Balance Problems and Equations 2 ........................................ 22
Multiplying and Dividing in Parts .......................................... 25
More Mental Math ................................................................... 29
Review of the Four Operations 1 ............................................. 31
Review of the Four Operations 2 ............................................. 37
Lessons in Problem Solving ..................................................... 40
The Coordinate Grid ................................................................ 44
The Coordinate Grid, Part 2 .................................................... 47
Number Patterns in the Coordinate Grid ............................... 49
More Number Patterns in the Coordinate Grid ..................... 52
Review ......................................................................................... 55

Answers ....................................................................................... 61

© Taina Maria Miller 4 www.k5learning.com

 Introduction
Math Mammoth The Four Operations (with a Touch of Algebra) is a mathematics worktext meant primarily for
fifth and sixth grades. Being a worktext means that this book is a textbook and workbook together: the lessons
include both the explanations of the concepts, as well as practice exercises.
The lessons in this worktext have been taken from the Math Mammoth complete curriculum for fifth and sixth
grades. For this reason, they may not always flow smoothly from one lesson to the next with a perfect continuity,
though I have tried to present them here in the most logical order.
The main topics of this book are mental math strategies, simple equations and expressions, the order of
operations, partial products, using all four operations in solving problems, and number patterns in the coordinate
grid.
Students encounter the exact definition of an equation and an expression. They practice the order of operations
with problems that also reinforce the idea of the equal sign (“=”) as denoting equality of the right and left sides
of an equation. These kinds of exercises are needed because students may think that an equal sign signifies the
act of finding the answer to a problem (such as 134 + 23 = ?), which is not so.
Students solve simple equations with the help of a bar model. They also use the pan balance model to solve
simple one and two-step equations and even some three-step equations.
We review the thought of partial products (multiplying and dividing in parts), including how those partial
products are seen in the multiplication algorithm, and how to use mental math to divide numbers in parts.
Although the book is named “The Four Operations,” the idea is not to practice each of the four operations
separately, but rather to see how they are used together in solving problems and in simple equations. We are
trying to develop the student's algebraic thinking, including the abilities to: translate problems into mathematical
operations, comprehend the many operations needed to yield an answer to a problem, “undo” operations, and so
on. Many of the ideas in this book are preparing students for algebra.

I wish you success in teaching math!

Maria Miller, the author

© Taina Maria Miller 5 www.k5learning.com

 (This page is intentionally left blank.)

© Taina Maria Miller 6 www.k5learning.com

 Warm-up: Mental Math
Add in parts. Use rounded numbers, then correct the error.
57 + 34 = ? 29 + 18 = ?
Add the tens: 50 + 30 = 80. 29 is close to 30, and 18 is close to 20.
Add the ones: 7 + 4 = 11. 30 + 20 = 50. But that is 3 too many,
Lastly, add the two sums: 80 + 11 = 91. so the correct answer is 47.

Subtract in parts. Use rounded numbers, then correct the error.

81 − 34 = ? 75 − 39 = ?
Subtract 30 first: 81 − 30 = 51. 39 is close to 40, so subtract 75 − 40 = 35.
You subtracted one too many, so add one to
Then subtract four: 51 − 4 = 47.
get the correct answer 36.

1. Add and subtract using the tricks explained above.

a. b. c.
19 + 19 = _____ 19 + 19 + 57 = ______ 100 + 200 + 2,000 + 5,500 = ________

28 + 47 = _____ 44 + 12 + 29 = ______ 400 + 12,000 + 5,000 + 320 = ________

d. e. f.
33 − 17 = _____ 34 − 19 + 12 = _____ 1,500 − 250 − 250 = _________

81 − 47 = _____ 85 − 12 + 55 = _____ 400 − 7 − 40 − 100 = _________

2. A track has four legs of different lengths: (a) 1 km 200 m, Hint: “kilo” in kilometer
(b) 700 m, (c) 1 km 500 m, and (d) 900 m. refers to one thousand.
What is the total length of the track?

3. A cold front just arrived, and the temperature dropped

14 degrees. It is now 74°F. How hot was it before?

4. Four crates of apples weigh a total of 56 kg. The first one

weighs 12 kg, the second one 15 kg, and the third one
22 kg. Find the weight of the fourth crate of apples.

5. Solve in your head.

a. 127 + ______ = 200 b. 250 + _______ + 300 = 760 c. _____ − 34 = 56

© Taina Maria Miller 7 www.k5learning.com

 6. Multiply.

a. 20 × 6 = _______ b. 10 × 35 = _______ c. 400 × 500 = _______

200 × 6 = _______ 100 × 35 = _______ 60 × 80 = _______

200 × 600 = _______ 20 × 100 = _______ 100 × 430 = _______

7. Continue the patterns for the next five numbers.

a. 60, 120, 180, 240, ...

b. 1,080, 960, 840, 720, ...

c. 130, 170, 210, 250, ...

8. Estimate the cost of buying two skirts for $26.95

and three pairs of socks for $3.29 each.
(Use rounded numbers.)

Multiply part-by-part 5 times a number

Multiply ones, tens, and hundreds Find 10 times half of
separately. Add. the number.
3 × 62 = 3 × 60 + 3 × 2 = 186 5 × 28 = 10 × 14 = 140.

9 times a number 11 times a number

Find 10 times a number and subtract Find 10 times the number, and then
that number once. add that number.

9 × 55 = 10 × 55 − 55 11 × 38 = 10 × 38 + 38
= 550 − 55 = 495 = 380 + 38 = 418

9. Multiply using the “tricks” explained above.

a. 5 × 26 = _______ b. 5 × 43 = _______ c. 6 × 41 = _______

d. 5 × 107 = _______ e. 9 × 15 = _______ f. 9 × 32 = _______

g. 7 × 205 = _______ h. 3 × 211 = _______ i. 11 × 25 = _______

j. 11 × 18 = _______ k. 4 × 32 = _______ l. 9 × 109 = _______

© Taina Maria Miller 8 www.k5learning.com

 The Order of Operations
Mathematicians have decided that if there are many operations, they are to be done in a certain
order. This is to prevent confusion.

1. First solve whatever is inside parentheses.

Parentheses mark what operations are priorities to be done first.

2. Next, solve multiplications and divisions, from left to right.

This does not mean multiplications are to be done before divisions. Instead, they are all equally
important, or “on the same level”. For example, in 45 ÷ 5 + 2 × 8, do both the division and the
multiplication first, before the addition. (It won’t matter whether you divide or multiply first.)

If there are several multiplications and divisions in a row (without addition or subtraction in
between), do them from left to right. For example, in 36 ÷ 9 × 5, solve 36 ÷ 9 first.

3. Last, solve additions and subtractions, from left to right.

Again, this doesn’t mean additions are done before subtractions. Instead, they’re to be done from
left to right. For example, in 200 − 50 + 30 + 7, solve 200 − 50 first.

1. Solve what is in the parentheses first. You can enclose the operation to be done first in a “bubble.”

Example 1. a. (50 − 2) ÷ (3 + 5) b. 20 × (1 + 7 + 5)

(36 + 4) ÷ (5 + 5)
\ / \ /
= 40 ÷ 10 c. 2 × (600 ÷ 60) + (19 − 8) d. 180 ÷ (13 − 7 + 3)

=4

2. Solve. When there are several multiplications and divisions in a row, do them from left to right.

Example 2. a. 36 ÷ 4 ÷ 3 b. 1,200 ÷ 4 × 5 ÷ 3

24 ÷ 3 × 2 ÷ 4
\ /
=8 × 2÷4 c. 7 × 90 ÷ 2 × 2 ÷ 10 d. 5 × 6 ÷ 3 ÷ 2 × 20
\ /
= 16 ÷ 4 = 4

© Taina Maria Miller 9 www.k5learning.com

 Parentheses are used to change the normal order of operations. For example, if we want 9 and 18
added first, then the result multiplied by 3, we write 3 × (9 + 18) or (9 + 18) × 3.

(What would get done first if you wrote 3 × 9 + 18 or 9 + 18 × 3 ?)

3. Write a calculation for the following, and solve.

a. First subtract 9 from 30, then multiply the result by 5.

b. First multiply 7 and 6, then add 20 to the result.

c. First add 14, 15, and 16, then divide that by 3.

d. First add 27 and 37, then subtract what you get from 100.

4. Now let’s do it with more operations.

a. First add 26 and 6, then multiply that by 2, and lastly subtract what you got thus far, from 90.

b. First multiply 5 and 7, subtract the result of that from 100, and lastly add 34 to it.

c. First divide 36 by 9, multiply the result by 5, and subtract that from 55.

5. Solve in the right order. You can enclose the operation to be done first in a “bubble” or a “cloud.”

a. (8 + 16) ÷ 3 ÷ 2 = __________ b. 10 + 2 × 9 + 8 = _________

c. 25 + 8 × 5 ÷ 2 = _________ d. 10 + 2 × (9 + 8) = _________

e. 120 − 2 × (11 − 5) = __________ f. 2 × (100 − 80 + 20) = _________

6. Division can also be written with a fraction line. Solve in the right order.

24 32 54
a. 6 + = ________ b. 40 + − 6 = ________ c. − 3 × 2 = ________
2 2 6

© Taina Maria Miller 10 www.k5learning.com

 Equations
An expression contains numbers, letters, and operation symbols—but no equals sign.
For example, “40 × 2 + 6 × 5” is an expression. A single number or letter, such as 9,
is also an expression.
An equation contains two expressions separated by an equals sign, “=”.
Here are two examples: 24 = 11 + 13 and 2x − 13 = 6/y. Even 0 = 0 is an equation!

1. Equation or expression? (Do not solve these.)

a. 4t = 180 b. 2 + 60 × 345 ÷ 9 c. 15 = x + y

5.4 − 2.12 = 8.2 24 ÷ 0.8

d. e. 1,000 = 1,000 f. 12 −
0.4 189

2. Which expression matches each problem? Also, solve the problems.

a. Mark bought three light bulbs (1) 3 × $8 − $50 (3) $50 − 3 × $8

for $8 each and paid with
$50. What was his change? (2) $50 − $8 + $8 + $8 (4) $50 − ($8 − $8 − $8)

b. Shirts that cost $16 each are (1) $16 − $5 × 6 (3) $16 × 6 − $5
discounted by $5, so Mom
bought six of them. (2) 6 × ($16 − $5) (4) ($16 − 6) × 5
What was the total cost?

c. Andy bought a salad for $8 and a pizza for $13, (1) $8 + $13 ÷ 2
and shared the cost evenly with his friend.
What was Andy’s share of the cost? (2) $2 ÷ ($8 + $13)

(3) 2 × $8 + 2 × $13

(4) ($8 + $13) ÷ 2

d. Melissa shared equally the cost of a meal with three (1) $48 ÷ 4 + $30 ÷ 3
other people, and the cost of a taxi with two other
people. The meal cost $48 and the taxi cost $30. (2) ($48 + $30) ÷ 3 ÷ 2
How much did Melissa pay?
(3) $48 ÷ 3 + $30 ÷ 2

(4) ($48 + $30) ÷ 5

© Taina Maria Miller 11 www.k5learning.com

 120 − 75 = 3 × 15
An equation contains two expressions,
separated by an equals sign. This is the left side This is the right side
of the equation. of the equation.

If the left and right sides have the same value, it 18 = x − 3

is a true equation. If not, it is a false equation.
The equation below is false. Solving an equation means finding the value
of the unknown (x) that makes it true.
4 + 5 = 21 − 3 The value x = 21 makes this equation true,
left side right side so we say x = 21 is the solution.

