TG_5

Teacher ’s G u i d e
Teacher’s Guide
58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Math Teacher’s Guide Level 5
First Edition: July 2016

ISBN: 978-607-06-1357-9
Pathway to Math 5 is a collaborative work, created and designed by

the Department of Educational Research of Santillana. Richmond
adapted the project and created an English version.
© Ángela Baeza Peña
© Richmond Publishing, S.A. de C.V. 2016
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Del. Benito Juárez, C.P. 03240, Ciudad de México
Publisher: Justine Piekarowicz

Editorial Team: Catalina Hernández, Natalia Herrera, Duncan Jones,
Jacaranda Ruiz, Milosh Trnka
Pre-Press Coordinator: Daniel Santillán
Cover Design: Lourdes Arroyo
Cover Photograph: ©THINKSTOCK: iStock (Mirexon)
All rights reserved. No part of this work may be reproduced, stored in

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prior written permission from the Publisher.
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Table of Contents
Introduction to Pathway to Math .....................................................4

Teacher’s Guide Organization .........................................................5
Student’s Book Organization ..........................................................6
Digital Book .................................................................................9
Student’s Book Table of Contents .................................................. 10
• Unit 1 ........................................................................................ 12
• Unit 2........................................................................................ 44
• Unit 3........................................................................................ 72
• Unit 4...................................................................................... 110
• Unit 5...................................................................................... 136
Glossary ................................................................................... 174

Notes ...................................................................................... 181
Introduction to Pathway to Math
Pathway to Math is a six-level math series in English for primary school students. The
series is fun and modern, and provides students with lots of practical activities and
real-world examples of math. The Pathway to Math series has been designed to give
students a theoretical understanding of math concepts and practical knowledge of how
to use math in their lives.
Pathway to Math is based on the Content and Language Integrated Learning (CLIL)
methodology of language teaching. In the CLIL approach, students learn content (math)
through an additional language (English). CLIL can be summed up as “using language
to learn, learning to use language”.
Some of the benefits of CLIL are:
• CLIL provides effective opportunities for students to use their new language skills
now, rather than learn them now for use later.
• CLIL introduces language to a broader range of students and it can interest students
who have not previously enjoyed language instruction in general education.
• CLIL classes can be used as core classes and do not require extra time in the
curriculum.
• CLIL can be very successful in helping improve young learners’ self-confidence

and in developing a positive “can do” attitude in language learners.
The Teacher’s Guide contains the Student’s Book presented in a smaller format with an
annotated answer key. The Teacher’s Guide also includes lots of tips, techniques and
practical suggestions for teachers on how to teach math in English.
• Further texts and activities at www.richmond.com.mx/pathwaytomath.
4
Teacher’s Guide Organization
Answer Key and Teaching Notes
• Unit Vocabulary Answer Key and Teaching Notes Pathway to Math 5
Math Skills
Section 1 / Fractions Recognize equivalent fractions
• Setting Off Promote a discussion about how

many equivalent fractions can be
obtained from a given fraction.
Students should understand that
it is possible to obtain an infinite
Connecting
supply bodies
with water
Equivalent Fractions
Practicing
1. Mark the pairs of fractions that are equivalent with a

a.
2
3
and
8
12
c.
7
7
and
4
4
and those that are not with an
e.
3
7
and
2
5
. Understand
Possible Difficulty
number of equivalent fractions, You need to keep hydrated when exercising because the body loses water
In activity 1, students may have
2 10 15 1 33 3
since it is possible to amplify a b. and d. and f. and
through sweating. The best way to stay hydrated is to drink water. While she was 3 30 1 15 23 2 Tip difficulty making the connection
fraction countless times. 1
playing basketball, Danielle drank of a water bottle and her friend Caroline between fractions that have
4 A useful way to see if
2
2. Mark the representations that are not equivalent to 1 with an different denominators. Review the
• Education through Values

drank of the same bottle. . Analyze a pair of fractions are
8 2
a. c. e. g. equivalent is to multiply Tip as a whole class and check that
2 Remember!
t Which of these numbers can you use to simplify
8
? the numerators and students understand the concept,
Education through Values Take a bottle of water
denominators. by doing a couple of examples
2 4 6 a c
with you when you If b = d together on the board.
exercise, and stay
Have students read the 2 1 hydrated.
t Write the simplified form of . then a × d = c × b
Remember! section and emphasize 8 4 b. d. f. h.
3 = 15
the importance of playing sports Example:
5 25
and drinking enough water in order t What is the total amount of water that Danielle and Caroline drank, as a fraction?
2
4 3 × 25 = 5 × 15
to stay healthy. 75 = 75
• Lead In Developing Skills Learning

4
4
t If another friend, Claire, drinks
16
of the bottle, does she drink the same amount as Danielle and Caroline? Explain.
1
Yes, because 16 simplified by 4 equals 4 , which is the same amount of water that Danielle and Carolina drank. 3. Circle the equivalent fractions. Analyze
a. Fractions equivalent to
3
12
1
3
2
4
1
4
2
8
12 2 4 8 16
b. Fractions equivalent to
15 5 5 10 40
In the Learning section, students Equivalent fractions represent the same part of a whole. You can calculate equivalent fractions by amplifying
1 21 28
or simplifying. c. Fractions equivalent to 2
3 9 16 2 14 5
2 15 In 5 Minutes
see a graphic representation of
• Initial Evaluation
equivalent fractions. Give students 1
Example: If you amplify 2 by 6, you get
6
. And, if you simplify
6 1
by 6 you get .
12 12 2 4. Write the fractions represented. Represent Make cards with two dimensional
other examples of equivalent
a. Amplify by 2 b. Simplify by 4 shapes divided into different
fractions and have them represent
t This is represented graphically as: 1 numbers of equal parts and hand
them with objects and on paper. simplified 2 amplified them out to students. Students
by 6
6 by 6
12
must try to make equivalent
1 6 fractions, either amplified or
t So, and are equivalent fractions that represent the same part of a whole.
2 12 5 = 10 24 = 6 simplified, by matching their
4 8 16 4
fraction with that of a classmate.
Be sure to make some fractions
• Developing Skills
44 forty-four Unit 2 Fractions forty-five 45 irreducible so that students have
to amplify them.
Notes
Worksheet
You can strengthen students’

understanding of the content of
• Common Mistake
this section with Reinforcement
Worksheet 2.
52 Unit 2 Fractions 53
• Language Focus Answer Key and Teaching Notes Pathway to Math 5
Amplify and simplify fractions
• Math Skills
Practicing
1. Color all the numbers that both the denominator and the numerator are divisible by. Understand
12
a.
18 2 3 4 5 6 7
15
In activity 1, have students identify
b.
75 2 3 4 5 6 7 which numbers divide both the
numerator and the denominator
2. aactions. Apply exactly. To avoid mistakes, help
students calculate the common
• Teacher Tip
2 20 2 divisors that are needed.
a. 2 c. simplified by 10
10 60 6
4 3 9
b. by 3
b d. amplified by 3
3 12 36
Clarifying Concepts
Section 1 / Fractions 3. rreprresented. Then write the modified fractions and color the representations. Analyze
Emphasize the importance of a. fied by 4 b. Simplified by 3

multiplying or dividing both the Amplifying and Simplifying Fractions
• In 5 Minutes
by the same number when Connecting
amplifying or simplify fractions. 1 8 12 4
Otherwise, the fractions will not be Carol and Frank want to know how many blocks they can put away in on
ne 2 16 27 9
equivalent
i l t 1 2
minute. Carol put away of the blocks, and Frank put away .
3 6
t Represent the fraction of the total number of blocks each child put away. 4. Exxplain who is correct and who is wrong. Analyze
Developing Skills
meter race but stopped running after 200 meters because of a leg injury.
Answer Key and Teaching Notes Pathway to Math 5 Carol Frank
I think he ran
T athlete ran
The
3 of the race.
In activity 4, have students explain
half the race.
• Clarifying Concepts
4 their answers to each other as a
No, he ran whole class.
t Who put away the most blocks? They both put away the same number of blocks. 200 of the race.
Possible Difficulty 400
Classify and represent different types of fractions 3 Francis
t Another child put away of the total number of blocks. How does this relate to the pieces Carol and Frank put Sophie
9
Highlight to students that a away? Look at the representation and explain. because the athlete ran only half of the race, which equals 200 .
Francis is wrong, b
bec
Practicing 400 In 5 Minutes
proper fraction is less than 1, an They are equal, since the three fractions represent the same number of blocks
1. Classify the fractions. Write P for proper fractions, I for improper fractions and W for whole fractions. Classify improper fraction is greater than 1
put away. Put students in small groups. Each
1 7 5 12 and a whole fraction equals 1.
a.
2 P c.
7 W e.
15 P g.
5 I Fractions forty-three 43 group should amplify three different
• Possible Difficulty
Learning fractions and simplify another three
13 9 18 101 make bigger make smaller different fractions. Then, teams
b. I d. P f. W h. I
6 10 18 100
exchange their work and they should
To amplify a fraction you have to multiply the To reduce or simplify
simplify a fraction means to divide the
identify the amplifications, the
2. Write the mixed and improper fractions that correspond to the representations. Represent numerator and denominator by the same number. numerator and denominator by the same number – a
number greater than 1 and that is a factor of both simplifications and the numbers
whhen 2 2= 2×3 = 6
Example: To amplify
5
by 3
5 5 × 3 15 numbers. used to obtain equivalent fractions.
a. b. ffraction 6 6= 6÷2 =3
Example: To reduce by 2
cctioon, 8 8 8÷2 4
Amplification Simplification
o ginal.
orig
dderrstand 2 6 6 3
• Answer Key
3 19 4 31 5 15 8 4
2 = 3 = impplify
8 8 9 9 d
3. Write the mixed fractions as improper fractions. Then represent the fractions. Apply each A fraction is in its simplest form when it cannot be simplified or reduced any more. For example,
2
is in its
Common Mistake at they 5
simplest form, since there is no natural number other than 1 that is divisible by 2 and 5.
ttattions Fractions 51
1 61 2 41
7 9
a. = c. = ddeaa of
6 4 In activity 3, ask students to check
their answers to make sure that the 42 forty-two Unit 2
total of the colored parts in each
problem matches the numerator of
13 2 13
8 7
b.
b
5
d. =
3 the improper fraction.
4. nsw
wers with a and the incorrect answers with an . Verify
9
a. iterss of water. Therefore, b. Margaret ate
12
of a box of candies. Therefore, Developing Skills
Margaret ate:
In activity 4, put students in small

onee liter of water Less than one box
groups and have them explain
Math Skills f waater One box their answers to each other.
Section 1 / Fractions
one liter of water More than one box
Draw a table on the board with
proper, whole, improper and mixed Classifying Fractions
fraction as headers. Then, have a Unit 2
Together, both fractions Math Skills
student at a time give an example Connecting represent one and one- Fractions forty-one 41
of one kind of fraction and write fourth.
Three friends represent fractions on a poster. Put students in pairs. Each writes
it in the table. Students can ask
their classmates for help if they Fraction 2 represennts three mixed fractions and their
find the activity difficult.
four-fourths of a whoole. classmate then represents them
graphically.
Andrea
Victor
Jack
Fraction 1 Fraction 2
t Mark the correct answer with a .
Victor is wrong. Andrea and Jack are wrong. They are all correct.
1 1
t The fractions together are written 1 + 4 or 1 4 , which is a mixed Challenge
fraction.
1 The population of the whole
4 world is approximately seven
1 14 = 1 + 14 = 44 + 14 = 54 49
billion. Find out the population
Fractions
of your country and calculate
4 what fraction of the Earth’s
4 population lives there.
Learning
Clarifying Concepts Fractions can be classified as: Examples:

2
t Proper: The numerator is less than the t is a proper fraction, since 2 < 3.
3
It is important that students denominator.
5
understand the differences t Whole: The numerator is equal to the t
5
is a whole fraction, since 5 = 5.
between proper, whole, improper denominator.
9
and mixed fractions because t Improper: The numerator is greater t is an improper fraction, since 9 > 4. To write an improper
4
than the denominator. This type of
they will be asked to identify and fraction can be shown as a mixed
fraction as a mixed fraction you have to divide the numerator
manipulate all of these different fraction, which has a whole and a by the denominator:
1
types of fractions in the following remainder. 9÷4=2=24
lessons. 1
To convert a mixed fraction to an improper fraction you:
1=4×2+1=8+1=9
2
4 4 4 4
40 forty Unit 2
48 Unit 2
5
Student’s Book Organization
Pathway to Math 5 is organized into five units. In each unit you will find:
Initial Pages of the Unit

Unit 1
What Do You Know?
Natural Numbers
Initial Evaluation
Look at the illustration and answer.
Unit Number and Planet Earth has a natural satellite called the Moon, and
Mars has two natural satellites, Deimos and Phobos.
The distances between the planets and their satellites is
shown in the picture.
1. Write the distances, in words, between:
a. The Earth and the Moon
b. Mars and Deimos
Unit Title Key Words

natural number
c. Mars and Phobos
2. Color the boxes with the correct colors. Fun Fact! Initial Evaluation
The satellite that is closest to its planet The planets Mercury, Venus, Mars, Jupiter
expanded form
and Saturn can be seen with the naked eye.
The satellite that is farthest from its planet
number line
Moon Deimos Phobos
rounding
Key Words for Unit scale 3. Mark the correct statements with a and the incorrect statements with an .
a. The distance between the Earth and its satellite is less than 385,000 km.
b. The distance between Mars and Deimos is equal to the distance between Phobos and Mars.
c. The distance between Mars and Phobos is less than the distance between the Moon and the Earth.
4. Circle the option that shows the distances between each planet and its satellite in increasing order.
Option 1
distance distance distance

Earth Moon > Mars Deimos > Mars Phobos
In this unit you will learn to:
Option 2
• read, write and put numbers with six digits or more in order.
• identify the place value of a digit in a large number.
• use different strategies to decompose large numbers. Mars Phobos < Mars Deimos < Earth Moon
• compare, order, round and estimate numbers.
Did You Know...?
• solve addition and subtraction word problems.
Learning Objectives • develop creative and flexible math skills by exploring and applying different strategies.
8 eight Unit 1
A satellite is something that orbits around another object. A natural satellite is a celestial
body (often a moon) that orbits another celestial body of greater mass.
Natural Numbers nine 9
for Unit
Units Organized into Sections

Section Solve addition operations
2 Addition
Practicing
Adding Natural Numbers 1. Complete the addition operations. Apply
Connecting a. , , , b. , , , c. 5 , 24 8 , 210 , 02 9
Learning
+ 312 , 2 21, 0 6 0 + 4 ,9 8 1, 2 3 0 , 5 76 + 2 , 3 67,13 4 , 5 76
The table shows the number of people that used bicycles
instead of cars over a two-week period. Education through Values
Riding your bicycle helps your city reduce pollution
Title and Subtitle of Section Bicycle Use and helps you live a healthy lifestyle.
Week Number of People 2. Solve the word problem. Apply
1
2
657,892
528,105
• To calculate the total number of people who used bicycles over the two-week period, you need to add 657,892 and
If someone buys all three items in the picture, how much will they pay?
Objectives
Sections organized by
528,105. Refrigerator
LED 50”
$9,999
$9,990
Laptop
6 5 7, 8 9 2 657,892 + 528,105 = $9,995
addends
+ 528 ,10 5
learning process:
sum addends sum
3. Complete the operations with the missing numbers.
b Analyze
l
• In total, people used bicycles over the two weeks. a. , , b. c. 1,12 0 , 3 5 2 ,10 5
+ + 4 , 2 3 7,15 8 , 213 +
Learning 9 0 2 ,4 0 7,10 5 6 , 0 5 3 , 2 9 3 , 8 74 5 , 2 0 0 , 3 5 7,111
To add two numbers, you combine the addends according to their place values. Ones are added with ones, tens
Quiz Yourself
• Connecting with tens, hundreds with hundreds, and so on. The total is the sum. Always add from right to left.
Example: B
7 , 6
HM TM
5
M
3 , 0
HTh TTh
5
Th
1 , 8
H T
9 2
O
addend
a.
T for true or F for false. Then explain your answers.
If you round to the thousands place, the sum of 234,549 and 273,430 is 507,000.
Explain:
+ 2 , 1 5 3 , 5 7 6 , 8 0 7 addend
9 , 8 0 6 , 6 2 8 , 6 9 9 sum b. 340,709 plus 125,890 is 466,599.
• Learning 1,254,540 + 13,214,100 = 14,468,640
addends sum c.
Explain:
The sum of 5 M + 4 TTh + 9 H and 270,490,000 is a number between 1 B and 2 HM.
Explain:
24 twenty-four Unit 1 Natural Numbers twenty-five 25
02 PM5stU1.indd 25 6/29/16 1:08 PM
Practicing
Compare and put fractions in order
• Practicing
1. Compare the fractions and mixed numbers. Write >, < or =. Apply Tip
1 2 5 3 Use the least common

a.
7 7
b.
8 4
c. 3 15 2 15 multiple (LCM) of the
• Quiz Yourself
denominators of two
3 4 7
d.
2 9
e.
3 2 26 f.
16
4
20
25
fractions when you amplify
them.
2. Circle the biggest fraction in red and the smallest fraction in blue for each group of fractions. Analyze
1 1 1
5 13 13 1 10
2 1 13 8 10,000
1 5 1
1 13 1 1,000
3
4 13 100
3. Locate the fractions on the number lines. Analyze

4 , 3, 6
a.
10 5 10
0
2, 1, 3
4 18 2
b.
0
Quiz Yourself
Annie is buying juice at the supermarket.
Option 1 Option 2
3 1 liter for
of a liter for
4
$1.15 $1.5
If Annie wants to buy three liters, which of the two juices is the least expensive? Explain.
Fractions forty-nine 49
6
Special Features
• Education through
Values
Apply the distributive property in multiplication operations using addition
What Do You Know? Initial Evaluation Learning
Look at the illustration and answer.

The distributive property in multiplication allows one factor to stay the same while the other is represented as
1. Write the distances, in words, between: an addition operation. This strategy can help you calculate multiplication operations.
a. The Earth and the Moon
b. Mars and Deimos
c. Mars and Phobos

Section 1 / Large Numbers
factor 1
5 × (230 + 450)
factor 2 Recognize equivalent fractions

• Did You Know…?
Using this strategy will give you the same results if:
Standard and Expanded Forms
orm
ms Pr
Practicing
2. Color the boxes with the correct colors. Fun Fact!
ct! First, you solve the addition operation, and then First, you multiply each addend with the first factor and,
Remember!
Connecting
•
you multiply the factors. then you add the results. 1. Mark the pairs of fractions thhat are equivalent with a . Understand
The satellite that is closest to its planet The planets Mercury
y and those that are not with an
and Saturn can
c be see
e Dinosaurs existed millions of years ago, before there were any humans. 5 × (230 + 450) (5 × 230) + (5 × 450) 2 8 7 4 3 2
The satellite that is farthest from its planet 5 × 680 1,150 + 2,250 a. and cc. and e. and
3 12 7 4 7 5
= 3,400 = 3,400
Moon Deimos Phob Iguanodon 2 10 15 1 33 3
125 million years ago b. and d.
d and f. and
3 30 1 15 23 2 Tip
3. Mark the correct statements with a and the incorrect statements with an
a .
A useful way to see if
Tip
Pterodactyl
2. Mark the representations thaat are not equivalent to 1 with an
•
Stegosaurus Practicing
150 million years ago . Analyze
a. The distance between the Earth and its satellite is less than 385,0
000 km. 2 a pair of fractions are
155 million years ago
a. cc.. e. g. equivalent is to multiply
1. Circle the factor in and the factor expressed as an addition operation in . Identify the numerators and
b. The distance between Mars and Deimos is equal to the distance between P
Triceratops
denominators.
a.ago2
67 million years × (354 + 368) b. (589 + 197) × 6 a c
c. The distance between Mars and Phobos is less than the distance
e between If b = d
• Mark the correct statement with a . 2. Complete the operations using the distributive property. Understand
then a × d = c × b
4. Circle the option that shows the distances between each planet and its saatellite in in
distance
Option 1
distance distance
Triceratopss existed 67 M years ago.
• How long ago did the Stegosaurus live? Circle.

1 HM + 5 TM + 5 M
Pterodactylss existed (10
00,000,000 + 5,000,000) years ago.
a. 2 × (200 + 100) = (2 ×
b. (350 + 189) ×
1 × 100,000,000 + 5 × 1,000,000 + 5 × 100,000
) + (2 ×
= (350 × 3) + (
)
× 3)
Remember!
Parentheses allow us to
organize operations. When
b. d
d.. f. h.
Example:
3 × 25 = 5 × 15
3 = 15
5 25 • Word Focus
75 = 75
Earth Moon > Mars Deimos > Mars Phobo
os there are parentheses, you
Option 2 Remember! c. (652 × 4) + ( should always solve the
× 4) = (652 + 98) ×
operation inside them first.
Mars
distance
Did You Know...?

Phobos < Mars
distance
Deimos < Earth
distance
Mooon Learning
An addend is a numberr that is added to another addend.
The product of an addittion operation is called the sum.
Fun Fact!
3. Circle the equivalent fractionss. Analyze
3
12
2
1
3
2
4
1
4
2
8 • Fun Fact!
of equivalent to 122 2 4 8 16
th
The origin of the "sandwich" dates back to 1762 when John Montagu, the 4b. Earl Fractions
There are different ways to decompose numbers.
Sandwich, ordered for meat to be served between two slices of bread because he wanted 155 5 5 10 40
A satellite is something that orbits around another object. A naturall Standard form: Represent the number as an addition operation in which eaach addend corresponds tosomething
the place easy and quick to eat. Soon after that, people started ordering "the same as 1 21 28
body (often a moon) that orbits another celestial body of greater m c. Fractions equivalent to 2 2 14 5
2 15
Challenge
value of each digit. Sandwich," and that is how the sandwich became popular. 3 9 16
Natural Numbers Example:91,450,000,200 = 1,000,000,000 + 400,000,000 + 50,000,000 0 + 200
Expanded form: Represent the number as an addition operation in which each
the digit and its place value: 1, 10, 100, 1,000, 10,000, 100,000, etc.
e addend is the result of multiplying
Multiplication and Division 4. Write
seventy-three the fractions
73 represente
ed. Represent
a. p y y b. Simplify by 4
•
Example: 1,450,000,200 = 1 × 1,000,000,000 + 4 × 100,000,000 + 5 × 10,000,000 + 2 × 100
The number can also be written as:
1,450,000,200 = 1 B + 4 HM + 50 TM + 2 H
14 fourteen Unit 1
Fractions forty-five 45
03 PM5stU2.indd 45 6/30/16 9:09 AM
Evaluation Pages
• What Do You Know?
Unit 3
Initial Evaluation
Multiplication and
What Do You Know? Initial Evaluation
Use the information on the previous page to answer.
Division 1. Circle the operation that answers how many cans are needed to obtain 500 kilograms of aluminum.
One of th
One
w
he mos
world is a
alum
off alumin
in
ostt recycled
uminu
um.. Some
num are
e:
ed prod
products in the
Some objects madad
de
1. Cans are cleaned
and crushed to be
recycled.
500 + 67 500 × 67
2. Complete the table with the number of cans that must be recycled per kilogram of aluminum.
500 – 67 500 67 • Let’s Check!
• caans
Intermediate Evaluation
Number of Cans per Kilogram of Aluminum
• containe
ner lilidss
• alumi
minum
um foiil Kilograms 1 2 5 10 20 100 1,000
ingots
g s
• cars
rs
Number of Cans 67
4. The aluminum sheets are used to make cans
and other products. One kilogram of aluminum
can be used to make approximately 67 cans.
3. Circle the operation that answers how many ingots 100,000 kilograms of aluminum will produce.
• What Did You Learn?

