Nelson International Maths Workbook 6 Answers

Nelson International
Mathematics
Workbook 6
Name:
2nd edition
Contents
Task done Task done
Page Page
Traditional counting systems 4 Division rules 24
Writing numerals 5 Measuring instruments 25
Revising place value 6 Changing from one unit

to another 26
Comparing and ordering
numbers 7 Revising fractions 27
Rounding numbers 8 Mixed numbers and

improper fractions 28
Numbers below 0 9
Making equivalent fractions 29
Working with calendars 10
Compare and order
Revising time 11 fractions 30
Properties of 3D shapes 12 Compare and order
mixed numbers 31
3D shapes and their nets 13
Place value to thousandths 32
Investigate the nets of
open boxes 14 Rounding decimals 33
Addition and subtraction Sorting data 34
facts 15
Grouped data 35
Adding whole numbers 16
Graphs from tables 36
Subtracting whole numbers 17
Line graphs 37
More subtraction 18
More line graphs 38
Multiplication facts 19
Unusual graphs 39
More multiplication facts 20
More unusual graphs 40
Multiply by 10, 100
and 1000 21 Multiply and divide
decimals by 10 and 100 41
Division facts 22
More operations with
Dividing whole numbers 23 10 and 100 42
Contents
Task done Task done
Page Page
Adding and subtracting Dealing with discounts 61
decimals 43
Checking your calculations 62
Halving decimals 44
Increase in prices 63
Properties of quadrilaterals 45
Revising coordinates 64
Naming quadrilaterals 46
Extending the grid 65
Perimeter 47
Matching shapes 66
More perimeter 48
Timed division 67
Factors 49
Division – rounding the
Prime numbers 50 remainder 68
Multiplication by multiples Ratio 69

of 10 51
Proportion 70
Multiplying pairs of
multiples of 10 and 100 52 Investigating multiplication 71
Calculating the size Making sense of bar graphs 72

of angles 53
Making sense of line graphs 73
More missing angles 54
Shape patterns 74
Angles in a triangle 55
Number machines 75
Calculating angles
Number patterns 76
in triangles 56
Area of combined shapes 77
Angles of rotation 57
Estimating area on a grid 78
Percentages 58
Dividing decimal amounts 79
Percentages, fractions
and decimals 59
More percentages
of amounts 60
Traditional counting systems
1 This is a chimpu. Write a few sentences
4 strings = 4 digits
explaining how it is used to record a number.
4 thousands
Student’s own answers. However, they should mention
______________________________________________ 2 hundreds
that the chimpu works using place value, with one
______________________________________________ 7 units 8 tens
string for each place, for units, beads are threaded

______________________________________________
onto a single string, for tens, the beads are threaded on

______________________________________________ 4287
the units and the next string, for hundreds the beads are threaded onto the units, tens and
________________________________________________________________________________
hundreds strings. In other words, the number of strings indicates which place you are dealing with.
________________________________________________________________________________
2 Write the number represented on each chimpu.
2242
___________ 2331
___________ 4302
___________ 2059
___________
3 Draw your own chimpu to show how each number

would be represented.
Own work
2008 4079 1489 + 2167 52 614
4
Writing numerals
1 The table shows how the numerals we use today have
changed over time.
Today
600 years
ago
1000 years
ago
1200 years
ago
2300 years
ago
a Write these numbers as they would appear today.
4007
___________ 3587
___________ 8534
___________ 34 009
___________
b If you lived 1200 years ago, how would you have written these numbers?
123 809 1267 8952 91 207
___________ ___________ ___________ ___________ ___________
2 There is a theory that our numerals developed

according to the number of angles they contain. Students to discuss and
Look at the examples and complete the table. then draw their own ideas
No 1 3 7
angle angle angles angles
5
Revising place value
1 Write these numbers in figures on the place value chart:
a three hundred and twelve
b nine thousand, three hundred and seventeen
c ninety-nine thousand, four hundred and forty-six
d four-hundred-and-five thousand, three hundred and fifty-two
e nine-hundred thousand and eight
f forty thousand, three hundred and four
g seventy-six thousand and thirty-five
h five-hundred and seventy-two thousand, three hundred and ninety-seven
i three-hundred thousand, nine hundred and sixteen
j nine-hundred and ninety-nine thousand, nine hundred and ninety-nine.
Hundred Ten Thousands Hundreds Tens Units

thousands thousands
a 3 1 2
b 9 3 1 7
c 9 9 4 4 6
d 4 0 5 3 5 2
e 9 0 0 0 0 8
f 4 0 3 0 4
g 7 6 0 3 5
h 5 7 2 3 9 7
i 3 0 0 9 1 6
j 9 9 9 9 9 9
2 Work with a partner. Say each number out loud. Students’ verbal activity
3 If you add 1 to the last number you get 1 000 000.
Millions Hundred Ten Thousands Hundreds Tens Units
a Do you know what this number is? one million 1
thousands thousands
0 0 0 0 0 0
b How could you show this number on a place value chart?

see Student Book page 5
6
Comparing and ordering numbers
10 000 1 Estimate where each of the following
numbers will fit onto the number line.
Make a mark to show where you think
the number lies and write the number
next to your mark.
a 1750 b 7512
c 1925 d 4306
e 7861 f 3295
g 1682 h 3750
i 9999 j 9300
k 8200 l 7099
2 Write in digits, the number that is:
4451
a 1000 more than 3451 ___________
2451
b 1000 less than 3451 ___________
9500
c 5000 more than 4500 ___________
2000
d 8000 less than 10 000 ___________
3 What is the biggest number you can

write and say? Write it here in digits
and read it aloud to your partner.
Students’ own work
Students’ own work, Allow them to check

each other’s number lines and to discuss
whether or not their estimates are reasonable.
7
Rounding numbers
1 Complete the table by rounding each number to the
value shown.
Number To the nearest To the nearest To the nearest

10 100 1000
4765 4770 4800 5000
3456 3460 3500 3000
8876 8880 8900 9000
7654 7650 7700 8000
3211 3210 3200 3000
9876 9880 9900 10 000
12 987 12 990 13 000 13 000
14 897 14 900 14 900 15 000
19 811 19 810 19 800 20 000
122 456 122 460 122 500 122 000
342 183 342 180 342 200 342 000
665 581 665 580 665 600 666 000
316 479 316 480 316 500 316 000
1 223 718 1 223 720 1 223 700 1 224 000
3 213 987 3 213 990 3 214 000 3 214 000
2 Numbers are often rounded. How would you round

these numbers:
a 2 846 123 population 3 million
___________________________
b $12 643 071 in debt $12.5 million
___________________________
c $19.99 for a CD ___________________________
$100
d 123 407 attend a cricket match. 125 000
___________________________

8
Numbers below 0
1 Fill in each number in the correct place on the number lines. The
divisions are in units of one, see Student Book page 9 for a reminder.
-6 -2 -1 0 3 5 6
a 3, –2, 5, 6, –6, –1
-6 -3 -2 0 2 4
b 2, 4, –3, –6, –2
-7 -5 -3 -1 0
c –1, –3, –5, –7
-5 -4 -2 0 2 4 5
d –4, –2, 4, 2, 5, –5
-5 -4 -3 -2 -1 0
e –5, –4, –3, –2, –1
-5 -2 -1 0 1 3 5 7
f 7, 5, 3, –2, 1, –1, –5
-7 -6 -4 -2 0 2 4 6 7
g 2, 4, 6, 7, –2, –4, –6, –7
-6 -5 -3 -1 0 4 6 7
h –3, –5, 6, –1, 4, –6, 7
2 Draw and label arrows on the thermometer °C

to show the following temperatures:
50
a 12 °C
40
b –4 °C 30
c 15 degrees warmer than 4 °C 19°C 20

12°C 10
d 6 degrees colder than –1 °C 5°C 0
e 7 degrees above –2 °C -4°C -7°C
–10
f 9 degrees below –12 °C. -21°C –20
–30