3. If the equation is false, change one number in it to make it true.

32
a. 6 + =5 b. (6 − 2) × 3 = 5 + 5 c. 5 × 2 = 16 ÷ 2 + 2
8

4. Place parentheses into these equations to make them true.

a. 10 + 40 + 40 × 2 = 180 b. 144 = 3 × 2 + 4 × 8 c. 40 × 3 = 80 − 50 × 4

5. Find a number to fit in the box so the equation is true.

a. 40 = ( + 9) × 2 b. 4 × 8 = 5 × 6 + c. 4 + 5 = (20 − )÷2

d. 81 = 9 × ( 2 + ) e. × 11 = 12 + 20 × 6 f. (4 + 5) × 3 = ÷2

6. Solve these simple equations.

x
a. s × 2 = 660 b.
2
=5 c. 200 − y = 60

s = _________ x = _________ y = _________

7. Build at least three

true equations using 11, 3, 1, −, +, ×, ( ), =
only the symbols and
numbers given. You
may use the same
number or symbol
many times.

© Taina Maria Miller 12 www.k5learning.com

 Review: Addition and Subtraction
Addition has to do with many parts and
their total. You add the parts to get the total.
In this addition, one of the parts is unknown.
32 + x + 120 = 202

Subtraction also has to do with a total and parts.

A subtraction equation starts with the total.
We can write several subtractions to match this
bar model. In each subtraction, we subtract two
of the three parts from the total, and the answer
202 − 32 − x = 120
is the remaining part.
202 − 120 − 32 = x
Which subtraction on the right can be used to
find (or solve) the unknown x? 202 − x − 120 = 32

1. Write one addition equation and one subtraction equation to match each bar model. Then solve for x.

a. Addition:

Subtraction:

x = ____________

b. Addition:

Subtraction:

x = ____________

c. Addition:

Subtraction:

x = ____________

© Taina Maria Miller 13 www.k5learning.com

 Sum and addends Minuend, subtrahend, and difference

The numbers that are being added are called The number that you subtract from is called the
addends. The result is a sum — even if you minuend. The number you subtract is the
haven’t yet calculated it. So “5 + 8” is called subtrahend. (The minuend comes before the subtrahend,
just like “M” comes before “S” in the alphabet.)
a sum.
The result is the difference, even if it hasn’t yet
Examples:
been solved. So “55 − 17” is a difference.
“8 + 13” is a sum. 8 and 13 are the addends.
Examples:
“20 + x” is a sum: It is the sum of 20 and x.
You can call “5 + 8 + 13” the sum written, The difference of 55 and 17 is written as 55 − 17.
and the answer 26 you can call the sum that We can solve or calculate that to get 38.
has been solved or calculated.
The difference of x and 14 is written as x − 14.

2. Write an expression or an equation to match each written sentence.

a. The sum of 68 and s b. The difference of y and 37

c. The sum of 60, b, and 40 equals 120. d. The difference of 80 and x is 35.

3. Match the written expressions with the number expressions. (You don’t have to solve these.)
a. The sum of 7 and 5 is subtracted from 20. (7 − 5) + 20
b. The difference of 7 and 5 is subtracted from 20. 20 − 5 − 7
c. 20 is added to the difference of 7 and 5. 7 + (20 − 5)
d. The difference of 20 and 5 is added to 7. 20 − (7 + 5)
20 − (7 − 5)

4. Write an expression. Consider the order of operations!

a. The difference of 15 and 6 is added to 16. b. The sum of 5 and 80 is subtracted from 100.

© Taina Maria Miller 14 www.k5learning.com

 Remember? Whether you subtract a sum of several numbers → 100 − (40 + 20 + 30) = 10
or subtract the numbers one by one → 100 − 40 − 20 − 30 = 10
...the answer is the same!

5. Solve. Notice: some problems have the same answer. Which ones?

a. 7,000 − (1,500 + 2,500) = _________ b. 600 + 30 − 30 + 30 − 30 = _________

7,000 − 2,500 − 1,500 = _________ 600 − (30 + 30 + 30 + 30) = _________

7,000 − (2,500 − 1,500) = _________ 600 − 30 − 30 − 30 − 30 = _________

Which number sentence matches the problem? You don’t have to calculate the answer.

6. Mark bought 14 wheelbarrows a. 14 × $58 − $900 b. $900 − 14 × $58

for $58 each, and paid with $900.
What was his change? c. $900 × 14 × $58 d. $58 − $900 × 14

7. Sarah baked three cakes. On top of

each, she put 24 chocolate chips and a. 24 + 12 × 3 b. 24 + 24 + 12 + 12 + 12
12 banana slices. How many total c. 3 × (24 + 12) d. 3 × 24 + 12
items are on top of the cakes?

8. Jack and Jill bought 9 toys for $7 a. $7 + 9 × 2 b. 9 × $7 ÷ 2

each, and shared the cost equally.
How much did each pay? c. 9 × 2 × $7 d. $7 ÷ 9 × 2

9. Write a single expression using numbers and operations for each problem, not just the answer!

a. You bought 15 toy cars for $2 each and a sand toy set for $6.
You paid with $50. What was the total cost?
What was your change?

b. Three children bought strawberries for $9, ice cream

for $8, and cheese for $13. They shared the cost
equally. How much did each child pay?

c. The price of a phone that costs $128 is lowered (discounted) by $31.

George bought five of them.
What was the total cost?

© Taina Maria Miller 15 www.k5learning.com

 Review: Multiplication and Division
Multiplication and division of whole numbers
have to do with things or groups of the same size.

When you multiply the number of groups by the amount

in each group (or the other way around), you get the total. We can write four equations to match
the model:
When you divide the total by the number of groups, you
get the amount in each group. 5 × s = 85 85 ÷ 5 = s
When you divide the total by the amount in each group,
you get the number of groups.
s × 5 = 85 85 ÷ s = 5

1. Write one multiplication equation and one division equation for each bar model. Then solve for w.

a. b.

_______ × _______ = __________ _______ × _______ = __________

_______ ÷ _______ = __________ _______ ÷ _______ = __________

w = __________ w = __________

2. Which equation matches which bar model? Also, solve for y.

Equations:
6 × y = 90 a. b.
y ÷ 6 = 90
y = ____________ y = ____________

3. Draw a bar model to represent each equation, and solve the equation.

a. R ÷ 5 = 120 b. 5 × R = 120

c. y ÷ 12 = 60

© Taina Maria Miller 16 www.k5learning.com

 Product and factors Dividend, divisor, and quotient

The numbers that are being multiplied are The number you divide is called the dividend.
called factors. The number you divide by is the divisor.
The result is called a product — even if you The result is the quotient, even if it has not yet
have not yet calculated it. So “5 × 6” is called been solved. So “x ÷ 20” is a quotient (of x
a product. and 20).

Examples: Examples:
5 × 6 is a product. 5 and 6 are the factors. The quotient of 100 and 5 is written as 100 ÷ 5,
100
s × 12 is a product: it is the product of s and 12. or using the fraction line as . We can solve
5
You can call 5 × 6 × 3 the product written, or calculate that to get 20.
and the answer 90 you can call the product
x
that has been solved or calculated. The quotient of x and 20 is written x ÷ 20 or .
20

4. Write an expression or an equation to match each written sentence.

a. The product of 52 and 8 b. The quotient of 15,000 and 300

c. The product of 4, S, and 18 d. The quotient of 80 and x

e. The quotient of 240 and 8 is 30 f. The product of 3, 5, and T is 60

5. Write a division equation where the dividend is 280, the quotient

is 4, and the divisor is unknown. Use a letter for the unknown.
Then find the value of the unknown.

6. Write a division equation where the quotient is 3, the divisor

is 91, and the dividend is unknown. Use a letter for the unknown.
Then find the value of the unknown.

© Taina Maria Miller 17 www.k5learning.com

 Look carefully at this expression: 3 × 47 + 8 × 47 . Think of it as three copies of 47,
and another eight copies of 47. In total, we have 11 copies of 47, or 11 × 47 .

Similarly, 9 × 165 − 4 × 165 is like saying that we have 9 copies of the number 165, and we
take away four copies of that number. What is left? Five copies of that number, or 5 × 165 .

7. For each two expressions, decide if the answers are the same or not. Do not calculate the answers.

a. 3 × 417 − 417 b. 6 × 799 − 2 × 799 c. 389 + 389 + 389 + 72 + 72 + 72

2 × 417 3 × 799 3 × 389 + 3 × 72

d. 16 × 68 e. 500 − 25 + 19 f. 832 − 225 − 195

9 × 68 + 7 × 68 500 − (25 + 19) 832 − (225 + 195)

8. Which number sentence matches the problem? You don’t have to calculate the answer.

The sides of a rectangular

park measure 26 ft and 43 ft. a. (26 + 43) × 3 b. 3 × 2 × (26 + 43)
Ashley ran around it three times. c. 26 + 43 + 26 + 43 d. 3 × 26 + 43 + 26 + 43
What is the distance she ran?

9. Look at the division equations. In each, the dividend x÷5=4 N ÷ 12 = 60

is the unknown. Explain how you can find the unknown.
(You don’t have to actually solve the equations; just explain
y ÷ 8 = 100 M ÷ 83 = 149
how to solve them.)

10. Look at the division equations. In each, the divisor 16 ÷ x = 8 350 ÷ N = 50

is the unknown. Explain how you can find the unknown.
(You don’t have to actually solve the equations; just explain
72 ÷ y = 9 120 ÷ M = 6
how to solve them.)

11. Solve for the unknown N or M.

a. 5 × M = 20 b. M ÷ 3 = 5 c. 45 ÷ M = 5

d. 4 × N = 8,800 e. N ÷ 20 = 600 f. 640 ÷ N = 80

© Taina Maria Miller 18 www.k5learning.com

 Balance Problems and Equations 1
Here you see a pan balance, or scales, and some things on both pans. Each rectangle represents an
unknown (and “weighs” the same, or has the same value).
Since the balance is balanced (neither pan is going
down—they are level with each other), the two sides
(pans) of the scales weigh the same.
This portrays a mathematical equation: what is in
the left pan equals what is in the right pan. (Things
in the same pan are simply added.)
The equation is:
5+ + = 11
(If it helps you, you can think of kilograms or pounds.)
When we figure out how much the unknown shape weighs, we solve the equation.
The solution is: =3

1. Write an equation for each balance. Then use mental math to solve how much each geometric
shape “weighs.” You can write a number inside each of the geometric shapes to help you.

a. b.

Equation:
Equation: 9= +3 _____________________________

Solution: = 6 Solution: = _______

c. d.

Equation: Equation:
_____________________________ _____________________________

Solution: = _______ Solution: = _______

© Taina Maria Miller 19 www.k5learning.com

 From now on we will use x for the unknown instead of a geometric shape.
It is the most commonly used letter of the alphabet to signify an unknown.

x + 5 = 7 + 13 28 + 9 = x
x + 5 = 20 37 = x
x = 15 x = 37

Example 1. To solve this equation, first add Example 2. Sometimes x is on the right
7 and 13 that are in the right “pan”. side of the equation. That is not a
problem. In the last step you can flip
We get x + 5 = 20. The solution is easy to see the sides, so that your last line
now with mental math: x = 15. You can also use will be x = (something).
subtraction: x = 20 − 5 = 15.

Notice that we align the equal signs when solving an equation. It keeps everything tidy and easy
to read.