2. The aluminum is melted
d
down and
d molded
ld d into
i t
+
Unit 3
Key Words 4. a
double
halve
Let's Check!
n
Final Evaluation
distributive property Mental and Written Strategies Multiplication Strategies
5. m
strategy 1. Solve the multiplication operations using different strategies. points 3. Solve the operation using both strategies. points
a. Turning two factors into four c. Turning two factors into four 4 2
factor Decomposing Addition in column
36 × 25 49 × 21
564
564 × 6 × 6
× × × × × ×
In this unit you will le
learn
earn to:
• apply mental and written math sttrategies too × × × × ( + + )×
• understand the relationshipp betw ween multipp
× × ( × )+( × )+( × )
• estimate products and quotients.. +
• solv
solve
olve multiplication and division w word probll
= = + + =
• use diffe
different strategies to solve ooperations.
60 sixty b. Doubling and halving d. 3The double of doubles

Unit Multiplication and Division 61
25 × 20 pp y g tthe
Applying he Distributive Property
Distributive Prop using
pertyy usin
ngg Additionn
15 × 28
4.. Solve the word problem in
4 two3diffferent wayy
Unit What Did You Learn?
× × Marcy wants to make some necklaces. If ea
a 2
beads, how many beads does she
e need to m
= ×
What Did You =Learn? Information
Final Evaluation 2. Solve the operations by decomposing them according to the place values of the terms. points
a. 315 × 4 c. 659 × 3 4
Multiplication with 0 and 1 1. Solve the operations using different strategies. points
( + + )×4 ( + + )×
2. Mark the strategy you would use for each problem withTurning
a . Two Factors into Four points 6
Strategy 1
a. 36 × 64 b. 2 49 × 9 ( × 4) + ( × 4) + ( × 4) ( × 3) + ( × 3) + ( × 3)
a. Five artists are invited to an art exhibition. Each of
them will display three paintings and one sculpture. multiplying by 0
m
+ + = + + =
How many sculptures will be displayed? × × × × × ×
m
multiplying by 1
× × × ×
b. 65 × 5 d. 99 × 9
b. A fruit stand sells apples foor $8 a kilogram, bananas
for $6 a kilogram and oranges for $5 a kilogram. At multiplying by×0
m ×
( + )×5 ( + )×9
the end of the day, they have
h sold 12 kilograms of
Answer
apples, 18 kilograms of bananas
b and no oranges. m = by 1
multiplying =
( × 5) + ( × 5) ( × 9) + ( × 9)
How much did they make e from selling oranges?
+ = + =
Doubling and Halving
76 seventy-six 3. Solve the operations by using addition in column.

77
c. 18 × 4 d.Unit 3 25 × 6 Multiplication and Division
points
a. 849 c. 234
× × × 5 × 3 4
= =
The Double of Doubles + +
e. 8 × 12 f. 25 × 36
× ×
b. 531 d. 6 4 6
× 4 × 6
× ×
= =
+ +
Multiplication and Division eighty-nine 89 90 ninety Unit 3
04 PM5stU3.indd 89 6/29/16 2:30 PM
7
Summary and Review Pages
• Test Study Summary and Review
Test 1 Study Page • Summary Name: Grade:
Section 1
A summary and review of each unit
Reading Natural Numbers Comparing Natural Numbers
Large Numbers
billions
9 , 507, 032 , 891
millions thousands hundreds
223,450,000 > 221,450,000
3>1 that students can complete and glue
767,054,210
Rounding Natural Numbers
800,000,000 354,814,520 350,000,000

into their notebooks before the final
Reading
ding
and Writing
riting
Natural
ural
Numbers
bers
Place Value
in Natural
Numbers
Standard
and Expanded
1 StudyNumbers
TestForms Page
Number
on a
Location of
Review
Line • Natural
Comparing
and Putting
Numbers
in Order
Rounding and
Estimating Natural
Numbers
6>5
Remove
answer ,
4<5
Expanded Forms
Unit 1
unit evaluation.
,
glue in and
Section 1: Large Numbers notebo
your
Section 2: 8,200,030
Addition
glue here
ok.
Read the information and answer. 6. Solve the addition operations.

Expanded Standard
8 × 1,000,000 + 2 × 100,000 + 3 × 10 8,000,000 + 200,000 + 30
Humans produce thousands of tons of waste every day. These are the amounts of waste a. 2,258,320 b. 35,210,223 c. 365,892,100
+ 9,042,689 + 73,899,778 + 752,210,992
onn 2
Section
generated in tons in four regions of the world.
Addition B HM TM M HTh TTh Th H T O
Region 1 169,119 Region 3 254,389
7 , 6 5 3 , 0 5 1 , 8 9 2 addend
Region 2 437,545 Region 4 1,566,286
+ 2 , 1 5 3
7. 5 the7word 6problem.
,Solve , 8 0 7 addend
Adding Natural
glue here
1. Write, in words, Numbers
the tons of waste produced by the regions. 9 , 8 0 6 , 6 2 8 , 6 9 9 sum
A company made $735,350,000 last year and $56,401,320 this year. How much money did
a. Region 2 the company make in these two years?
onn 3
Section To check the answer to a subtraction operation, add the difference and the subtrahend.
b. Region 3
Subtraction
7,661,419 − 3,541,114 = 4,120,305
2. Write the place values for the amount of waste produced by Region 4.
Subtracting Natural Numbers The Relationship between 4,120,305 + 3,541,114 = 7,661,419
a. M b. HTh
Addition and Subtraction 7,661,419 − 4,120,305 = 3,541,114
Section 3: Subtraction
glue here
3. Expand the total amount of waste produced by Region 1. 8. Solve the subtraction operations.
a. Standard a. 1,254,369 b. 325,254,210 c. 8,254,100,391

– 584,210 – 284,998,100 – 6,510,982,089
Pathway to Math © Richmond Publishing, S.A. de C.V., 2016
b. Expanded
4. Round the amount of waste in the regions to the hundred thousands place.
PM5stTs1.indd 182 6/29/16 3:09 PM
a. Region 2 b. Region 3
9. Complete the operations and the operations to check the answers with the missing numbers.
glue here
a. 7,550,134,689 b. 515,578,320
5. Place the amount of waste produced by each region on the number line.
+ – 1,932,670,145 – 515,578,320 +
9,482,804,834 638,948,772
glue here
PM5stTs1.indd 183 6/29/16 3:10 PM
Support Pages Glossary

5.1
Key Words Unit 1 5.3
Key Words Unit 3
• Glossary natural numbers – n, positive integers from

0 to 9
double – v, to multiply by two; twice as
much
expanded form – n, a way to write a number halve – v, to divide by two; reduce by half
Illustrated glossary of both math and language dividing it into the value of each digit
number line – n, a line representing real
numbers with marks showing integer values
distributive property – n, a property that
states that multiplying a sum by a number is
the same as multiplying each addend by the
number and then adding the products
vocabulary. rounding – v, to increasing or decreasing a

number to the nearest number
scale – n, a line with a series of marks at
strategy – n, a careful plan or method for
achieving a particular goal
regular intervals, used to measure distances factor – n, one of the numbers that is
multiplied to make a product
5.2
Key Words Unit 2
5.4
Key Words Unit 4
simplify – v, to divide both the numerator
and denominator by the same number to average – n, a number that represents the
make a fraction as simple as possible overall characteristics of a set of numbers.
proper fraction – n, a fraction in which the It is found by adding two or more numbers
numerator is smaller than the denominator and dividing the sum by the amount of
improper fraction – n, a fraction in which numbers added
the numerator is greater than the frequency – n, the number of times an item
denominator or event appears or occurs in a data set
mixed fraction – n, a number written as a population – n, a group of individual
whole and the remaining fraction persons, objects or items from which
amplify – v, to multiply both the numerator samples are taken for statistical
and denominator by the same number to measurement
make a fraction bigger
equivalent – adj, equal to
150 one hundred fifty
07 PM5stGlossary.indd 150 6/29/16 3:05 PM
8
Worksheets and Evaluations
• A separate book with photocopiable reinforcement and extension worksheets for each unit.
Unit 1 Pathway to Math 5 Unit 1 Pathway to Math 5
Reinforcement Worksheet 1 Extension Worksheet 1
Name: Class: Date: Name: Class: Date:
1. Write the numbers in standard form. 1. Locate the numbers on the number lines.
a. 3,008,200 a. • 15,500,000 • 15,450,000 • 15,600,000

b. 70,102,003
c. 350,070,004
15,400,000 15,800,000
d. 907,100,600
e. 7,002,008,090 b. • 23,800,000 • 23,950,000 • 23,650,000

f. 9,040,600,000
23,500,000 24,000,000
2. Write the numbers in expanded form.
a. 2,005,260
c. • 102,399,900 • 102,399,700 • 102,400,200
b. 10,208,049
c. 600,008,300
102,399,800 102,399,950
d. 802,030,005
e. 2,000,459,000
2. Round the numbers to the positions given.
f. 8,900,300,020
a. 1,999,295 to the tens place.
3. Complete the expanded forms of the numbers.
b. 345,990,301 to the ten thousands place.
a. 1,007,091 1,000,000 + + 90 +
c. 234,452,000 to the hundred thousands place.
b. 24,500,870 2 TM + M+ HTh + 8 H + T
d. 35,608,345 to the ten millions place.
c. 300,210,060 3× + × 100,000 + × +6×
e. 340,465,200 to the hundred millions place.
d. 500,927,700 + 900,000 + + 7,000 +
f. 4,120,903,050 to the billions place.
e. 6,040,200,900 6× + × + × 100,000 + ×
© Richmond Publishing, S.A. de C.V., 2016 © Richmond Publishing, S.A. de C.V., 2016
PM5ws.indd 6 6/29/16 10:34 AM
• A choice of two evaluations per unit. Each item is based on a • The Exam Strategies section gives
learning objective, a specific skill and content from the Student’s students useful advice on how to
Book, which guarantees the validity of the evaluations. answer exam questions.
Pathway to Math 5 Unit 1 Test A Pathway to Math 5
Test A
Exam Strategies
Unit 1 Evaluation 5 If 2,567,093 increases by 2 ones and decreases by 5 ten thousands, what is the final number? Multiple Choice Questions
A. 2,069,093
1. Choose the most appropriate names for the x- and y-axes, respectively.
Name: Class: Date: B. 2,617,095
C. 2,55,095 A. Frequency and Number of Students Favorite Subjects of a Group of Students
D. 2,569,043
B. Subjects and Number of Students 14
Mark the correct answer with an .
C. Subjects and Preferences 12
6 Which is the expanded form of the number 5,980,203? D. Number of Students and Subjects
1 How do you write 8,350,503 in words? 10
A. 5,000,000 + 90,000 + 8,000 + 200 + 3 8
A. Eight million, thirty and five thousand, five hundred three.
B. 5,000,000 + 900,000 + 8,000 + 200 + 3 6
B. Eight million, three hundred thousands, five hundred three.
C. 5,000,000 + 900,000 + 80,000 + 20 + 3 LC Language and Communication
C. Eight million, three hundred fifty thousand, five hundred-three. M Mathematics
4
D. 5,000,000 + 900,000 + 80,000 + 200 + 3
D. Eight million, three hundred fifty thousand, five hundred thirty. HG History, Geography and Social Studies 2
NS Natural Science
7 Which represents 4,723 in its expanded form? FL Foreign Language
2 Which number corresponds to twenty-three million, eight hundred thirty-five thousand, five hundred LC M HG NS FL
seventy-seven? A. 4 × 1,000 + 7 × 100 + 2 × 10 + 3 × 1
A. 23,835,576 B. 40 × 100 + 70 × 10 + 2 × 10 + 3 × 10
Analyzing the Answers
B. 23,835,577 C. 40 × 1,000 + 70 × 100 + 20 × 10 + 30 × 1
C. 23,358,567 D. 4 × 10,000 + 7 × 1,000 + 2 × 100 + 3 × 10

A. Both the frequency and the number of students are titles related to the y-axis.
D. 23,853,756
8 Which number represents 5 TM + 6 M + 2 Th + 8 H + 3 O?
3 In the number 7,654,398,501, what is the place value of the red digit? A. 5,602,803
B. The favorite subjects are shown on the x-axis, so the first title is appropriate. The frequency is on the y-axis.
A. Hundred millions B. 56,020,803 Since it is calculated by the number of students who choose each subject, the title "Number of Students" is
B. One millions C. 56,002,803 also appropriate.
C. Hundred thousands D. 560,002,803
D. One thousands C. Since the information on the y-axis is numbers, the second title in this option would not be appropriate.
9 Which corresponds to the expanded form of the number?
4 In which number does the digit 5 have a greater place value than the digit 7? 3 M + 8 HTh + 5 Th + 4 H + 7 O
D. The subjects are on the x-axis, not the y-axis, and the numbers of students who chose their favorite subject
A. 6,237,235 are on the y-axis, not the x-axis.
A. 300,000 + 800,000 + 5,000 + 400 + 7
B. 6,237,538
B. 3,000,000 + 800,000 + 5,000 + 400 + 7
C. 6,736,523
C. 3 × 1,000,000 + 8 × 100,000 + 5 × 1,000 + 4 × 1,000 + 7 × 1 1. A B C D
D. 6,235,730 Therefore, B is correct.
D. 3 × 1,000,000,000 + 8 × 100,000 + 5 × 1,000 + 4 × 100 + 7 × 1
110
© Richmond Publishing, S.A. de C.V., 2016 © Richmond Publishing, S.A. de C.V., 2016
110 one hundred ten Unit 4
05 PM5stU4.indd 110 6/29/16 2:39 PM
Digital Book
The Digital Book is a digital version of the Student’s Book.
9
Table of Contents
Unit Section 1 Section 2
pages 8–35
Large Numbers Addition

• Reading and Writing Natural Numbers • Adding Natural Numbers
1 • Place Value in Natural Numbers

• Standard and Expanded Forms
• Location of Numbers on a Number Line
p. 24
• Comparing and Putting Natural Numbers in Order

Natural • Rounding and Estimating Natural Numbers
Numbers p. 10
Quiz Yourself Quiz Yourself
p. 21 p. 25
pages 36–59
Fractions Operations with Fractions

• Reading and Writing Fractions • Addition and Subtraction of Fractions with the Same
2 • Classifying Fractions
• Amplifying and Simplifying Fractions
• Equivalent Fractions
Denominator
p. 52
• Fractions on a Number Line

Fractions • Comparing and Putting Fractions in Order
p. 38
Quiz Yourself
p. 49
pages 60–93
Mental and Written Strategies Multiplication

• Turning Two Factors into Four Factors • Multiplication with 0 and 1
3 • Doubling and Halving

• The Double of Doubles
p. 62
• Multiplication Strategies
• Applying the Distributive Property Using Addition
p. 68
Multiplication
and Division Quiz Yourself Quiz Yourself
p. 67 p. 75
pages 94–115
Statistics Averages
• Basic Concepts • Calculating Averages
4 • Reading and Interpreting Frequency Tables

• Reading and Interpreting Bar Charts
p. 96
• Using Bar Charts to Calculate Averages
• Advantages and Disadvantages of Averages
p. 104
Quiz Yourself
Data
p. 109
pages 116–149
Units of Length and Surface Area Perimeter and Area

• Units of Length • Perimeter of Two-Dimensional Shapes
5 • Conversion Between Units of Length

• Units of Surface Area
p. 118
• Area of Rectangles
• Representing Rectangles
p. 124
Measurement
Quiz Yourself Quiz Yourself

p. 123 p. 129
10
Pathway to Math 5
Section 3 Section 4 Exam Strategies Evaluations Summary and Review
Subtraction Analyzing the What Do You Know? Test 1 Study Page

alternatives of Initial Evaluation
• Subtracting Natural Numbers
multiple-choice p. 9
• The Relationship between Addition and questions Let’s Check!
Subtraction p. 30 Intermediate Evaluation
p. 26 p. 22
What Did You Learn?
Quiz Yourself Final Evaluation
p. 29 p. 31
Analyzing the What Do You Know? Test 2 Study Page
questions Let’s Check!
p. 54 Intermediate Evaluation
p. 50
What Did You Learn?
Final Evaluation
p. 55
Division Multiplication and Analyzing the What Do You Know? Test 3 Study Page
Division Word alternatives of Initial Evaluation
• Division with 1
Problems multiple-choice p. 61
• The Relationship between Multiplication
and Division • Estimating Products and
p. 78 Quotients
• Word Problems p. 76
p. 82 What Did You Learn?
Quiz Yourself Final Evaluation
p. 87 p. 89
Analyzing the What Do You Know? Test 4 Study Page
p. 102
What Did You Learn?
Final Evaluation
p. 111
Area of Two-Dimensional Shapes Analyzing the What Do You Know? Test 5 Study Page
• Area of Triangles Using Grids alternatives of Initial Evaluation
• Area of Triangles multiple-choice p. 117
• Area of Rhombuses and Rhomboids questions Let’s Check!
Using Grids p. 144 Intermediate Evaluation
• Area of Rhombuses and Rhomboids p. 130
• Area of Trapezoids Using Grids
• Area of Trapezoids What Did You Learn?
Final Evaluation
p. 132 p. 145
Glossary Extras
p. 150 p. 156
11
Unit Vocabulary
Nouns: addend, design, distance,

Unit 1
Natural Numbers
fund-raiser, headline, heart,
joint, lifestyle, lifetime, mass,
orphanage, planet, pollution,
satellite, sign, skyscraper, stove,
Planet Earth has a natural satellite called the Moon, and
subway, sum, survey, waste, Mars has two natural satellites, Deimos and Phobos.
withdrawal The distances between the planets and their satellites is
Verbs: beat, blink, double, exist, shown in the picture.
flex, orbit
Adjectives: farthest Key Words
natural number
expanded form
Setting Off
number line
Start by having students look at rounding

the information presented in the scale
illustration and discussing large
distances, such as astronomical
distances. For example, you can
refer to the distance between
the Earth and the Sun, which is
more than 14,000,000 km. Write
this number on the board and
ask students to comment on this
distance.

• read, write and put numbers with six digits or more in order.
• identify the place value of a digit in a large number.
• use different strategies to decompose large numbers.
• compare, order, round and estimate numbers.
• solve addition and subtraction word problems.
• develop creative and flexible math skills by exploring and applying different strategies.
8 eight Unit 1
12 Unit 1
Answer Key and Teaching Notes Pathway to Math 5
Initial Evaluation
The Initial Evaluation tests

students’ comprehension of
natural numbers up to the
Look at the illustration and answer. hundred millions.
1. Write the distances, in words, between:
a. The Earth and the Moon three hundred eighty-four thousand, four hundred kilometers
b. Mars and Deimos twenty-three thousand, four hundred sixty kilometers
c. Mars and Phobos nine thousand, three hundred eighty kilometers
2. Color the boxes with the correct colors. Fun Fact!

The satellite that is closest to its planet The planets Mercury, Venus, Mars, Jupiter
and Saturn can be seen with the naked eye.
The satellite that is farthest from its planet
Moon Deimos Phobos

Math Skills
3. Mark the correct statements with a and the incorrect statements with an .
a. The distance between the Earth and its satellite is less than 385,000 km.
Put students into pairs. Have
each student write three numbers
b. The distance between Mars and Deimos is equal to the distance between Phobos and Mars. with digits and three numbers in
words. Then have them exchange
c. The distance between Mars and Phobos is less than the distance between the Moon and the Earth. their numbers and represent
them in words and with digits,
4. Circle the option that shows the distances between each planet and its satellite in increasing order. respectively.
Option 1

Earth Moon > Mars Deimos > Mars Phobos
In 5 Minutes
Option 2
distance distance distance Tell students that some planets,

Mars Phobos < Mars Deimos < Earth Moon such as Saturn, have more natural
satellites than those shown in the
Did You Know...? picture. Have students investigate
the solar system and draw the
A satellite is something that orbits around another object. A natural satellite is a celestial
body (often a moon) that orbits another celestial body of greater mass. planets and their satellites.
Students can label their diagrams
Natural Numbers nine 9 and add the distances between
planets and their satellites.
Notes
Natural Numbers 13
Section
1 Large Numbers
Organization Reading and Writing Natural Numbers
Connecting
UNIT 1: Natural Numbers
Six businesses decided to have a fund-raiser to donate money to an orphanage. The total donated by each business
Section 1: Large Numbers
is shown in the table.
• Reading and Writing Natural Numbers
Donations by Business
• Place Value in Natural Numbers
Business B1 B2 B3 B4 B5 B6
• Standard and Expanded Forms
Total $183,375 $174,225 $153,740 $155,530 $200,725 $186,525
• Location of Numbers on a Number Line
• Circle the three businesses that collected the least amount of money.
• Comparing and Putting Natural Numbers
in Order B1 B2 B3 B4 B5 B6
• Rounding and Estimating Natural • Match the numbers with the correct written forms.
Numbers
Number Word Form of the Number
200,725 One hundred eighty-three thousand, three hundred seventy-five
186,525 Two hundred thousand, seven hundred twenty-five
Lead In 183,375 One hundred eighty-six thousand, five hundred twenty-five
• The businesses collected a total of $1,054,120. Mark the correct word form with a .
Write numbers on the board
that have between 9 and 11 One million, five hundred four thousand, one hundred twenty Tip
digits and have students read
One million, fifty-four thousand, one hundred twenty In English, we use commas to
them aloud, in groups of three divide the word form of numbers
numbers, separated by the into millions, thousands and
commas. For example, write the Learning hundreds.
number 25,145,748,123. One
student should say “twenty-five Natural numbers are one of the first groups of numbers you study. They are the numbers you use every day for
billion,” another student “one counting: 1, 2, 3, 4, 5, 6, …
hundred forty-five million,” and
To write natural numbers with many digits, the To read natural numbers you start from the left.
so on. Let students correct each digits are grouped into sets of three numbers from
other. It is also possible to have Example: The number 9,507,032,891 is read as
right to left. Each set is separated by a comma.
nine billion, five hundred seven million, thirty-two
students read the whole number. Example: 9,507,032,891 thousand, eight hundred ninety-one.
The number you read is called the word form of the
billions millions thousands hundreds number.
Clarifying concepts
10 ten Unit 1
The value of a billion can change

from country to country. For
example, in the United States,
a billion is one thousand
million (1,000,000,000). But in
Mexico, a billion is one million
million (1,000,000,000,000).
14 Unit 1
In 5 Minutes
Read and write numbers with six digits or more
Practicing
Have different students read out
loud the numbers in activity 1, in
1. Circle the correct numbers. Identify random order, and the rest of the
a. Seventy million, four hundred twenty thousand. class write out the numbers.
70,420 70,420,000 70,420,000,000
b. Eight hundred fifty million, five.
855,000,000 850,005,000 850,000,005
c. Two billion, five hundred thirty-two million, eighty-one.