9
Working with calendars
You will need a calendar for this year to complete these activities.
1 How many years have passed since this day in the year 2000?
______________________________________________________________________
2 On what date do the following fall this year: In this section, all the answers
a the last day of January ______________ will depend on the current
b the third Tuesday in March ______________ year. In 2013, for example, the
c the start of the school year ______________ answer is 2013−2000 = 13
d the last Friday in August ______________ years. Make sure the students
e the first day of Spring? ______________ have a calendar available to
them and check the answers
3 Look at the month of October. with the students
a On what day does the month begin? ______________
b How many Fridays are there in October this year? ______________
c How many weeks and days are there in October? ______________
4 How many weeks and days have passed since:

a the beginning of the year ______________
b your last birthday ______________
c the first day of school? ______________
5 What will the day and date be:

a five days from now ______________
b three weeks from today ______________
c in twelve weeks’ time? ______________
6 How long is it until the end of the year? Write this in:
a months and weeks ______________
b weeks and days ______________
c days. ______________
7 Write down three important holidays in your country. Then write the day and date
on which these holidays will fall this year.
______________________________________________________________________
______________________________________________________________________
10
Revising time
1 Complete the following:
60
a 1 hour = ________________ minutes
120
b 2 minutes = ________________ seconds
4
c 240 seconds = ________________ minutes
1
d –
2 30
minute = ________________ seconds
1
e –
4 15
hour = ________________ minutes
2
f 48 hours = ________________ days
2 Here are some 24-hour times. Draw the hands on the

clocks to show how these times would appear on an
analogue clock. Write a.m. or p.m. next to each clock.
a b c d
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 a.m. 7 6 5 a.m. 7 6 5 a.m. 7 6 5 a.m.
e f g h
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 p.m. 7 6 5 p.m. 7 6 5 p.m. 7 6 5 p.m.
3 What time is it right now? Write it as a digital 24-hour

time and an a.m. or p.m. time.
Student’s own work

________________________ ________________________

11
Properties of 3D shapes
1 Write the name of each 3D shape below it. The correct names
are given in the table below if you get stuck.
a b c d e
cone
__________ cylinder
__________ square-based
__________ cuboid
__________ sphere
__________
__________ __________ pyramid
__________ __________ __________
f g h i
triangular
__________ triangular
__________ hexagonal
__________ cube
__________
prism
__________ pyramid
__________ prism
__________ __________
2 Complete this table to summarise the properties of

these solids.
Shape Number of Number of Number of

faces vertices edges
Cube 6 8 12
Cuboid 6 8 12
Cone 2 1 1
Cylinder 3 0 2
Sphere 1 0 0
Triangular pyramid 4 4 6
Square-based pyramid 5 5 8
Triangular prism 5 6 9
Hexagonal prism 8 12 18

12
3D shapes and their nets
Simon built the 3D shapes in the right-hand column using
the flat shapes shown in the left-hand column.
1 Draw lines to match each set of flat shapes to the

correct 3D shape.
Flat shapes 3D shapes
Base Other faces

a
Base Other faces

b
Base Other faces

c
Base Other faces
Base Other faces

e
Base Other faces

13
Investigate the nets of open boxes
Zorina wants to make a set of boxes with five square faces
like this one to store her button collection.
This is an investigation. Allow the students to cut out and fold up the nets
using grid paper if they struggle. Remind them that any net with four blocks
arranged like a square (as in the second diagram) cannot be folded up.
Colour all the possible nets that she could use.
The 12 shapes above can be

fitted together to fill this grid
exactly. Draw the shapes to
show how this can be done.

14
Addition and subtraction facts
1 Fill in the numbers 1 to 6 in the circles so that each side
of the triangle adds up to the number in the centre.
a b c
5 6 6
2 4 1 2 1 3
10 12 11
3 6 1 5 3 4 4 5 2
2 Fill in the numbers 1 to 9 in the circles so that each side

of the triangle adds up to the number in the centre.
a b c
1 1 7
9 6 3 6 6 3
4 17 8 7 20 8 1 23 5
3 7 5 2 9 4 2 5 9 4 2 8
alternatives possible
3 In these grids, each column, row and diagonal adds to
the same total. The total is given above each grid. Fill
in the missing numbers to complete the squares.
a b c d
36 66 36 87
18 4 14 28 14 24 14 3 19 32 20 35
8 12 16 18 22 26 17 12 7 33 29 25
10 20 6 20 30 16 5 21 10 22 38 27

15
Adding whole numbers
1 The sum of two numbers is shown on a number line.
Find the missing number in each pair.
a
201 + 349 160 + 415 589 + 111
500 525 550 575 600 625 650 675 700 725 750 775 800
223 + 377 109 + 516 97 + 703
b
87 + 463 191 + 459 425 + 325
500 550 600 650 700 750 800 850 900
103 + 497 372 + 328 214 + 686
2 Find the sum of:

a 52 + 147 199
b 232 + 153 385
c 315 + 1002 1317
d 487 + 82 569
e 659 + 194 853
f 215 + 870 1085
g 955 + 144 1099
h 389 + 1041 1430
3 Find the missing values in these sums.
1 5 0 3 9 3 6 5 0 4
2 7 0+ 5 6 1 0 + 6 4 7+
4 2 0 9 5 4 6 1 1 5 1

16
Subtracting whole numbers
1 Subtract:
a 35 – 18 17 31 c 451 – 442 9
b 325 – 294 d 657 – 428 229
e 251 – 139 1 1 2 f 625 – 473 152 g 856 – 296 560 h 4035 – 3999 36
i 6000 – 3999 2001 j 1248 – 249 999
2 Subtract 25 from the difference between 90 and 40. 50 - 25 = 25

3 What is the difference in value between 12 ten-cent
coins and 12 five-cent coins? 12 # 10 = 120; 12 # 5 = 60; Difference = 60 cents
4 Nick buys a car for $2350 then resells it for $1800.

How much less is that? $550
5 Approximately how many hundred dollar bills would

you need to buy items costing $249, $87 and $515? 8 or 9
6 You are given the number sentence 773 + 583 = 1356.
Use these numbers to complete these two different subtractions.
– = 1356 - 583 = 773

– = 1356 - 773 = 583
7 Make up subtractions to give each of the following
answers. You may need to work out the missing values
on the number line before you start. Students’ own values
– – –
2
7
2
7
2
7
7
2
2
7
7
41
41
44
44
45
45
46
47
48
49
49
50
51
52
621 – 1000 – –

17
More subtraction
1 Job used the additions on the right to check the
answers to his subtraction homework. Allow students to discuss
the strategies.
Draw a line to match each addition to a subtraction.
Use the additions to find the missing answers to the

subtractions.
Check: 650 + 200 = 850

850 – 200 = 413 + 230 = 643
821 – 177 =
602 + 300 = 902
673 – 147 =
644 + 177 = 600 + 100 + 40 + 70+ 7 + 4
= 700 + 110 + 11
902 – 300 = = 810 + 11
1000 – 778 = = 821
748 – 549 = 526 + 147 = 600 + 60 + 13
= 673
643 – 230 =
222 + 778 = 900 + 90 + 10
= 900 + 100
= 1000
230 + 199 = 230 + 200 - 1
= 430 - 1 = 429
2 Look at the addition sums again. What strategies did

Job use to work out each answer?

18
Multiplication facts
Can you complete each column in one minute?
Write the answers only.
One-week multiplication and division facts revision

Day 1 Day 2 Day 3 Day 4 Day 5
5 × 6 = 30 10 × 5 = 50 60 ÷ 10 = 6 12 ÷ 12 = 1 7 × 6 = 42
63 ÷ 7 = 9 36 ÷ 9 = 4 2×8= 16 28 ÷ 7 = 4 40 ÷ 5 = 8
3 × 6 = 18 9×6= 54 63 ÷ 7 = 9 8 × 5 = 40 6 × 7 = 42
32 ÷ 4 = 8 54 ÷ 6 = 9 7 × 5 = 35 64 ÷ 8 = 8 40 ÷ 8 = 5
8×2 = 16 4×2 = 8 8×5= 40 10 × 11 = 110 10 × 9 = 90
15 ÷ 3 = 5 49 ÷ 7 = 7 30 ÷ 3 = 10 12 × 12 = 144 54 ÷ 9 = 6
6 × 6 = 36 4×4 = 16 8×7 = 56 81 ÷ 9 = 9 2 × 8 = 16
42 ÷ 7 = 6 12 ÷ 4 = 3 50 ÷ 5 = 10 9 × 6 = 54 3 × 9 = 27
8 × 9 = 72 3×9 = 27 6×3= 18 56 ÷ 8 = 7 4 × 8 = 32
30 ÷ 5 = 6 6×7 = 42 72 ÷ 8 = 9 3 × 8 = 24 6 × 5 = 30
9×7 = 63 64 ÷ 8 = 8 6 × 5 = 30 6 × 8 = 48 12 × 8 = 96
36 ÷ 4 = 9 8x3= 24 10 × 10 = 100 40 ÷ 5 = 8 6×8= 48
9×9 = 81 36 ÷ 6 = 6 6×9 = 54 4×6 = 24 48 ÷ 6 = 8
72 ÷ 6 = 12 8x8 = 64 9×6= 54 27 ÷ 3 = 9 42 ÷ 7 = 6
4 × 9 = 36 45 ÷ 9 = 5 42 ÷ 6 = 7 7×9 = 63 90 ÷ 10 = 9
5 × 9 = 45 9 × 8 = 72 4 × 8 = 32 40 ÷ 4 = 10 9÷9 =1
6 × 9 = 54 18 ÷ 3 = 6 10 ÷ 2 = 5 40 ÷ 10 = 4 9 x 11 = 99
81 ÷ 9 = 9 7×4 = 28 7×7 = 49 4 × 9 = 36 32 ÷ 8 = 4
9 × 8 = 72 25 ÷ 5 = 5 56 ÷ 7 = 8 5 × 7 = 35 24 ÷ 8 = 3
10 × 10 = 100 7 × 8 = 56 9 × 4 = 36 144 ÷ 12 = 12 3 × 12 = 36