2. Write an equation. Write a second step if necessary. Lastly write what x stands for.

a. b.
__________ = __________
__________ = __________ __________ = __________
x = _______ x = _______

3. Draw x’s and weights on the left and right sides on the two pans to match the given equation, then
solve. You may not need all the empty lines provided.

a. b.

x + 18 = 5 + 31 8 + 17 = 11 + x
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

© Taina Maria Miller 20 www.k5learning.com

 Whenever there are lots of x’s in the same pan, Example 3.
use this shorthand notation:
• x + x is written as 2x. It means 2 times x.
• x + x + x is written as 3x. It means 3 times x.
You can use division 36 = 3x
• x + x + x + x is written as 4x, and so on. to solve this.
12 = x
We simply omit the multiplication sign between
Lastly, flip the sides. → x = 12
a number and a letter (such as 4 and x).

4. Write an equation to match the balance. Then solve what x stands for.

a. b. c.

_________ = _________ _________ = _________ _________ = _________

_________ = _________ _________ = _________ _________ = _________
x = _______ x = _______ x = _______

5. Draw x’s and weights on the left and right sides on the two pans to match the given equation, then
solve. You may not need all the empty lines provided.

a. b.

3x = 16 + 35 2 + 27 + 25 = 6x
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

a. 3,928 + 3,943 = 17x

b. 10,000 − 5,493 − 834 − 3,673 = 22x

Solve the equations.

© Taina Maria Miller 21 www.k5learning.com

 Balance Problems and Equations 2
Example 1.
If there are x’s on both sides,
use this “trick”: Take away, 2x = x + 34
or subtract, the same amount of
x’s from both sides so that
you will only have ONE x x = 34
left on one side.

1. First write the equation as the balance shows it. Then solve, crossing out x’s from both sides.

a. b.
2x + 47 = 3x
_________ = _________
47 = x
x = 47 _________ = _________

c. d.

_________ = _________ _________ = _________

_________ = _________ _________ = _________
_________ = _________ _________ = _________

e.
f.
_________ = _________
_________ = _________
_________ = _________
_________ = _________
_________ = _________
_________ = _________
_________ = _________

© Taina Maria Miller 22 www.k5learning.com

 You can also remove the same Example 2.
amount of “weight” from both sides.
Here, it helps to remove, or subtract, 3x + 6 = 36
6 kg from both sides. 3x = 30
You can indicate that by crossing
x = 10
out the 6-kg weight, and by crossing
out the number 36 on the other
weight and writing 30 in its place.

Example 3. 3x + 9 = x + 27
Can you follow the solution 3x = x + 18
on the right, and cross
out items from the pans 2x = 18
accordingly?
x = 9

2. Solve.

a. b.

_________ = _________ _________ = _________

_________ = _________ _________ = _________

_________ = _________ _________ = _________

c.
d.
_________ = _________
_________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

_________ = _________ _________ = _________

© Taina Maria Miller 23 www.k5learning.com

 3. Solve.

a. b. c.

_________ = _________ _________ = _________ _________ = _________

_________ = _________ _________ = _________ _________ = _________

_________ = _________ _________ = _________ _________ = _________

_________ = _________ _________ = _________ _________ = _________

4. Solve these equations. To help you, you may draw all the “stuff” on the left and right sides on the
two pans, and “remove” the same amounts from both sides to solve the equation. Or you can
solve these without using the visual model. You may not need all the empty lines provided.

a. b.

2x + 5 = 41 3x + 37 = 4x
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

c. d.

x + 15 = 2x + 7 3x + 8 = 26
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

© Taina Maria Miller 24 www.k5learning.com

 Multiplying and Dividing in Parts
7 · 84
You have already learned about multiplying in parts or partial
products. For example, you can solve 7 · 84 by multiplying 7 · 80, = 7 · (80 + 4)
then multiplying 7 · 4, and then adding the two results.
= 7 · 80 + 7 · 4
Essentially, we think of the second factor 84 as the quantity or
sum (80 + 4), and then multiply both of its parts separately by 7: = 560 + 28
= 588

8 · (100 − 2)
We can use this idea with subtraction, also. Let’s write 98
as the difference (100 − 2). We can then multiply the = 8 · 100 − 8 · 2
product 8 · 98 thinking of it as 8 · (100 − 2), and using = 800 − 16
partial products:
= 784

1. Write each given product using subtraction or addition. Then solve using partial products.

a. 7 · 99 = 7 · (100 − 1) b. 4 · 999 = 4 · ( _______ − _____ )

= 700 − 7 = _________ =

c. 5 · 104 = 5 · ( _______ + _____ ) d. 5 · 998

e. 6 · 98 f. 7 · 2,030

2. Write two expressions for the area of the whole rectangle, thinking of the large rectangle as the sum of two
smaller ones. Study the example in part (a). In part (d), draw the picture yourself.

a. b.
Total area: 3 ·( 6 + 4 ) Total area: _____ · ( _____ + _____ )
The areas of the two rectangles: The areas of the two rectangles:
3 · 6 and 3 · 4 _____ · _____ and _____ · _____

c. d.
Total area: _____ · ( _____ + _____ ) Total area: 5 ·( 2 + 3 )
The areas of the two rectangles: The areas of the two rectangles:
_____ · _____ and _____ · _____ 5 · 2 and _____ · _____

© Taina Maria Miller 25 www.k5learning.com

 Remember partial products and the multiplication algorithm?
On the right, 25 · 39 is solved using partial products. The partial
products are: 9 · 5, then 9 · 20, then 30 · 5, and lastly 30 · 20.
Notice there are four partial products. Notice also that we use 20
and 30 when we multiply, not 2 and 3. This is because the “2”
in 25 really means 20, and the “3” in 39 really means 30.

3. a. Which partial products do b. Solve using c. Solve using

80 and 700 correspond to? partial products. partial products.

Example 1. The picture illustrates the multiplication 38 · 57 using

an area model. Study it carefully. It corresponds exactly to the
partial products algorithm above: the total area is solved in parts.
The total area of the rectangle is:

38 · 57 = 30 · 50 + 30 · 7
+ 8 · 50 + 8 · 7
= 1,500 + 210 + 400 + 56 = 2,166 square units

4. The rectangular area models illustrate two multiplications (not to scale). In each rectangular part, write how
many square units its area is. Then, find the total area by adding the areas of the parts.

a. 29 · 17 b. 75 · 36

© Taina Maria Miller 26 www.k5learning.com

 We can also divide a sum or difference in parts.
40 + 55 40 55
Example 2. In the quotient , we can divide and separately, and then add the results.
5 5 5
40 55
We get + = 8 + 11 = 19.
5 5

120 − 48 120 48
Example 3. Dividing in parts works equally well with subtraction: = − = 30 − 12 = 18.
4 4 4

5. Divide in parts, then add or subtract the results.

80 + 12 350 + 15 400 − 12
a. b. c.
2 5 4

9,300 − 60 350 + 21 − 7 900 − 18

d. e. f.
3 7 9

22 m 9 cm 40 kg 750 g 12 L 600 ml
g. h. i.
2 5 4

How can you make sense of this? Let’s say you have both apples and oranges in a bag, and you are going
to share them equally between 5 people. How many pieces of fruit will each person get? You could just
mix all the pieces of fruit and divide the total number by five to find the answer, but you can also take
only the apples and divide those by 5, and then take only the oranges and divide them by five. In essence:
apples + oranges apples oranges
= +
5 5 5
(Of course, you probably want to divide the fruit separately in this situation, and not mix them. But the NUMBER of pieces of
fruit that each person would get can be found either way.)

6. Divide in parts in your head. First, think how the dividend can be written in two or more parts.

412 609 824 1,206 4,518

a. b. c. d. e.
2 3 8 6 9

7. You have 2 liters 250 milliliters of ice cream that you want to share equally with three of your friends (four
people in total) at a birthday party. How much ice cream will each person get?
Round your answer to the nearest 10 milliliters.

© Taina Maria Miller 27 www.k5learning.com

 21 + 2 21 2
Dividing in parts, we get and . While 21/7 is just 3, the other part, 2/7, has to be left as
7 7 7
2 2 23
a fraction. We get 3 + = 3 . Of course, this is the same as writing the fraction as a mixed number.
7 7 7

8. Divide in parts. You will have a fraction in the answer.

15 + 4 44 + 7 6 + 70
a. b. c.
5 11 7

420 + 2 240 + 12 + 3 2 + 36 + 270

d. e. f.
6 4 9

9. Divide in parts in your head. First, think how the dividend can be written in two or more parts.
See the example.

403 400 + 3 911

a. = = b.
4 4 3

5,024 81
c. d.
5 4

127 365
e. f.
3 6

Reminder: you can only divide in parts when there is a single number in the denominator (the divisor).
30 + 120
In the expression , we need to first solve 3 + 7. After that, you could divide in parts.
3+7
You could also simply calculate the two sums first to get 150/10 = 15.

10. Simplify. In some of these problems, it helps to divide in parts. Can you find which ones?

3+4 12 − 5
a. b.
5+9 3 + 13 + 5

30 + 50 6 + 24 + 240
c. d.
2+9 8

120 − 3 100
e. f.
7−3 80 − 50

Fill in the blanks so the equations are true.

− 3 −3 1
a. = 25 − b. = 2 −
10 10 5 5

© Taina Maria Miller 28 www.k5learning.com

 More Mental Math
To multiply 2,000 × 120, simply Solve division by thinking of You can add in parts.
multiply 2 × 12, and place four multiplication “backwards”:
zeros on the end of the answer: 76 + 120 + 65 = ?
5,600 ÷ 70 = ?
2,000 × 120 = 240,000 First add 70 + 120 + 60 = 250.
Think what number times 70 Then, 6 + 5 = 11.
will give you 5,600. Lastly, 250 + 11 = 261.
Since 70 × 80 = 5,600,
then 5,600 ÷ 70 = 80.

The order of operations is:

1. Parentheses 2. Exponents; 3. Multiplication and division; 4. Addition and subtraction.

To calculate 9 × 80 − 10 × 70, first solve 9 × 80 In the expression 4,500 ÷ (5 + 45) × 80,

and 10 × 70 . Subtract only after those calculations. solve 5 + 45 first. Then, divide.
9 × 80 − 10 × 70 4,500 ÷ (5 + 45) × 80
= 720 − 700 = 20 = 4,500 ÷ 50 × 80
= 90 × 80 = 7,200

1. Solve in your head.

a. 410 + 2 × 19 b. 3 × 50 + 4 × 150 c. 70 × 80 − 40 × 50

= = =

d. 14 + (530 − 440) e. 45 + 56 + 35 f. 300 ÷ 5 − 400 ÷ 10

= = =

2. Solve in your head.

a. 17 + _________ = 110 b. 345 + ___________ = 1,000 c. 3 × 40 + __________ = 500

3. Divide. Remember that division can also be written using a fraction line.

240 72 5,600 420 420

a. = c. = e. = g. = i. =
4 9 10 20 70

7,200 450 8,000 10,000 7,200

b. = d. = f. = h. = j. =
100 9 200 50 800

© Taina Maria Miller 29 www.k5learning.com

 4. Solve. Notice carefully which operation(s) are done first.

a. 500 − 40 − 3 × 50 = __________ b. 1,020 − (40 − 10) × 20 = __________

c. 42,000 − 12,000 + 3 × 5,000 = __________ d. (70 − 20) × 70 = __________

210 6,300
e. + 3 × 15 = __________ f. 250 × 4 + = __________
2 70

5. Find a number that fits in place of the unknown.

a. x ÷ 70 = 40 b. 20 × M = 1,200 c. 500 − y = 320

6. Find the rule that is used in the table and fill in the missing numbers.

n 130 250 360 410 775 820 1,000

n − ____ 215 375

7. Find the rule that is used in the table and fill in the missing numbers.

n 3 5 12 15 25 35 60

200 1,000

8. Rick cut off a 50-cm piece from a 6-meter board, and then he divided
the rest of the board into five equal pieces. How long was each piece?