2,532,000,081 2,532,081 253,281
2. Write the word forms of the numbers. Interpret

a. 5,230,000 five million, two hundred thirty thousand
b. 210,000,125 two hundred ten million, one hundred twenty-five
c. 2,320,000,001 two billion, three hundred twenty million, one
3. Write the information in numbers and words. Interpret

Math Skills
c. You blink approximately
a. A human head has approximately 8,000,000 times in one year. Use activity 3 to develop students’
100,000 hairs.
math skills. For example, have
students add the numbers in 3.a
b. A person flexes the joints in and 3.b, and write the addition in
their fingers approximately d. The human heart beats more than number and word forms.
25,000,000 times in their 40,000,000 times in one year.
lifetime.
Number Word Form
a. 100,000 one hundred thousand
b. 25,000,000 twenty-five million
c. 8,000,000 eight million
d. 40,000,000 forty million
Natural Numbers eleven 11
Notes
Natural Numbers 15
Clarifying Concepts
Remind students that place value

charts should be read from right Place Value in Natural Numbers
to left. That means, sometimes the
higher place values will be empty. Connecting
For example, Oceania’s surface
The planet is divided into seven continents. Each has a different surface area that can be expressed in km2.
is approximately 8,526,000 km2,
which means that, if it were to be
written on the place value chart
in the Connecting section, the ten North America Africa
Area: 24,490,000 km2 Area: 30,370,000 km2
millions place would be empty.
• Complete the table with the area of each continent.
Ten Hundred Ten

Millions Thousands Hundreds Tens Ones
Millions Thousands Thousands
North America 2 4 4 9 0 0 0 0
Africa 3 0 3 7 0 0 0 0
• Mark the value of the green number in Africa’s surface area with a .
300,000 3,000,000 30,000,000

• Write the value of the red number in North America’s surface area. 20,000,000
Tip
Learning Put a comma every three numbers, starting from the right.
The value of a digit depends on its position in a number. This is called its place value.
Example: In the number 5,417,239,678, the digits have the following place values:
In 5 Minutes
Billions Hundred Ten Millions Millions Hundred Ten Thousands Hundreds Tens Ones
Millions Thousands Thousands
When students have read the B HM TM M HTh TTh Th H T O
Learning section, write the place 5 , 4 1 7 , 2 3 9 , 6 7 8

values of some of the digits from 10,000,000 30,000
the areas of Oceania or America 400,000,000 200,000 600
on the board. Put students into 5,000,000,000 7,000,000 9,000 70 8
small groups and have them work
out which numbers the place 12 twelve Unit 1
values represent.
16 Unit 1
Math Skills
Understand the place value of large numbers
Practicing
Together as a whole class, write
some numbers on the board,
1. Write the correct place value for the red digit in each number. Represent similar to those in activity 2,
and ask students to identify
a. 1,743,001,451 700,000,000 c. 801,214,564 200,000
the numbers that fit certain
descriptions.
b. 1,287,535,450 1,000,000,000 d. 102,547,462 2,000,000
2. Circle the numbers that fit the descriptions. Apply
a. The 7 represents b. The number has 6 HM. Remember! Teacher Tip

700,000 ones.
In the number 354, the
587,637,609 7,394,609,405 digit 5 is in the tens When reading the Remember
13,745,915 516,317,530 position; this means that note, mention to students the
its value is five tens or place values of the other digits
9,870,783 26,379,464
50 ones. that make up the number.
709,314,204 8,647,605,435
3. Write the numbers that fit the descriptions. Analyze

Answer Key
38,967,597 7,905,521,403 9,012,538,707 789,931,250
a. 3 has the highest place value. 38,967,597 In activity 3, tell students that one
of the questions has more than
b. 5 has the smallest place value. 789,931,250
one possible answer.
c. 1 has a higher place value than 8. 9,012,538,707
d. 7 has a higher place value than 9. 7,905,521,403 and 789,931,250
4. Solve the word problem. Analyze In 5 Minutes

Using the number 125,768,245, identify the digits in the tens place and in the ten millions place and increase
them both by three. Now, identify the digits in the thousands place and in the hundreds place and halve them Put students into pairs and have
both. What number do you get? each student write a 9-digit
number. Then ask them different
First step: 125,768,245 becomes 155,768,275. questions, such as:
Second step: 155,768,275 becomes 155,764,175.
The number is 155,764,175.
• What is the difference between
the digits in the hundreds place
and those in the thousands place?
Natural Numbers thirteen 13 • Which of the numbers is greater
than ten million?
Have students discuss their
answers out loud before writing
Notes
them.
Natural Numbers 17
Language Focus
Based on the information in

the Connecting section, have Standard and Expanded Forms
students investigate interesting
dinosaur facts and then discuss Connecting
them in small groups. Dinosaurs existed millions of years ago, before there were any humans.
Iguanodon
Clarifying Concepts
Pterodactyl
Stegosaurus 150 million years ago
There are different ways to break
down a number. For example, you
can write a number as we use it Triceratops
normally: 1,450,000,200
• Mark the correct statement with a .
Or you can represent the number
as an addition operation, where Triceratops existed 67 M years ago. Pterodactyls existed (100,000,000 + 5,000,000) years ago.
each addend equals the place
• How long ago did the Stegosaurus live? Circle.
value of each digit:
1 HM + 5 TM + 5 M 1 × 100,000,000 + 5 × 1,000,000 + 5 × 100,000
Example: 1,450,000,200,=
1,000,000,000 + 400,000,000 + Remember!
50,000,000 + 200
An addend is a number that is added to another addend.
Alternatively, you can represent The product of an addition operation is called the sum.
the number as an addition Learning
problem, where each addend is
broken down as the product of the There are different ways to decompose numbers.
digit and its place value.
Standard form: Represent the number as an addition operation in which each addend corresponds to the place
Example: 1,450,000,200 = value of each digit.
1 × 1,000,000,000 + 4 × Example: 1,450,000,200 = 1,000,000,000 + 400,000,000 + 50,000,000 + 200
100,000,000 + 5 × 10,000,000 + Expanded form: Represent the number as an addition operation in which each addend is the result of multiplying
2 × 100 the digit and its place value: 1, 10, 100, 1,000, 10,000, 100,000, etc.
The number 1,450,000,200 can Example: 1,450,000,200 = 1 × 1,000,000,000 + 4 × 100,000,000 + 5 × 10,000,000 + 2 × 100
also be written as: 1 B + 4 HM + The number can also be written as:

5 TM + 2 H 1,450,000,200 = 1 B + 4 HM + 50 TM + 2 H
Comment to students that

sometimes the normal way of
writing a number is also called the 14 fourteen Unit 1
standard form.
18 Unit 1
Answer Key
Use standard and expanded number forms
Practicing
In activity 1, highlight that
students must color the incorrect
1. Circle the incorrect expanded forms. Identify expanded forms.
a. 20,000,250
20,000,000 + 200 + 50 2 × 10,000,000 + 2 × 100 + 5 × 1 2 TM + 2 H + 5 T Possible Difficulty
Students might have problems

b. 100,001,001 with the zeros in a number,
because they are not considered
in the standard and the expanded
100,000,000 + 100 + 1 1 × 100,000,000 + 1 × 1,000 + 1 × 1 1 HM + 1 Th + 1 O
forms. If that happens, write some
5 or 6-digit numbers on the board,
without zeros, and have them
c. 8,000,000,700 express them in expanded and
standard form. Then change one
8,000,000,000 + 700 8 × 1,000,000,000 + 7 × 100 8B+7T
digit to a 0 and ask them which
part of the previous forms should
be deleted.
2. Decompose the numbers. Apply
a. 13,006,700 (standard form) 10,000,000 + 3,000,000 + 6,000 + 700
b. 4,000,900,001 (expanded form) 4 × 1,000,000,000 + 9 × 100,000 + 1 × 1
c. 2,100,050,000 (standard form) 2,000,000,000 + 100,000,000 + 50,000
3. Decompose the numbers. Analyze
a. 150,900,100 = 1 HM + 5 TM + 9 HTh + 1 H In 5 Minutes

b. 32,001,500 = 30,000,000 + 2,000,000 + 1,000 + 500
Have students represent the
c. 2,500,800 = 2 × 1,000,000 + 5 × 100,000 +8× 100 numbers in activities 2 and 3
d. 8,000,200,150 = 8 × 1,000,000,000 + 2 × 100,000 + 1 × 100 + 5 × 10
in different ways. For example,
ask for the expanded form of
13,006,700 or the standard form
of 4,000,900,001.
Natural Numbers fifteen 15
Worksheet
Notes
Strengthen the content from this
section using Reinforcement
Worksheet 1.
Natural Numbers 19
In 5 Minutes
Name some cities or towns close to

where you are, and their distances Location of Numbers on a Number Line
from your location. Then, together
as a group, have students answer Connecting
the Connecting section questions
San Francisco is in the north of the state of California. The road sign
considering this information. shows the distances to other cities from San Francisco. Reno 224 km
Las Vegas 569 km
• Mark the city that is farthest from San Francisco with a . Portland 636 km
Seattle 810 km
Las Vegas Portland Reno Albuquerque 1,097 km
Clarifying Concepts
• Mark the city that is closest to San Francisco with a .
Explain to students the Albuquerque Portland Seattle
importance of choosing correct
scales for number lines. For The distances on the road sign can be represented on a number line.
example, it would not be logical
to use a 2-unit scale to locate • Each section of the number line increases by 100 units, which represent 100 km.
large numbers, like 12,500,000, 0 100 200 300 400 500 600 700 800 900 1,000 1,100
or a 1,000-unit scale to represent km
small numbers, such as 12.
• Write the names of the cities on the number line and connect them to their distances from San Francisco.
0 224 569 636 810 1,097
km
San Francisco Reno Las Vegas Seattle Albuquerque
Portland
Learning
The scale of a number line depends on the the values it represents.
Example: This number line increases by intervals of 3,000 and the numbers 6,000, 12,000, 15,000 and
24,000 are marked.
0 3,000 6,000 9,000 12,000 15,000 18,000 21,000 24,000 27,000
16 sixteen Unit 1
20 Unit 1
Teacher Tip
Represent natural numbers on a number line
Practicing
In activities 1 and 2, remind
students to work out the scales
1. There are four dots marked on the number line. Write the numbers that they represent. Identify of the number lines so they can
locate positions of the numbers
0 3,000 9,000 15,000 21,000 27,000 more easily.
a. 11,000 b. 15,000 c. 20,000 d. 26,000
2. Locate and mark the numbers on the number line. Represent

a. 400 b. 1,800 c. 3,400 d. 4,600 e. 5,100
400 1,800 3,400 4,600
0 2,000 4,000 5,100 6,000
3. Match the numbers with their number lines. Relate

In 5 Minutes
a. 15,000, 25,000, 45,000
10,000 20,000 30,000 40,000 50,000
Before solving activity 4, draw
b. 20,500, 22,500, 23,500 a number line on the board
20,000 30,000
and have students, together
c. 15,000, 20,000, 25,000 as a class, identify and locate
20,000 21,000 22,000 23,000 24,000
numbers on it. Allow students to
help each other.
4. Use the number line, below, to mark the heights (in meters) of these buildings. Apply
Did You Know...?

Very tall buildings are
called “skyscrapers” in
English because they
Building B
Building D
Building A
Building C
Building E
look like they are almost

touching the sky.
520 m 417 m 445 m 440 m 530 m

Scale may vary. Example:
B DC AE
0 m
40 80 120 160 200 240 280 320 360 400 440 480 520 560 600
Natural Numbers seventeen 17
Notes
Natural Numbers 21
Language Focus
Have a discussion with students

about situations in which they Comparing and Putting Natural Numbers in Order
might compare numbers in
everyday life, for example, when Connecting
comparing the price of a product
A construction company sells two different house designs.
in different stores, or comparing
the prices of different brands Design 1 • What place value does 8 have in the price of each house?
of the same product in the
supermarket. Design 1 8,000,000
Design 2 8,000,000
Design 2
$8,514,000
• What place value does 5 have in the price of each house?
Design 1 500,000
$8,154,000
Design 2 50,000
• To compare the prices of the houses we can compare the place values of the numbers.
Design 1 Design 2
TM M HTh TTh Th H T O TM M HTh TTh Th H T O
0 8 5 1 4 0 0 0 0 8 1 5 4 0 0 0
8=8
5>1
• So, 8,514,000 > 8,154,000. Therefore, Design 1 is more expensive.
Clarifying Concepts
Learning
In the Learning section,

emphasize the fact that you Methods for Comparing Numbers
compare numbers digit-by-digit When comparing two or more natural numbers with a different number of digits, the number with more digits is
greater.
from left to right when two numbers
have an equal number of digits. Example: 2,100,000,000 > 100,000,000
Write the following numbers on the When comparing two or more natural numbers with an equal number of digits, compare the digits in the same
board without the comparison signs, positions from left to right.
and have students compare them: Example: 223,450,000 > 221,450,000
3>1
71,253 < 71,273
553,987 > 552,987 18 eighteen Unit 1
1,254,903 > 1,253,903
22 Unit 1
Compare numbers with six digits or more
Practicing
1. Write a number greater than and less than the given numbers, using the same number of digits. Apply
Answers will vary. Example:
a. 1,342,729
Math Skills
less than greater than Remember!
1,226,412 2,324,145
Working as a whole class, a
›
The symbol “ ” means
student says a 7- to 9-digit
greater than.
b. 852,325,254 ‹
The symbol “ ” means number; then, the classmate next
less than. to the first student says a greater
less than greater than The symbol “=” means
or smaller number. The next
691,425,841 901,574,142 equal to.
student continues the activity and
it finishes when all students have
said a number.
2. Compare the numbers. Write , ‹ › or =. Apply
a. 42,548 < 42,584 e. 1,635,254 > 1,600,000
b. 1,548,325 < 1,600,000 f. 1,999,999 < 2,000,000

Answer Key
c. 658,584,211 = 658,584,211 g. 98,545,111 > 89,545,111
d. 1,254,325,325 > 1,254,325 h. 187,024,001 < 187,420,001 In activity 3 (a and b), explain to
students that different answers
are possible. Examples are shown.
3. Write the correct numbers. Analyze
a. A number greater than 1,658,441,221 and less than 2,099,000,000. Sometimes in
activities, there is more
Answers will vary. 1,745,412,325 than one answer.
Example: In 5 Minutes
b. A number less than 7 B and greater than 5 M.
Answers will vary.
Example: 450,748,129 Make a group of 10 cards with
9- or 10-digit numbers that are
c. A number less than 48 TM and greater than 47,999,998. exactly the same except in the
digits in two places.
47,999,999
For example:
d. The greatest number with 7 digits that has a 6 in the HTh place.
777,747,757
9,699,999 777,757,797
Have students select 5 cards and
Natural Numbers nineteen 19 put them in order from smallest to
greatest in a set time limit.
Notes
Natural Numbers 23
Teacher Tip
Ask students if rounding to all

place values is of equal use. For Rounding and Estimating Natural Numbers
example, 402,126 rounded to the
tens place becomes 402,130, Connecting
which is almost the same number
According to a survey by eMarketer, there were 207,200,000 smartphone users
and might not be helpful for in the US in 2016.
estimating. Whereas, 402,126
rounded to the ten thousands • Mark the number that rounds off 207,200,000 to the nearest million with a .
place becomes 400,000, which 200,000,000 20,000,000 207,000,000

can be useful in an estimation. www.statista.com
• If the number of smartphone users doubled in five years, how many users were there in 2011? Circle the correct
answer.
About 120,000,000 About 103,000,000
About 400,000,000 About 50,000,000
Learning
To make larger numbers easier to work with, you can round or estimate. Usually, this helps simplify calculations.
• There is no exact method for estimating numbers, but it helps to calculate proportions.
Example: The difference between 550,000,000 and 545,000,300 can be estimated to be about
5,000,000.
• When rounding a number, make sure you know which digit you are rounding to. You can round to the tens,
Clarifying Concepts hundreds, thousands or other place values. Then focus on the digit to the right of the digit you are rounding.
If the number to the right is greater than or equal If the number to the right is less than 5 (0, 1, 2,
Explain to students that it is to 5 (5, 6, 7, 8, 9), you round up. You increase 3, 4), you round down. The digit you are rounding
common to round and estimate the digit by 1 and replace the digits to the right to stays the same and the digits to the right are
with zeros. replaced with zeros.
numbers in everyday life, but there
are few established criteria for Example: When rounding 767,054,210 to the HM Example: When rounding 354,814,520 to the TM
these calculations. For example, place. place.
at the supermarket you might
estimate paying $200, or you 767,054,210 800,000,000 354,814,520 350,000,000
might round the payment for the
6>5 4<5
electricity bill to $300.
20 twenty Unit 1
Worksheet
Students can review the content of

the previous pages with Extension
Worksheet 1.
24 Unit 1
Round and estimate numbers
Practicing
1. Round each number. Apply Math Skills

a. 8,054,200,187 to the ten millions place 8,050,000,000
Have students answer different
b. 1,258,635,260 to the millions place 1,259,000,000
questions about the products in
c. 7,540,230,100 to the hundred millions place 7,500,000,000 activity 3, using estimations. For
example:
2. Determine the place values of the rounded off digits. Analyze
Estimate the total price of the
Number Rounded Number Place Value three products.
a. 1,520,214,000 1,500,000,000 hundred millions place Estimate how much more
expensive the stove is than the
b. 8,542,250,540 8,540,000,000 ten millions place microwave.
c. 9,174,870,210 9,000,000,000 billions place
3. Look at the prices and solve by estimating the answer without calculating exactly. Apply
Teacher Tip
washing
machine microwave
$990
stove $399 Have students write the numbers
$1,990
in the Quiz Yourself section in
Answers may vary: their usual form first. Then they
a. Estimate
mate the total price of the washing machine and the stove. $3,000
can choose the appropriate scale
and locate the numbers on it.
b. Estimate the total price of the stove and the microwave. $2,400
c. Estimate the total price of the washing machine and the microwave. $1,400
Quiz Yourself Teacher Tip

Look at the letters. Each letter represents a number.
Tell students that the Quiz
A = 100,000 + 10,000 C = 5 HTh + 9 TTh E = 4 × 100,000 + 5 × 10,000 Yourself section is an opportunity
B = 2 × 100,000 + 5 × 10,000 D = 350,000 F = 6 HTh + 7 TTh to see if they have achieved the
• Write the letters and their numbers at appropriate intervals on the number line. objectives proposed in Section 1.
A 110,000 B 250,000 D 350,000 E 450,000 C 590,000 F 670,000
0
100,000 200,000 300,000 400,000 500,000 600,000 700,000
Answer Key
Natural Numbers twenty-one 21
In the Quiz Yourself section, the

location of each letter depends on
Notes the graduation of the number line.
The order, from least to greatest, is:
A, B, D, E, C, F
Natural Numbers 25
Let’s Check!
Reading and Writing Natural Numbers
Evaluation Part 1 1. Write the numbers from the newspaper headlines. points
a. b. c. 3
The activity can be considered
successfully completed if students
correctly answer 2 of 3 questions.
Each question is worth 1 point.
Extra Support
Have students review the Reading 7,500,000,000 1,400,000 400,000,000
and Writing Natural Numbers
section. Place Value in Natural Numbers
2. Look at the number and write T for true and F for false. Then explain your answers. points
3,441,658,079 3
Evaluation Part 2 a. F The digit 1 is in the billions place.
Explain: The digit 3 is in the billions place. The digit 1 is in the millions place.
The activity can be considered b. F Numbers 0, 7, and 9 are in the thousands, ten thousands and millions places.
correctly answer 2 of 3 questions. Explain: The digits are in the hundreds, tens and ones places, respectively.
Each question is worth 1 point. c. T Number 8 is in the thousands place.