19
More multiplication facts
1 Complete these multiplication targets as quickly as you can.
Swap with a partner and check each other’s answers.
a b c
99 11 36 96 13 91
44 9 1 88 48 3 8 24 78 1 7 65
4 8 4 2 6 5
55 5 36
×11 6 66 60 5 36
×12 7 84 52 4 ×13
36 8 104
10 3 9 6 3 9
1 10 2 7 33 108 1 10 72 39 10 2 1 17
22 77 12 120 130 26
d e f
42 84 15 75 16 1 12
56 3 6 98 90 1 5 60 80 1 7 48
4 7 6 4 5 3
140 10 ×14
36 8 1 12 105 7 ×15
36 8 120 160 10 ×16
36 8 128
5 2 3 9 4 9
70 1 9 28 45 10 2 135 64 6 2 144
14 126 150 30 96 32
g h i
68 85 162 54 114 133
1 19 4 5 51 144 9 3 90 19 6 7 38
7 3 8 5 1 2
102 6 ×17
36 8 136 18 1 ×18
36 2 36 171 9 ×19
36 8 152
2 9 7 6 10 3
34 10 1 153 126 4 10 108 190 4 5 57
170 17 72 180 76 95

20
Multiply by 10, 100 and 1000
1 Complete the table. Time yourself to see how quickly
you can do all these multiplications.
×10 ×100 ×1000

9 90 900 9000
17 170 1700 17 000
28 280 2800 28 000
39 390 3900 39 000
66 660 6600 66 000
89 890 8900 89 000
101 1010 10 100 101 000
145 1450 14 500 145 000
865 8650 86 500 865 000
435 4350 43 500 435 000
234 2340 23 400 234 000
1234 12 340 123 400 1 234 000
4076 40 760 407 600 4 076 000
5999 59 990 599 900 5 999 000
9800 98 000 980 000 9 800 000
Mark:
It took me ________________ to complete the table.
2 Swap with a partner. Check each other’s answers.

Write a mark out of 15 at the bottom of each column.

21
Division facts
Can you complete each column in four minutes?
Write the answers only.
One-week division with remainders revision

60 ÷ 7 = 8 r4 35 ÷ 3 = 1 1 r2 48 ÷ 5 = 9 r3 19 ÷ 2 = 9 r1 11 ÷ 3 = 3 r2
54 ÷ 5 = 10 r4 35 ÷ 2 = 17 r1 19 ÷ 5 = 3 r4 27 ÷ 4 = 6 r3 11 ÷ 7 = 1 r4
36 ÷ 10 = 3 r6 35 ÷ 4 = 8 r3 23 ÷ 6 = 3 r5 27 ÷ 5 = 5 r2 11 ÷ 4 = 2 r3
73 ÷ 8 = 9 r1 35 ÷ 6 = 5 r5 33 ÷ 6 = 5 r3 37 ÷ 5 = 7 r2 11 ÷ 6 = 1 r5
46 ÷ 5 = 9 r1 35 ÷ 8 = 4 r3 23 ÷ 7 = 3 r2 27 ÷ 4 = 6 r3 23 ÷ 3 = 7 r2
41 ÷ 4 = 10 r1 35 ÷ 9 =3 r8 33 ÷ 7 = 4 r5 37 ÷ 7 = 5 r2 29 ÷ 3 = 9 r2
50 ÷ 6 = 8 r2 60 ÷ 9 = 6 r6 43 ÷ 8 = 5 r3 27 ÷ 6 = 4 r3 29 ÷ 5 = 5 r4
50 ÷ 7 = 7 r1 40 ÷ 6 = 6 r4 53 ÷ 8 = 6 r5 37 ÷ 8 = 4 r5 29 ÷ 8 = 3 r5
33 ÷ 2 = 16 r1 40 ÷ 7 = 5 r5 43 ÷ 9 = 4 r7 47 ÷ 8 = 5 r7 29 ÷ 7 = 4 r1
19 ÷ 4 = 4 r3 50 ÷ 7 = 7 r1 53 ÷ 9 = 5 r8 47 ÷ 5 = 9 r2 29 ÷ 9 = 3 r2
37 ÷ 5 = 7 r2 13 ÷ 6 = 2 r1 43 ÷ 10 = 4 r3 47 ÷ 10 = 4 r7 29 ÷ 10 = 2 r9
49 ÷ 3 = 16 r1 13 ÷ 8 = 1 r5 53 ÷ 10 = 5 r3 47 ÷ 3 = 15 r2 14 ÷ 3 = 4 r2
49 ÷ 6 = 8 r1 13 ÷ 5 = 2 r3 80 ÷ 9 = 8 r8 19 ÷ 3 = 6 r1 17 ÷ 2 = 8 r1
50 ÷ 7 = 7 r1 13 ÷ 10 = 1 r3 14 ÷ 9 = 9 r5 29 ÷ 2 = 14 r1 23 ÷ 2 = 1 1 r1
88 ÷ 10 = 8 r8 99 ÷ 10 = 9 r9 25 ÷ 8 = 3 r1 17 ÷ 2 = 8 r1 23 ÷ 10 = 2 r3
70 ÷ 8 = 8 r4 9÷2= 4 r1 35 ÷ 8 = 4 r3 17 ÷ 4 = 4 r1 23 ÷ 4 = 5 r3
80 ÷ 9 = 8 r8 15 ÷ 4 = 3 r3 25 ÷ 7 = 3 r4 17 ÷ 6 = 2 r5 23 ÷ 6 = 3 r5
42 ÷ 5 = 8 r2 26 ÷ 3 = 8 r2 35 ÷ 7 = 5 27 ÷ 6 = 4 r3 19 ÷ 7 = 2 r5
43 ÷ 6 = 7 r1 26 ÷ 5 = 5 r1 25 ÷ 6 = 4 r1 27 ÷ 8 = 3 r3 31 ÷ 7 = 4 r3
39 ÷ 4 = 9 r3 26 ÷ 6 = 4 r2 35 ÷ 6 = 5 r5 11 ÷ 2 = 5 r1 31 ÷ 9 = 3 r4

22
Dividing whole numbers
1 Follow the division chains. Fill in the missing answers.
÷2 ÷2 ÷2
764 382 191 95 21
÷3 ÷3 ÷3
945 315 105 35
Answers will vary as students

may round different numbers
2 Complete the table. Do any working you need to do on and do different working.
scrap paper. Actual answers are:
Calculation Estimate by Actual answer Check using
rounding inverse operation
348 ÷ 7 Own work 343 r5

288 ÷ 9 32
256 ÷ 8 32
785 ÷ 5 157
976 ÷ 8 122
245 ÷ 7 35
810 ÷ 9 90
102 ÷ 3 34
888 ÷ 2 444
954 ÷ 3 318

23
Division rules
1 Do the divisions. Write the answers in the blocks.
2 Colour blocks with the same answers to match, join

them with lines and find a path to the stars. Colour the
stars to match the colours.
500 ÷ 4 68 ÷ 2 256 ÷ 8 220 ÷ 10
Red 125 34 32 122
288 ÷ 9 244 ÷ 2 488 ÷ 4 272 ÷ 8
Green 32 122 122 34
156 ÷ 4 260 ÷ 20 105 ÷ 3 250 ÷ 2
Blue 39 130 35 125
650 ÷ 5 140 ÷ 4 117 ÷ 3 195 ÷ 5
Yellow 130 35 39 39
102 ÷ 3 375 ÷ 3 390 ÷ 3 245 ÷ 7
Brown 34 125 130 35
976 ÷ 8 96 ÷ 3 625 ÷ 5 910 ÷ 7
Orange 122 32 125 130
210 ÷ 6 78 ÷ 2 170 ÷ 5 224 ÷ 7
Purple 35 39 34 32

24
Measuring instruments
1 Write the measurement shown on each instrument.
Include the correct units of measurement.
1 cm 2 3 4 5 6 7 97 cm 98 99 1m 1 2
4.5 cm or 45 mm
____________________ 1 m____________________
and 0.5 cm or 100.5 cm
0 0 35 °C
70 10
kg kg 30 °C
3 1 60 20
25 °C
50 30 20 °C
2 40
15 °C
2.4 kg
____________________ 62 kg
____________________
10 °C
10 11 12 13 °C
2 5 °C
1 Litre 3
0 4 14 °C
_________________
2.4 l
____________________ 12.5 °C
____________________
2 Shade each measuring jug to show where the level
would be if you added 150 ml to each one. Write the
amount of liquid in each jug below it in ml and in litres.
1000 ml 1000 ml
900 900
800 800
700 700
600 600
500 500
400 400
300 300
200 570 ml
__________ 200 500 ml
__________
100 100
0 0.57 l
__________ 0 0.5 l
__________
25
Changing from one unit to another
Complete the tables to show equal measurements with
different units.
Grams 4000 8000 9500 12 500 6500 125 000

Kilograms 4 8 9.5 12.5 6.5 125
Metres 1500 3050 4750 9460 10 500 13 250
Kilometres 1.5 3.05 4.75 9.46 10.5 13.25
Kilometres 4 7.5 12.75 88.69 90.09 120.50
Metres 4000 7500 12 750 88 690 90 090 120 500
Millilitres 3500 5540 12 760 34 090 49 909 83 149

Litres 3.5 5.54 12.76 34.09 49.909 83.149
km m cm mm
0.001 1 100 1000
0.004 4 400 4000