9. a. Evelyn works 8 hours a day and earns $104 daily. What is her hourly wage?

b. How much does Evelyn earn in a five-day work week?

How much does she earn in three months (which is 13 weeks)?

(You may use paper and pencil for this one.)

10. Alexis and Mia baked biscuits for 2 1/4 cups of flour
a bake sale. They used this recipe, 3 teaspoons of baking powder
but they needed to triple it: 1/3 cup of honey
1/2 cup of butter
a. Triple the recipe for them. 3/4 teaspoon of nutmeg
1 1/2 teaspoons of cinnamon
1/2 teaspoon of ground cloves
b. How many biscuits did they bake? 3/4 cup of walnuts
Makes 2 1/2 dozen biscuits.

© Taina Maria Miller 30 www.k5learning.com

 Review of the Four Operations 1
1. Use the following problems to review long division and multiplication.

a. b. c.

d. e. f.

2. How do you check the result of any division problem? (Hint: check the next page.)

Now, check your answers for 1. d, 1. e and 1. f.

© Taina Maria Miller 31 www.k5learning.com

 13 133 1335 133549
)
6 801298 )
6 801298 )
6 801298 )
6 801298
-6 -6 -6 -6
20 20 20 20
-1 8 -1 8 -1 8 -1 8
2 21 21 21
-18 -18 -18
3 32 32
-30 -30
29 29
Long division works the same way when there are -24
several digits in the dividend (the big number we
divide into). Study the example carefully.
58
-54
The answer we get is 801,298 ÷ 6 = 133,549 R4. 4

3. Divide using long division.

a. b. c.

To check a division result that has a remainder, multiply the result by the divisor, and then add the
remainder. You should get the original dividend.
In this case, we multiply and add: 6 × 133,549 + 4 = 801,298, so it checks.

Remember that the remainder is always less than the divisor; if it isn’t, you can continue the division!

4. Check each division by multiplying and adding. If the division is incorrect, correct it.

a. 437 ÷ 6 = 72 R5 b. 2,045 ÷ 3 = 681 R1

______ × ________ + ______ = ______ × ________ + _____ =

© Taina Maria Miller 32 www.k5learning.com

 5. A bakery bagged 177 buns into bags of eight, getting 21 bags, and nine buns left over. The division was:
177 ÷ 8 = 21 R9. Jessica immediately spotted this was wrong (without calculating anything).
How did she do that?

6. A large school has 542 sixth graders. How would you divide them
into classes as evenly as possible, with about 25 students per class?

7. Divide, using two-digit divisors. You can build a multiplication table for the divisor to help you. Lastly,
check your result.

2 × 45 = 90

a. 45 ) 4 0 0 5

× 4 5

2 × 75 = 150

b. 75 ) 1 9 . 8 7 5

× 7 5

© Taina Maria Miller 33 www.k5learning.com

 8. Divide, using two-digit divisors. These may have a remainder. You can build a multiplication table for the
divisor to help you. Lastly, check your result.

2 × 48 = 96

a. 48 ) 8 7 0 2 5

× 4 8

2 × 90 = 180

b. 90 ) 8 7 1 6 6 0

× 9 0

2 × 82 = 164

c. 82 ) 5 4 0 2 2

× 8 2

© Taina Maria Miller 34 www.k5learning.com

 9. Try your division skills with 3-digit divisors, too. The answer key has the complete solution, if you get
“stuck.”

a. 101 ) 2 9 9 0 4 6

× 1 0 1

b. 123 ) 3 6 3 4 2 0 6

× 1 2 3

c. 350 ) 7 6 5 2 0 0 0

× 3 5 0

© Taina Maria Miller 35 www.k5learning.com

 10. Here are some riddles for you to solve for more practice with long division! Use your notebook.

I 42,408 ÷ 76 E 44,217 ÷ 51 E 128,316 ÷ 111

M 85,104 ÷ 54 I 223,496 ÷ 91 E 51,313 ÷ 97
O 23,530 ÷ 26 I 30,624 ÷ 33 M 880,341 ÷ 309
R 61,880 ÷ 35 R 133,140 ÷ 70 T 113,168 ÷ 88
V 51,944 ÷ 86 S 11,880 ÷ 22 R 693,360 ÷ 810

What is as round as a dishpan, and no matter the size, all the water in the ocean cannot fill it up?

540 558 529 604 1,156

1,286 928 1,576 867

What flies without wings?

I am the only thing that always tells the truth. I show off everything that I see.

2,849 2,456 1,768 1,902 905 856

G 200,196 ÷ 201 R 617,105 ÷ 415 O 1,388,740 ÷ 230

O 324,729 ÷ 57 S 2,863,250 ÷ 250 P 759,290 ÷ 70
E 339,388 ÷ 31 T 1,049,664 ÷ 88 I 678,040 ÷ 506
S 2,337,820 ÷ 205 H 236,215 ÷ 35 T 250,536 ÷ 44
E 28,548 ÷ 18 F 97,920 ÷ 16 F 239,397 ÷ 199

From what heavy seven-letter word can you take away two letters and have eight left?

1,203 1,487 1,586 1,340 996 6,749 5,694

The more of them you take, the more you leave behind. What are they?

6,120 6,038 5,697 11,928 11,453 11,928 10,948 10,847 11,404

© Taina Maria Miller 36 www.k5learning.com

 Review of the Four Operations 2
1. Last year, in the Gordon family, Father earned $29,600,
Mother earned $13,500, and Matt earned $8,300. They
figured out that they had paid about 1/5 of their total
earnings in taxes, and used about 1/4 of their income
for groceries.

a. Calculate how much the family used for groceries.

b. What fractional part of their income did the family

have left to spend, after taxes and groceries?

2. Find the value of these expressions, using paper and pencil

methods. Use your notebook for more space.

a. 100 − 29.5 × 2.6

b. 2.3 + 9.356 + 0.403 + 908.8

c. 800 − (12.48 − 2.9)

d. 559.50 ÷ 3

© Taina Maria Miller 37 www.k5learning.com

 Problem solving hints

• If you cannot solve the problem at hand, think: what can

you solve? Solve something about the situation. Once you
find that out, it might help you find a way to solve the
entire problem.
• You can change the problem to a similar, easier problem
and try to solve that first. For example, you can change
the numbers to easier numbers, or drop some of the
details to solve a part of the problem.

3. Write the division equation, if the calculation

to check it is 13 × 381 + 5 = 4,958.

4. a. If you need to solve 65 ÷ 7 to three decimal digits using

long division, how many decimal zeros should you add
to 65 before starting the division?

b. Solve 65 ÷ 7 to three decimal digits.

5. A large gym floor measures 10 m by 12 m. The teacher

divides that into nine equal-sized areas. How big is each area
in square meters? Give your answer to two decimal digits.

6. An apple harvest produced 2,350 kg of apples. The farmer

packed 36 apples per box. One apple weighs approximately
250 grams. How many boxes were needed to pack the apples?

© Taina Maria Miller 38 www.k5learning.com

 7. a. A car is traveling at 54 miles per hour. Fill in the table:

Miles 54 Miles

Time 10 min 20 min 30 min 1 hour 2 hours 2 1/2 hours 3 hours

b. If the Jones family travels steadily at 54 miles per hour,

how far will they travel in 9 hours?

c. Estimate how many hours it takes them to travel 550 miles.

8. Dad drives at a constant speed of 40 miles per hour.

a. How many minutes does it take him to travel 5 miles?

b. How about 100 miles?

c. Dad drives 30 miles to work. What time should he leave

to arrive at exactly 9:00 am?

9. A company bought 96 gallons of fruit juice for a total of $3,072.

They packaged it into 8-ounce bottles.
a. How many jars did they fill? Think: how many ounces
are in a gallon?

b. What is the minimum price that they would have to charge per bottle
to get back at least what they paid (“break even”)?

Find what is missing from the equations.

You do not need to calculate anything!

1,568
a. 4,392 − _____ + 293 = 4,392 b. 384 ÷ 8 × ______ = 384 c. × ____ = 1,568
49

© Taina Maria Miller 39 www.k5learning.com

 Lessons in Problem Solving
You can draw a flowchart to help you find the logical way to solve a multi-step problem.
Write in the flowchart what you plan to solve in each step. You can also write down other notes you feel are
important about that step.
Note 1: You don’t have to use a flowchart. Its purpose is to help you organize your thoughts. By making it,
you are essentially finding the solution path—which is the most important and more challenging part of
problem solving. After that, all you have to do is the calculations, which is the easier, mechanical part.
Note 2: Finding the “path” to the solution can take some time, and perhaps you will find that you need to
backtrack a step and find another way. This is normal. Even in real life, problems in all areas of life are
solved with a process that includes several attempts, backtracking, and changing plans. Think of problem
solving as a process—not as something you “have” to get right the first time.
Look at the examples below, and solve the problems. Use extra paper for calculations if needed.

1. A large carpet costs $55.50, and a small one costs 2/5 of that price. Find how much
Luis bought two of the smaller carpets. What was his change from $50? the small carpet costs.
↓
Find the cost of buying
two small carpets.
↓
Find Luis’s change from $50.

2. Angela has two kinds of plastic containers. The larger ones hold Find how much the
0.75 liters, and the smaller ones hold 7/10 of that amount. smaller container holds.
Can Angela fit 5 liters of soup into four large and five ↓
small containers? Find the volume of four large containers.
↓
Find the volume of five small containers.
↓
Add the two previous results
to get the total volume.
↓
Check if that exceeds 5 L or not.

© Taina Maria Miller 40 www.k5learning.com

 3. A 25-kg box of bolts was divided equally into 20 bags, and similarly,
a 15-kg box of nuts was divided equally into 20 other bags.
How much would one bag of bolts and one bag of nuts weigh together?
Obviously you need to divide. Look at the three different ways to do the first division:

Way 1: Way 2: Way 3:

Divide 25,000 grams by 20. Divide 25.000 kg by 20. Divide first by 10, and
Your answer will be in grams. Your answer will be a decimal then the result by 2.
and in kilograms.

Here is a “flowchart” to illustrate the solution process. A 25-kg box of bolts is a 15-kg box of nuts was
divided equally into divided equally into
Now you solve the problem. 20 bags. 20 other bags.
↓ ↓
Find how much Find how much
one bag weighs. one bag weighs.
↓

Add these two numbers.

4. A company sells jars of jam in three different sizes. The largest size is 670 g,
the medium size is 3/4 of that, and the smallest size is 2/3 of the medium size.

a. Find the weight of the medium and smallest-sized jars.

Round the weights to the nearest gram.

b. Find the total weight of one large, one medium, and one small-sized jar.

© Taina Maria Miller 41 www.k5learning.com

 5. John spent 4/9 of his money and Karen spent 4/7 of hers. Now they each have $30.60 left.
How much more did Karen have initially than John?
You need to read this carefully and solve it in parts. To find out how much more, we need to know both
numbers. So, first we need to find out how much Karen had and how much John had initially. Both of
those can be solved separately using the bar model method.

John spent 4/9 of his Karen spent 4/7 of hers

and had $30.60 left. and had $30.60 left.
The bar model below will help you solve how much
money John had initially. ↓ ↓
Find how much Find how much
John had initially. Karen had initially.
↓
Subtract these two numbers
to find the difference.

© Taina Maria Miller 42 www.k5learning.com

 6. A company is taking 569 employees to a water park. It is 30 miles each way.
Each bus seats 43 people. The cost for each bus is $2.15 per mile.

a. How many buses do they need?

b. What are the transportation costs?