Extra Support Explain: Its place value is 8,000.
Write the position that each digit
occupies in a place value chart and Standard and Expanded Forms
then answer the questions. 3. Look at the example and then complete the information. points
Expanded Form Standard Form Natural Number 6

2 × 10,000 + 6 × 100 20,000 + 600 20,600
Evaluation Part 3 a. 2 × 100,000 + 6 × 10,000 200,000 + 60,000 260,000
b. 2 × 1,000,000,000 + 6 × 2,000,000,000 + 600,000,000 2,600,000,000

100,000,000
The activity can be considered c. 2 × 1,000,000,000 + 6 × 2,000,000,000 + 600,000 2,000,600,000
successfully completed if students 100,000
Each blank is worth 1 point. 22 twenty-two Unit 1
Extra Support
Have students review the Learning
section on page 14 of the Student’s
Book.
26 Unit 1
Evaluation Part 4
Unit 1

correctly fill in 4 of 7 boxes. Each
Location of Numbers on a Number Line box is worth 1 point.
4. Complete the boxes with the correct numbers. points Extra Support
18,300,000 14,998,875 22,500,000 8,100,000 7 Have students put the numbers in
1,100,000 4,859,875 28,158,741 ascending order and then arrange
them on the number line.
1,100,000 8,100,000 18,300,000
4,859,875 14,998,875 22,500,000 28,158,741
0 5,000,000 10,000,000 15,000,000 20,000,000 25,000,000

Evaluation Part 5
Comparing and Putting Natural Numbers in Order
5. Color the numbers in the correct colors. points
Numbers less than 9,999,999 7 successfully completed if students
Numbers greater than 9,999,999 and less than 999,999,999 correctly color 4 of 7 boxes. Each
box is worth 1 point.
Numbers greater than 999,999,999
Extra Support
2,647,582 2,647,582,129 13,129,587 Categorize the numbers before
coloring the boxes.
748,586 6,158,381 854,861,397 9,547,301,222
Rounding and Estimating Natural Numbers

6. Look at the table. Round the population of each country to the ten millions place. points
5
Evaluation Part 6
Approximate Populations of South American
Countries
a. Chile 20,000,000
Country Population The activity can be considered
Chile 18,006,000 b. Peru 30,000,000 successfully completed if students
Peru 31,153,000 c. Brazil 200,000,000 correctly answer 3 of 5 questions.
Brazil 204,519,000 Each answer is worth 1 point.
d. Argentina 40,000,000
Argentina 43,132,000 Extra Support
Colombia 48,549,000 e. Colombia 50,000,000
Have students mark the digits
Source: Official estimates
that the numbers will be rounded
to before completing the exercise.
Natural Numbers twenty-three 23
Natural Numbers 27
Section
2 Addition
Organization Adding Natural Numbers
Connecting
The table shows the number of people that used bicycles
Section 2: Addition Education through Values
instead of cars over a two-week period.
• Adding Natural Numbers Riding your bicycle helps your city reduce pollution
Bicycle Use and helps you live a healthy lifestyle.
Week Number of People
1 657,892
Lead In 2 528,105
• To calculate the total number of people who used bicycles over the two-week period, you need to add 657,892 and
Have a class discussion about
528,105.
cycling. Survey the class to see
how many students can cycle, how
often they cycle, etc. Tell students 6 5 7, 8 9 2 657,892 + 528,105 = 1,185,997
addends
+ 528,10 5
that using a bicycle as a mode
of transportation helps to keep 1,185,997 sum addends sum
their neigborhoods clean, by not
polluting, and promotes a healthy • In total, 1,185,997 people used bicycles over the two weeks.
lifestyle.
Learning
To add two numbers, you combine the addends according to their place values. Ones are added with ones, tens
Math Skills with tens, hundreds with hundreds, and so on. The total is the sum. Always add from right to left.
Have students solve some Example: B HM TM M HTh TTh Th H T O
additions on the board. Allow them 7 , 6 5 3 , 0 5 1 , 8 9 2 addend

to help each other and explain + 2 , 1 5 3 , 5 7 6 , 8 0 7 addend
that, if the value of the sum of 9 , 8 0 6 , 6 2 8 , 6 9 9 sum
two numbers with the same place
value is greater than 9, the digit
in the place value to the left will 1,254,540 + 13,214,100 = 14,468,640
be modified. addends sum
24 twenty-four Unit 1
28 Unit 1
In 5 Minutes
Solve addition operations
Practicing
Have students estimate the
additions in activities 1 and 2
1. Complete the addition operations. Apply before solving them exactly. Then
a. 8 , 76 4 , 210 , 3 4 5 b. 2 , 610 , 3 8 9 , 67 8 c. 5 , 24 8 , 210 , 02 9 ask students to compare their
+ 312 , 2 21, 0 6 0 + 4 ,9 8 1, 2 3 0 , 5 76 + 2 , 3 67,13 4 , 5 76 estimates and the exact answers.
9,076,431,405 7,591,620,254 7,615,344,605
2. Solve the word problem. Apply

If someone buys all three items in the picture, how much will they pay?
$9,990 + $9,995 + $9,999 = $29,984

Refrigerator
They will pay $29,984. LED 50”
$9,999
$9,990
Laptop
$9,995
3. Complete the operations with the missing numbers.

b Analyze
l
a. 12 0 , 3 5 2 ,10 5 b. c. 1,12 0 , 3 5 2 ,10 5

1,816,135,661
+ 782,055,000 + 4,080,005,006
+ 4 , 2 3 7,15 8 , 213
9 0 2 ,4 0 7,10 5 6 , 0 5 3 , 2 9 3 , 8 74 5 , 2 0 0 , 3 5 7,111 Developing Skills
Quiz Yourself
Have students explain their
Write T for true or F for false. Then explain your answers. answers to the Quiz Yourself
a. F If you round to the thousands place, the sum of 234,549 and 273,430 is 507,000. section to a classmate.
Explain: Rounded to the thousands place, 235,000 + 273,000 = 508,000.
b. T 340,709 plus 125,890 is 466,599. Worksheet

Explain: 340,709 + 125,890 = 466,599
c. T The sum of 5 M + 4 TTh + 9 H and 270,490,000 is a number between 1 B and 2 HM. understanding of the content of
Explain: 5,040,900 + 270,490,000 = 275,530,900, and 275,530,900 > 200,000,000 < 1,000,000,000 this section with Reinforcement
Worksheet 2.
Natural Numbers twenty-five 25
Notes
Natural Numbers 29
Section
3 Subtraction
Organization Subtracting Natural Numbers
Connecting
Section 3: Subtraction A weekday average of 5,650,000 people use the New York City Subway. The table shows the average numbers of
people who used the subway in 2015.
• Subtracting Natural Numbers
• The Relationship between Addition and New York City Subway Passengers, 2015
Subtraction Average Number of Passengers

Weekday 5,650,610
Saturday 3,309,731
Sunday 2,663,418
Lead In
Source: www.mta.info
As a whole class, discuss rail What was the difference between the average numbers of passengers on Saturdays and Sundays?
travel. Ask students if they
have ever traveled by train or • Complete the missing information.
2 12 10 2 11
on a subway system. Find out
Saturday 3 , 3 0 9 , 7 3 1 minuend
where, and if students liked the
experience. Discuss some of the Sunday – 2 , 6 6 3 , 4 1 8 subtrahend
benefits of rail travel over other
6 4 6 , 3 1 3 difference
forms of transportation.
• Therefore, the difference between the number of passengers that used the subway on Saturdays and Sundays is
646,313 .
Learning
To solve a subtraction operation,

To solve a subtraction Example: If the minuend is 3,899,790,289 and the subtrahend
the minuend should be greater
operation, the minuend is 1,412,425,150, what is the difference?
than the subtrahend. Subtraction should be greater than the
is done from right to left, digit subtrahend. Subtraction B HM TM M HTh TTh Th H T O
by digit, respecting the place is done from right to left 8 10
value of each digit. When a digit respecting the place value
of each digit and regrouping
3 , 8 9 9 , 7 9 0 , 2 8 9 minuend
of the minuend is smaller than when necessary. Study – 1 , 4 1 2 , 4 2 5 , 1 5 0 subtrahend
the digit in the subtrahend that the table to understand
2 , 4 8 7 , 3 6 5 , 1 3 9 difference
occupies the same place value regrouping.
borrowing
position, you should “regroup.”
That means you “borrow” one unit
26 twenty-six Unit 1
from the digit located to the left
of the minuend’s digit.
Look at the example in the

Learning section. In the
thousands place, 0 is smaller than
5 and you cannot subtract 5 from
0. Therefore, you borrow one unit
from the ten thousands place.
That means 9 ten thousands
become 8 ten thousands, and 0
thousands become 10 thousands.
You can then subtract 5 from 10.
30 Unit 1
Solve subtraction operations

Math Skills
Practicing
In activity 1, have students correct
the incorrect operations.
1. Mark the correct subtraction operations with a and the incorrect ones with an . Interpret
a. 89,504,004 b. 93,567,841 c. 3 2,541,504 d. 4 2,861,792

– 7 1,613,51 4 – 84,699,813 – 9,563,604 – 7,978,791
1 7,890,490 8,968,028 22,87 6,900 34,883,001 Teacher Tip
2. Solve the word problems. Apply
Have students underline the
a. A pool can hold 2,500,000 liters of water. There are 1,482,500 liters of water in the pool already. How much important information in the
more water is needed to fill it? activity 2 problems before solving
them.
2,500,000 − 1,482,500 = 1,017,500
1,017,500 liters of water are needed to fill the pool.
Developing Skills
b. A company deposits $54,320,820 into a savings account. Later, it makes two withdrawals of $5,540,000 and
$15,980,000. How much money is left in the savings account?
Put students into small groups.
Each group should write a problem
$54,320,820 − $5,540,000 = $48,780,820
$48,780,820 − $15,980,000 = $32,800,820
that involves an addition and a
There is $32,800,820 in the savings account. subtraction with numbers having
between 7 and 9 digits. Then they
should exchange their work and
3. Complete the boxes with the values. Then check your answers. Analyze solve the problems.
8,710,495 987,534 4,256,807 5,247,503 6,528,326
a. The difference is: 3,462,992 b. The difference is: 3,269,273
minuend 8,710,495 minuend 4,256,807
subtrahend 5,247,503 subtrahend 987,534
8, 7 1 0, 4 9 5 4, 2 5 6, 8 0 7
− 5, 2 4 7, 5 0 3 − 9 8 7, 5 3 4 Worksheet
3, 4 6 2, 9 9 2 3, 2 6 9, 2 7 3

understanding of the content
Natural Numbers twenty-seven 27 of this section with Extension
Worksheet 2.
Notes
Natural Numbers 31
Section 3 / Subtraction
The Relationship between Addition and Subtraction

Connecting
The map shows the areas of the Pacific and the Atlantic oceans.
Area of the Atlantic

Ocean:
2
50,000,000 km
Area of the Pacific
Ocean:
2
169,000,000 km Source: www.eoearth.org
• To calculate the difference between the areas of the Pacific and Atlantic oceans:
169,000,000 Area of the Pacific Ocean

– 77,000,000 Area of the Atlantic Ocean
92,000,000 Difference between the areas of both Oceans
The Pacific Ocean is 92,000,000 km2 greater than the Atlantic Ocean.
• To check if your answer is correct, you can add the answer and the area of the Atlantic Ocean:
92,000,000 Difference between the areas of both Oceans

+ 77,000,000 Area of the Atlantic Ocean
169,000,000 Area of the Pacific Ocean
Learning
Math Skills
When students have read the To check if the answer to a subtraction operation is To check if the answer to an addition operation is
correct, add the difference and the subtrahend. The correct, subtract one of the addends from the sum.
Learning section, write some
answer is the minuend. The answer is the other addend.
additions and subtractions on the
board. Students can work together
Example: Example:
as a whole class to solve them
and check their answers. Solution Check your answer Solution Check your answer
936,214,875 87,087,519 412,370,985 1,090,913,178

– 849,127,356 + 849,127,356 + 678,542,193 – 412,370,985
87,087,519 936,214,875 1,090,913,178 678,542,193
In 5 Minutes
28 twenty-eight Unit 1
Put students into pairs. Have each
student write an addition and a
subtraction, in both cases with
9-digit numbers. Then have them
exchange their work, solve their
classmate’s operations and check
the answers. Remind students to
subtract the smaller number from
the greater one.
32 Unit 1
See the relationship between addition and subtraction
Practicing
1. Mark the math problem that correctly shows how to check a calculation with a and the one that does not
with an . Understand
a. b.
127,565,125 183,819,361 6,878,447,123 6,343,326,123
+ 56,254,236 + 56,254,236 – 535,121,000 + 535,121,000
183,819,361 240,073,597 6,343,326,123 6,878,447,123
2. Complete with the missing numbers. Apply

a. b.
245,715,900 121,215,550 5,915,693,300 8,350,243,500
– 124,500,350 + 124,500,350 + 2,434,550,200 – 2,434,550,200
121,215,550 245,715,900 8,350,243,500 5,915,693,300
3. Solve the word problem. Analyze

Developing Skills
A city wants to calculate the amount of glass it has recycled over two years.
paper glass plastic A total of 890,216,432 kg of waste were In activity 3, make sure students
recycled in two years. How many kilograms identify the information they need
of glass were recycled?
before attempting to solve the
problem.
890,216,432 − 354,120,911 = 536,095,521
536,095,521 − 214,111,311 = 321,984,210
321,984,210 kg of glass were recycled in two years.
354,120,911 kg 321,984,210 kg 214,111,311 kg
In 5 Minutes
Hand out cards with 9-digit

Quiz Yourself numbers and others with the
The following encoded message was found: To solve th “+” or “–” sign to students.
e
connect ea hidden messagee, Each student should choose two
6 , 8 6 4, 9 W 7, 7 9 C
correct va ch letter with the
– S , 4 O 3, N 3 K , 4 Y 3 lue in the
subtractio number cards and one sign card.
operation
4, E 6 R , 2 5 1, A 0 2 . n
Give students a certain amount of
time to solve their operations. If
The decoded message is: Check your answer. students are subtracting, remind
them to calculate the difference
Natural Numbers twenty-nine 29 between the largest and smallest
number.
Notes
Natural Numbers 33
In 5 Minutes
In the Exam Strategies section, Exam Strategies

explain to students that it is Multiple Choice Questions
important to carefully analyze the
answer choices, since each one 1. If the number 2,547,982,100 is rounded up to the millions place and the number 1,245,951,589 is
has been considered as a possible rounded up to the thousands place, what is the difference between the rounded numbers?
answer but only one is correct.
A. 1,302,030,511
B. 1,302,048,000
C. 1,302,158,000
D. 1,303,029,511
A. This answer calculates the difference between both numbers without rounding. Although the answer is
correct, it is not what was asked for.
B. Rounding 2,547,982,100 to the millions place equals 2,548,000,000. 7 9 9 10

2,548,000,000
Rounding 1,245,951,589 to the thousands place equals 1,245,952,000.
–1,245,952,000
The difference is: 1,302,048,000
C. Both numbers are rounded correctly, but the answer is incorrect: 7 10 10 10

2,548,000,000
–1,245,952,000
1,302,158,000
D. The numbers are not rounded correctly:
When rounding to the millions place the number 2,547,982,100 is not 2,548,982,100.
When rounding to the thousands place the number 1,245,951,589 is not 1,245,952,589.
1,303,029,511 is not the correct difference.
Therefore, answer B is correct. 1. A B C D
30
30 thirty Unit 1
34 Unit 1
Unit 1
What Did You Learn? Final Evaluation
1. Complete the statements. points
a. The number five billion, two hundred forty-five thousand, seven hundred
Evaluation Part 1
3
eighty, in number form is 5,000,245,780 .
b. In the number 9,874,635,210, the number 4 is located in the successfully completed if students
millions place. correctly answer 2 of 3 questions.
Each blank is worth 1 point.
c. In the number 795,210,000, the number 7 is located in the Extra Support
hundred millions place. Review Section 1 of the Student’s
d e
Book.
2. Complete the crossword puzzle. points
Across 5 1
6
a. 7 HTh + 8 TTh + 5 H + 2 T + 3 O 3 0 f
b. two hundred thousand, six hundred forty-five b
c. 7 HTh + 6 Th + 5 O
2 0 0 6 4 5 Evaluation Part 2
0 0 0
Down a 7 8 0 5 2 3 The activity can be considered
d. 500,000 + 30,000 + 2,000 + 80
e. 1 × 100,000 + 5 × 10
0 0 0 successfully completed if students
f. 4 HTh + 3 Th + 4 T + 6 O 4 answer 4 of 6 clues in the
c 7 0 6 0 0 5 crossword puzzle.
Extra Support
3. Put the numbers in order from greatest to least to find the secret word. points
Have students write the numbers
before filling in the crossword
N G 2 puzzle.
9,000,250,215 9,000,100,215
U N I
9,120,258,215 9,020,255,215 9,000,300,215
Evaluation Part 3
O R D
9,120,300,215 9,120,350,215 9,020,250,215
The secret word is rounding . find the secret word.
Extra Support
Natural Numbers thirty-one 31 Have students compare the digits
in each number and then put them
in order from least to greatest.
Natural Numbers 35
Evaluation Part 4
What Did You Learn?

successfully completed if students 4. Look at the numbers. points
get 2 points. Award 1 point for
each correct number. 4 2 9 1 8 3 6 5 7 2
Extra Support Without repeating digits, write:

Tell students to write the greatest
a. The greatest number rounded to the nearest hundred millions place. 1,000,000,000
and smallest numbers first and
then round them. b. The smallest number rounded to the hundred thousands place. 123,500,000
5. Solve the word problem. points
In June, an art museum made $7,660,000 from children’s tickets. It made $3,905,000 less from 4
Evaluation Part 5 children’s tickets than from adult tickets. In July, the museum made $10,850,000 from both child
and adult tickets. How much more money did the museum earn in June than in July?
The activity can be considered a. What is the question? How much more money did the museum earn in June than in July?
successfully completed if students b. Draw a diagram of the problem.

get 3 of 4 points. Each question is June total July total June total − July total = ?
worth 1 point.
Extra Support
$7,660,000 Adults? $10,850,000 ? − $10,850,000 = ?
Review the activities in the
Subtraction section. c. Write an operation to solve the problem.
7, 6 6 0, 0 0 0 children 7, 6 6 0, 0 0 0 children 19, 2 2 5, 0 0 0 money June

+ 3, 9 0 5, 0 0 0 difference + 11, 5 6 5 , 0 0 0 adults − 10, 8 5 0, 0 0 0 money July
11, 5 6 5, 0 0 0 adults 19,2 2 5, 0 0 0 total June 8, 3 7 5, 0 0 0 difference
Evaluation Part 6
d. Answer The museum earned $8,375,000 more in June than in July.
The activity can be considered 6. The table shows the population of a town. Complete the chart and answer the question. points
get 3 of 4 points. Award 2 points Population of Clinton 4
for completing the table and 1 Sex Male Female Total

Age
point for answering the question. Under 18 20,058 22,529 42,587
Extra Support 18 and older 28,026 28,194 56,220
Have students determine what Total 48,084 50,723 98,807
operations are necessary to
What is the difference between the total number of men and the total number of women?
complete the table and then The difference is 2,639.
answer the question.
32 thirty-two Unit 1
36 Unit 1
Evaluation Part 7
Unit 1

Mark the correct answers with an . points mark letter B.
7. During a fund-raiser $2,148,387,454 was collected. How would you write the total 4 Extra Support
amount of money raised?
Write the number that corresponds
A. Two million, one hundred forty-eight, three hundred eighty-seven, four hundred to each answer choice and then
fifty-four. mark the correct one.
B. Two billion, one hundred forty-eight million, three hundred eighty-seven thousand,
four hundred fifty-four.
C. Two million, one hundred forty-eight thousand, three hundred eight-seven, four
hundred fifty-four thousand.
Evaluation Part 8
D. Two billion, one hundred forty-eight million, three hundred eighty-seven, four hundred
fifty-four thousand.
8. Which digit is located in the millions place in 658,457,125? successfully completed if students
mark letter D.
A. 1
Extra Support
B. 5
C. 7 Write the place value of each
number, then answer.
D. 8
9. What is the place value of the red digit in the number 1,458,777?
A. 800
Evaluation Part 9
B. 8,000
C. 80,000
D. 800,000
mark letter B.
10. Which number matches the expanded form?
Extra Support
20,000,000 + 4,000,000 + 300,000 + 50,000 + 1,000
First determine the place value of
the highlighted number.
A. 243,510
B. 2,435,100
C. 24,351,000
D. 243,510,000 Evaluation Part 10

Natural Numbers thirty-three 33
mark letter C.
Extra Support
Notes Add the numbers and then answer.
Natural Numbers 37
Evaluation Part 11
What Did You Learn?

successfully completed if students 11. Which place value is missing from 365,174,845 in its expanded form? points
mark letter B.
300,000,000 + 5,000,000 + 100,000 + 70,000 + 4,000 + 800 + 40 + 5 4
Extra Support
Calculate the sum and then A. 6,000,000
determine the missing addend. B. 60,000,000
C. 600,000,000
D. 6,000,000,000
Evaluation Part 12 12. Which option does not represent 7,542,111?

A. 7 M + 5 HTh + 4 TTh + 2 Th + 1 H + 1 T + 1 O
This activity can be considered
B. 7,000,000 + 500,000 + 40,000 + 2,000 + 100 + 1
C. 7,000,000 + 500,000 + 40,000 + 2,000 + 100 + 10 + 1
mark letter B.
D. 7 × 1,000,000 + 5 × 100,000 + 4 × 10,000 + 2 × 1,000 + 1 × 100 + 1 × 10 + 1 × 1
Extra Support
Show students the expanded form 13. Where is the number 29,000,000 located on the number line?
of another number before solving
X S Q Z R
this one.
28,000,000 28,300,000 28,600,000 29,500,000
A. Between X and S
B. Between S and Q
Evaluation Part 13
C. Between Q and Z
D. Between Z and R
14. X, Y and Z are natural numbers on the number line. Which answer is incorrect?
mark letter C.
Extra Support
0 Z X Y
First determine the scale of the
number line and then choose the A. 0 < Z
correct letters. B. X > Z
C. Y > Z
D. Y < Z
D
Evaluation Part 14
34 thirty-four Unit 1
mark letter D.
Extra Support
Have students draw a number line
with a scale of one. Then replace
the letters with numerical values to
find the incorrect answer.
38 Unit 1
Evaluation Part 15
Unit 1

15. On which number line is it easiest to identify the number 6,358,144,111? points
Evaluación intermedia
mark letter D.
A. 4
6,000,000,000 Extra Support
B. Have students determine which
6,000,000,000 6,500,000,000
number line uses a more exact
C. scale.
6,000,000,000 6,250,000,000 6,500,000,000 6,750,000,000
D.
6,000,000,000 6,200,000,000 6,400,000,000 6,600,000,000 6,800,000,000
Evaluation Part 16
16. Which set of numbers is in decreasing order?
365,100 3,548,785,119 1,478,300 321,145,964 This activity can be considered

A. 321,145,964, 1,478,300, 3,548,785,119, 365,100 mark letter C.
B. 365,100, 1,478,300, 321,145,964, 3,548,785,119 Extra Support
C. 3,548,785,119, 321,145,964, 1,478,300, 365,100 Remind students that decreasing
D. 365,100, 321,145,964, 1,478,300, 3,548,785,119 order means from greatest to
smallest.
17. Jasmine buys a new car for $45,990 and a motorcycle for $35,990. If she has
$90,000 in cash, how much money will she have left over?
A. $8,020
B. $9,020 Evaluation Part 17
C. $9,120
D. $18,020 This activity can be considered
18. Assuming A + B = 25,354 and C = 18,867, what is A + B + C? mark letter A.
A. 33,111 Extra Support
B. 34,221 Explain to students which
C. 44,211 operation they will need to use in
D. 44,221 order to solve the problem.
Find T
est 1
Study
Page
Evaluation Part 18
Natural Numbers thirty-five 35

mark letter D.
Extra Support
Remind students of the different
properties of addition.
Natural Numbers 39
Unit Summary
Clarifying Concepts
Have students analyze the

Test 1 Study Page • Summary
diagram in order to have a clearer
understanding of the contents
learned in this unit. Section 1
Large Numbers
Reading Place Value Standard Location of Comparing Rounding and

and Writing in Natural and Expanded Numbers on a and Putting Estimating Natural
Natural Numbers Forms Number Line Natural Numbers Numbers
Numbers in Order
Section 2 Addition
Adding Natural
Numbers
Section 3
Subtraction
Subtracting Natural Numbers The Relationship between

Addition and Subtraction
40 Unit 1
Clarifying Concepts
Name: Grade:
The diagrams provide a brief
summary of the content from each
section with examples.
Reading Natural Numbers Comparing Natural Numbers
9 , 507, 032 , 891 223,450,000 > 221,450,000
billions millions thousands hundreds 3>1
Rounding Natural Numbers
767,054,210 800,000,000 354,814,520 350,000,000
6>5 4<5
Expanded Forms
8,200,030
Expanded Standard
8 × 1,000,000 + 2 × 100,000 + 3 × 10 8,000,000 + 200,000 + 30
B HM TM M HTh TTh Th H T O
7 , 6 5 3 , 0 5 1 , 8 9 2 addend
+ 2 , 1 5 3 , 5 7 6 , 8 0 7 addend
9 , 8 0 6 , 6 2 8 , 6 9 9 sum
To check the answer to a subtraction operation, add the difference and the subtrahend.
7,661,419 − 3,541,114 = 4,120,305
4,120,305 + 3,541,114 = 7,661,419 7,661,419 − 4,120,305 = 3,541,114
Natural Numbers 41
Unit Review
If students have difficulty with

Test 1 Study Page • Review Remov
answe e,
r,
these activities, review the glue in and
Learning sections in the Student’s Section 1: Large Numbers yo
notebo ur
ok.
Book. Read the information and answer.
Question 1: page 10
Question 2: page 12 Humans produce thousands of tons of waste every day. These are the amounts of waste
Question 3: page 14 generated in tons in four regions of the world.
Question 4: page 20 Region 1 169,119 Region 3 254,389