0.05 50 5000 50 000
0.05 50 5000 50 000
kl l cl ml
1 1000 1 000 000 10 000 000

0.002 2 200 2000
0.0004 0.4 40 400
0.0005 0.5 50 500

26
Revising fractions
1 Shade each shape to show the given fraction.
a b c
3 2 1
– – –
8 3 8
d e
5 9
–– ––
12 10
f g h
7 3 7
–– –– ––
8 4 10
2 Shade the given fraction of each group.

a b c
1
–
3
1
– 1
4 –
5
d
1
–
3
e f
1
–
5
1
–
6
27
Mixed numbers and improper fractions
1 Sort the fractions in the box into the correct columns
of the table.
1
– 15
–– 1 18 1 5 3
3 3 1–2 —
10 8—
12
–
6
—
9 10
11 5
–8 –7 7 3 17
—
12 4 –9 7 8 7 –8 2 –4 ––
5
9
– 1 2 11
–2 9 –3
4
—
25 3 –5 ––
5 5
—
12 2
Proper fractions Mixed numbers Improper fractions

1 15
3 1 21 3
5 18
6 8 121 10
11
12 9 103 8
7
17
7
8
4 95 5
9
5
2 7 78 4
9 2 34 11
5
12
3 52 3
2
2 Write each fraction in the correct place on the number

line.
1 7 1 14 1
a – b 1–8 c 2 –4 d –– e 3 –8
2 1 7 8
2 1 8
0 1 2 3 4
1 68 2 41 3 81
3 Use dots to mark four more fractions on the number
line. Students’ own work
4 Swap with a partner and write each marked fraction as

a mixed number and as an improper fraction.

28
Making equivalent fractions
1 Colour each fraction a different colour.
–1 1
– 1
– 3
– 1
– 4
–
2 3 4 4 5 5
2 Find the fractions that are equivalent to each fraction

above and colour them to match.
2
– 20 12 2 3
–
—– — —
4 100 48 10 9
4 5 24 50 750
— — — —– ——
16 10 32 100 1000
9 75 10 6 90
— —– — — —–
40 100 30 24 100
4 27 11 15 100
— — — — —–
20 36 22 45 400
6 3 5 9 200
— — — — ——
30 15 13 27 1000
500 23 3 8 7
—— — – — —
1000 46 6 10 14
800 9 18 200 36
—— — — —– —
1000 12 24 600 45
16 33 9 12 2
— —– — — –
20 100 10 48 6
9 2
– 10 12 100
— — — —–
18 8 50 24 300
4 12 15 4
– 5
— — — —
16 24 30 8 20
3 Make as many equivalent fractions as you can for each.

1 3
– –
2 4
1
–
4

29
Compare and order fractions
1 Circle all the fractions that are smaller than the given
fraction.
2 1 4 7 15
a – – — — —
3 4 15 12 30
4
b — –1 –3 –3 1
–
11 2 4 8 3
2 Circle all the fractions that are greater than the given
fraction.
a –2 –1 1
– 2
– 4
– –3
3 3 2 9 6 4
5
b – –2 —9 1
– –5 19
—
8 3 12 2 9 24
3 Write the fraction shown by the arrow on each number

line.
a 1
b 1 1 5
2 6 2 6
0 1 0 1
c 2 5 d 3 1 6 1 8 3 11
7 7 12 4 12 2 12 4 12
0 1 0 1
e 2 1 5 8 f 1 3
8 4 8 8 4 4 1 1 21
0 1 0 1 2
4 Draw your own divisions on the number line and locate

the following fractions on it:
3 1 1 8 5 3
– – – – – – –1
4 4 2 8 8 8 8
0 1

30
Compare and order mixed numbers
1 Complete the number line.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
0 1 1 51 125 1 35 1 45 2 2 51 2 52 2 35 2 45 3
2 Fill in <, > or =.
a –7 > 1 b
11
— < 3 c
13
— > 21–5 d
9
– > 1–25
5 5 5 5
e 1–5
4
> 12
—
5 f 2–5
1
< 114
—
4 g 1 –5
4
= –9
5 h 1–5
1
> 6
–
7
3 3
– 12
— –9 90
— –9 12
— –3 19
— 20
—
4 30 3 45 8 8 7 20 19
a Circle the fractions that are smaller than 1.

b Write the fractions that are greater than 1 as mixed numbers.
12 1 9 90 9 1 20 1
30 = 2 2 3=3 45 = 2 8 =18 19 = 1 19
________________________________________________________________________________
________________________________________________________________________________
c Write the mixed numbers in order from smallest to greatest.

1 1 1
1 19 18 2 22 3
________________________________________________________________________________
________________________________________________________________________________
4 a Simplify these improper fractions and show their positions on the number line:
14 30 28 72 39
— — — — —
6 5 6 12 12
14
6 = 2 62 39
12 = 3 123 28
6 = 4 64 30
5 =6
0 1 2 3 4 5 6
72
12 =6
b Write the fractions as mixed (or whole) numbers in order from greatest to
smallest.
14 39 28 30 72
___________
6 ___________
12 ___________
6 ___________
5 ___________
12

31
Place value to thousandths
1 Draw beads on each abacus to show the decimal fraction given.
a 26.456 b 37.206 c 389.4
H T U . t h th H T U . t h th H T U . t h th
d 42.32 e 28.9 f 345.234
g 38.904 h 99.993 i 0.456
j 1.234 k 129.098 l 40.125

32
Rounding decimals
1 Complete the table.
Number Rounded Rounded to Rounded to

to nearest nearest tenth nearest whole
hundredth number
12.452 12.45 12.5 12
23.976 23.98 24.0 24
14.299 14.30 14.3 14
45.004 45.00 45.0 45
93.901 90.90 93.9 94
116.667 1 16.67 1 16.7 1 17
0.9823 0.98 1.0 1
1.0457 1.05 1.1 1
2 Naresh made some mistakes when he tried to round
these decimal fractions to the nearest whole number.
Find his mistakes and correct them.
1
1.474 = 1.5 __________ 3
2.644 = 2 __________ 4
3.788 = 37 __________
13
12.509 = 14 __________ 26
25.919 = 29 __________
3 Challenge
Using this frame: •

99.999
a What is the biggest possible number you can make? ________________________
b What is the biggest possible number you can make using five different digits
98.765
(no repeats). ________________________
c What is the smallest possible number you can make using any digits except 0?
1 1.1 1 1 (repeating digits) or 12.345 (with no repeats)
________________________
d What is the highest possible number with three decimal places that will round off to
49.999
50 if it is rounded to the nearest whole number? ________________________

33
Sorting data
1 Sam threw a die 20 times. Complete this frequency
table to show how often Sam threw each number.
Score Tally Frequency

1 4
2 4
3 4
4 3
5 3
6 2
2 Here is a list of the number of times each student in a

class left the room during a school day.
0 2 1 0 1 4 3 1 2 0 2 0
1 6 0 2 0 1 3 1 2 4 3 2
0 0 0 1 1 3 2 1 0 0 2 0
Complete this frequency table to summarise the data.
Number of times student left the room Tally Frequency

0 12
1 9
2 8
3 4
4 2
5 0
6 1
Total 36

34
Grouped data
1 A clinic measured the mass of 30 children to the
nearest kilogram. The masses are given here.
42 36 24 33 32 43 28 33 42 50
41 34 26 20 28 31 43 19 31 33
40 33 29 38 37 39 22 38 40 41
Complete this frequency table to sort the data.
Mass in kilograms Tally Frequency

16–20 2
21–25 2
26–30 4
31–35 8
36–40 7
41–45 6
46–50 1
Total 30
2 Answer these questions about your table.

30
a How many children were weighed? ____________________
8
b How many children weighed between 31 kg and 35 kg? ____________________
1
c How many children weighed 46 kg or more? ____________________
31-35
d What mass range has the most children in it? ____________________
e If your mass was in the 26–30 kg range, what could you weigh? 26, 27, 28, 29 or 30
___________________
8
f How many children weighed less than 31 kg? ___________________
31-35 because 30.5
g Jessie weighs 30.5 kg. Which group would she be in? Why? ___________________
rounded to the nearest whole number is 31
_______________________________________________________________________________
35
Graphs from tables
1 2
60
30 50
25 40
20 30
Frequency
Frequency
15 20
10 10
5 0
9
0
9.9
.9
9.9
9.9
9.9
$5
19
-$
$2
$3
$4
0
-$
n
ha
.00
0-
0-
0-
.00
0-2 3-5 6-8
et
0.0
0.0
0.0
$0
$10
or
$2
$4
$3
M
Number of people in family Amount spent

36
Line graphs
These measurements show the changing height of a tree in
the botanical gardens over 18 years.
Age in years 2 4 6 8 10 12 14 16 18
Height in cm 45 90 100 140 170 190 200 210 230
1 Draw a line graph to show

Changing height of a tree
240
the data. Don’t forget to
give the graph a heading. 220
200
180
160
Height in cm
140
120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
Age in years
2 Answer these questions about your graph.