7. A washing machine has been discounted by 1/10 of its price, and now it costs $360.
Another washer has been discounted by 2/5 of its price, and now it costs $348.
Find the price difference between the two washers before the discount.
Hint: Draw two bar models, one for the price of each washer.

a. The decimal point key does not work in Henry’s calculator.

But Henry discovered a way to enter decimals into his
calculator without using the decimal point key!
Find how he did it for these numbers: 0.1, 0.81, 0.492 and 3.55.

b. Find a way to calculate 1.38 × 0.39 with the calculator, without using the decimal point key.

© Taina Maria Miller 43 www.k5learning.com

 The Coordinate Grid
This is a coordinate grid. It consists of
two number lines that are set perpendicular
(at right angles) to each other.

The horizontal number line is called the

x-axis. The vertical one is called the y-axis.
You can see one point, called “A,” that is
drawn or plotted on the grid.
Since we have two number lines, we use two
numbers (4 and 6) to signify its location. Those
numbers are the coordinates of the point A.
The first number, 4, is the x-coordinate of
the point A. It is called the x-coordinate because
point A is four units from zero in the horizontal
direction (direction of the x-axis).
We can see that by drawing a straight line down
from A. The line intersects, or “hits,” the x-axis at 4.
The second number is the y-coordinate of the point A. In the vertical direction, point A is six units
from zero. When we draw a line directly towards left from A, it intersects the y-axis at 6.

We write the two coordinates of a point inside parentheses, separated by a comma: (4, 6).
Note: (4, 6) is an ordered pair: the order of the two coordinates matters. The first number is
ALWAYS the x-coordinate, and the second number is always the y-coordinate, not vice versa.

1. Write the two coordinates of the points plotted

on the coordinate grid. For points A and B,
the helping lines are drawn in. (The helping
lines are not necessary to draw; they are just that
— helping lines. You can draw them if they help you.)

A ( ___, ___ ) B ( ___, ___ )

C ( ___, ___ ) D ( ___, ___ )

E ( ___, ___ ) F ( ___, ___ )

G ( ___, ___ ) H ( ___, ___ )

© Taina Maria Miller 44 www.k5learning.com

 To plot points, you can first “travel” on the x-axis
from the point (0, 0) (the origin) the number of
units indicated by the x-coordinate.
Then travel UP as many units as the y-coordinate
indicates.
The image shows an example of how to plot (7, 5).

2. Plot the following points on the coordinate

grid. Then join them with line segments
in the alphabetical order. What do you get?

A(1, 5) B(4, 3) C(4, 6)

D(7, 5) E(6, 8)

3. Zero as a coordinate. Plot the following

points in the grid on the right.
A(0, 6) B(0, 3) C (0, 0)
D(5, 0) E(9, 0)
What do you notice?

4. a. Write the coordinates of the points E, F, and G.

b. Plot a fourth point, H, so that when you join

E, F, G, and H with line segments, you will
get a rectangle.

c. What are the coordinates of H?

© Taina Maria Miller 45 www.k5learning.com

 5. In this grid, the y-axis is scaled differently.

a. Write the coordinates of these points:

A( ____, ____ ) B( ____, ____ )

C( ____, ____ )

b. Plot these points. Note that the points

don’t necessarily fall on the gridlines.
D(7, 11) E(1 ½, 9) F(9 ¼, 2)

6. a. Design a scaling for the axes so that the

point P(36, 38) will fit on this grid.

b. Then plot these points also, and connect

the points with line segments in order.
What shape is formed?

Q(36, 28) R(16, 18) S(26, 38)

7. Here, “LINE (5,6) - (2,7)” means a line

segment that is drawn from (5, 6) to (2, 7).

Draw the following line segments (joining the

two given points). Use a ruler! The first one
is already done for you.
What figure is formed?
LINE (1, 0) - (1, 5) LINE (1, 5) - (0, 5)
LINE (0, 5) - (4, 7) LINE (4, 7) - (8, 5)
LINE (8, 5) - (7, 5) LINE (3, 0) - (3, 3)
LINE (5, 0) - (5, 3) LINE (3, 3) - (5, 3)
LINE (1, 0) - (7, 0) LINE (7, 0) - (7, 5)

© Taina Maria Miller 46 www.k5learning.com

 The Coordinate Grid, Part 2
1. Plot the points (3, 2) and (3, 7), and draw
a vertical line through them.

Think carefully. Which of the following

points would also be on this line, if you
extended it beyond the grid?

(11, 3) (3, 75) (23, 7) (3, 37)

2. Plot the points (2, 4) and (8, 4), and draw

a horizontal line through them.

Think carefully. Which of the following

points would also be on this line, if you
extended it beyond the grid?

(18, 2) (19, 8) (35, 4) (4, 19)

3. Liz drew a vertical line through (2, 8).

What is true of the coordinates of every point on her line?

4. In this exercise you will draw triangles.

Each set of three points below defines a

triangle. Plot them. (Color them if you’d like!)

Triangle 1: (3, 3), (3, 5), (5, 4)

Triangle 2: (4, 2), (6, 2), (5, 4)

Triangle 3: (4, 6), (6, 6), (5, 4)

Now draw a fourth triangle that also has

one vertex at (5, 4) to complete the pattern.

© Taina Maria Miller 47 www.k5learning.com

 5. a. Design a scaling for the axes so that
the point (75, 90) will fit on the grid.

b. The points (75, 90), (75, 50), and

(40, 90) are three vertices of a rectangle.

Figure out the coordinates of the fourth

vertex, and plot the rectangle.

c. What is the area of the rectangle?

6. Create a symmetrical figure by reflecting the

points across the line.

Point C is already reflected, to become the

point C' (C prime). Notice that C' is at the
same distance from the line as C (two units).

(The points already on the line do not change.)

Lastly, join the points with line segments to get

a symmetrical figure.

7. Design your own symmetrical design!

Make sure that any vertices are carefully

reflected across the line, so that the point
and its reflected point are at the same
distance from the line.

© Taina Maria Miller 48 www.k5learning.com

 Number Patterns in the Coordinate Grid

Example 1. Look at this table. x 1 2 3 4

What do you notice? y 2 3 4 5

The x-values (the top row) is a very simple pattern created

from the rule: Start at 1, and add 1 each time.
The y-values (the bottom row) come from an equally simple
rule: Start at 2, and add 1 each time.
We can look at each column as a number pair. These number
pairs (1, 2), (2, 3), (3, 4), and (4, 5) are four points on the
coordinate grid (see the image).

Lastly, if we look at the number pairs (1, 2), (2, 3), (3, 4), and (4, 5), we can see there is a simple
connection or relationship between each x and y coordinate. This relationship, or rule, is: each
time, y is 1 more than x. That rule is true for each of the four points.
We can also write this with symbols: y = x + 1.

1. a. Fill in the x and y values according to the given rules.

The rule for x-values: start at 0, and add 1 each time.

The rule for y-values: start at 0, and add 2 each time.

x 0 1
y 0 2

b. Plot the points formed by the number pairs.

c. What simple relationship exists between each

x and y coordinate?

d. Why do you think this relationship is there?

(Where does it stem from?)

© Taina Maria Miller 49 www.k5learning.com

 Example 1.
The rule for x-values:
start at 0, and add 3 each time.

The rule for y-values:

start at 0, and add 1 each time.

x 0 3 6 9 12 15
y 0 1 2 3 4 5

Notice that in each case, the y-coordinate is 1/3 of the x-coordinate! Or, the x-coordinate is three
x
times the y-coordinate. We can write this as an equation: y = or x = 3y. (Note: 3y means 3 times y.)
3
Why is that? Because when one variable counts by ones and the other counts by 3s, the relationship
between them naturally has to do with multiplication or division by 3.

In questions 2-3, fill in the x and y values according to the given rules. Then plot the points.
2. a. The rule for x-values: start at 0, and add 2 each time.
The rule for y-values: start at 0, and add 1 each time.

x 0 2 4
y 0 1 2

b. What simple rule ties the x and y-coordinates

together in each case?

c. Why is this relationship there?

(Where does it stem from?)

3. a. x-values: start at 0, and add 1 each time.

y-values: start at 6, and subtract 1 each time.

x
y

b. What simple relationship exists between each

x and y coordinate?

© Taina Maria Miller 50 www.k5learning.com

 4. Write the number pairs in the table, using the plot. Then, fill in the number rules and the
relationship between the coordinates.

a. x
y

The rule for x-values:

Start at ____, and ______________________.

The rule for y-values:

Start at ____, and ______________________.

The relationship between each pair of x and y:

b.Notice that the y-axis is now scaled differently.

x
y

x
y

x-values: Start at ____, and ___________________.

y-values: Start at ____, and ___________________.

The relationship between each pair of x and y:

c. x
y

x-values: Start at ____, and ___________________.

y-values: Start at ____, and ___________________.

The relationship between each pair of x and y:

© Taina Maria Miller 51 www.k5learning.com

 More Number Patterns in the Coordinate Grid
In each exercise, plot the points from the “number rules”
in the coordinate grids.

1. x-values: start at 0, and add 1 each time.

y-values: start at 3, and add 1 each time.

x
y

The rule between each x and y-coordinate:

Explain in your own words why this is so.

2. x-values: start at 0, and add 1 each time.

y-values: start at 0, and add ½ each time.

x
y

The rule between each x and y-coordinate:

Explain in your own words why this is so.

3. Note the scaling.

The rule for x-values: start at 0, and add 1 each time.

The rule for y-values: start at 0, and add 5 each time.

x
y

The rule between each x and y-coordinate:

© Taina Maria Miller 52 www.k5learning.com

 4.The rule for x-values: start at 10, and subtract 1 each time.
The rule for y-values: start at 1, and add 2 each time.
x
y

5. The rule for x-values: start at 1, and add 1 each time.

The rule for y-values: start at 5, and subtract ½ each time.

x
y

6. Make your own rule.

The rule for x-values: start at ____, and

The rule for y-values: start at ____, and

x
y

If you can, write the rule between each x and y-coordinate:

7. Make your own rule. Plot the points in the same

grid as for #5 or in the small grid (if they fit).

The rule for x-values: start at ____, and

The rule for y-values: start at ____, and

x
y

If you can, write the rule between each x and y-coordinate:

You can make and plot more number rules of your own on graph paper.

© Taina Maria Miller 53 www.k5learning.com

 8. x
y

The rule for x-values:

Start at ____, and ______________________.

The rule for y-values:

Start at ____, and ______________________.

The rule between each pair of x and y may be

x x
harder to see; it is y = 10 − or + y = 10.
2 2

9. This time the coordinate grid

is scaled differently.

The rule for x-values:

start at 0, and add 10 each time.