Question 5: page 16
Region 2 437,545 Region 4 1,566,286
1. Write, in words, the tons of waste produced by the regions.
a. Region 2 four hundred thirty-seven thousand, five hundred forty-five
b. Region 3 two hundred fifty-four thousand, three hundred eighty-nine
2. Write the place values for the amount of waste produced by Region 4.
a. M 1,000,000 b. HTh 500,000
3. Expand the total amount of waste produced by Region 1.
a. Standard 100,000 + 60,000 + 9,000 + 100 + 10 + 9
b. Expanded 1 × 100,000 + 6 × 10,000 + 9 × 1,000 + 1 × 100 + 1 × 10 + 9 × 1
4. Round the amount of waste in the regions to the hundred thousands place.
a. Region 2 400,000 b. Region 3 300,000
5. Place the amount of waste produced by each region on the number line.
Region 1
Region 3 Region 2 Region 4
0 300,000 600,000 900,000 1,200,000 1,500,000
42 Unit 1
Unit 1
these activities, review the
Section 2: Addition Learning sections in the Student’s
glue here
Book.
6. Solve the addition operations.
Questions 6 and 7: page 24
a. 2,258,320 b. 35,210,223 c. 365,892,100 Question 8: page 26
+ 9,042,689 + 73,899,778 + 752,210,992
Question 9: page 28
11,301,009 109,110,001 1,118,103,092
7. Solve the word problem.
glue here
A company made $735,350,000 last year and $56,401,320 this year. How much money did
the company make in these two years?
$735,350,000 + $56,401,320 = $791,751,320

The company made $791,751,320 in these two years.
Section 3: Subtraction
glue here
8. Solve the subtraction operations.
a. 1,254,369 b. 325,254,210 c. 8,254,100,391

– 584,210 – 284,998,100 – 6,510,982,089
670,159 40,256,110 1,743,118,302
9. Complete the operations and the operations to check the answers with the missing numbers.
glue here
a. 7,550,134,689 9,482,804,834 b. 638,948,772 515,578,320

+ 1,932,670,145 – 1,932,670,145 – 515,578,320 + 123,370,452
9,482,804,834 7,550,134,689 123,370,452 638,948,772

glue here
Natural Numbers 43
Unit Vocabulary
Nouns: block, boat, competitor,

Unit 2
Fractions
duration, gasoline, injury, note,
paint, race, representation,
stadium, stream, symbol, tank,
tempo, track, wrong
Musical notes are symbols that represent sounds and their duration.
Verbs: calculate, classify, hydrate,
put away, sink, throw, travel,
withdraw Duration of Musical Notes
Adjectives: equivalent Symbol Duration Name
1 beat whole note
1
half note
Setting Off 2 beat
1
quarter note
Have students look at the table 4 beat
and the picture on this page and 1
eighth note
discuss as a whole class what the 8 beat
images have to do with math and
fractions. Have students relate 1
sixteenth note
Key Words
16 beat
how we use math in music and in simplify
other aspects of our lives. 1
thirty-second note
32 beat proper fraction
improper fraction
mixed fraction
amplify
equivalent
• read, write and classify fractions.
• simplify and amplify fractions to obtain equivalent fractions.
• locate and put fractions in order on a number line.
• solve addition and subtraction operations involving fractions with equal denominators.
• be positive and confident in yourself and your math skills.
36 thirty-six Unit 2
44 Unit 2
Initial Evaluation
Check to see what students

remember about fractions, for
example, graphic representations
1. Match each musical symbol with its duration. of fractions and putting fractions
Symbol Duration Fun Fact! in order.
1
The duration of a note depends
4
on the tempo of the music.
Tempo is the speed or pace
1 of a piece of music. Think of
8
your favorite song. What is
its tempo? How many beats
1 per minute does it have?
32
2. Look at the example in blue. Then draw the musical symbols that match the representations of their duration.
a. b.
3. Complete the patterns with the duration of the musical symbols.

a. From shortest to longest.
1 < 1 < 1 < 1

16 4 2
In 5 Minutes
b. From longest to shortest.
Have students create rhythms and
1 1 1 1
2
> 4
> 8
> then represent them using the
32
musical symbols from the previous
page. Put students into small
Fractions thirty-seven 37 groups and have them play each
other’s rhythms.
Notes
Fractions 45
Section
1 Fractions
Organization Reading and Writing Fractions
Connecting
UNIT 2: Fractions
Section 1: Fractions Numerator
• Reading and Writing Fractions Number of parts of the
whole. In this case, 1.
• Classifying Fractions
0
• Amplifying and Simplifying Fractions Empty Full Denominator
1
• Equivalent Fractions of the competitors quit before 1 Total number of parts that
4 One of the motorcycles used 2 of
the whole is divided into.
• Fractions on a Number Line finishing the race.
the gasoline in its tank. In this case, one whole is
• Comparing and Putting Fractions in divided into two equal parts.
Order • Represent the fractions in the squares. Then write them in words.
Competitors who quit Gasoline used
Color the parts of the whole in green. Color the parts of the whole in green.
one fourth one half

Lead In
Tip
Put students into small groups Learning The written form for fractions always has a hyphen.
and have them discuss races and
competitions. Ask students to To read fractions, read the numerator Examples:
answer the following questions: first and then the denominator.
numerical written graphic representation
Have you ever been in a race or a fraction fraction
• If the denominator is between 1
competition? What type of race or and 9, the fraction is read as ones,
5
competition was it? What is more halves, thirds, fourths, fifths, sixths, 8 five-eighths
important, winning or taking part? sevenths, eighths or ninths.
Finish by asking groups for their • If the denominator is 10, 100
experiences and opinions. or 1,000, we read it as tenths, 30
hundredths or thousandths. 100 thirty-hundredths
• All denominators are read as ordinal

numbers, for example, elevenths,
6
Math Skills eighteenths, twentieths, fifty-thirds,
12 six-twelfths
etc.
Explain to students that, in

general, when they are asked to 38 thirty-eight Unit 2
represent a fraction they should
color the part of the whole or the
numerator.
46 Unit 2
Read and write different types of fractions

Teacher Tip
Practicing
For activity 1, tell students they
should first write the fractions in
1. Complete the crossword puzzle with the word forms of the fractions. Apply Did You Know...? word form and count the number
B
Fraction comes from the of letters before completing the
N Latin word “fractus,” which crossword.
A 7 G 2
I means “broken.”
5 8 Remind students that they must
N
use a hyphen when expressing
9 23 A S E V E N F I F T H S J
B
1
H
18 O
fractions in word form.
E
D O N E T W E N T I E T H I
8 5 C E I G H T H A L V E S
C 2 I 4 G
S H
1 8 H T W E N T Y T H R E
I G H T E E N T H S E E Teacher Tip
D 20 J 7 G T W O E I S G H T H S
E S I X T H I
H S R E T E E N T
6 7
When starting to work with
E K F E L E V
H S E V N S I X T
13 6 fractions it can be helpful for
K S E V E
S N E S I X T H
students to use real objects, such
N
11 1 as dominoes, blocks or marbles to
F L T
6 44
L O N E F O R T Y F O U R T H represent fractions.
I F I V E F O U R T H S S
2. Write the fractions represented in words. Represent

a. b. c. In 5 Minutes
Have students write in words the

fractions represented by the white
five-eighths six-eighths four-sevenths sections in activity 2. You can also
represent some fractions on the
3. Solve the word problem. Analyze board and ask students to express
Lucas gave out twenty birthday invitations. He gave twelve to girls and the rest to boys. What fraction of the invitations
them in word form.
were for boys?
20 − 12 = 8
8 Worksheet
of the invitations were for boys.
20
Students can review how

to represent fractions with
Fractions thirty-nine 39 Reinforcement Worksheet 1.
Notes
Fractions 47
Math Skills
Draw a table on the board with

proper, whole, improper and Classifying Fractions
mixed fraction as headers. Then Together, both fractions
have a student at a time give an Connecting represent one and one-
example of one kind of fraction fourth.
Three friends represent
nt fractions on a poster.
and write it in the table. Students
can ask their classmates for help Fraction 2 represents
four-fourths of a whole.
if they find the activity difficult.
Andrea
Victor
Jack
Fraction 1 Fraction 2
• Mark the correct answer

nswer with a .
Victor is wrong. Andrea and Jack are wrong. They are all correct.
1 1
• The fractions together are written 1 + 4 or 1 4 , which is a mixed Challenge
fraction.
1 The population of the whole
4 world is approximately seven
1 14 = 1 + 14 = 44 + 14 = 54
billion. Find out the population
of your country and calculate
4 what fraction of the Earth’s
4 population lives there.
Learning
Clarifying Concepts Fractions can be classified as: Examples:

2
• Proper: The numerator is less than the • is a proper fraction, since 2 < 3.
3
It is important that students denominator.
5
understand the differences • Whole: The numerator is equal to the •
5
is a whole fraction, since 5 = 5.
between proper, whole, improper denominator.
9
and mixed fractions because • Improper: The numerator is greater • is an improper fraction, since 9 > 4. To write an improper
4
than the denominator. This type of
they will be asked to identify and fraction can be shown as a mixed
fraction as a mixed fraction you have to divide the numerator
manipulate all of these different fraction, which has a whole and a by the denominator:
1
types of fractions in the following remainder. 9÷4=2=24
lessons. 1
To convert a mixed fraction to an improper fraction you:
1=4×2+1=8+1=9
2
4 4 4 4
40 forty Unit 2
48 Unit 2
Classify and represent different types of fractions
Practicing
Highlight to students that a
proper fraction is less than 1, an
1. Classify the fractions. Write P for proper fractions, I for improper fractions and W for whole fractions. Classify improper fraction is greater than 1
1 7 5 12 and a whole fraction equals 1.
a. P c. W e. P g. I
2 7 15 5
13 9 18 101
b. I d. P f. W h. I
6 10 18 100
2. Write the mixed and improper fractions that correspond to the representations. Represent
a. b.
3 19 4 31
2 = 3 =
8 8 9 9
3. Write the mixed fractions as improper fractions. Then represent the fractions. Apply
Common Mistake
1 16 2 14
7 9
a. = c. =
6 4 In activity 3, ask students to check
their answers to make sure that the
total of the colored parts in each
problem matches the numerator of
1 35 2 13
8 7
b. =
5
d. =
3 the improper fraction.
4. Mark the correct answers with a and the incorrect answers with an . Verify
8 9
a. Jerry drank liters of water. Therefore,
3
b. Margaret ate
12
of a box of candies. Therefore, Developing Skills
Jerry drank: Margaret ate:
In activity 4, put students into

Less than one liter of water Less than one box
small groups and have them
One liter of water One box explain their answers to each
More than one liter of water More than one box
other.
Fractions forty-one 41
Math Skills
Put students into pairs. Each

Notes writes three mixed fractions and
their classmate then represents
them graphically.
Fractions 49
Clarifying Concepts
Emphasize the importance of

multiplying or dividing both the Amplifying and Simplifying Fractions
numerator and the denominator by
the same number when amplifying Connecting
or simplifying fractions.
Otherwise, the fractions will not be Carol and Frank want to know how many blocks they can put away in one
equivalent. 1 2
minute. Carol put away of the blocks, and Frank put away .
3 6
• Represent the fraction of the total number of blocks each child put away.
Carol Frank
• Who put away the most blocks? They both put away the same number of blocks.
3
• Another child put away of the total number of blocks. How does this relate to the pieces Carol and Frank put
9
away? Look at the representation and explain.
They are equal, since the three fractions represent the same number of blocks
put away.
Learning
make bigger make smaller
Possible Difficulty To amplify a fraction you have to multiply the To reduce or simplify
simplify a fraction means to divide the
numerator and denominator by the same number. numerator and denominator by the same number – a
number greater than 1 and that is a factor of both
Students may believe that when 2 2= 2×3 = 6
Example: To amplify by 3 numbers.
5 5 5 × 3 15
they amplify or simplify a fraction 6
Example: To reduce by 2
6= 6÷2 =3
they create a different fraction, 8 8 8÷2 4
Amplification Simplification
which is not equal to the original.
To help students better understand 2 6 6 3
5 15 8 4
this concept, have them simplify
(or amplify) a fraction, and
then have them represent each A fraction is in its simplest form when it cannot be simplified or reduced any more. For example,
2
is in its
5
fraction graphically so that they simplest form, since there is no natural number other than 1 that is divisible by 2 and 5.
can visualize the representations
and connect them to the idea of
simplest form. 42 forty-two Unit 2
50 Unit 2
Amplify and simplify fractions
Practicing
1. Color all the numbers that both the denominator and the numerator are divisible by. Understand
12
a.
18 2 3 4 5 6 7
15
In activity 1, have students identify
b.
75 2 3 4 5 6 7 which numbers divide both the
2. Write the correct fractions. Apply exactly. To avoid mistakes, help
students calculate the common
1 2 20 2 divisors that are needed.
a. amplified by 2 c. simplified by 10
5 10 60 6
4 9
b. 1 39 simplified by 3 3 d.
3
12
amplified by 3 36
3. Write the fractions represented. Then write the modified fractions and color the representations. Analyze
a. Amplified by 4 b. Simplified by 3
1 8 12 4
2 16 27 9
4. Read the problem. Explain who is correct and who is wrong. Analyze
Developing Skills
An
n athlete ran a 400 meter
mete race but stopped running
nning after 200
0 meters
meters because of a leg injury.
I think he ran
The athlete ran
3 of the race.
In activity 4, have students explain
half the race.
4 their answers to each other as a
No, he ran whole class.
200 of the race.
400
Philip Francis
Sophie
Francis is wrong, because the athlete ran only half of the race, which equals 200 .
400 In 5 Minutes
Put students into small groups.

Fractions forty-three 43 Each group should amplify three
different fractions and simplify
another three different fractions.
Then groups should exchange their
Notes work and they should identify the
amplifications, the simplifications
and the numbers used to obtain
equivalent fractions.
Fractions 51
Math Skills
Promote a discussion about how

many equivalent fractions can be Equivalent Fractions
obtained from a given fraction.
Students should understand that Connecting
supply bodies
it is possible to obtain an infinite with water
number of equivalent fractions, You need to keep hydrated when exercising because the body loses water
since it is possible to amplify a through sweating. The best way to stay hydrated is to drink water. While she was
fraction countless times. 1
playing basketball, Danielle drank of a water bottle and her friend Caroline
4
2
drank of the same bottle.
8
2 Remember!
• Which of these numbers can you use to simplify ?
8
Education through Values Take a bottle of water
2 4 6
with you when you
exercise, and stay
Have students read the 2 1 hydrated.
• Write the simplified form of .
Remember! section and emphasize 8 4
the importance of playing sports
and drinking enough water in order • What is the total amount of water that Danielle and Caroline drank, as a fraction?
2
to stay healthy. 4
4
of the bottle, does she drink the same amount as Danielle and Caroline? Explain.
• If another friend, Claire, drinks
16
4 1
Yes, because 16 simplified by 4 equals 4 , which is the same amount of water that Danielle and Caroline drank.
Developing Skills Learning
In the Learning section, students Equivalent fractions represent the same part of a whole. You can calculate equivalent fractions by amplifying
or simplifying.
see a graphic representation of
equivalent fractions. Give students 1
Example: If you amplify 2 by 6, you get
6
. And, if you simplify
6 1
by 6 you get .
other examples of equivalent 12 12 2
fractions and have them represent

• This is represented graphically as: 1
them with objects and on paper. simplified 2 amplified
by 6 6 by 6
12
1 6
• So, and are equivalent fractions that represent the same part of a whole.
2 12
44 forty-four Unit 2
52 Unit 2
Recognize equivalent fractions
Practicing
1. Mark the pairs of fractions that are equivalent with a and those that are not with an . Understand
2 8 7 4 3 2
a. and c. and e. and
3 12 7 4 7 5
2 10 15 1 33 3 In activity 1, students may have

b. and d. and f. and
3 30 1 15 23 2 Tip difficulty making the connection
between fractions that have
A useful way to see if
2. Mark the representations that are not equivalent to 1 with an . Analyze a pair of fractions are different denominators. Review
2
a. c. e. g. equivalent is to multiply the Tip note as a whole class and
the numerators and check that students understand
denominators. the concept, by doing a couple of
a c examples together on the board.
If b = d
then a × d = c × b
b. d. f. h.
3 = 15
Example:
5 25
3 × 25 = 5 × 15
75 = 75
3. Circle the equivalent fractions. Analyze

3 1 2 1 2
12 3 4 4 8
12 2 4 8 16
b. Fractions equivalent to
15 5 5 10 40
1 21 28
c. Fractions equivalent to 2
3 9 16 2 14 5
2 15 In 5 Minutes
4. Write the fractions represented. Represent Make cards with two dimensional
a. Amplify by 2 b. Simplify by 4 shapes divided into different
numbers of equal parts and hand
them out to students. Students
must try to make equivalent
fractions, either amplified or
5 = 10 24 = 6 simplified, by matching their
4 8 16 4
fraction with that of a classmate.
Be sure to make some fractions
Fractions forty-five 45 irreducible so that students have
to amplify them.
Notes
Worksheet

Worksheet 2.
Fractions 53
Fractions on a Number Line

Connecting
3
Jamie, Charles and Frank have a paper boat race. Jamie’s boat sinks of the
5
In 5 Minutes 1
way down the stream, Charles’ boat sinks of the way down the stream and
2
7
Frank’s boat sinks 10 of the way down the stream.
After students finish the
Connecting section, have a
discussion about why you need • Write the fractions that represent the distances traveled by Jamie’s and
to amplify the fractions 3 and 1 . Charles’ boats, amplified by 2 and 5, respectively.

5 2
6 5
Students should understand that Jamie
10
Charles
10
amplifying those fractions allows
them to compare and locate them • Locate the fractions on the number line. Look at the example.
Jamie’s boat
on the number line more easily.
0 5 6 7
1
Charles’ boat 10 10 10 Frank’s boat
3 1 7
• Why are the fractions and located to the left of 10 on the number line? Explain.
Teacher Tip 5 2
Because they are smaller.
When trying to represent fractions Learning

on a number line, students
may have difficulty dividing the To locate fractions on a number line, you: 3
Example: on a number line is:
number line into equal parts. To 8
divide the number line into the same number count 3
avoid this problem, have students of equal parts as the denominator, starting with
work with ruled or graph paper. zero.
0 3 1
begin at zero and count the number of parts 8
8 equal parts
in the numerator to locate the position of the
fraction. 5
To locate on a number line, you:
3
Proper fractions are always located between 5=3+2= +2
0 and 1 on a number line, and improper fractions 3 3 3 1 3
are located to the right of 1.
0 1 5 2
3
46 forty-six Unit 2
54 Unit 2
Locate fractions on a number line
Practicing
1. Write the fractions represented with dots ( ) on the number lines. Identify
6 7
a. c.
0 1 7
0 1 5
8 8
b. d.
0 1 2 4
0 1 2 3 3
2. Locate the fractions on the number lines. Represent

4 7
a. c.
9 8
0 4 1 0 7 1
9 8 Students may have difficulty
plotting improper fractions on a
b. 1 56 d.
7
4
number line. Have them write the
0 1
1
4 2 0 1 7 2
mixed fraction first so they can
9 Tip 4
see the number of wholes they are
3. Locate the fractions on the number line. Analyze
To locate fractions with working with.
3 6 7
2 12
different denominators
6 4 12 on a number line, make
the denominators equal.
Developing Skills
0 3 7 6
2
1
6 12 4 2
4. Write the fractions represented in the pictures. Then divide the number lines into equal parts and locate the fractions
Put students into groups and ask
with dots. Represent them to represent five fractions
using drawings. Then students
a.
4 exchange their representations
8
0 4 1 and write them as fractions and
8 locate them on number lines.
b.
24
16
0 1 24
16
c.
12
6 0 1 12
6
Fractions forty-seven 47
Notes
Fractions 55
Clarifying Concepts
Students should understand

that equivalent fractions have Comparing and Putting Fractions in Order
the same location on a number
line. Draw a number line, from 0 Connecting
to 1, and divide it into 10 equal
parts. Ask students to label all ten The discus throw is a track and field event where an athlete throws a heavy,
parts with fractions that have 10 3
round disk, usually made out of wood and metal. At a competition, an athlete throws
4
as denominator. Have students of the world record distance in her first throw, and
8
of the world record distance
10
simplify, when possible, the
in her second throw.
fractions so they write equivalent
fractions next to the initial ones. • Mark the correct answer with a .
1
The athlete was short of the world record distance on her first throw.
4
1
Teacher Tip On her second throw, she was short of the record distance.
10
• Represent both throws on a number line. Then complete.

Give students some examples of
situations where comparisons of 0 3 8 1
fractions are useful. For example: She threw the discus farther on her second throw. 4 10
James bought 3 of a kilogram of Learning

4
cheese and 1 a kilogram of ham.
2
Did he buy more cheese or ham? If you compare two or more To compare two or more fractions with different denominators, you can
fractions with the same amplify or simplify the fractions so that they have the same denominator,
denominator, the bigger and then compare the numerators.
fraction is the one with the 2 3
Example: When comparing with , you have to amplify the fractions to
larger numerator. 3 4
represent them with the same denominator.
7 3
Example: > , since 7 > 3.
4 4 2= 2×4 8 3 3×3 = 9
= and =
3 3 × 4 12 4 4 × 3 12
8 9 2 3
< So, <
12 12 3 4
To put fractions in order, use a number line.