20 cm
a What is the scale on the vertical axis? ____________________
2 years
b What is the time interval on the horizontal axis? ____________________
c How much taller did the tree grow from when it was
60 cm
8 years old until it was 14 years old? ____________________
3 Use your graph to estimate:

approx 20 cm
a How tall the tree was when it was 1 year old. ____________________
approx 95 cm
b Its height at 5 years. ____________________
approx 245 cm
c How tall the tree is likely to be when it is 20 years old. ____________________
37
More line graphs
This table shows how much money Anna had in her bank
account at the end of each month for a year.
Month J F M A M J J A S O N D
Balance ($) 100 130 200 180 150 160 120 100 145 100 90 60
1 Complete this line graph to

show the data. You will need
to decide on a vertical scale.
Anna’s balance ($)
Mae-Ling’s balance ($)
220
Balance in account
200
180
160
140
120
100
80
60
2 This table shows how much 40
Mae-Ling had in her bank 20
account at the same time. 0
Use a different colour to show J F M A M J J A S O N D
this data on the same graph. Month
Month J F M A M J J A S O N D
Balance ($) 90 120 150 140 150 145 130 140 120 130 140 150
3 May
When did the two girls have the same amount in the bank? ____________________
4 In which months did Anna have more money in the bank than Mae-Ling?
January, February, March, April, June and September
_____________________________________
5 Mae-Ling
Which girl increased her balance over the year? ____________________
38
Unusual graphs
This graph shows how much water is used to produce some
of the food people eat.
Water used to produce food

litres
217
15 497 255
1egg
909 1kg potatoes
1334
2291 1kg maize
3046 1kg wheat
1kg rice
1kg chicken
1kg beef
Draw a bar graph to show the same data. Think carefully

about the scale before you do this. Students’ own work

39
More unusual graphs
The pictures on this page show the outlines of six tall
towers of the world. The name of each tower and its height
in metres is given in the table.
Use this information and the outlines to draw an unusual

but accurate graph comparing their heights.
Height
Tower
in metres
a CN Tower (Canada) 553
b Ostankino Tower, Russia 537
c KFVS TV Tower (USA) 511
d Oriental Pearl Tower (China) 468
e Milad Tower (Iran) 435
f Menara KL (Malaysia) 421
a b c d e f
600
550
500
450
Height in metres
400
350
300
250
200
150
100
50
0
a b c d e f

40
Multiply and divide decimals by 10 and 100
Do these in your head. Write the answers only.
One-week mental practice

3.4 × 10 34 254.4 ÷ 10 25.44 10 × 2.3 23 1.3 × 10 13 2.7 × 10 27
0.2 × 10 2 254.4 ÷ 100 2.544 10 × 4.55 45.5 1.3 × 100 130 3.7 × 10 37
12.2 × 10 122 25.44 × 100 2544 10 × 9.332 93.32 2.6 × 10 26 3.7 × 100 370
14.2 ÷ 10 1.42 245 × 10 2450 10 × 9.81 98.1 2.6 × 100 260 345 ÷10 34.5
24 ÷ 10 2.4 2.45 × 10 24.5 10 × 10.01 100.1 0.005 × 100 0.5 1965 ÷ 100 19.65
204 ÷ 10 2.04 2.45 × 100 245 100 × 2.3 230 0.006 × 100 0.6 23 ÷ 100 0.23
0.5 × 100 50 36.5 ÷ 10 3.65 100 × 4.5 450 12.5 ÷ 10 1.25 2.3 ÷10 0.23
7.9 × 100 790 365 ÷ 10 36.5 100 × 90.07 9007 125 ÷ 100 1.25 3.8 ÷10 0.38
0.3 × 10 3 365 ÷ 100 3.65 100 × 12.3 1230 125 ÷ 10 12.5 12.7 × 10 127
0.2 ÷ 10 0.02 3.65 × 10 36.5 100 × 2.1 210 0.4 × 10 4 19.34 × 10 193.4
1.23 × 100 1230 3.65 × 100 365 100 × 2.4 240 0.4 × 100 40 2.5 × 100 250
4.24 × 100 424 2.6 × 10 26 154.6 ÷ 10 15.46 12 ÷100 0.12 13 ÷10 1.3
0.007 × 100 0.7 525 ÷ 100 5.25 34.2 ÷ 10 3.42 0.45 × 100 45 25 ÷ 100 0.25
0.04 ÷10 0.004 525 ÷ 10 52.5 4555 ÷ 10 455.5 0.345 × 100 34.5 246 ÷ 10 24.6
239.5 ÷ 10 23.95 43 × 100 4300 45.2 ÷ 10 4.52 12.345 × 10 123.45 9000 ÷100 90
0.12 × 100 12 4.3 × 100 430 10001 ÷ 100 100.01 19.7 ÷10 19.7 92.9 × 10 929
125 ÷ 10 12.5 4.3 × 10 43 23 ÷ 10 2.3 1.76 ÷10 0.176 32.6 × 100 3260
125 ÷ 100 1.25 43 ÷ 10 4.3 456 ÷ 100 4.56 12.3 ÷10 1.23 342 ÷ 100 3.42
2.45 × 10 24.5 43 ÷ 100 0.43 2345 ÷100 23.45 1945 ÷ 100 19.45 342 ÷ 10 34.2
2.45 × 100 245 4.3 ÷ 10 0.43 10 ÷ 100 0.1 205 ÷ 100 2.05 342 × 100 34 200

41
More operations with 10 and 100
1 Complete each table.
22 282 1435 14.7 1187 231 8

× 10 220 28.2 14.35 147 1 1.87 2310 0.8
÷ 10 2.2 0.282 0.1435 1.47 0.1 187 23.1 0.008
22 2.82 1.435 14.7 1.187 231 0.08

× 10 220 28.2 14.35 147 1 1.87 2310 0.8
× 100 2200 282 143.5 1470 1 18.7 23 100 8
207 31 7 19 147 2081 2100

÷ 10 20.7 3.1 0.7 1.9 14.7 208.1 210
÷ 100 2.07 0.31 0.07 0.19 1.47 20.81 21
2 Work out what number (10 or 100) is missing from

these number chains. Write the numbers in the boxes.
a
× 10 ÷ 10 × 100 × 100 ÷ 100
0.7 7 0.7 70 7000 70
b
× 10 ÷ 100 × 1000 ÷ 10 000 × 100
12.5 125 1.25 125 1.25 12.5
c ÷ 100 × 1000 ÷ 1000 × 100 ÷ 10

42.3 4.23 423 4.23 423 42.3

42
Adding and subtracting decimals
1 Join pairs of decimals to make 1.
0.88 0.65 0.7 0.1 0.4 0.99 0.35 0.8 0.3 0.72 0.6
0.9 0.01 0.2 0.75 0.45 0.37 0.63 0.12 0.28 0.25 0.55
2 Complete the number chain by filling in the missing values.

a +0.5 +0.8 +0.2 +0.4 +0.6 +0.3 +1.7
13.5 14 14.8 15 15.4 16 16.3 18
b
– 3 – 0.7 – 0.2 – 0.7 – 1.2 – 0.7
33.8 30.8 30.1 29.9 29.2 28.0 27.3
3 Anna says 7 + 8 = 15, so 0.7 + 0.8 = 0.15. Use this

number line to show why Anna is wrong.
+0.8
0 0.7 1 1.5 2
4 Can you find three different ways to complete this puzzle? Students’ own work
+ 15.5 + 15.5 + 15.5
+ + + + + +
+ 4.5 + 4.5 + 4.5
10.4 10.6 10.4 10.6 10.4 10.6

43
Halving decimals
1 Halve the number at each step to find the missing
numbers in each division tree.
a b
29 42.4
2 14.5 2 21.2
2 7.25 10.6 2
2 3.625 2 5.3
c 13.7
2 2.65
d 15.2
2 6.85
2 1.325
2 7.6
2 3.425
2 3.8
44
Properties of quadrilaterals
1 Complete this table by ticking the blocks that apply to
each shape.
Parallelogram
Shape
Trapezium
Rectangle
Rhombus
Square
Kite
Property
Has four sides

All sides equal in length
Opposite sides equal in length
Adjacent sides equal in length
Both pairs of opposite sides parallel
One pair of opposite sides parallel
No sides parallel
Four right angles
Opposite angles equal
2 Fill in the missing shape names in these sentences.

quadrilateral*
a A ____________________ is a shape with four sides.
square, rectangle, is a quadrilateral with 2 pairs of
b A ____________________
parallelogram, rhombus parallel sides.
square, rhombus is a parallelogram with 4 equal sides.
c A ____________________
square, rectangle is a parallelogram with right angles.
d A ____________________
square
e A ____________________ is a parallelogram with 4 equal sides
and 4 right angles.
trapezium
f A ____________________ has one pair of parallel sides.
kite
g A ____________________ has two pairs of equal sides, but
no parallel sides.
*
square, rectangle, parallelogram, rhombus, trapezium, kite
45
Naming quadrilaterals
You can use a pin-board and elastic bands to help you
complete this activity.
Draw an example of the named shapes on the pin-boards. Make
sure you end up with 15 different shapes. Students’ own work
1 Square 2 Rectangle 3 Kite
4 Parallelogram 5 Rhombus 6 Kite
7 Trapezium 8 Rectangle 9 Rhombus
10 Square 11 Parallelogram 12 Trapezium
13 Rectangle 14 Rectangle 15 Kite

46
Perimeter
1 a Fill in the missing side lengths on each shape.
b Calculate the perimeter of each shape.
A B
P= 20 cm P= 25 cm
7 cm
5 cm
3 cm 5 cm
C D 3.2 cm
P= 13.8 cm
4.6 cm
2.1 cm
(All sides equal) P= 10.6 cm
E F 15 m
9 cm
2m
18 cm 6m
8 cm
20 cm 9m
P= 76 cm 42 m
P=
2 The perimeter of each shape is given. Use this to work

out the lengths of the missing sides.
a 17 cm b 32 mm c 5.5 m
40 mm
12 cm 13 cm
20 mm
4m
14 cm
18 mm 25 mm
perimeter = 56 cm perimeter = 135 mm perimeter = 19 m

47
More perimeter
A rectangle has a perimeter of 24 units. Draw different
rectangles on the grid to show some possible lengths for
the sides.