The rule for y-values:

start at 2, and add 1 each time.

x
y

(Challenge) What simple rule ties the x and y-coordinates together in each case?

x-values: start at 8, and subtract ½ each time.

y-values: start at 0, and add 1 each time.

x
y

Write the rule between each x and y-coordinate:

© Taina Maria Miller 54 www.k5learning.com

 Review
1. Solve (without a calculator).

a. 7,587 ÷ 27

b. 2,829 ÷ 41

c. 249 × 382

2. Solve 83,493 – y = 21,390.

3. Solve in the right order. You can enclose the

operation to be done first in a “bubble” or a “cloud.”

a. 5 × (3 + 8) = _________ b. 20 + 240 ÷ 8 + 90 = _________

c. 100 − 2 × 5 × 7 = _________ d. 70 − 2 × (2 + 5) = _________

4. Divide mentally, and solve in the right order.

3636 3608 4050

a. = b. = c. =
6 4 5

255 4,804
d. 42 + = e. =
5 2+2

© Taina Maria Miller 55 www.k5learning.com

 5. Find a number to fit in the box so the equation is true.

a. 25 = 7 + ×2 b. 72 ÷ 8 = (6 − 3) × c. (4 + )÷3=2+2

6. Write an expression or an equation to match each written sentence. You do not have to solve.

a. The difference of x and 9 b. The sum of y and 3 and 8 equals 28.

c. The quotient of 60 and b is equal to 12. d. The product of 8, x and y

7. Which expression matches the problem? Also, solve the problem.

Three girls divided equally the cost (1) 3 × $3.75 − 4 (2) 3 × $3.75 ÷ 4
of buying four sandwiches for $3.75
each. How much did each girl pay? (3) $3.75 ÷ 4 × 3 (4) 4 × $3.75 ÷ 3

8. Write a single expression (number sentence) for the problems, and solve.

a. Bonnie and Ben bought an umbrella for $12 and boots for $17,
and divided the cost equally. How much did each pay?

b. Henry bought five jugs of milk for $4.50 each. In the end,
the grocer gave him $2 off his bill. What did Henry pay?

© Taina Maria Miller 56 www.k5learning.com

 9. Draw a bar model to represent the equations. Then solve them.

a. R ÷ 4 = 544

b. 4 × R = 300

10. Divide and indicate the remainder, if any.

Use long division.

a. 6,764 ÷ 81

b. 309,855 ÷ 46

11. How many times can you subtract 9 from 23,391

before you “hit” zero?

© Taina Maria Miller 57 www.k5learning.com

 12. If you spend exactly $2.25 every day to make a phone
call, how much will those phone calls cost you in
a year?

13. If 5,000 people need to be moved from place A to place B

by buses, and one bus seats 46 people, how many buses
are needed?

14. An airplane travels at a constant speed of 880 km per

hour. Estimate about how long it will take for it
to fly 5,800 km.

© Taina Maria Miller 58 www.k5learning.com

 15. Three boxes of tea bags cost $15.90.
How much do two boxes cost?

16. Plot the points from the “number rule” on the

coordinate grid. Fill in the rest of the table first,
using the rule given.
The rule is: y = 9 − x.

x 0 1 2 3 4
y

x 5 6 7 8 9
y

© Taina Maria Miller 59 www.k5learning.com

© Taina Maria Miller 60 www.k5learning.com
 Answer Key
Warm Up: Mental Math, pp. 7-8
Page 7 7. a. 60; 120; 180; 240; 300; 360; 420; 480; 540
b. 1,080; 960; 840; 720; 600; 480; 360; 240; 120
1. a. 38; 75 b. 95; 85 c. 7,800; 17,720 c. 130; 170; 210; 250; 290; 330; 370; 410; 450
d. 16; 34 e. 27; 128 f. 1,000; 253
8. $27 + $27 + $3 + $3 + $3 = $63 approximately.
2. The total length of the track is 4 km 300 m.
9. a. 130 b. 215 c. 246
3. The temperature was 88°F previously. d. 535 e. 135 f. 288
4. The fourth crate of apples weighs 7 kg. g. 1,435 h. 633 i. 275
j. 198 k. 128 l. 981
5. a. 73 b. 210 c. 90
Page 8
6.
a. 20 × 6 = 120 b. 10 × 35 = 350 c. 400 × 500 = 200,000
200 × 6 = 1,200 100 × 35 = 3,500 60 × 80 = 4,800
200 × 600 = 120,000 20 × 100 = 2,000 100 × 430 = 43,000

The Order of Operations, pp. 9-10

Page 9
1. a. 6 b. 260 c. 31 d. 20
2. a. 3 b. 500 c. 63 d. 100
Page 10
3. a. 5 × (30 − 9) = 105 or (30 − 9) × 5 = 105 b. 7 × 6 + 20 = 62 (no need for parentheses)
c. (14 + 15 + 16) ÷ 3 = 15 d. 100 − (27 + 37) = 36
4. a. 90 − (26 + 6) × 2 = 26 or 90 − 2 × (26 + 6) = 26
b. 100 − 5 × 7 + 34 = 99
c. 55 − 5 × (36 ÷ 9) = 35 or 55 − 36 ÷ 9 × 5 = 35
5. a. 4 b. 36 c. 45 d. 44 e. 108 f. 80
6. a. 18 b. 50 c. 3

Equations, pp. 11-12

Page 11
1. a. equation b. expression c. equation d. equation e. equation f. expression
2. a. (3) $50 − 3 × $8 = $26. His change was $26. b. (2) 6 × ($16 − $5) = $66. The total cost is $66.
c. (4) ($8 + $13) ÷ 2 = $10.50. Andy’s share is $10.50. d. (1) $48 ÷ 4 + $30 ÷ 3 = $22. Melissa pays $22.
Page 12
3. a. false b. false c. true
32
When changing one number in (a) and (b), answers vary. For example: a. 1 + =5 b. (6 − 2) × 3 = 5 + 7
8
4. a. (10 + 40 + 40) × 2 = 180 b. 144 = 3 × (2 + 4) × 8 c. 40 × 3 = (80 − 50) × 4

© Taina Maria Miller 61 www.k5learning.com

 Equations, cont.
Page 12
5.
a. 40 = (11 + 9) × 2 b. 4 × 8 = 5 × 6 + 2 c. 4 + 5 = (20 − 2) ÷ 2
d. 81 = 9 × ( 2 + 7) e. 12 × 11 = 12 + 20 × 6 f. (4 + 5) × 3 = 54 ÷ 2

6. a. s = 330 b. x = 10 c. y = 140
7. Answers will vary. Examples:
3 × 3 + 1 = 1 × 11 − 1
3 × 11 + 3 = 3 × 3 × 3 + 11 − 1 − 1
11 − 3 = 3 × 3 − 1

Review: Addition and Subtraction, pp. 13-15

Page 13 Page 15
1. a. Addition: x + 1,057 = 2,370 5. a. 7,000 – (1,500 + 2,500) = 3,000
Subtraction: 2,370 – 1,057 = x OR 2,370 – x = 1,057 7,000 – 2,500 – 1,500 = 3,000
Solution: x = 1,313 7,000 – (2,500 – 1,500) = 6,000
b. Addition: 3,938 + x + 1,506 = 12,000 The first and second had the same answer.
Subtraction: 12,000 – 3,938 – 1,506 = x
b. 600 + 30 – 30 + 30 – 30 = 600
OR 12,000 – x – 1,506 = 3,938
600 – (30 + 30 + 30 + 30) = 480
OR 12,000 – x – 3,938 = 1,506
600 – 30 – 30 – 30 – 30 = 480
Solution: x = 6,556
The second and third had the same answer.
c. Addition: 2x + 200 = 560
Subtraction: 560 – 200 = 2x OR 560 – 2x = 200 6. b. $900 – $14 × $58
Solution: x = 180
7. c. 3 × (24 + 12)
Page 14
8. b. 9 × $7 ÷ 2
2. a. 68 + s b. y − 37
c. 60 + b + 40 = 120 d. 80 − x = 35 9. a. The total cost: 15 × $2 + $6 = $36
Change: $50 − (15 × 2 + 6) = $14
3. a. 20 – (7 + 5) b. 20 – (7 – 5) b. ($9 + $8 + $13) ÷ 3 = $10
c. (7 – 5) + 20 d. 7 + (20 − 5) Each child paid $10.
c. ($128 − 31) × 5 = $485.
4. a. (15 – 6) + 16 OR 16 + (15 – 6)
The total cost is $485.
b. 100 – (5 + 80)

Review: Multiplication and Division, pp. 16-18

Page 16 Page 16
1. a. 4 × 305 = w OR 305 × 4 = w 3. a.
w ÷ 4 = 305 OR w ÷ 305 = 4.
Solution: w = 1,220 R = 600
b. 5 × w = 305 OR w × 5 = 305
305 ÷ w = 5 OR 305 ÷ 5 = w b.
Solution: w = 61 R = 24
2. a. 6 × y = 90; y = 15 b. y ÷ 6 = 90; y = 540
c.
y = 720

© Taina Maria Miller 62 www.k5learning.com

 Review: Multiplication and Division, cont.
Page 17
4. a. 52 × 8 b. 15,000 ÷ 300
c. 4 × S × 18 d. 80 ÷ x
e. 240 ÷ 8 = 30 f. 3 × 5 × T = 60
5. 280 ÷ N = 4; N = 70
6. H ÷ 91 = 3; H = 273
Page 18
7. a. yes b. no c. yes
d. yes e. no f. yes
8. b. matches
9. Multiply the divisor by the quotient to find the dividend.
10. Divide the dividend by the quotient to find the divisor.
11. a. M = 4 b. M = 15 c. M = 9
d. N = 2,200 e. N = 12,000 f. N = 8

Balance Problems and Equations, Part 1, pp. 19-21

Page 19
1.

a. Equation: 9 = +3 b. Equation: 3 = 21
Solution: =6 Solution: =7

c. Equation: + + 2 = 16 d. Equation: + 7 = 51
Solution: =7 Solution: = 44

Page 20
2.

a. x = 24 + 7 b. x + 12 = 38 + 5
x = 31 x + 12 = 43
x = 31

3.

a. b.
8 + 17 = 11 + x
x + 18 = 5 + 31
25 = 11 + x
x + 18 = 36
14 = x
x = 18 x = 14

© Taina Maria Miller 63 www.k5learning.com

 Balance Problems and Equations, Part 1, cont.
Page 21
4.
a. b. c.
88 = 2x 2x = 16 + 6 3x = 6 + 32 + 4
44 = x 2x = 22 3x = 42
x = 44 x = 11 x = 14

5.

a. b.
2 + 27 + 25 = 6x
3x = 16 + 35 54 = 6x
3x = 51 9 = x
x = 17 x = 9

Puzzle corner. a. x = 463 b. x = 0

Balance Problems and Equations, Part 2, pp. 22-24

Page 22 Page 23
1. 2.

a. 2x + 47 = 3x b. 2x = x + 17 a. 3x + 9 = 27 b. 2x + 3 = 93
47 = x x = 17 3x = 18 2x = 90
x = 47 x = 6 x = 45

c. 2x + 7 = x + 19 d. 3x + 7 = 2x + 23 c. 2x + 6 = 32 + 4 d. 36 + 7 = 5x + 13
x + 7 = 19 x + 7 = 23 2x + 6 = 36 43 = 5x + 13
x = 12 x = 16 2x = 30 30 = 5x
x = 15 6 = x
e. 2x + 44 = 4x f. 5x = 2x + 24
x = 6
44 = 2x 3x = 24
x = 22 x = 8

Page 24
3.

a. x + 51 = 2x + 5 b. 9 + x + 6 = 2x + 2 c. 4x + 6 = x + 13 + 5
51 = 5 + x x + 15 = 2x + 2 4x + 6 = x + 18
x = 46 x + 13 = 2x 3x + 6 = 18
13 = x 3x = 12
x = 13 x = 4

© Taina Maria Miller 64 www.k5learning.com

 Balance Problems and Equations, Part 2, cont.
Page 24
4.

a. 2x + 5 = 41 b. 3x + 37 = 4x
2x = 36 37 = x
x = 18 x = 37

c. x + 15 = 2x + 7 d. 3x + 8 = 26
15 = x + 7 3x = 18
x = 8 x = 6

Multiplying and Dividing in Parts, pp. 25-28

Page 25

1. a. 7 · 99 = 7 · (100 − 1) b. 4 · 999 = 4 · (1,000 − 1)

= 700 − 7 = 693 = 4,000 − 4 = 3,996
c. 5 · 104 = 5 · (100 + 4 ) d. 5 · 998 = 5 · (1,000 − 2)
= 500 + 20 = 520 = 5,000 − 10 = 4,990
e. 6 · 98 = 6 · (100 − 2) f. 7 · 2030 = 7 · (2,000 + 30)
= 600 − 12 = 588 = 14,000 + 210 = 14,210

2.
a. b.
Total area: 3 · ( 6 + 4 ) Total area: 4 · ( 5 + 4 )
The areas of the two rectangles: 3 · 6 and 3 · 4 The areas of the two rectangles: 4 · 5 and 4 · 4

c. d.
Total area: 6 · ( 6 + 8 ) Total area: 5 · ( 2 + 3 )
The areas of the two rectangles: 6 · 6 and 6 · 8 The areas of the two rectangles: 5 · 2 and 5 · 3

Page 26
3. a. 80 is the partial product of 10 · 8 b. c.
(10 from 16 and 8 from 78).
700 is the partial product of 10 · 70
(10 from 16 and 70 from 78).