Example:
0 4 1 7 12
6 6 6 2 36
<1< < > >1> .
4 7 12 3 3 12 7 4
6 6 26
You can put the fractions in increasing order: < , or decreasing order: 2 >
6 6 6 6 6
48 forty-eight Unit 2
56 Unit 2
Compare and put fractions in order
Practicing
1. Compare the fractions and mixed numbers. Write >, < or =. Apply Tip
1 2 5 3 Use the least common

a.
7
<
7
b.
8
<
4
c. 3 15 > 2 15 multiple (LCM) of the
denominators of two
3 4 7
d.
2
>
9
e.
3
= 2 26 f.
16
4
>
20
25
fractions when you amplify
them.
2. Circle the biggest fraction in red and the smallest fraction in blue for each group of fractions. Analyze
Teacher Tip
1 1 1
5 13 13 1 10
2 1 13 8 10,000 In activity 3, have students
1 5 1 find the least common multiple
1 13 1 1,000
3 before determining the equivalent
4 13 100
fractions. This way they will
3. Locate the fractions on the number lines. Analyze be able to choose a scale for
the number line and find the
4 , 3, 6 corresponding fractions. Point out
a.
10 5 10
0 4 3
=
6 1 that the fractions 3 and 6 are
10 5 10 5 10
2, 1, 3
4 18 2
b. equal and that is why they occupy
0 2 1
1
1 3 2 the same place on the number
4 8 2 line.
Quiz Yourself
Annie is buying juice at the supermarket. In 5 Minutes
Option 1 Option 2
Tell students that the Quiz
3 1 liter for Yourself section is an opportunity
of a liter for
4
$1.15 $1.5 to see if they have achieved the
proposed objectives for Section 1.
If Annie wants to buy three liters, which of the two juices is the least expensive? Explain.
Option 2 is the least expensive, because she needs to buy 4 bottles of Option 1 to have three liters, which equals
$4.60, whereas 3 bottles of Option 2, which also equals three liters, cost $4.50.
Worksheet
Fractions forty-nine 49
of this section with Extension
Notes Worksheet 2.
Fractions 57
Evaluation Part 1

respond to both questions correctly.
Let’s Check!
Each question is worth 1 point. Reading and Writing Fractions
Extra Support 1. Look, read and answer. points
Have students count the total 2

number of objects and write it as
the denominator with the fraction
bar on top. Then have students
count the number of parts of
the fraction and write it as the
numerator.
a. Write the fraction that represents the b. Of the total number of cars, what
number of students in relation to the fraction represents the red cars?
number of chairs.
Evaluation Part 2 4 4
6 8

successfully completed if students Classifying Fractions
get 6 of 9 points. Each fraction 2. Circle the fractions in the correct colors according to their types. points
colored correctly is worth 1 point. Proper fractions Improper fractions Whole fractions 9
Extra Support
1 7 88 99 342 5 32 12 24
Analyze each fraction by asking the 2 5 8 100 80 27 2 12 1
question, “Which is greater: the
numerator or the denominator?” Amplifying and Simplifying Fractions
3. Look at the example. Complete with “amplified” or “simplified.” Then write the number the
fraction is amplified or simplified by. points
7, 14 6
To get the fraction was simplified by 2.
Evaluation Part 3 8 16
5 1
a. To get , the fraction was amplified by 5 .
10 2
successfully completed if students 1 7
b. To get , the fraction was simplified by 7 .
7 49
get 4 of 6 points. Each question is
worth 2 points. 216 36
c. To get , the fraction was amplified by 6 .
36 6
Extra Support
Check answers by applying the 50 fifty Unit 2
opposite action.
58 Unit 2
Evaluation Part 4
Unit 2

Equivalent Fractions worth 1 point.
4. Mark the equivalent fractions with a and the unequal fractions with an . points Extra Support
7 3 4 36 8 4 6 Check the answers by cross-
a. and c. and e. and
3 7 9 81 10 5 multiplying.
2 20 6 3 15 1
b. and d. and f. and
3 30 7 4 35 3
Fractions on a Number Line

Evaluation Part 5
5. Circle the fractions that are incorrectly located on the number lines. points
a. b. c. 3 This activity can be considered

0 1 1
1
3
1
6 1 14 1
2 1 34 2 3 4
8 8
5
8
8
8 successfully completed if students
Comparing and Putting Fractions in Order worth 1 point.
6. Solve the word problems. points Extra Support
3 3
a. In the spring, Ted collected of the strawberries from his field, Mike collected from
4 6 4 Express all the fractions with the
4 same denominator, then check
his field, and Anna collected from her field. Who collected the most and the least
5
their positions on the number lines.
strawberries?
Mike collected the least amount of strawberries and Anna collected

the most amount of strawberries, because 3 < 3 < 4 .
6 4 5 Evaluation Part 6
b. Aiden wants to paint the gate of his house. There are a few cans of paint in the This activity can be considered
3 2 3 6
basement: of a can of blue paint, of brown paint, of yellow paint and of green
4 5 5 9 successfully completed if students
paint. What color will Aiden paint the gate if he uses the can with the most paint? correctly finish both questions.
Each question is worth 2 points.
Aiden will paint the gate blue since 3 is the greatest fraction. Extra Support
4
Have students underline the facts
they need to know to solve the
problem and draw a diagram of
the problem.
Fractions fifty-one 51
Fractions 59
Section
2 Operations with Fractions

Organization Addition and Subtraction of Fractions with the Same Denominator
Connecting
UNIT 2: Fractions
Mike walks and runs around the stadium track every day. On Monday, he
Section 2: Operations with Fractions
1 2
ran of the track and walked the rest of the way, on Tuesday he ran of
• Addition and Subtraction of Fractions 4 4
1
with the Same Denominator the track and on Wednesday he ran of the track.
4
• Represent the distances Mike ran each day.
Lead In
Challenge
Put students into small groups and Monday Tuesday Wednesday Create a word problem with
your classmates about your
have them discuss their favorite favorite sport. Then go to
• On which day did he run the farthest? On Tuesday
sports or outdoor activities. Have the playground and act it
students discuss whether they use • Mark the correct statement with a . out to check your answers.
fractions to play or talk about their
3
sports. Soccer games, for example, He ran
4
of the track over the three days. He ran the full track over the three days.
are divided into two halves.
Learning
Possible Difficulty To solve addition and subtraction operations with an equal denominator, you add or subtract the numerators
and keep the denominator the same. Then you can simplify the answer to its lowest terms.
When adding fractions with the Example: Example:

same denominator, students
may add the numerator with 2+ 4 =2+4= 6 =6÷2=3 5− 1 =5−1= 4 =4÷2=2
8 8 8 8 8÷2 4 6 6 6 6 6÷2 3
the numerator and leave the
denominator as it is. Represent Graphic representation: Graphic representation:
the fractions graphically while
explaining the importance + = = – = =
of maintaining the same
denominator when adding and 2 4 6 3 5 1 4 2
+ = = – = =
8 8 8 4 6 6 6 3
subtracting fractions.
52 fifty-two Unit 2
60 Unit 2
In 5 Minutes
Solve addition and subtraction operations with equal denominators
Practicing
Draw a rectangle on the board,
divide it into 15 equal parts and
1. Look at the example. Write the fractions that correspond to the colors in the pictures. Apply represent three different fractions
(The sum of the fractions should
4 addition be less than 1.). Then have
10 4 + 3 = 7 students do some addition and
3 10 10 10
subtraction operations with the
10
fractions.
a. b.
2 addition 3 subtraction
12 11
2 5 7 11 7 4
+ = – =
12 12 12 11 11 11
5 4
12 11
2. Complete the operations with the missing fractions. Analyze

a. 1 + 5
=6 c. 7 + 8 = 15 e. 17
– 9 = 8
5 5 5 15 15 15 12 12 12 In activity 2, students may have
difficulty determining the addend
+7=9 d. 4 – =1 7 – 5 = 2
2 3 or subtrahend that is missing. To
b. f.
8 8 8 6 6 6 100 100 100
help them overcome this problem,
remind them of the inverse
3. Solve the word problems. Apply
relationship between addition and
a. Logan bought four-fifths of a kilogram of cherries and strawberries. If the cherries weigh one-fifth of a kilogram, subtraction. For example:
what fraction of a kilogram do the strawberries weigh?
6 + 3 = 9, so 9 − 3 = 6
3
Likewise,
4 1 3 The strawberries weigh of a kilogram.
− = 5 7 − 5 = 2, so 2 + 5 = 7
5 5 5
b. Andrea drank two-fourths of a liter of milk. If her brother drank one-fourth of a liter more than her, how much
milk did her brother drink? Worksheet
2 1 3 Her brother drank

3
of a liter of milk.
Students can review the content
+ =
4 4 4 4 of this section with Extension
Worksheet 1.
Fractions fifty-three 53
Notes
Fractions 61
Teacher Tip
To help students develop their Exam Strategies

analytical and exam-taking Multiple Choice Questions
skills carefully review the
Analyzing the Answers section. 2
1. Beatrice had $32,000 in her savings account, and then she withdrew of her money. How much money
5
Give students other examples to is left in her savings account?
practice together. A. $6,400
B. $12,800
C. $19,200
D. $44,800

1 2
A. of Beatrice’s savings are calculated. This means you still need to calculate and subtract it from the total.
5 5
B. The money corresponding to the withdrawal is calculated:

32,000 × 2 =
12,800
5
The final step is missing, in which the money withdrawn is subtracted from the total amount.
2
C. In this case, of the money is calculated and then subtracted from the total amount of money in the
5
savings account.
32,000 Money in savings account

– 12,800 Money withdrawn
19,200 Money left after the withdrawal
D. In this option, the amount withdrawn is calculated, but it is incorrectly added to the initial amount of
money in the account.
Therefore, the correct answer is C. 1. A B C D
54 fifty-four Unit 2
62 Unit 2
Evaluation Part 1
Unit 2

get 3 of 5 points. Award 1 point for
1. Color the fractions according to their types. points
every 2 fractions correctly circled.
Whole fraction Improper fraction Proper fraction
Extra Support
5
Remind students how to classify
9 2 4 11 15 fractions, by taking into account if
10 5 4 10 12 they are greater, less than or equal
to 1.
10 12 4 7 13
6 3 2 8 13
2. Represent the fractions on the number line and then answer. points
Evaluation Part 2
1,
1 14 , 2 45 , 10
3 ,
1 13
8
3 1 5
10 13 This activity can be considered
0 1 1 1 2 4 3 4 get 3 of 8 points. Award 1 point for
5 14 2
4 5 each fraction located correctly and
a. Which is the biggest fraction?
25
1 for each correct answer.
b. Which is the smallest fraction? 5 Extra Support
4 1 1 3 1
c. Write the fractions in decreasing order. 2 5 ,1 3 ,1 4 , 10 , 5 Have students review Fractions
on a Number Line on page 46 of
3. Color 16 of the cirlces blue, 38 red, 49 green and the rest yellow. points the Student’s Book.
6
Evaluation Part 3

get 4 of 6 points. Award 1.5 points
for each section successfully
colored on the diagram.
Extra Support
Have students count the total
Fractions fifty-five 55 number of circles and then
calculate the proportions they
need to color.
Notes
Fractions 63
Evaluation Part 4 What Did You Learn?

successfully completed if students 4. Write the fractions that represent the parts in green. points
answer both questions correctly.
a. b. 4
Each question is worth 2 points. 1 1
1 4
Extra Support 1 4
6
Have students subdivide the 2 1 4

wholes into parts that are equal to 6 9
the parts in green.
1 5
12 36
Evaluation Part 5
5. Write the mixed and improper fractions of the representations. points
This activity can be considered 6

successfully completed if students 1 9
a. 2
get 4 of 6 points. Each correct 4 4
fraction is worth 1 point.
Extra Support
4 16
Have students review the b. 1
Equivalent Fractions section on 12 12
page 44 of the Student’s Book.

2 18
c. 2
8 8
Evaluation Part 6 6. Write the mixed fractions for the improper fractions. points
1 5 1 6
This activity can be considered a. 54 1 c. 12
7
1 e. 100
11
9
successfully completed if students 4 7 11
worth 1 point.
1 1 2
Extra Support b. 21
5
4 d. 25
2
12 f. 215
71
3
5 2 71
fractions graphically before they
write the answers.
56 fifty-six Unit 2
64 Unit 2
Evaluation Part 7
Unit 2

Mark the correct answer with an . successfully completed if students
mark letter D.
7. Which image does not represent 14 ? points
Extra Support
A. B. C. D. 4
Have students count the number of
parts that each object was divided
into and write the fractions next to
the representations.
8. What does 25 amplified by 7 equal?
14
A.
5
Evaluation Part 8
2
B.
35
14 This activity can be considered
C.
9 mark letter C.
D.
12
Extra Support
9. Which statement is false? Multiply each answer choice by
7 and check which is the right
A. Improper fractions can be written as mixed numbers.
fraction.
B. Improper fractions are always smaller than proper fractions.
C. Proper fractions have a numerator that is smaller than the denominator.
D. Proper fractions can be located between 0 and 1.
Evaluation Part 9
10. Which fraction is located between 3 and 4?
A. 15 This activity can be considered

4
4
B. mark letter B.
3
Extra Support
C. 10
4 Have students read each option
D. 20 aloud or represent the ideas
4
graphically.
Fractions fifty-seven 57 Evaluation Part 10

Notes successfully completed if students
mark letter A.
Extra Support
fractions as mixed fractions.
Fractions 65
What Did You Learn?
11. If you add the colored part of Figure 2 to Figure 1, what fraction does it represent? points
Evaluation Part 11
2 3
A.
6
Figure 1 Figure 2
B.
successfully completed if students 6
mark letter C. 6
C.
6
Extra Support
Have students draw a blank figure D. 1 26
and then color the corresponding
parts.
12. Wes gave 26 of his marbles away. He then lost 14 of the marbles he had left. What fraction
of the marbles he started with does he have now?
1
A.
6
Evaluation Part 12
5
B.
12
successfully completed if students C.
12
mark letter D. 3
D.
Extra Support 6
Have students represent the 13. A bucket of paint is 34 liters full. Chester used 12 a liter to paint a wall and painted the door
problem graphically.
1
with the rest. When he was done, he was left with of a liter of paint. How much paint did
8
he use to paint the door?
2
Evaluation Part 13 A.
8
3
B.
4
C.
8
mark letter C.
3
Extra Support D.
8
information graphically.
58 fifty-eight Unit 2
66 Unit 2
Evaluation Part 14
Unit 2

14. Which denominator goes in the boxes to complete the equality? points successfully completed if students
A. 2 mark letter B.
4
B. 4 7 + 8 = 15 Extra Support
4
C. 7 Remind students how to
D. 8 add fractions with the same
denominator.
15. Which is the representation of four-ninths?
A.
Evaluation Part 15
B.

C.
C
mark letter C.
Extra Support
D. Have students count the
total number of parts and
then the parts in red for each
representation.
16. Which fraction is in its simplest form?
2
A.
4
5
B.
8 Evaluation Part 16
9
C.
3
D.
42
4 mark letter B.
17. Which number line represents 10 ?
Extra Support
A.
0 1 Have students try to simplify the
B. Find T fractions.
est 2
4 5 Study
Page
C.
0 1
D.
D
0 1 Evaluation Part 17
Fractions fifty-nine 59

mark letter D.
Extra Support
Have students count all of the
scales carefully.
Fractions 67
Unit Summary
Clarifying Concepts

understanding of the content Section 1
learned in this unit.
Fractions
Reading and Classifying Amplifying and Equivalent Fractions Comparing

Writing Fractions Fractions Simplifying Fractions on a Number and Putting
Fractions Line Fractions in
Order
Proper Improper Whole
Mixed
Section 2
Operations with Fractions
Addition and Subtraction of Fractions with the Same Denominator
68 Unit 2
Clarifying Concepts
Name: Grade:
The diagrams and explanations
provide students with a brief
Reading and Writing Fractions
numerical fraction written fraction graphic representation section.
5
8 five-eighths
Classifying Fractions Fractions on a Number Line

2
• is a proper fraction, since 2 < 3. 3
3 on a number line is:
8
5 count 3
• is a whole fraction, since 5 = 5.
5
9
• is an improper fraction, since 9 > 4. 0 3 1
4
8
8 equal parts
Putting Fractions in Order

To put fractions in order, use a number line.
0 4 1 7 12 3
6 6 6 26
4 7 12 3
You can put the fractions in increasing order: < 1 < <
6 6 26
< ,
6
3 12 7 4
or decreasing order: 2 > > >1> .
6 6 6 6
Equivalent Fractions
7
simplified by 2
6
mixed
fraction 1 16
14
12 28
1 16
mixed
amplified by 2
24 fraction
Addition of Fractions with the Same Denominators

3 5
To solve + , you amplify or simplify the fractions to make the denominators equal.
6 4
3 3×2 6 5 5 × 3 15
= = = =
6 6 × 2 12 4 4 × 3 12
Then you can add the
fractions and put the 3 5 6 15 21 21 ÷ 3 7 3
answer in its simplest + = + = = = =
6 4 12 12 12 12 ÷ 3 4 14
form.
Fractions 69
Unit Review

answe e,
r,
glue in and
these activities, review the yo
notebo ur
Learning sections in the Student’s Section 1: Fractions ok.
Book.
1. Write the fractions in words. Then classify them as proper, improper or whole.
Question 1: page 40
Question 2: page 42 Word Form Classification
Question 3: page 46
7
a. seven-thirds improper
3
7
b. 12 seven-twelfths proper
9
c. nine-ninths whole
9
2. Complete with the missing fractions.
32 8
a. When simplifying the fraction 36 by 4, you get .
9
8 24
b. When amplifying the fraction 7 by 3, you get .
21
10 5
c. When simplifying the fraction by 2, you get 2 .
4
3. Locate the fractions on the number line.
7 , 7 , 3 , 12
8 4 2 12
0 7 1 3 7 2
8 12 2 4
12
70 Unit 2
Unit 2
Section 2: Addition and Subtraction of Fractions with the Same Learning sections in the Student’s
glue here
Denominator Book.
4. Solve the operations and represent the answers. Questions 4 and 5: page 52
a. 3 + 1 = 4 c. 4 – 3 = 1
7 7 7 10 10 10
glue here
b. 2 + 2 = 4 d. 8 – 3 = 5
8 8 8 15 15 15
glue here
5. Solve the fraction operations.

glue here
1 12 1 3 2 8 8 12 4
a. 112 – 12 = 12
b. +
5 10
=
10
c. –
3 6
=
6
1 13 3 6 8 16
1 12 = 12 5
=
10 3
=
6
13 12 1 6 2 8 16 12 4
− = + = − =
12 12 12 10 10 10 6 6 6
glue here
Fractions 71
Unit Vocabulary
Nouns: aluminum, can, cardboard,

Unit 3
Multiplication and
comparison, concept, container
lid, double, floor, hair clip, ingot,
parenthesis, promotion, rack,
Division
shopping mall, shelf (shelves),
snack, story, strategy, twin
Verbs: attend, break down, crush,
distribute, double, halve, melt One of the most recycled products in the
1. Cans are cleaned
down, mold, press, research, world is aluminum. Some objects made and crushed to be
of aluminum are: recycled.
round
• cans
Adjectives: consecutive, identical • container lids
• aluminum foil ingots
• cars
4. The aluminum sheets are used to make cans

Setting Off and other products. One kilogram of aluminum
can be used to make approximately 67 cans.
2. The aluminum is melted
down and molded into
Have students analyze the 25,000 kg ingots.
illustration on this page and
identify the steps in the flow Key Words
diagram. Then put students into
3. The aluminum ingots are melted
small groups and have them double again and pressed into thin sheets.
think of another process that has
halve
various steps. Students can then
draw their process with a flow distributive property
diagram and label the steps.
strategy
factor

• apply mental and written math strategies to solve division and multiplication operations.
• understand the relationship between multiplication and division.
• estimate products and quotients.
• solve multiplication and division word problems.
• use different strategies to solve operations.
60 sixty Unit 3
72 Unit 3
Initial Evaluation
Stimulate students’ previous

knowledge by checking to see
what they remember about
Use the information on the previous page to answer. multiplication operations with
numbers that are greater than a
1. Circle the operation that answers how many cans are needed to obtain 500 kilograms of aluminum.
one-digit number. Do the same
with division.
500 + 67 500 × 67 500 – 67 500 67
2. Complete the table with the number of cans that must be recycled per kilogram of aluminum.
Number of Cans per Kilogram of Aluminum

Kilograms 1 2 5 10 20 100 1,000
Number of Cans 67 134 335 670 1,340 6,700 67,000
3. Circle the operation that answers how many ingots 100,000 kilograms of aluminum will produce.
100 × 25 100 + 25 100 25 100 – 25
4. How many ingots will 200,000 kilograms of aluminum produce? Check the correct answer.
Two ingots Four ingots Six ingots Eight ingots
5. If 201 cans are used to make a sheet of aluminum, how many kilograms are used?
201 ÷ 67 = 3
Therefore, 3 kilograms of aluminum are used.
In 5 Minutes
When students finish answering

the What Do You Know? section,
Multiplication and Division sixty-one 61 have them review and explain
their answers to each other.
Notes
Multiplication and Division 73

Section
1 Mental and Written Strategies

Organization Turning Two Factors into Four Factors
UNIT 3: Multiplication and Division Connecting

45 × 8
Section 1: Mental and Written Strategies I have to calculate
3 × 15 × 2 × 4
45 × 8, but I'm not sure
• Turning Two Factors into Four Factors how... they are big numbers.
3 × 30 × 4
90 × 4
• Doubling and Halving 360
• The Double of Doubles
You can break the numbers down
to make the calculation easier and
calculate it as 3 × 15 times 2 × 4. Remember!
Lead In The terms in a
• How did the boy decompose 8?
multiplication
operation are the
As a whole class, have students 2 × 4 = 8 factors and the
think of a real-life situation product.
in which they would use • How did the boy decompose 45?
5 × 4 = 20
multiplication. Then have students
3 × 15 = 45
suggest how they would solve factors product
the problem and highlight that • Is the product of 45 × 8 the same as the product of 3 × 15 × 2 × 4? Explain.
different strategies can be used.
Yes No , because 45 = 3 × 15 and 8 = 2 × 4, so you are just turning two factors into four.
Math Skills • Can 45 be decomposed in another way? Yes No How? 9 × 5
• Will the product of 45 × 8 be the same if you represent 45 as you decomposed it above? Explain.
Write some numbers on the board
and ask students to decompose 9 × 5 ×2×4= 360
them as a multiplication with two

or more products. It is not yet the Yes No , because 45 = 9 × 5 and 8 = 2 × 4, so you are just turning two factors into four.
moment to talk about prime and
composite numbers, but you can
write some prime numbers on
the board, such as 2, 7 or 11, so
students understand that some
numbers cannot be decomposed
as a multiplication (excluding the
62 sixty-two Unit 3
multiplication of 1 by the number
itself).
In 5 Minutes
Review multiplication terms by

writing operations on the board
and asking students to identify
the factors and the product.
74 Unit 3
Use written and mental math strategies
Learning
The strategy of turning two factors into four factors can help you solve multiplication operations by
decomposing each factor.
Examples:
18 × 25 250 × 8
2×9×5×5 25 × 10 × 2 × 4 Teacher Tip
2 × 45 × 5 25 × 20 × 4
Remind students that the order
90 × 5 = 450 500 × 4 = 2,000 of the factors does not affect the
So, 18 × 25 is 450. So, 250 × 8 is 2,000. product. For example, 7 × 3 = 3 ×
7 = 21. That may help students to
solve activity 1.
Practicing
1. Complete the operations using the strategy of turning two factors into four. Apply Answers will vary.
a. 30 × 14 b. 28 × 12 Answer Key
3 × 10 × 7 × 2 7 × 4 × 2 × 6 Answers will vary in activity 1,

since the numbers can be broken
3 × 70 × 2 7 × 8 × 6 down into different ways.
The factors of 30 are: 1 and 30, 2
210 × 2 = 420 56 × 6 = 336 and 15, 3 and 10, 5 and 6.
2. Solve the operations using the strategy of turning two factors into four. Apply and 7.
a. 21 × 8 = 168 b. 24 × 6 = 144 c. 18 × 30 = 540 d. 35 × 20 = 700 and 14, 4 and 7.
3. Explain the strategy of turning two factors into four in your own words. Analyze and 6, 3 and 4.
Answers will vary, but students should explain that each of the two factors is decomposed into two other
factors, so there will be four factors in all.

In 5 Minutes
Write different factors on the board,

Multiplication and Division sixty-three 63 and, as a whole class, turn the
factors from two to four.
Notes

Section 1 / Mental and Written Calculations
Teacher Tip Doubling and Halving
In the Connecting section, discuss Connecting

the answers as a whole class
and have students explain their
Why did you do that?
To find the product of
answers.
5 × 8, I calculated
10 × 4.
Wow! Now there are

double the groups
5 × 8 is the same as 5 groups of 8. there were before, but
Look what
happens when with half the elements.
you represent And multiplying by ten
is easy!
Math Skills both of them.
10 × 4 is the same as 10 groups of 4.