48
Factors
1 Complete the grids to show all the pairs of factors for
each number.
a b c
8 24 20
1 8 1 24 1 20
2 4 2 12 2 10
3 8 4 5
4 6
d 46
e 48
f 100
1 46 1 48 1 100
2 23 2 24 2 50
3 16 4 25
4 12 5 20
6 8 10 10
g 60 h 72 i 40
1 60 1 72 1 40
2 30 2 36 2 20
3 20 3 24 4 10
4 15 4 18 5 8
5 12 6 12
6 10 8 9
2 Use your tables to find the common factors of:

1, 2, 3, 4, 6, 8, 12, 24
a 24 and 48 ____________________
1, 2, 4, 5, 10, 20
b 20, 60 and 100 ____________________

49
Prime numbers
Eratosthenes was a Greek
mathematician who lived 1 2 3 4 5 6 7 8 9 10
over 2000 years ago. He
found a way of sorting 11 12 13 14 15 16 17 18 19 20
out prime numbers, from
other numbers. His method 21 22 23 24 25 26 27 28 29 30
is called the sieve of
Eratosthenes. Follow the 31 32 33 34 35 36 37 38 39 40
instructions to find the prime
numbers between 1 and 100 41 42 43 44 45 46 47 48 49 50
in the same way as he did.
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
• Cross out 1.
• Colour 2 then cross out all other multiples of 2.
• Colour 3 then cross out all the other multiples of 3.
• Colour the next number that is not coloured or crossed out,
then cross out all the multiples of that number.
• Keep doing this until all the numbers are either coloured
or crossed out.
The coloured numbers are the prime numbers. List them

here. You should have 25 numbers on your list.
2 _____
_____ 3 _____
5 _____
7 _____
1 1 _____
13 _____
17 _____
19 _____
23
29 _____
_____ 31 _____
37 _____
41 _____
43 _____
47 _____
53 _____
59 _____
61
67 _____
_____ 71 _____
73 _____
79 _____
83 _____
89 _____
97

50
Multiplication by multiples of 10
Complete each set of multiplications.
What patterns can you see in the answers?
Write a rule for the pattern.
1 8 × 2 = 16 6 × 3 = 18 9 × 4 = 36
8 × 20 = 160 6 × 30 = 180 9 × 40 = 360
8 × 200 = 1600 6 × 300 = 1800 9 × 400 = 3600
8 × 6 = 48 6 × 8 = 48 9 × 5 = 45
8 × 60 = 480 6 × 80 = 480 9 × 50 = 450
8 × 600 = 4800 6 × 800 = 4800 9 × 500 = 4500
Pattern: __________________________________________________
Students’ own pattern explanation
___________________________________________________________
2 80 × 2 = 160 60 × 3 = 180 90 × 4 = 360
80 × 20 = 1600 60 × 30 = 1800 90 × 40 = 3600
80 × 200 = 16 000 60 × 300 = 18 000 90 × 400 = 36 000
80 × 2000 = 160 000 60 × 3000 = 180 000 90 × 4000 = 360 000
80 × 6 = 480 60 × 8 = 480 90 × 5 = 450
80 × 60 = 4800 60 × 80 = 4800 90 × 50 = 4500
80 × 600 = 48 000 60 × 800 = 48 000 90 × 500 = 45 000
80 × 6000 = 480 000 60 × 8000 = 480 000 90 × 5000 = 450 000
Pattern: __________________________________________________
Students’ own pattern explanation
___________________________________________________________
51
Multiplying pairs of multiples of 10 and 100
Complete the multiplication table as quickly as you can.
Try to work mentally as much as possible.
× 10 20 30 50 90 200 400 800
10 100 200 300 500 900 2000 4000 8000

20 200 400 600 1000 1800 4000 8 000 16 000
30 300 600 900 1500 2700 6000 12 000 24 000
40 400 800 1200 2000 3600 8000 16 000 32 000
60 600 1200 1800 3000 5400 12 000 24 000 48 000
100 1000 2000 3000 5000 9000 20 000 40 000 80 000
400 4000 8000 12 000 20 000 36 000 80 000 160 000 320 000
800 8000 16 000 24 000 40 000 72 000 160 000 320 000 640 000
1000 10 000 20 000 30 000 50 000 90 000 200 000 400 000 800 000
2000 20 000 40 000 60 000 100 000 180 000 400 000 800 000 1 600 000
110 1 100 2200 3300 5500 9900 22 000 44 000 88 000
150 1500 3000 4500 7500 13 500 30 000 60 000 120 000
220 2200 4400 6600 1 1 000 19 800 44 000 88 000 176 000
1100 11000 22 000 33 000 55 000 99 000 220 000 440 000 880 000

52
Calculating the size of angles
1 Calculate the missing angles.
Write the size in degrees on each drawing. Check by measuring.
a b
138°
42º
107° 73º
c d
93°
42º
1 13° 54º
33º
25º
e f
40º
76º
132° 132º
97º
147°
96º
2 Measure angle p. Calculate angle q.
a b c
30° 130°
45° p q 59°
q
p
q 45° 60° p

53
More missing angles
1 Calculate the missing angles.
Write the size in degrees on each drawing. Check by measuring.
a b
112º
90° 90º 68° 68°
90° 90° 1 12°
c 142° d 138º
38° 38º
42° 42°
142° 138°
168°
e 147° f
12° 12º
33°
33º 168°
147°
g h
45°
a
30º
90º 45° 90°
a
80º
b
90° 90° 45°
b
70°
45°

54
Angles in a triangle
Measure the angles in each triangle.
Write the size in the correct place.
Add them up to check that you get 180°.
1 2
50° + _____
_____ 90° + _____
40° = _____
180° 78° + _____
_____ 37° + _____
65° = _____
180°
3 4
32° + _____
_____ 33° + _____
65° = _____
180° 38° + _____
_____ 66° + _____
76° = _____
180°
5 6
50° + _____
_____ 90° + _____
40° = _____
180° 36° + _____
_____ 1 14° + _____
30° = _____
180°
7 8
1 15° + _____
_____ 33° + _____
32° = _____
180° 45° + _____
_____ 38° + _____
97° = _____
180°

55
Calculating angles in triangles
Calculate the missing angles in these triangles. Write your
answers on the drawings.
1 2
25º
77°
53º 50º
136°
19º
3 4
74º
1 10°
53º 53°
35º 35º
5 6
69° 42º
90° 21º
48° 90°
7 8
75º 42°
120º
115º
45° 60° 147° 33º
9 10 50º
75°
50°
55º
120º 60° 70° 110º

56
Angles of rotation
Draw the position of each shape to show where it will be
after the rotation described. Use the dot on the shape as
the point of rotation.
1 90º clockwise 2 90º clockwise
3 90º anti-clockwise 4 90º anti-clockwise
5 90º clockwise 6 90º anti-clockwise

57
Percentages
1 Colour the number of squares given. Complete the
statements next to each block.
a 50 % coloured b 80 % coloured
50 % not coloured 20 % not coloured
50 squares 80 squares
c 90 % coloured d 25 % coloured
e 18 % coloured f 3 % coloured
g 100 % coloured h 25 % coloured

100 squares every 4th square
i 27 % coloured j 1 % coloured
27 squares 1 square

58
Percentages, fractions and decimals
The number line represents one whole.
Write the fractions, decimals and percentages in the correct

position on the number line. You can write on both sides of
the line.
20% 0.2
15%
2 100% 1
–
5 50%
90% 0.9
1
4 –
– 80%
4
5
2
5 80% 75% 3
4
40%
60% 0.6
30% 3
6 50% 1
2 –
–– 75% 4
20 40% 2
5
90% 30% 6
20
1
25%
20%
4
0.2
0.9
25% 1
15%
–
4
60% 0 100%
0.6
59
More percentages of amounts
Divide and colour each strip using the percentages given.
If the percentages do not add up to 100%, leave part of the

strip uncoloured.
1 50% yellow, 50% green
2 75% yellow, 25% blue
3 20% yellow, 70% red
4 45% yellow, 50% green
5 25% yellow, 25% red, 50% green
6 14% yellow, 29% red, 57% blue

60
Dealing with discounts
1 Complete this chart.
Original price Percentage discount Money off Sale price
$75 10% $7.50 $67.50