© Taina Maria Miller 65 www.k5learning.com

 Multiplying and Dividing in Parts, cont.
Page 26
4. a. 29 · 17 b. 75 · 36

29 · 17 = 20 · 10 + 20 · 7 75 · 36 = 70 · 30 + 70 · 6
+ 9 · 10 + 9 · 7 + 5 · 30 + 5 · 6
= 200 + 140 + 90 + 63 = 493 = 2,100 + 420 + 150 + 30 = 2,700

Page 27
5.
80 12 350 15 400 12
a. + = 40 + 6 = 46 b. + = 70 + 3 = 73 c. − = 100 − 3 = 97
2 2 5 5 4 4

9,300 60 350 21 7 900 18

d. − = 3,100 − 20 = 3,080 e. + − = 50 + 3 − 1 = 52 f. − = 100 − 2 = 98
3 3 7 7 7 9 9

22 ft 9 in. 40 kg 750 g 12 L 600 ml

g. + = 11 ft 4.5 in. h. + = 8 kg + 150 g i. + = 3 L 150 ml
2 2 5 5 4 4

6. a. 206 b. 203 c. 103 d. 201 e. 502

7. One way: Two liters and 250 milliliters equal 2,000 ml + 250 ml = 2,250 ml.
Then, 2,250 ml ÷ 4 = 562 ½ ml ≈ 560 ml per person.
Another way: Two liters divided among 4 people is half a liter (500 ml), each. Then, 250 milliliters divided among
4 people is 250/4 = 62 ½ ml per person. So each of the four people at the party gets 500 ml plus 62 ½ ml,
or 500 + 62 ½ = 562 ½ ml ≈ 560 ml per person.
Page 28
8.
15 4 4 44 7 7
a. + =3 b. + = 4
5 5 5 11 11 11

6 70 6 420 2 2
c. + = 10 d. + = 70
7 7 7 6 6 6

240 12 3 3 3 2 36 270 2 2
e. + + = 60 + 3 + = 63 f. + + = 4 + 30 + = 34
4 4 4 4 4 9 9 9 9 9

9. a. 100 3/4 b. 303 2/3 c. 1,004 4/5 d. 20 1/4 e. 42 1/3 f. 60 5/6

10. a. 7 ÷ 14 = 1/2 b. 7 ÷ 21 = 1/3 c. 80 ÷ 11 = 7 3/11
d. 6/8 + 3 + 30 = 33 6/8 e. 117 ÷ 4 = 29 1/4 f. 100 ÷ 30 = 3 1/3
Puzzle corner:
250 − 3 3 11 − 3 1 3
a. = 25 − b. = 2 −
10 10 5 5 5

© Taina Maria Miller 66 www.k5learning.com

 More Mental Math, pp. 29-30
Page 29
1. a. 410 + 2 × 19 b. 3 × 50 + 4 × 150 c. 70 × 80 − 40 × 50
= 410 + 38 = 448 = 150 + 600 = 750 = 5,600 − 2,000 = 3,600
d. 14 + (530 − 440) e. 45 + 56 + 35 f. 300 ÷ 5 − 400 ÷ 10
= 14 + 90 = 104 = 101 + 35 = 136 = 60 − 40 = 20

2. a. 93 b. 655 c. 380
3. a. 60 c. 8 e. 560 g. 21 i. 6
b. 72 d. 50 f. 40 h. 200 j. 9
Page 30
4. a. 500 − 40 − 3 × 50 b. 1,020 − (40 − 10) × 20
= 460 − 150 = 1,020 − 30 × 20
= 310 = 1,020 − 600 = 420
c. 42,000 − 12,000 + 3 × 5,000 d. (70 − 20) × 70
= 30,000 + 15,000 = 45,000 = 50 × 70 = 3,500

210 6,300
e. + 3 × 15 f. 250 × 4 +
2 70
= 105 + 45 = 150 = 1,000 + 90 = 1,090

5. a. x = 2,800 b. M = 60 c. y = 180
6.
n 130 250 360 410 775 820 1,000
n − 35 95 215 325 375 740 785 965

7.
n 3 5 12 15 25 35 60
n × 40 120 200 480 600 1,000 1,400 2,400

8. a. Each piece of board is 110 cm long: (600 cm − 50 cm) ÷ 5 = 550 cm ÷ 5 = 110 cm.
9. a. Evelyn’s hourly wage is $104.00 ÷ 8 = $13.00 per hour.
b. Evelyn earns $104 × 5 = $520 in a week, and $520 × 13 = $6,760 in three months.

10. a. 6 3/4 cups of flour 4 1/2 teaspoons of cinnamon

9 teaspoons of baking powder 2 1/4 teaspoons of nutmeg
1 cup of honey 1 1/2 teaspoons of ground cloves
1 1/2 cups of butter 2 1/4 cups of walnuts

b. They baked 7 ½ dozen biscuits.

© Taina Maria Miller 67 www.k5learning.com

 Review of the Four Operations 1, pp. 31-36
Page 31
1. a. b. c.

d. e. f.

2. You multiply the quotient

by the divisor to
check your division.

Page 32
3. a. 6,048 b. 34.95 c. 109,841 R2
4.

a. 437 ÷ 6 = 72 R5 b. 2,045 ÷ 3 = 681 R1

6 × 72 + 5 = 432 + 5 = 437 (It checks.) 3 × 681 + 1 = 2,043 + 1 = 2,044. It does not check.
The correct answer is 2,045 ÷ 3 = 681 R2.

Page 33
5. She noticed that the remainder, 9, was more than the divisor, 8. In reality they can get one more bag of buns,
and have only one bun left over.
6. We can first of all divide and get 542 ÷ 25 = 21 R17. This means 21 classes of 25 students, and 17 students left over.
These 17 students need to be spread into 17 classes, one per class. So, in the end we get 17 classes with 26 students,
and four classes with 25 students.

© Taina Maria Miller 68 www.k5learning.com

 Review of the Four Operations 1, cont.
Page 33
7.

2 × 45 = 90 8 9 3 4
3 × 45 = 135 a. 45 ) 4 0 0 5 8 9
4 × 45 = 180 -3 6 0 × 4 5
5 × 45 = 225 4 0 5
6 × 45 = 270 4 4 5
-4 0 5 +3 5 6 0
7 × 45 = 315 0
8 × 45 = 360 4 0 0 5
9 × 45 = 405

2 × 75 = 150 0.2 6 5
3 × 75 = 225 )
b. 75 1 9 . 8 7 5 0.2 6 5
4 × 75 = 300 -1 5 0 × 7 5
5 × 75 = 375 4 8 7 1 3 2 5
-4 5 0 +1 8 5 5 0
3 7 5
-3 7 5 1 9.8 7 5
0

Page 34
8. a. 1,813 R1; 48 × 1,813 + 1 = 87,025
b. 9,685 R10; 90 × 9,685 + 10 = 871,660
c. 658 R66; 82 × 658 + 66 = 54,022
Page 35
9.

a. 2,960 R86 3,4

2 9 6 0
2 9 6 0 × 1 0 1
)
101 2 9 9 0 4 6 2 9 6 0
-2 0 2 0
9 7 0 +2 9 6 0 0 0
-9 0 9
6 1 4 2 9 8 9 6 0
-6 0 6 + 8 6
8 6 2 9 9 0 4 6

b. 29,546 R48
2 9 5 4 6
2 9 5 4 6 × 1 2 3
123 ) 3 6 3 4 2 0 6
-2 4 6 8 8 6 3 8
1 1 7 4 5 9 0 9 2 0
1 1 0 7 +2 9 5 4 6 0 0
6 7 2 3 6 3 4 1 5 8
-6 1 5 + 4 8
5 7 0
-4 9 2 3 6 3 4 2 0 6
7 8 6
- 7 3 8
4 8

© Taina Maria Miller 69 www.k5learning.com

 Review of the Four Operations 1, cont.
Page 35
9. (continued)

c. 21,862 R300
2 1 8 6 2 2 1 8 6 2
)
350 7 6 5 2 0 0 0 × 3 5 0
-7 0 0
6 5 2 0
- 3 5 0 1 0 9 3 1 0 0
3 0 2 0 +6 5 5 8 6 0 0
-2 8 0 0 7 6 5 1 7 0 0
2 2 0 0 + 3 0 0
-2 1 0 0
1 0 0 0 7 6 5 2 0 0 0
- 7 0 0
3 0 0

Page 36
10. I 42,408 ÷ 76 = 558 E 44,217 ÷ 51 = 867 E 128,316 ÷ 111 = 1,156
M 85,104 ÷ 54 = 1,576 I 223,496 ÷ 91 = 2,456 E 51,313 ÷ 97 = 529
O 23,530 ÷ 26 = 905 I 30,624 ÷ 33 = 928 M 880,341 ÷ 309 = 2,849
R 61,880 ÷ 35 = 1,768 R 133,140 ÷ 70 = 1,902 T 113,168 ÷ 88 = 1,286
V 51,944 ÷ 86 = 604 S 11,880 ÷ 22 = 540 R 693,360 ÷ 810 = 856
What is as round as a dishpan, and no matter the size, all the water in the ocean cannot fill it up? SIEVE
What flies without wings? TIME
I am the only thing that always tells the truth. I show off everything that I see. MIRROR
G 200,196 ÷ 201 = 996 R 617,105 ÷ 415 = 1,487 O 1,388,740 ÷ 230 = 6,038
O 324,729 ÷ 57 = 5,697 S 2,863,250 ÷ 250 = 11,453 P 759,290 ÷ 70 = 10,847
E 339,388 ÷ 31 = 10,948 T 1,049,664 ÷ 88 = 11,928 I 678,040 ÷ 506 = 1,340
S 2,337,820 ÷ 205 = 11,404 H 236,215 ÷ 35 = 6,749 T 250,536 ÷ 44 = 5,694
E 28,548 ÷ 18 = 1,586 F 97,920 ÷ 16 = 6,120 F 239,397 ÷ 199 = 1,203
From what heavy seven-letter word can you take away two letters and have eight left? FREIGHT
The more of them you take, the more you leave behind. What are they? FOOTSTEPS

Review of the Four Operations 2, pp. 37-39

Page 37
1. a. $29,600 + $13,500 + $8,300 = $51,400. $51,400 ÷ 4 = $12,850.
The family used $12,850 for groceries.
b. 1/5 + 1/4 = 4/20 + 5/20 = 9/20. The family had 11/20 of their income left after taxes and groceries.
2. a. 100 − 29.5 × 2.6 = 100 − 76.7 = 23.3 b. 2.3 + 9.356 + 0.403 + 908.8 = 920.859
c. 800 − (12.48 − 2.9) = 800 − 9.58 = 790.42 d. 559.50 ÷ 3 = 186.5
Page 38
3. 4,958 ÷ 13 = 381 R5 OR 4,958 ÷ 381 = 13 R5
4. a. You would need to add four zeroes so that you can calculate the dividend to four decimal digits. You will need
four decimal digits in order to round it to three decimal digits.
b. 65.0000 ÷ 7 = 9.2857, which rounds to 9.286.