Use countable objects, such as
matchsticks, colored tokens,
buttons, etc., to represent the
problem in the Connecting
section. This will help students
when they try to represent 40 in a • What is the product of both multiplication operations?
different way.
5×8= 40 10 × 4 = 40
• How does the first factor in 5 × 8 change in comparison to the first factor in 10 × 4?
The factor doubles (or is multiplied by 2).
In 5 Minutes
• How does the second factor in 5 × 8 change in comparison to the second factor in 10 × 4?
Together as a whole class, The factor is halved (or divided by 2).
discuss the last question in the • Explain the doubling and halving strategy in your own words.
Connecting section and write on
Answers will vary, but students should explain that one factor is doubled and the other factor is halved.
the board the answer that most
students prefer.
64 sixty-four Unit 3
76 Unit 3
Learning
The strategy of doubling and halving consists of multiplying one factor by two and dividing the other factor by
two.
Example: To calculate the product of 8 × 4 you:
1st factor 2nd factor

8 4 8 × 4 = 32
doubled halved
is is
16 2 16 × 2 = 32
multiply divide
by 2 by 2
Practicing
Answers will vary.
1. Calculate the product of each multiplication operation using the doubling and halving strategy. Apply
a. 22 × 2 c. 40 × 6 Math Skills
Try solving the
operations by halving the
11 × 4 = 44 80 × 3 = 240 In activity 1, have students vary
first factor and doubling
the second. Are the the order of the factors and then
b. 16 × 4 d. 8 × 150 results the same?
discuss what they find out about
32 × 2 = 64 4 × 300 = 1,200 the order of the factors in a
multiplication operation.
2. Solve the operations using the doubling and halving strategy. Apply
a. 21 × 4 = 84 b. 35 × 6 = 210 c. 4 × 70 = 280
Answer Key
3. Would this strategy be useful when multiplying 35 × 5? What characteristic must the second factor have? Explain.
Analyze Other possible answers for
No, it wouldn't. At least one factor must be divisible by 2.
activity 1:
a. 44 × 1 = 44
b. 8 × 8 = 64
c. 20 × 12 = 240
d. 16 × 75 = 1,200
Multiplication and Division sixty-five 65
Teacher Tip
Notes
When students finish activity 3,
ask them to give some examples
to prove their answers.

Teacher Tip Section 1 / Mental and Written Calculations
In the Connecting section, have

students explain their answers in The Double of Doubles
small groups and help each other
if there are any difficulties. Connecting
I have to calculate Hmmm. To me,

25 × 8. 25 × 8
To me, that means the is the same as
same as calculating 50 × 4,
50 × 4. which is also the same
as
Julie 100 × 2.
Abigail
• What strategy did Julie use? Explain.
Since the first factor is doubled and the second is halved, she uses the strategy of doubling and halving.
• What do the strategies used by each girl have in common?

Both girls doubled the first factor and halved the second one, but Abigail did it twice.
Did You Know...?

Clarifying Concepts
Twins are sometimes called doubles of each other. Why do you think
that is? What about fraternal twins? Research the difference between
Learning
Have a class discussion about identical and fraternal twins.
the characteristics that factors
must have to use the doubling The multiplication strategy of doubling doubles consists of multiplying one factor by two and dividing the
doubles strategy: At least one of other factor by two, two consecutive times.
the factors must be divisible by one after
the other
2, twice, which is equivalent to 1st factor 2nd factor
being divisible by 4. 15 8 15 × 8 = 120
double of 15 is half of 8 is
30 4 30 × 4 = 120
double of 30 is half of 4 is
60 2
In 5 Minutes 60 × 2 = 120
The double of doubles

Read the Did You Know...? section
as a class and discuss it. Have
students do the research for 66 sixty-six Unit 3
homework.
78 Unit 3
Math Skills
Practicing In activity 1, have students vary

the order of the factors. This will
1. Complete the operations using the double of doubles strategy. Apply help them learn that factors can
a. 25 × 12 c. 15 × 24 be arranged in any order and the
result will be the same.
50 × 6 30 × 12 Try solving the
operations by halving
the first factor
100 × 3 = 300 60 × 6 = 360 and doubling the
second factor two
consecutive times.
b. 20 × 20 d. 40 × 22 Are the products
different?
40 × 10 20 × 44
80 × 5 = 400 10 × 88 = 880
Quiz Yourself
Read and answer. Teacher Tip
To find the product of 30 × 16 I did this:
30 × 16
10 × 3 × 2 × 8
When students finish the Quiz
10 × 3 × 2 × 2 × 4 Yourself section, have them
explain their answers and strategy
• What is the name of the strategy the boy used? to each other.
The boy first used the strategy of turning two factors into four factors. Then he decomposed 8 into two factors:
2 and 4.
• Find the product of 30 × 16 by breaking down the factors using the strategy that helps you calculate the answer In 5 Minutes
the fastest.
Answers will vary.
30 × 16 Put students into small groups

3 × 10 × 4 × 4 and have them write three
3 × 40 × 4 multiplications. Then have groups
120 × 4
480 exchange their work and solve
the three multiplications with the
strategies seen so far: turning two
Multiplication and Division sixty-seven 67 factors into four factors, doubling
and halving, and doubling
doubles.
Notes

Section
2 Multiplication
Organization Multiplication with 0 and 1
Section 2: Multiplication
• Multiplication with 0 and 1 What is 0 times 8,320 is 0.
0 × 8,320?
• Multiplication Strategies
Abigail Jim
• Applying the Distributive Property Using
Addition
What is 1 times 8,320 is 8,320.
1 × 8,320?
Lead In
• Represent the multiplication operations using .
0 × 15 1 × 15
In the Connecting section students
see what happens when 1 and
0 are factors of a multiplication
problem. Have students represent
multiplication operations with 1
0 times 15 is 0 . 1 times 15 is 15 .
and 0 using objects.
• How can you represent 1 × 7,200? Explain.
It would only be one set of 7,200 elements.
Teacher Tip
• How can you represent 0 × 7,200? Explain.
Repeated addition can help
It would be an empty set.
students to understand
multiplication by 1 and 0:
Multiplication by 1: The number
• Based on your calculations, are Jim's answers correct?
appears as an addend 1 time.
Multiplication by 0: The number Yes No , because any number multiplied by zero is zero, and any number multiplied by one is the same
appears as an addend 0 times. number.
68 sixty-eight Unit 3
80 Unit 3
Understand multiplication with 0 and 1
Learning
When multiplying 1 by any other number, the product is always the same number. When multiplying by 0 the
product is always 0.
Example: Multiplying by 1 Multiplying by 0
3,220 × 1 = 3,220 5,641 × 0 = 0
1 × 2,500 = 2,500 0 × 8,320 = 0
Practicing
1. Solve the multiplication operations. Apply

a. 3,256 × 0 = 0 c. 0 × 95,423 = 0
b. 1 × 52,645 = 52,645 d. 15,365 × 1 = 15,365
Fun Fact!
2. Complete the multiplication operations. Understand
Ancient civilizations
a. 3,569 × 0 =0 c. 98,654 × 1 = 98,654 In 5 Minutes
such as the Egyptians,
the Greeks and the Maya
b. 1 × 2,350 = 2,350 d. 0 × 18,500 = 0 used the concept of Have a class discussion about the
zero in their numeral
question that the dog, Spot, asks:
systems.
3. Represent the operations and solve them. Analyze What is the product of 0 × 1 and
1 × 0?
10 × 1 10 × 0
What is the product

of 0 × 1 and 1 × 0?
10 times 1 is 10 . 10 times 0 is 0 .
Multiplication and Division sixty-nine 69
Notes

Section 2 / Multiplication
Multiplication Strategies
Connecting
A class of 5th graders are collecting cardboard for their school. They know that the school can sell the cardboard for
$9 per kilogram. If the students collect 221 kilograms of cardboard, how much will the school make?
2 2 1
Teacher Tip 221 × 9 × 9
(200 + 20 + 1) × 9 9
(200 × 9) + (20 × 9) + (1 × 9) 1 8 0
Tell students that there are 1,800 + 180 + 9 + 1, 8 0 0
different strategies for calculating =1,989 1, 9 8 9
multiplications, and two of them
The school will make $1,989. The school will make $1,989.
are shown on this page. Explain
to students that the result will be
the same, as long as the strategy • How did the boy calculate the money the school will make? Explain his strategy.
and the process are correct. Let He decomposed the first factor according to its place value and multiplied each addend by 9.
students comment to each other
which strategy they prefer and why.
• How did the girl calculate the money the school will make? Explain her strategy.
She multiplied each place value of the first factor by nine.
• What is the difference between the two strategies? Explain.

In the boy's strategy, the first factor is decomposed and in the girls' the multiplication is done without de-
Answer Key composing.
• Which strategy would you use to calculate 342 × 7? Why?

In the final activity, answers
will vary. As a class, review the Answers will vary. For example, I'd use the second girl's strategy because it is faster.
different possibilities.
70 seventy Unit 3
82 Unit 3
Apply strategies to solve multiplication operations
Learning
You can use different strategies to solve multiplication operations.
Decomposing: One of the factors is decomposed Addition in column: The place value of each
according to its place values, and each addend in number in the first factor is multiplied by the
the operation is multiplied by the remaining factor. second factor.
243 × 2 243
(200 + 40 + 3) × 2 × 2
(200 × 2) + (40 × 2) + (3 × 2) 6
80
400 + 80 + 6 = 486 +400
486
Practicing
1. Solve the multiplication operations using both strategies. Apply

Addition in column
a. Decomposing 413
× 6
413 × 6
18
( 400 + 10 + 3 )× 6
60
( 400 × 6 )+( 10 × 6 )+( 3 × 6 ) + 2,400

Math Skills
2,400 + 60 + 18 = 2,478
2,478 Put students into pairs. Have each
student write three multiplications
b. Decomposing in which one factor has three
Addition in column
digits and the other factor has
264 × 3 264
× 3 one digit. Then have students
( 200 + 60 + 4 )× 3 solve the multiplications using
12
both strategies from the Learning
( 200 × 3 )+( 60 × 3 )+( 4 × 3 ) 180 section.
600 + 180 + 12 = 792 + 600
792
Multiplication and Division seventy-one 71
Notes

Applying the Distributive Property Using Addition
Connecting
Three 5th grade classes are going to share sandwiches at their end-of-semester party. If each class brings 24 ham
sandwiches and 12 cheese sandwiches, how many sandwiches will there be in total? Peter and Lauren calculated the
Possible Difficulty total number in different ways.
Students often have problems 5A 5B 5C

with the distributive property in
multiplication. Let them comment
on and correct their answers with
a partner, but get involved in their
discussions to clarify any doubts. The three classes brought 24 There are three classes, and each of
ham sandwiches and 12 cheese them brought 24 ham sandwiches
sandwiches. and 12 cheese sandwiches.
Peter (3 × 24) + (3 × 12) Lauren 3 × (24 +12)
72 + 36 3 × 36
= 108 = 108
In all, there were 108 sandwiches to share. In all, there were 108 sandwiches to share.
• What operations did each student solve? Write them in the order they did them.
Teacher Tip
Peter Lauren
He first solved two multiplication She first solved an addition operation
In the Connecting section, put
operations and then an addition operation. and then a multiplication operation.
students into small groups and
have them explain their answers.
• If Peter and Lauren used different strategies, why did they get the same answer? Explain.
Math Skills If you multiply three by the quantity of ham sandwiches and then add three by the quantity of cheese
sandwiches, it is the same as adding the total number of sandwiches and then multiplying by three.
Have students use real objects
to represent the situation in the
Connecting section and to help
them visualize the difference in 72 seventy-two Unit 3
strategies.
84 Unit 3
Teacher Tip
Learning When reviewing the Learning

section, give students a variety of
examples that illustrate the order
The distributive property in multiplication allows one factor to stay the same while the other is represented as
an addition operation. This strategy can help you calculate multiplication operations.
of operations and the function of
parentheses in solving operations
5 × (230 + 450) with combined operations.
factor 1 factor 2
Using this strategy will give you the same results if:
First, you solve the addition operation, and then First, you multiply each addend with the first factor and,
you multiply the factors. then you add the results.
5 × (230 + 450) (5 × 230) + (5 × 450)
5 × 680 1,150 + 2,250
= 3,400 = 3,400
Practicing
1. Circle the factor in and the factor expressed as an addition operation in . Identify
a. 2 × (354 + 368) b. (589 + 197) × 6
2. Complete the operations using the distributive property. Understand
a. 2 × (200 + 100) = (2 × 200 ) + (2 × 100 ) Remember!

Parentheses allow us to
b. (350 + 189) × 3 = (350 × 3) + ( 189 × 3) organize operations. When
there are parentheses, you
should always solve the
c. (652 × 4) + ( 98 × 4) = (652 + 98) × 4
operation inside them first.
Fun Fact!
The origin of the "sandwich" dates back to 1762 when John Montagu, the 4th Earl of
Sandwich, ordered for meat to be served between two slices of bread because he wanted
something easy and quick to eat. Soon after that, people started ordering "the same as
Sandwich," and that is how the sandwich became popular.
Multiplication and Division seventy-three 73
Notes

3. Solve the operations using the distributive property. Apply

a. 4 × (125 + 700) = ( 4 × 125 ) + ( 4 × 700 )
4× 825 = 500 + 2,800
3,300 = 3,300
b. (295 × 5) + (590 × 5) = ( 295 + 590 )× 5 Word Focus
1,475 + 2,950 = 885 5 To distribute means to spread

×
or divide something. How
does the idea relate to the
4,425 = 4,425 strategy?
4. Read the word problem and solve it. Analyze

In 5 Minutes Tanya and Simon are organizing a healthy snack for eight classes. Each class will bring apples and oranges. They
have calculated the number of apples and oranges in different ways:
Tanya
Give students a product and Simon
have them make operations Each of the eight classes has collected 12 Each of the eight classes collected 12 apples and each
using the distributive property of apples and 18 oranges. of the eight classes collected 18 oranges.
multiplication. Ask them to give 8 × (12 + 18) (8 × 12) + (8 × 18)
at least three possibilities for
Did Tanya and Simon get the same results? Calculate and explain.
each operation. For example:
Tanya Simon
240 = 8 × 30
= 8 × (15 +15) 8 × (12 + 18) (8 × 12) + (8 × 18)
= 8 × (20 +10) 8 × 30 96 + 144
240 240
= 8 × (25 + 5)
Yes No , because Simon applied the distributive property of multiplication.

Worksheet

this section with Reinforcement 74 seventy-four Unit 3
Worksheet 1.
In 5 Minutes
Solve simple divisions on the

board as a whole class. Then write
other simple divisions and ask
students to solve them in pairs.
86 Unit 3
In activity 5, students may have

5. Use the information below to write two versions of the same word problem. Interpret a hard time thinking of situations
that reflect the operations being
Information: There are three groups of girls and boys. Answers will vary. Example:
There are 14 girls and 16 boys in each group.
asked for. Have students discuss
their ideas as a class.
Sophie Danny
th
An elementary school has separated the 5 An elementary school has separated the 5th
grade into three groups. If each group has 14 grade into three groups. Each group has 14 Clarifying Concepts
girls and 16 boys, how many students are there girls and each group has 16 boys. How many
in total? students are there in total?

Some students may think that any
number divided by 0 equals 0, but
that is a mistake. Tell them that
it is not possible to divide by 0.
Students can try it on a calculator
3 × (14 + 16) (3 × 14) + (3 × 16)
and see that it gives an error
message or an unexpected value.
Quiz Yourself
Read the word problem and answer.
A shopping mall has four stories. On each story there are twelve clothing stores, four technology stores and three
toy stores. How many stores are there all together?
The problem can be solved with: It can also be solved with:

(4 × 12) + (4 × 4) + (4 × 3) 4 × (12 + 4 + 3)
• Is the girl using the distributive property to solve the word problem? Explain.
Yes No , because one factor of each addend (4) remains the same and the other factors (12, 4 and 3)
are represented as an addition.
Multiplication and Division seventy-five 75
Notes

Let's Check!
Mental and Written Strategies
Evaluation Part 1
1. Solve the multiplication operations using different strategies. Answers will vary. points
The activity can be considered a. Turning two factors into four c. Turning two factors into four 4
successfully completed if 36 × 25 49 × 21
students get 3 of 4 points. Each
6 × 6 × 5 × 5 7 × 7 × 7 × 7
problem is worth 1 point.
Extra Support 6 × 30 × 5 7 × 49 × 3
Have students solve each 180 × 5 343 × 3

problem using more than one
strategy. = 900 = 1,029
b. Doubling and halving d. The double of doubles

25 × 20 15 × 28
50 × 10 30 × 14
= 500 60 × 7 = 420
Multiplication with 0 and 1

Evaluation Part 2 2. Mark the strategy you would use for each problem with a . points
a. Five artists are invited to an art exhibition. Each of 2

The activity can be considered them will display three paintings and one sculpture. multiplying by 0
successfully completed if How many sculptures will be displayed?
multiplying by 1
students correctly answer both
problems. Each problem is worth
b. A fruit stand sells apples for $8 a kilogram, bananas
1 point. for $6 a kilogram and oranges for $5 a kilogram. At multiplying by 0
Extra Support the end of the day, they have sold 12 kilograms of
apples, 18 kilograms of bananas and no oranges. multiplying by 1
Have students write each How much did they make from selling oranges?
question in numerical form to
help visualize which operation
they should use.
76 seventy-six Unit 3
88 Unit 3
Unit 3
Multiplication Strategies
Evaluation Part 3
3. Solve the operation using both strategies. points
2
Decomposing Addition in column The activity can be considered
564 × 6 × 6 solve the problem correctly using
24 two different strategies. Each
( 500 + 60 + 4 )× 6 strategy is worth 1 point.
360
( 500 × 6 )+( 60 × 6 )+( 4 × 6 )
Extra Support
+ 3,000 Have students start with the
3,000 + 360 + 24 = 3,384 strategy that is easiest for them.
3,384
Applying the Distributive Property using Addition

Evaluation Part 4
4. Solve the word problem in two different ways using the distributive property. points
Marcy wants to make some necklaces. If each necklace has 18 red beads and 12 green 2
beads, how many beads does she need to make nine necklaces? The activity can be considered
Information Nine necklaces are needed. Each necklace has 18 red beads and 12 solve the problem correctly. Award
green beads. 2 points.
Extra Support
Strategy 1 Strategy 2 Have students represent the
situation with real objects to help
9 × (18 + 12) (9 × 18) + (9 × 12)
9 × 30 162 + 108 them distinguish between the two
270 270 strategies.
Answer She needs 270 beads in total.
Multiplication and Division seventy-seven 77

Section
3 Division
Division with 1
Organization
Connecting
UNIT 3: Multiplication and Division
Natalie's and Martin's grandmother gave Natalie a gift bag with 12 hair clips. In a second gift bag, she had 24 colored
Section 3: Division pencils for her grandchildren to share equally.
• Division with 1
• The Relationship between Multiplication
and Division
This bag is for me!

Lead In
Put students into small groups

and have them think of different
We can divide the hair clips
situations in which they have
pencils between us.
to do division operations in real
life. Then have them write out a
• Circle the pencils that belong to Natalie in. Circle the pencils that belong to Martin in . How many groups did
division problem and exchange it you make? How many pencils are there in each group?
with another group. Check answers
There are two groups, each one of 12 pencils.
together as a whole class.
• Write a division operation to represent the calculation.
24 ÷ 2 = 12
Teacher Tip
• Circle the hair clips in . How many hair clips did each child get? How many groups did you make?
Use real objects to represent the One group of 12 hair clips.

situations in the activities in order
• Write a division operation to represent the calculation.
to help students visualize the
different operations.
12 ÷ 1 = 12
78 seventy-eight Unit 3
90 Unit 3
Math Skills
Understand division with 1
Learning Have students read the

Remember! note and review with
them the terminology of a division
When the divisor in an operation is 1, the quotient will always
be the same as the dividend. In other words, when dividing any Remember! operation: divisor, dividend and
number by 1 the number will stay the same. quotient. Tell them that the
The terms of a division
Examples:
division problems in this section
operation are:
do not have remainders.
25 ÷ 5 = 5
If you have one group of elements and you divide it by 1,
the result is the same number.
Therefore, 3 ÷ 1 = 3. dividend divisor quotient
In the operation 2,352 ÷ 1, the quotient is 2,352.
Practicing
1. Complete the division operations. Understand
a. 56,324 ÷ 1 = 56,324 d. 20,000 ÷ 1 = 20,000
b. 98,999 ÷ 1 = 98,999 e. 45,400 ÷ 1 = 45,400

Answers will vary. Example:
c. 13,258 ÷ 1 = 13,258 f. 645 ÷1= 645
2. Mark the word problem that could be solved by dividing by 1 with a . Compare and Contrast
A fund-raising event collected $150,000 to give to two charities. How much will
each charity receive?
A fund-raising event collected $150,000 to give to one charity. How much will
that charity receive?
A fund-raising event collected $100,000 for one charity and $50,000 for a
second charity. What is the total amount that the charities will receive?
Multiplication and Division seventy-nine 79
Notes

Section 3 / Division
The Relationship between Multiplication and Division
Connecting
A 5th grade teacher asks her students to represent some situations.
I have to draw four shelves

with eight books on each. I have to equally divide 32 books On different shelves, I will place
How many books will I draw? between four shelves. How many 32 books in groups of eight. How
books will there be on each shelf? many shelves will I need?
• Represent each situation as a multiplication or division operation.
Teacher Tip

situations of the three students
in the problem with objects, to
help them visualize the different
operations.
4 × 8 = 32 32 ÷ 4 = 8 32 ÷ 8 = 4
• How are the three situations related? Explain.