$40 5% $2.00 $38.00
$52 10% $5.20 $46.80
$125 20% $25.00 $100
$60 50% $30.00 $30

$245 20% $49.00 $196
$339 33.3% $113.00 $226
$850 25% $212.50 $637.50
$1260 15% $189.00 $1071
$2612 5% $130.60 $2481.40
2 Write the new price if each item is discounted by 20%.
Was: $20.00 Was: $14.50

Now: $16.00 Now: $1 1.60
Was: $55.00 Was: $19.99

Now: $44.00 Now: $15.99
Was: $120.00 Was: $75.99

Now: $96.00 Now: $60.79

61
Checking your calculations
1 For each of the following lists:
a Estimate the total cost.
b Estimate the change you would get from $10.
c Use a calculator to work out the exact total.
d Check your total by adding in reverse order.
List A List B
$4.10 $56.09
4 × $0.97 2 × $2.20
2 × $3.15 $2.76
$6.59 $1.95
10 × $1.06
Estimated total: ____________
Estimated change: ____________ Estimated total: ____________
Exact total: ____________
$20.87 Estimated change: ____________
Change: $79.13 $75.80
Change: $24.20
List C List D
3 × $3.79 6 × $2.47
2 × $1.49 $2.75
$1.98 $4.70
4 × $1.54 4 × $0.99
$3.80
Estimated change: ____________ Estimated total: ____________
$22.49 Estimated change: ____________
Change: $77.51 Exact total: ____________
$30.03
List E Change: $69.97
5 × $2.47
$1.69
6 × $1.78
$5.79

Estimated change: ____________
$30.51
Change: $69.49
2 Calculate how much change you would get from $100.
62
Increase in prices
see Student Book page 102 question 3

63
Revising coordinates
8
D
7
I C H
6
G F
5
N E
y-axis
4
A M
3
J B
2
P
1
O K L
0
1 2 3 4 5 6 7 8
x-axis
1 Fill in the names of the two axes and mark the origin
on the graph.
2 Plot these points on the graph. Label each one with

the correct capital letter.
A (1, 3) B (2, 2) C (5, 6) D (4, 7)
E (8, 4) F (7, 5) G (3, 5) H (6, 6)
I (0, 6) J (0, 2) K (3, 0) L (5, 0)
M (4, 3) N (6, 4) O (0, 0) P (6, 1)
3 Add your own points, Q, R and S to the grid. Write the

coordinates of each letter here. Students’ own work
Q (___, ___) R (___, ___) S (___, ___)

64
Extending the grid
Plot the points A to Z on the grid. Label each point with a
capital letter.
A (1, 3) B (2, –2) C (–2, –2) D (4, 2)
E (–2, 2) F (–4, –2) G (4, 4) H (4, 0)
I (–2, 1) J (–4, 5) K (1, –4) L (–5, –5)
M (4, –4) N (0, 1) O (0, 0) P (–5, 4)
Q (3, 1) R (–4, –3) S (5, –2) T (2, 5)
U (–2, 5) V (3, –5) W (5, 5) X (–4, 1)
Y (–5, –3) Z (3, –3)
y
6
J U T W
5
P G
4
A
3
E D
2
X I N Q
1
O H
–5 –4 –3 –2 –1 0 1 2 3 4 5 x
–1
F C B S
–2
Y R Z
–3
K M
–4
L V
–5
–6

65
Matching shapes
Grid A
1 a Draw the reflection of
y each shape about the
6 x-axis.
F'
5 b Write the coordinates of
A each vertex before and
4
after reflection
3
G'
E' 2 D B Before After
1 reflection reflection
C x
A 3, 4 3, -4
–5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 B 5, 2 5, -2
E D' B'
–2
G C 3, 0 3, 0
–3
D 1, 2 1, -2
–4
A' -2, -2 -2, 2
–5 E
F
–6 F -4, -5 -4, 5
G -5, -3 -5, 3
Grid B
y
6 2 The shapes on the grid were
5 translated 2 blocks to the
right and 3 blocks down to
4 get these positions. Draw
A
3 each shape in its original
C
2 position (before translation).
1
C A
x
–5 –5 –4 –3 –2 –1 0 B 1 2 3 4 5
–1
D –2
–3
–4 B
D –5
–6
66
Timed division
Do each of these sets of divisions mentally as quickly as you can.
Time yourself and write down how long it takes you.
Set A Set B Set C Set D Set E

34 ÷ 2 = 17 40 ÷ 4 = 10 90 ÷ 10 = 9 32 ÷ 8 = 4 3.2 ÷ 8 = 0.4
68 ÷ 2 = 34 400 ÷ 4 = 100 400 ÷ 10 = 40 320 ÷ 8 = 40 320 ÷ 80 = 4
12 ÷ 3 = 4 4000 ÷ 4 =1000 1000 ÷ 10 =100 34 ÷ 8 = 4 r2 3.4 ÷ 8 = 0.425
120 ÷ 3 = 40 28 ÷ 4 = 7 450 ÷ 10 = 45 49 ÷ 7 = 7 4.9 ÷ 7 = 0.7
76 ÷ 2 = 38 280 ÷ 4 = 70 860 ÷ 10 = 86 490 ÷ 7 = 70 490 ÷ 70 = 7
75 ÷ 3 = 25 2800 ÷ 4 = 700 740 ÷ 10 = 74 50 ÷ 7 = 7 r1 5.0 ÷ 7 = 0.71
280 ÷ 2 = 140 36 ÷ 4 = 9 36 ÷ 10 = 3.6 63 ÷ 9 = 7 6.3 ÷ 9 = 0.7
240 ÷ 3 = 80 360 ÷ 4 = 90 49 ÷ 10 = 4.9 630 ÷ 9 = 70 630 ÷ 90 = 7
612 ÷ 2 = 306 364 ÷ 4 = 91 99 ÷ 10 = 9.9 65 ÷ 9 = 7 r2 6.5 ÷ 9 = 0.72
612 ÷ 3 = 204 3600 ÷ 4 = 900 123 ÷ 10 = 12.3 72 ÷ 8 = 9 7.2 ÷ 8 = 0.9
270 ÷ 3 = 90 3640 ÷ 4 = 910 145 ÷ 10 = 14.5 72 ÷ 9 = 8 7.2 ÷ 9 = 0.8
270 ÷ 2 = 135 52 ÷ 4 = 13 234 ÷ 10 = 23.4 720 ÷ 8 = 90 720 ÷ 80 = 9
110 ÷ 2 = 55 520 ÷ 4 = 130 976 ÷ 10 = 97.6 720 ÷ 9 = 80 720 ÷ 90 = 8
360 ÷ 3 = 120 528 ÷ 4 = 132 1230 ÷ 10 = 123 73 ÷ 8 = 9 r1 7.3 ÷ 8 = 0.9125
360 ÷ 2 = 180 5200 ÷ 4 =1300 1045 ÷ 10 = 74 ÷ 9 = 8 r2 7.4 ÷ 9 = 0.82
104.5
1000 ÷ 2 = 500 5280 ÷ 4 = 1340 1009 ÷ 10 = 77 ÷ 7 = 1 1 7.7 ÷ 7 = 1.1
100.9
1500 ÷ 3 = 500 72 ÷ 4 = 18 5 ÷ 10 = 0.5 77 ÷ 11= 7 7.7 ÷ 11= 0.7
1200 ÷ 2 = 600 724 ÷ 4 = 181 1.5 ÷ 10 = 0.15 770 ÷ 7 = 1 10 770 ÷ 70 = 1 1
7500 ÷ 3 =2500 728 ÷ 4 = 182 2.9 ÷ 10 = 0.29 78 ÷ 7 = 1 1 r1 7.8 ÷ 7 = 1.1 1
7600 ÷ 2 =3800 7280 ÷ 4 = 1820 9.7 ÷ 10 = 0.97 78 ÷ 11= 7 r1 7.8 ÷ 11= 0.709
_______ minutes _______ minutes _______ minutes _______ minutes _______ minutes
Which set was easiest for you? Tell your partner why.

67
Division – rounding the remainder
1 Divide. Write the answers as mixed numbers.
a 685 ÷ 6 b 685 ÷ 7 c 685 ÷ 8

1 14 1/685 97 6/685 85 1/137
d 832 ÷ 5 e 832 ÷ 6 f 832 ÷ 9

166 1/5 138 2/3 92 1/208
2 Divide. Write the answers as decimal fractions.
a 247 ÷ 5 b 247 ÷ 2 c 247 ÷ 4

49.4 123.5 61.75
d 819 ÷ 5 e 819 ÷ 2 f 819 ÷ 4

163.8 409.5 204.75
3 Divide. Round the answers to the closest whole number.
a 925 ÷ 4 b 876 ÷ 6 c 408 ÷ 9

231 146 45
d 321 ÷ 4 e 209 ÷ 5 f 807 ÷ 10

80 42 81
g 697 ÷ 7 h 297 ÷ 3 i 912 ÷ 10

100 99 91

68
Ratio
Colour each shape according to the instructions.
Complete the statements under each shape.
1 2
Colour 4 green for every 8 yellow.