© Taina Maria Miller 70 www.k5learning.com

 Review of the Four Operations 2, cont.
Page 38

5. 10 m × 12 m = 120 m2 ; 120 m2 ÷ 9 = 13.33 m2. The area of each section is 13.33 m2.
6. The farmer needed 262 boxes to pack the apples. Notice the problem doesn’t give you how many apples there were,
but instead tells you how many kilograms of apples there were. Since four apples make a kilogram, he had
2,350 × 4 = 9,400 apples. Now divide: 9,400 ÷ 36 = 261 R4. He needed 262 boxes.
Page 39
7. a. Miles 9 18 27 54 108 135 162
Time 10 min 20 min 30 min 1 hour 2 hours 2 ½ hours 3 hours

b. They will travel 486 miles.

c. It will take them approximately ten hours to travel 550 miles.
8. a. At 40 mph, it takes him 1.5 minutes to drive each mile. You can solve this in many ways. For example, since he
drives 40 miles in 60 minutes, you can make a table like in exercise 7, and find that he drives 20 miles in
30 minutes, 10 miles in 15 minutes, and 5 miles in 7 1/2 minutes.
b. Twenty times as long as what it takes him to drive 5 miles: 20 × 7.5 minutes = 150 minutes.
c. To drive 30 miles will take him six times as long as to drive 5 miles, so it takes him 6 × 7.5 minutes = 45 minutes.
Dad would have to leave at 8:15 a.m. to arrive at 9 a.m.
9. a. One gallon is 128 liquid ounces. Ninety-six gallons is 96 × 128 oz = 12,288 oz. and 12,288 ÷ 8 = 1,536.
They filled 1,536 eight-ounce bottles with fruit juice.
b. $3,072 ÷ 1,536 = $2. They would have to charge at least $2 per bottle to break even.
1,568
Puzzle corner: a. 4,392 − 293 + 293 = 4,392 b. 384 ÷ 8 × 8 = 384 c. × 49 = 1,568
49

Lessons in Problem Solving, pp. 40-43

Page 40
1. One small carpet costs $55.50 ÷ 5 × 2 = $22.20. Two of them cost $44.40.
$50 − $44.40 = $5.60 His change was $5.60.
2. The smaller ones hold 0.75 L ÷ 10 × 7 = 0.525 L.
Four large containers would hold 4 × 0.75 = 3 liters.
Five small containers would hold 5 × 0.525 = 2.625 liters.
In total, they hold 3 L + 2.625 L = 5.625 L. So, yes, five liters of soup will fit into four large and five small containers.
Page 41
3. Converting the 25 kg and 15 kg into grams: 25,000 g ÷ 20 = 1,250 g or 1.25 kg. One bag of bolts weighs 1.25 kg.
15,000 g ÷ 20 = 750 g or 0.75 kg. One bag of nuts weighs 0.75 kg.
1.25 kg + 0.75 kg = 2 kg. Together the nuts and bolts weigh 2 kg.
4. a. 670 ÷ 4 × 3 = 502.5 g. A medium jar holds about 503 grams.
502.5 ÷ 3 × 2 = 335 g. A small jar holds 335 grams.
b. The total weight is 670 g + 503 g + 335 g = 1,508 g or 1.508 kg.
Page 42
5. John initially had $30.60 ÷ 5 × 9 = $55.08.
Karen initially had $30.60 ÷ 3 × 7 = $71.40.
$71.40 − $55.08 = $16.32. Karen had $16.32 more than John initially.

© Taina Maria Miller 71 www.k5learning.com

 Lessons in Problem Solving, cont.
Page 43
6. a. 569 ÷ 43 = 13 R10. So, they need 14 buses. (Of which 13 will be full, and the 14th bus will have 10 people in it.)
b. The total mileage is 60 miles × 14 buses = 840 miles.
The total cost is 840 × $2.15 = $1,806.
7. The original price of the first washer is $360 ÷ 9 × 10 = $400.
The original price of the second washer is $348 ÷ 3 × 5 = $580.
$580 − $400 = $180 There was a
difference of $180 between the
original prices of the two washers.
Puzzle corner:
a. Divide 1 by 10, and it gives you 0.1
Divide 81 by 100, and it gives you 0.81.
Divide 492 by 1,000, and it gives you 0.492.
Divide 355 by 100, and it gives you 3.55.
If the number has tenths, divide it by 10, if it has hundredths, divide it by 100, and if it has thousandths, divide it
by 1,000, etc.
b. 138 ÷ 100 × 039 ÷ 100 = 0.5382.

The Coordinate Grid, pp. 44-46

Page 44 Page 45
1. A (1, 2) B (3, 4) C (2, 9) D (6, 5) 4. a. E(4, 2) F(0, 2) G(0, 4)
E (8, 3) F (8, 8) G (10, 9) H (10, 1)
b.
Page 45
2.

c. H(4, 4)
Page 46
5. a. A (3, 9); B (8 1/2, 2); C (9 1/2, 5)
b.

3.

© Taina Maria Miller 72 www.k5learning.com

 The Coordinate Grid, cont.
Page 46
6. a. Answers will vary. Check how the student(s)
did the scaling.
b. Using a scaling that goes by 4s, we get:

The shape is a kite.

7. A house:

The Coordinate Grid, Part 2, pp. 47-48

Page 47 Page 47
1. 2.

Points (3, 75) and (3, 37) would be on this line also, The point (35, 4) would also be on the line.
if it was extended.

© Taina Maria Miller 73 www.k5learning.com

 The Coordinate Grid, Part 2, cont.
Page 47
3. For all these points, the x-coordinate is 2.
4.

Page 48
5. a. Answers will vary; check the student's work. For
example, gridlines that go by tens will work, but
other ways are possible, too.
b. The fourth vertex is (40, 50).

c. The width of the one side is 35 units, and of the other,

40 units. The area is 35 × 40 = 1400 square units.
6.

7. Answers will vary; check the student's design.

© Taina Maria Miller 74 www.k5learning.com

 Number Patterns in the Coordinate Grid, pp. 49-51
Page 49
1. a. x 0 1 2 3 4 5
y 0 2 4 6 8 10

b. See the image on the right.

c. y = 2x or x = y/2
d. Answers will vary; check the student's answer. For example:
Since the x-values count by ones, and the y-values skip-count
by 2s, and both start from zero, each y-value ends up being twice
the corresponding x-value.

Page 50

2. a. x 0 2 4 6 8 10
y 0 1 2 3 4 5

b. y = x/2 or 2y = x

c. Answers will vary; check the student's answer. For example:

Since the y-values count by ones, and the x-values skip-count
by 2s, and both start from zero, each x-value ends up being twice
the corresponding y-value.

3. a. x 0 1 2 3 4 5 6
y 6 5 4 3 2 1 0

b. x + y = 6 or y = 6 − x

Page 51
4. a. x 1 2 3 4 5 6
y 0 1 2 3 4 5

x-values: start at 1, and add 1 each time.

y-values: start at 0, and add 1 each time
Relationship: y = x − 1 or x = y + 1

b. x 0 1 2 3 4 5 6 7 8 x-values: start at 0, and add 1 each time.

y-values: start at 0, and add 5 each time
y 0 5 10 15 20 25 30 35 40 Relationship: y = 5x or x = y/5
c. x 0 1 2 3 4 5 x-values: start at 0, and add 1 each time.
y-values: start at 5, and subtract 1 each time
y 5 4 3 2 1 0 Relationship: y + x = 5 or y = 5 − x

© Taina Maria Miller 75 www.k5learning.com

 More Number Patterns in the Coordinate Grid, pp. 52-54
Page 52
1. x 0 1 2 3 4 5 6
y 3 4 5 6 7 8 9

Relationship: y = x + 3 or x = y − 3

Explanations will vary. For example:

Both x and y values are counting by ones, but y-values started at 3,
so they are always 3 units ahead (or 3 more) of the x-values.

2. x 0 1 2 3 4 5 6
y 0 ½ 1 1½ 2 2½ 3

Relationship: y = x/2 (or x = 2y)

Explanations will vary. For example:
The x-values count by ones, whereas the y-values count by halves, which
means each y-value ends up being half of the corresponding the x-value.

3. x 0 1 2 3 4 5 6
y 0 5 10 15 20 25 30

Rule: y = 5x (or x = y/5)

Page 53
4. x 10 9 8 7 6 5 4
y 1 3 5 7 9 11 13

© Taina Maria Miller 76 www.k5learning.com

 More Number Patterns in the Coordinate Grid, cont.
Page 53
5. x 1 2 3 4 5 6 7
y 5 4½ 4 3½ 3 2½ 2

The question does not ask for the relationship between x and y values,
but it is this: y = −x/2 + 5.5 or, written differently: y = 5.5 − 0.5x.

6. and 7. Answers will vary. Check the student's answer.

Page 54
8. x 0 2 4 6 8 10
y 10 9 8 7 6 5

The rule for x-values: Start at 0 and add 2 each time.

The rule for y-values: Start at 10, and subtract 1 each time.

9. x 0 10 20 30 40 50 60 70 80 90 100 110
y 2 3 4 5 6 7 8 9 10 11 12 13

Rule: y = x/10 + 2

Puzzle corner.
The rule for x-values: start at 8, and subtract ½ each time.
The rule for y-values: start at 0, and add 1 each time.

x 8 7½ 7 6½ 6 5½ 5 4½
y 0 1 2 3 4 5 6 7

The relationship: y = −2x + 16

© Taina Maria Miller 77 www.k5learning.com

 Review, pp. 55-59
Page 55
1. a. 281 b. 69 c. 95,118
2. 83,493 – 21,390 = 62,103
3. a. 55 b. 140 c. 30 d. 56
4. a. 606 b. 902 c. 810 d. 93 e. 1,201
Page 56
5. a. 9 b. 3 c. 8
6. a. x − 9 b. y + 3 + 8 = 28 c. 60 ÷ b = 12 d. 8 × x × y
7. (4) 4 × $3.75 ÷ 3 = $5. Each girl paid $5.
8. a. (12 + 17) ÷ 2 = $14.50. Each paid $14.50.
b. 5 × 4.50 – 2 = $20.50. Henry paid $20.50.
Page 57
9. a. R ÷ 4 = 544; R = 2,176 b. 4 × R = 300; R = 75

10. a. 83 R41 b. 6,735 R45

11. 23,391 ÷ 9 = 2,599 times
Page 58
12. You will spend 365 × $2.25 = $821.25 in a year on phone calls.
13. 5,000 ÷ 46 = 108 R32. They will need 109 buses.
14. Multiply to estimate, and use 900 km, instead of 880 km. Since 6 × 900 km = 5,400 and 7 × 900 km = 6,300 km,
it will take about 6 1/2 hours to travel 5,800 km.
Page 59
15. $15.90 ÷ 3 × 2 = $10.60. Two boxes of tea bags cost $10.60.

16. The rule is: y = 9 − x.

x 0 1 2 3 4
y 9 8 7 6 5

x 5 6 7 8 9
y 4 3 2 1 0

© Taina Maria Miller 78 www.k5learning.com

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