2 to _____
yellow to green = _____ 1
1 to _____
green to yellow = _____ 2
5 to _____
1 to _____
3 4
Colour 3 green for every 7 yellow. Colour 3 green for every 3 yellow.
7 to _____
yellow to green = _____ 3 1 to _____
3
green to yellow = _____ to 7
_____ 1
green to yellow = _____ to 1
_____
5 6

Colour 1 green for every 4 yellow. 1 to _____
4 to _____
yellow to green = _____ 1 9 to _____
1 to _____
7 8
Colour 1 green for every

2 yellow and 5 red.
1 to _____
Colour 4 green for every 5 to _____
red to green = _____ 1
8 yellow and 2 red. 5 to _____
red to yellow to green = _____ 2 to _____
1
2 to _____
2 to ____
green to red = _____ 1
1 to _____
red to yellow to green = _____ 2 to _____
4 see Student Book page 123
69
Proportion
What proportion of each shape is shaded? Draw lines
to match the shapes to the fractions that show the
proportion shaded.
1 2
2
–
5
1
–
4
3 4
1
–
2
6
–
6
5 6
1
–
5
2
–
3
7 1
–
8
3
2
–
7

70
Investigating multiplication
1 a Fill in the missing values.
5 × 25 = and 5 × 100 ÷ 4 = This is an open-ended
8 × 25 = and 8 × 100 ÷ 4 = investigation. Allow the students
12 × 25 = and 12 × 100 ÷ 4 = to discuss and share their ideas.
18 × 25 = and 18 × 100 ÷ 4 =
25 × 25 = and 25 × 100 ÷ 4 =
b What do you notice about the answers?
c Why does this work?
______________________________________________________________________
______________________________________________________________________
2 Look at these three methods that students used to find

2567 × 36.
i 2567 × 10 = 25 670
2567 × 10 = 25 670
2567 × 10 = 25 670
2567 × 5 = 12 835
2567 × 1 = 2 567
92 412
ii 2567 × 25 = (2567 × 100) ÷ 4
= (256 700) ÷ 4
= 641 175
2567 × 10 = 25 670
2567 × 1 = 2 567
64 175 + 25 670 + 2567 = 92 412
iii 2567
36 ×
15 402
77 01
92 412
a Write notes next to each calculation to explain what each student did.
b Which of these methods seems easiest to you? Why?

71
Making sense of bar graphs
1 Roll a die 30 times. Record your scores in this
frequency table. Students’ own work
Score Tally Frequency

1
2
3
4
5
6
Total
2 Draw a bar graph on this grid to show your results. Students’ own work

72
Making sense of line graphs
Jessie’s baby brother is weighed each week at the clinic and
his mass (in kg) is recorded on a table.
Week 0 1 2 3 4 5 6 7 8 9 10
Mass (kg) 2.1 2.1 2.2 2.3 2.4 2.5 2.3 2.6 2.8 3.0 3.2
1 Draw a line graph to show this data.
3.5
3
2.5
Mass (kg)
2
1.5
1
0.5
0
0 1 2 3 4 5 6 7 8 9 10
Week
2 The baby was ill one week. Which week do you think it was? Why?
Week 5 - Week 6 because the baby lost weight between Week 5 and
________________________________________________________________
Week 6
________________________________________________________________
________________________________________________________________
3 Use your graph to estimate how much the baby weighed when he
1
was 9–2 weeks old.
3.1 kg
________________________________________________________________
________________________________________________________________
73
Shape patterns
Complete the table for each shape pattern.
Pattern A
Number of triangles Number of rods used Pattern

1 3 1#3
2 6 2#3
3 9 3#3
4 12 4#3
Pattern B
Number of X shapes Number of rods used Pattern

1 4 1#4
2 8 2#4
3 12 3#4
4 16 4#4
Pattern C
Number of squares Number of rods used Pattern

1 4 1#4
2 8 2#4
3 12 3#4
4 16 4#4
Pattern D
Number of squares Number of rods used Pattern

1 4 1#3+1
2 7 2#3+1
3 10 3#3+1
4 13 4#3+1

74
Number machines
Fill in the missing inputs and outputs.
a Input Output b Input Output
2 6 4 11
9 +4
13 12 19
7 11 138 +7 145
1 10 400 407
509 536
c d
12 9 68 59
19 –3 16 69 –9 60
47 44 54 45
62 59 109 100
e f
12 48 19 152
10 ×4 40 23 ×8 184
9 36 25 200
100 400 30 240
g h
1.3 13 12.6 1260
4.7 ×10 47 13.5 ×100 1350
3.5 35 1.85 185
9 90 2.64 264
i 200 50 j 200 20
400
÷4
100 215 ÷10
21.5
600 150 50 5
800 200 120 12

75
Number patterns
1 Complete each pattern. Use a calculator if you need to.
a 3 6 12 24 48 96 192
b 8 15 24 35 48 63 80
c
4 16 64 256 1024 4096 16 384
d 30 000 300 3 000 30 000

30 300 3000
000 000 000
e
101 92 83 74 65 56 47
f 100 75 125 100 150 125 175 150
g 10 100 1000 10 000 100 000 1 000 10 000

000 000
h 128 64 32 16 8 4 2 1
2 Tell your partner what rule you used to complete each pattern.
a) double e) -9
b) +7, +9, +1 1 ... f) +25 in two separate sequences
c) #4 g) #10
d) #10 h) ÷2
76
Area of combined shapes
Work out the lengths of any missing sides. Divide the
shapes into rectangles and calculate the area of each one.
1 14 cm 2 2m
5 cm
10 cm 7m
8 cm
5 cm 5m
6 cm 100 cm2 6m 34 m2
3 12 m 4 120 cm
20 cm
40 m
30 m
60 cm
60 m
2280 m2 4400 cm2 50 cm
5 4m 5m 6 10 cm
3m
4m 3 cm
8m
4 cm 4 cm
6 cm
2
92 m
42 cm2
7 70 cm 8 4m
30 cm 3m
4m
40 cm 3m 4m
100 cm
3m
72 m2
40 cm
5800 cm2
Note that there are different ways of breaking up the shapes, including
working out the larger area and subtracting a cut-out section
77
Estimating area on a grid
1 Estimate the area of each shape. Each square
represents 1 cm2.
• Put a circle in the full squares. Count them and write the number.
• Shade all the half squares. Count the halves, divide the total by 2 and write the
number.
• Tick any areas that are greater than half a square. Count them and write the
number.
• Add the numbers to find the approximate total area. Write it with the correct
units.
Students’ answers will vary.
A B C
2 Complete each shape so it has the approximate area

given.
A 13 cm2 B
15 cm2
C 12 cm2 D
20 cm2

78
Dividing decimal amounts
1 Measure the length of each line accurately in B
centimetres. Write the lengths next to the lines.
12.5 cm
C
A 25.5 cm
10.5 cm
5.8 cm
2 Divide line A into ten equal parts.

Write the length on each part. 2.55 cm
3 Divide line B into five equal parts.
4 Divide line C into three equal parts.
5 Divide line D into two equal parts.
79

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Nelson International

Traditional counting systems 4 Division rules 24

Writing numerals 5 Measuring instruments 25

Revising place value 6 Changing from one unit

Rounding numbers 8 Mixed numbers and

Multiplication by multiples Ratio 69

Calculating the size Making sense of bar graphs 72

string for each place, for units, beads are threaded

onto a single string, for tens, the beads are threaded on

2 Write the number represented on each chimpu.

3 Draw your own chimpu to show how each number

2008 4079 1489 + 2167 52 614

a Write these numbers as they would appear today.

___________ ___________ ___________ ___________ ___________

2 There is a theory that our numerals developed

Hundred Ten Thousands Hundreds Tens Units

b How could you show this number on a place value chart?

2 Write in digits, the number that is:

3 What is the biggest number you can

Students’ own work

Students’ own work, Allow them to check

Number To the nearest To the nearest To the nearest

2 Numbers are often rounded. How would you round

see Student Book page 7

2 Draw and label arrows on the thermometer °C

c 15 degrees warmer than 4 °C 19°C 20

see Student Book page 9

4 How many weeks and days have passed since:

5 What will the day and date be:

2 Here are some 24-hour times. Draw the hands on the

3 What time is it right now? Write it as a digital 24-hour

Student’s own work

see Student Book page 13

2 Complete this table to summarise the properties of

Shape Number of Number of Number of

see Student Book page 17

1 Draw lines to match each set of flat shapes to the

Flat shapes 3D shapes

Base Other faces

Base Other faces

Base Other faces

Base Other faces

Base Other faces

Base Other faces

see Student Book page 18

The 12 shapes above can be

see Student Book page 19

2 Fill in the numbers 1 to 9 in the circles so that each side

see Student Book page 20

223 + 377 109 + 516 97 + 703

500 550 600 650 700 750 800 850 900

103 + 497 372 + 328 214 + 686

2 Find the sum of:

3 Find the missing values in these sums.

see Student Book page 21

2 Subtract 25 from the difference between 90 and 40. 50 - 25 = 25

4 Nick buys a car for $2350 then resells it for $1800.

5 Approximately how many hundred dollar bills would

_____ _ _ _ _______