Math Skills
The three situations use the same numbers: 4, 8 and 32.
Write some multiplications on the

board and ask students what the
related divisions are. Then repeat 80 eighty Unit 3
the activity starting with divisions
and asking for the related
multiplications.
92 Unit 3
Establish the relationship between multiplication and division
Learning
The relationship between multiplication and division is that two division operations can be created from one
multiplication operation.
Example: 75 ÷ 3 = 25
25 × 3 = 75
75 ÷ 25 = 3
The three operations use the same three numbers: 75, 35 and 3.
Practicing
1. Complete the multiplication and division operations. Apply
There are eight boxes with 25 balls in each. How many balls are there in total?
In 5 Minutes
8 × 25 = 200 Put students into pairs and

have each student write two
multiplications and two divisions.
number of number of total number Then have them exchange their
boxes balls in each of balls work and identify which are,
box respectively, the related divisions
and multiplications. Have
students check that the division
is exact and that there is no
remainder.
In the toy store, there are 200 balls divided In the toy store, there are 200 balls divided
equally into boxes. If there are 25 balls in each equally into eight boxes. How many balls are
box, how many boxes are there? there in each box?
Worksheet
200 ÷ 25 = 8 200 ÷ 8 = 25
seen so far in this section with
Reinforcement Worksheet 2.
Multiplication and Division eighty-one 81
Notes

Section
4 Multiplication and Division

Word Problems
Organization
Estimating Products and Quotients
Section 4: Multiplication and Division Word During a school's anniversary week, there was a Movie Afternoon every day. Two teachers are counting the number of
Problems students that attended one afternoon.
• Estimating Products and Quotients 1 2

• Word Problems ... 35, 36, 37, 38.
There are 38 students
watching the movie.
Lead In
There are approximately five
students in each row. Since
there are eight rows,
Have a class discussion about
I estimate that 40 students
movies. Find out what the are watching the movie.
students’ favorite movies are, 5 × 8 = 40.
what genres they like, and if they
think a Movie Afternoon at school
is a good idea.
• Which teacher, Teacher 1 or Teacher 2, estimates the number of students? Explain.
In 5 Minutes The second teacher estimated the number of students, because she estimated the quantity of students
in each row.
Do an activity with students in an offer
which they have to estimate some • That afternoon there was a two-for-the-price-of-one promotion on tickets.
i k If the tickets cost $4, how would each
quantities. For example, how could teacher calculate the money collected?
students estimate the number Teacher 1 Teacher 2

of students in their class, or the
number of students in their grade 38 halved is 19 40 halved is 20
or school? $4 × 19 = $76 $4 × 20 = $80
82 eighty-two Unit 3
94 Unit 3
Estimate products and quotients
Learning
When estimating products and quotients, the factor or the dividend that has more than one digit is rounded to
the nearest ten or hundred. Then the operation is calculated to get an estimated answer.
Example: Estimate the product of 253 × 3. Example: Estimate the quotient of 58 ÷ 2.

253 is rounded to the nearest tens, 250. 58 is rounded to the nearest tens, 60.
250 × 3 = 750 60 ÷ 2 = 30 Clarifying Concepts
253 × 3 is approximately 750. 58 ÷ 2 is approximately 30.
Consider the following when

rounding a number to a certain
place value:
Practicing
• The digit to the right of the
1. Match the operations to the rounded operations used to estimate them. Understand place value to be rounded to
determines whether to round
a. up or down. For example, if you
354 × 7 360 × 7
Challenge want to round the number 966
b. to the tens place, you need to
358 × 7 80 ÷ 2 Think about daily
situations that involve consider the digit in the ones
rounding. Write about place.
c. 82 ÷ 2 90 ÷ 2 three of them and
discuss them with
• If the digit to the right of the
your classmates. place value to be rounded to is
d. 88 ÷ 2 350 × 7 equal to or greater than 5, then
the digit you are rounding to
increases by 1 and the rest of
2. Round the terms in the operations to the nearest tens to estimate the answers. Apply the digits to the right become
zeros. For example, 6 is greater
a. 324 × 2 b. 165 ÷ 5
than 5, so, 966 rounded to the
320 × 2 = 640 170 ÷ 5 = 34 tens place becomes 970.
324 × 2 is approximately 640 165 ÷ 5 is approximately 34
• If the digit to the right of the
place value to be rounded to
is less than 5, the digit to be
rounded stays the same , and
the rest of the digits to the right
become zeros. So, the number
964 rounded to the nearest tens
Multiplication and Division eighty-three 83 place becomes 960, because 4
is less than 5.
Notes

Section 4 / Multiplication and Division Word Problems
Word Problems
Connecting
Thirty-two people got on the ride. One

by one, they filled all the teacups. How
many teacups are completely full?
How many people

can go on the ride
at once?
teacup
Teacher Tip
In general, word problems are • What operation will answer the woman's question? Explain.
difficult for students. So, if You need to multiply the number of teacups by the number of people that fit in each one.
you consider it convenient, let
students work in pairs or small
groups for the activities on pages • Represent the operation the woman needs to use to solve the problem.
84 to 87 of the Student’s Book.
Allow them to discuss their Answer 32 people can go on the ride at once.
8 × 4 = 32
answers and change partners
or groups during the activities.
Students that have difficulty with
the word problems should work • What operation will answer the man’s question? Explain.
with students that have a better You need to divide the total number of people that got on the ride by the number of people that fit into one teacup.
understanding of the topic.
• Represent the operation the man needs to use to solve the problem.
Answer 8 teacups are completely full.

32 ÷ 4 = 8
84 eighty-four Unit 3
96 Unit 3
Solve multiplication and division word problems
Learning
To solve multiplication and division word problems you need to answer a question related to the problem.
Read the word problem and the question. A class of 36 students is divided into groups of 3.
How many groups of students are there?
Then identify the information that will 36 students.

help you solve the question. 3 groups.
Determine the operation and calculation

strategy. 36 ÷ 3
(30 ÷ 3) + (6 ÷ 3)
10 + 2 = 12
Answer the question.
There are twelve groups.
Practicing
1. Identify the information that will help you to answer the word problems. Understand
a. Marcy bought four plants to decorate her house. Each plant cost $8.50. How much money did Marcy spend?
Information Marcy bought 4 plants. Each plant costs $8.50.
Clarifying Concepts
b. In a store, there are three racks with the same number of sweaters on them. There are 45 sweaters in all,
20 are black and 25, white. How many sweaters are on each rack? Have students solve the problems
in activity 1. The answers are the
Information There are 3 racks. Each rack has the same number of sweaters on it. There are 45 sweaters.
following:
a. Marcy spent $34 in total.
c. A bus ride costs $3.30. A family of six, two of which are women, get on the bus. How much do the women b. There are 15 sweaters on each
pay for a ride? rack.
Information The bus ride costs $3.30. There are 2 women in the family. c. The women pay $6.60 for the
ride.
Multiplication and Division eighty-five 85 Worksheet
Students can review the material

Notes seen so far with Extension
Worksheet 1.

Section 4 / Multiplication and Division Word Problems
2. Identify the important information in the word problems. Mark the operations needed and solve them. Apply
a. A car uses seven liters of gas to travel 91 kilometers. How many kilometers can the car travel with one liter
of gas?
Information The car uses 7 liters of gas to travel 91 kilometers.
multiplication division
91 ÷ 7 = 13
Answer The car can travel 13 kilometers with 1 liter of gas.
b. A paper company charges customers for each delivery of 500 kilograms of paper. If they made six deliveries
this month, how many kilograms of paper did they deliver?
Information Each delivery is of 500 kilograms of paper. They made 6 deliveries this month.
Worksheet

of this section with Extension
Worksheet 2.
6 × 500 = 3,000
Teacher Tip
Have students check their answers

for activity 2 by using the inverse
Answer They delivered 3,000 kilograms of paper this month.
operation. You can then review and
discuss their answers together as
a group. 86 eighty-six Unit 3
98 Unit 3
Solve multiplication and division word problems
c. A shopping mall has five floors with the same number of stores on each floor. If there are a total of 85 stores,
how many stores are there on each floor?
Information The mall has 5 floors. Each floor has the same number of stores. There are 85 stores
in total.
85 ÷ 5 =17
Answer There are 17 stores on each floor.
Quiz Yourself
Read and answer.
There are approximately 60 apples
in each basket. How many apples
can we estimate there are in total?
• What does the teacher mean by approximately 60 apples? Explain.

She means that the quantity of apples is about 60, but it is not the exact amount.
• Estimate the total number of apples.

Developing Skills
Information There are 3 baskets. 3 × 60 = 180
There are approximately 60 Put students into small groups.

apples in each basket. Have each group write a problem
that involves a multiplication
Answer There are approximately 180 apples in total. and another one whose solution
requires a division. Then
Multiplication and Division eighty-seven 87 have students exchange their
problems and solve those of their
classmates. Spend some time
Notes reviewing and commenting on
students’ problems.

In 5 Minutes
In the Exam Strategies section, Exam Strategies

explain to students that it is Multiple Choice Questions
important to carefully analyze the
answer choices, since each one 1. A school is collecting cans to recycle. Each class has a goal of collecting 135 cans each month. If there are
has been considered as a possible nine classes and each class reaches its goal, how many cans will the school collect in one month?
answer but only one is correct.
A. 15
B. 972
C. 1,115
D. 1,215

A. In this case, the information has been divided instead of multiplied.
135 : 9 = 15
135 ÷ 9 = 15
B. When using the addition in column strategy you should consider the place 13 5
value of each digit. In this case, the digit 3 has a place value of 30. × 9
4 5
30 × 9 is 270, not 2 7
+ 90 0
97 2
C. In this case, the remainder was not considered in the addition.

13 5
× 9
4 5
//1 2 7 0
+ 90 0
1, 1 1 5
D. The operation was solved correctly. 13 5

× 9
4 5
2 7 0
+ 90 0
1, 2 1 5
Therefore, the correct answer is D. 1. A B C D
88 eighty-eight Unit 3
100 Unit 3
Evaluation Part 1
Unit 3

correctly solve at least one
1. Solve the operations using different strategies. Answers will vary. points
operation for each strategy. Each
operation is worth 1 point.
Turning Two Factors into Four 6
Extra Support
a. 36 × 64 b. 49 × 9
Have students solve the operations
6 × 6 × 8 × 8 7 × 7 × 3 × 3
using a different strategy than the
one given.
6 × 48 × 8 7 × 21 × 3
288 × 8 147 × 3
= 2,304 = 441
Doubling and Halving
c. 18 × 4 d. 25 × 6
36 × 2 50 × 3
= 72 = 150
The Double of Doubles
e. 8 × 12 f. 25 × 36
16 × 6 50 × 18
32 × 3 100 × 9
= 96 = 900
Multiplication and Division eighty-nine 89
Notes

What Did You Learn?
2. Solve the operations by decomposing them according to the place values of the terms. points
Evaluation Part 2
a. 315 × 4 c. 659 × 3 4
The activity can be considered ( 300 + 10 + 4 )×4 ( 600 + 50 + 9 )× 3

successfully completed if
( 300 × 4) + ( 10 × 4) + ( 5 × 4) ( 600 × 3) + ( 50 × 3) + ( 9 × 3)
students correctly solve three
problems. Each operation is worth 1,200 + 40 + 20 = 1,260 1,800 + 150 + 27 = 1,977
1 point.
Extra Support b. 65 × 5 d. 99 × 9
Let students solve the operations
using the strategy they like best. ( 60 + 5 )×5 ( 90 + 9 )×9
( 60 × 5) + ( 5 × 5) ( 90 × 9) + ( 9 × 9)
300 + 25 = 325 810 + 81 = 891

Evaluation Part 3
3. Solve the operations by using addition in column.
points
The activity can be considered a. 849 c. 234
successfully completed if × 5 × 3 4
students correctly solve three 45 12
operations. Each operation is
worth 1 point. 200 90
Extra Support + 4,000 + 600

Let students solve the operations
using the strategy they like best. 4,245 702
b. 531 d. 6 4 6
× 4 × 6
4 36
120 240
+ 2,000 + 3,600
2,124 3,876
90 ninety Unit 3
102 Unit 3
Unit 3
4. Read the word problem and answer. points

Evaluation Part 4
Ruth and John have to calculate the number of students participating in a competition. 2
Ruth John The activity can be considered
The competition has four categories. In Eleven girls are participating in successfully completed if students
each category there are eleven girls and four categories. There are ten boys
ten boys participating. participating in four categories.
correctly verify the problem. Award
4 × (11 + 10)
2 points.
(4 × 11) + (4 × 10)
Extra Support
Will Ruth and John get the same answer? Calculate and explain. Show students a visual
Ruth John
representation of the problem.
4 × (11 + 10) (4 × 11) + (4 × 10)

4 × 21 44 + 40
84 84
Yes No , because of the distributive property of multiplication.
5. Use the information to create two versions of the same word problem that can be solved
using the operations given. Evaluation Part 5
Information: Five groups of cars. points
15 red cars and 18 blue cars.
2 The activity can be considered
Andrew arranged 15 red cars and 18 red Andrew arranged his cars into 5 groups. correctly write two word problems.
cars in a group. He has 5 of these groups. The groups have 15 red cars and 18 blue Each problem is worth 1 point.
How many cars are there in all? cars each. How many cars are there in all? Extra Support
Show examples of the two different
operations in another problem,
and then ask students to solve the
problem here.
5 × (15 + 18) (5 × 15) + (5 × 18)
Multiplication and Division ninety-one 91

What Did You Learn?
Mark the correct answer with an . points
Use the information in the picture to answer questions 6, 7 and 8. 3
$6.50 celery $4.50 $4

broccoli
cabbage
Evaluation Part 6

successfully completed if students 6. If a woman buys two broccoli stalks, how much will she pay?
mark letter C.
A. $9
Extra Support stem of a plant
Have students use multiplication B. $8.11
strategies. C.
C $8
D. $2
7. No cabbage was sold for two days. What operation represents the amount of money collected
Evaluation Part 7 for the sale of this vegetable?
A. $4.50 × 2
B. $4.50 × 0
mark letter B. C. $6.50 + $4.00
Extra Support D. $6.50 – $4.00

Have students review
multiplication strategies. 8. Marie bought a stalk of celery. How much money did she spend?
A.
A $6.50
B. $6.51
Evaluation Part 8 C. $8.50
D. $1.30
mark letter A.
92 ninety-two Unit 3
Extra Support
Have students read the question
carefully.
104 Unit 3
Unit 3
Use the information from the word problem to answer questions 9, 10 and 11. points
Parents from a 5th grade class are organizing a field trip to a museum outside the city. They have 3
considered these expenses for the whole trip.
Museum Admission Tickets $990

Bus (round trip) $1,750
Lunches and snacks $3,700
travel to a place
and back again
9. If you round the costs of the admission tickets, the bus fares and the food to the greatest
place values, they would be: Evaluation Part 9
A. 990, 1,800 and 3,700
B. 900, 1,000 and 3,000
C.
C 1,000, 2,000 and 4,000 mark letter C.
D. 1,000, 1,800 and 4,000 Extra Support
Review how to round quantities.
10. If you round the sum of the cost of the admission tickets, the bus fares and the food to
the greatest place value, what is the total cost?
A. 4,900
B. 6,000
Evaluation Part 10
C. 6,440
D.
D 7,000 successfully completed if students
mark letter D.
11. If you round the cost of the admission tickets, the bus fares and the food to the nearest
Extra Support
ten, they would be:
A.
A 990, 1,750 and 3,700
B. 1,000, 1,800 and 3,700
C. 1,000, 1,800 and 3,800 Find T

est 3 Evaluation Part 11
D. 1,000, 1,760 and 3,800 Study
Page
mark letter A.
Multiplication and Division ninety-three 93
Extra Support

Unit Summary
Clarifying Concepts

understanding of the contents
learned in this unit. Section 1 Mental and Written Strategies
Turning Two Factors into Doubling and The Double of

Four Factors Halving Doubles
Section 2
Multiplication
Multiplication with Multiplication Applying the Distributive

0 and 1 Strategies Property Using Addition
Decomposing Addition in
Column
Section 3
Division
Division with 1 The Relationship between

Multiplication and Division
Section 4
Multiplication and Division Word Problems
Estimating Products and Word

Quotients Problems
106 Unit 3
Clarifying Concepts
Name: Grade:
The diagrams provide a brief
Turning Two Factors into Four Factors Doubling and Having Double of Doubles section with examples.
25 × 12 25 × 12 25 × 12
5 × 5 × 4 × 3
50 × 6 = 300
5 × 20 × 3 50 × 6 = 300
100 × 3 = 300 100 × 3 = 300
Multiplication with 0 and 1 Decomposing Distributive Property

243 × 2 12 × (15 + 10)
Multiplying by 1
(200 + 40 + 3) × 2 (12 × 15) + (12 × 10)
3,220 × 1 = 3,220 (200 × 2) + (40 × 2) + (3 × 2) 180 + 120
1 × 2,500 = 2,500 400 + 80 + 6 = 486 = 300
Addition in column
Multiplying by 0 243
× 2
5,641 × 0 = 0 6
80
0 × 8,320 = 0 +400
486
Division with 1
If you have one group of elements and you divide it by 1, the result is the same number.
Therefore, 3 ÷ 1 = 3.
Relationship between Multiplication and Division

75 ÷ 3 = 25
25 × 3 = 75
75 ÷ 25 = 3
Estimating Products and Quotients Word problems

Round the factor or dividend 1. Read the word problem and the question.
greater than ten to the nearest tens, 2. Identify the information that will help you solve the
hundreds or thousands place. question.
1,000 × 5 = 5,000 3. Determine the operation and calculation strategy.
The estimated product 4. Answer the question.
981 × 5 is 5,000 5. Check your answer.

Unit Review

answe
e,
r, and
these activities, review the glue in
Section 1: Mental and Written Strategies notebo
your
Learning sections in the Student’s ok
Book. 1. Solve the multiplication operations using the strategies given.
Question 1: pages 63, 65 and 66. a. Turning two factors into four b. The double of doubles
Question 2: pages 69, 71 and 73.
Question 3: pages 79 and 81. 30 × 25 25 × 8
30 × 25 25 × 8
6×5×5×5 50 × 4
6 × 25 × 5 100 × 2
150 × 5 200
750
Section 2: Multiplication
2. Solve the multiplication operations.
a. 325 × 3 c. 455 × 6
325 × 3 = 975 455 × 6 = 2,730
b. 689 × 0 d. 321 × 1
689 × 0 = 0 321 × 1 = 321
Section 3: Division
3. Solve the division operations.
a. 95 ÷ 5 c. 95 ÷ 1
95 ÷ 5 = 19 95 ÷ 1 = 95
81 ÷ 3 64 ÷ 4
b. d.
81 ÷ 3 = 27 64 ÷ 4 = 16
108 Unit 3
Unit 3
Section 4: Multiplication and Division Word Problems If students have difficulty with
4. Solve the word problems. Learning sections in the Student’s
glue here
Book.
a. Vanessa is in charge of collecting money for a gift. If seven people give $15 each, Question 4: page 85.
how much money will Vanessa have to buy the gift?
Information 7 people give money. Each one gives $15.
Operation multiplication
glue here
Strategy
7 × $15 = $105
Answer: Vanessa will have $105 to buy the gift.
b. Ivan has decided to read the same number of pages of a book each day. If the book
glue here
is 117 pages long, and he has 9 days to read it, how many pages should he read
each day?
Information The book is 117 pages long. He has 9 days to read the book.
Operation division
glue here
Strategy
117 ÷ 9 = 13
Answer: Ivan should read 13 pages each day.

glue here

Unit Vocabulary
Nouns: apartment building,

Unit 4
campaign, copper, diet, dish,
frequency, grade, junk food,
laundry, leak, manager, match,
Data
mine, paint, park ranger, shrimp,
simple, use, variable, veterinarian, One day, during science class, Ms. Graham taught
workshop the students about how we use water in our homes. Weekly Indoor Water Use
The class decided to take action and do some
Verbs: export, extract, reduce, research on how they could reduce the amount of 30%
select, visualize water they use at home. First, they calculated how
Use
much water they use during one week. 25%
Percentage of Water U
Adjectives: healthy, qualitative,
20%
quantitative, random
15%
Prepositions: during
10%
5%
0%
Cleaning Toilets Showers Leaks Laundry Kitchen Other
Setting Off
Water Use
Read and discuss the learning

objectives from the bottom of page
94 with the class. What topics
do students recognize? Read the
learning objectives again, one by
one, and after reading each one
challenge students to find an
Key Words
example of the learning objective
in the unit. Make the activity into average
a competition to see who can find In this unit you will learn to:
frequency
references to the objectives the
fastest. • recognize the basic elements of a statistical study.
population
• read and interpret data represented in frequency tables and in bar charts.
• calculate the averages of data represented in bar charts. sample
• identify the advantages and disadvantages of using averages.
• approach problem solving in a creative and flexible manner. statistics
Education through Values
Have students discuss different

ways to reduce waste, and
94 ninety-four Unit 4
particulary waste water, and how
important it is to care for the
environment.
110 Unit 4
Initial Evaluation
In order to prepare for this

unit, students will review some
basics of data and statistics, for
Answer using the information from Ms. Graham's science class. example: analyzing information
from tables and bar charts,
1. What is the title of the bar chart? Weekly Indoor Water Use
creating a scale for bar chart
axes, and presenting data in
2. What do the bars in the bar chart represent? Explain.
simple tables and bar charts.
Each bar represents the percentage of water used in one week in a given activity.
3. Mark with a if the statements are correct and an if they are incorrect.
a. The horizontal axis of the chart represents the different types of water use.
b. From the chart you can calculate the total amount of water use.
c. Every bar in the chart should have the same width.
d. Every bar in the chart should have the same height.
4. Ms. Graham's class worked on a plan for reducing the percentage of water used in their bathrooms at home. Look
at the information in the table and complete the bar chart.
Water Used In Bathrooms
Water Used In Bathrooms

Amount of 50
Day
Water (%)
Monday 47% 40
Amount of Water (%)
Tuesday 40%
30
Wednesday 38%
Thursday 30%
20
Friday 25%
10
Math Skills
Day
Mon Tue Wed Thu Fri
Ask students how many siblings
they have and record their answers
Data ninety-five 95 in a table. Then, as a whole class,
represent the data in a bar chart.
Notes
Data 111
Section
1 Statistics
Organization Basic Concepts
no pattern
Connecting or method
UNIT 4: Data
A factory that makes matches produces 1,000 boxes of matches every day.
Section 1: Statistics
Each box contains 40 matches. To be able to analyze the daily production, the
• Basic Concepts quality control team selects a random sample of 30 boxes to check the number
of matches that each box contains.
• Reading and Interpreting Frequency
Tables The quality control team collected these results from the random sample:
• Reading and Interpreting Bar Charts 39 40 42 38 40 40 40 39 38 37 40 41 42 40 40
40 40 41 36 40 36 41 43 43 40 41 41 40 40 40
• Why do you think the selection of boxes was random?
Lead In The sample is random to prove that the information has not been manipulated.
• What was analyzed in the sample of boxes? The number of matches inside them.
Have students read the
• Mark the objective of the analysis with a .
information in the Connecting
section and discuss the role of To find out the exact number of matches produced daily.
quality control. Have students
To find out if the number of matches in each box is the same.
come up with a definition of
quality control and explain why the
job is important. Learning
Statistics is a branch of mathematics dealing with the collection, analysis, interpretation and presentation of
numerical data. Data for a study is often collected through surveys. When it is not possible or practical to survey
a large population, you can use data from a smaller subset of the population, called a sample. A variable is the
Clarifying Concepts quantity that you are measuring in the survey.
Example:
Using a sample is a way to
• Study: To improve students' eating habits, a school decides to survey 50 students, selected at random, to find
quantify information about out how many times a week they eat junk food.
a population without having • Objective: To propose strategies to improve students' eating habits.
to analyze each individual • Data: The information on the number of times students eat junk food.
separately. It is always important • Population: The total number of students in the school.
• Sample: 50 students selected at random.
to use a representative sample to • Variable: The number of times the students eat junk food in a week.
make an analysis accurate.
96 ninety-six Unit 4
112 Unit 4
In 5 Minutes
Recognize the basic elements of a statistical study
Practicing
Before starting activity 1, work
with students on examples similar
1. Read the studies and complete the information. Interpret to the studies in the activity. For
a. Researchers want to know the different sports children in the capital city play to design a campaign to promote
example, consider the class as the
exercise. They choose 70 boys and 70 girls to survey at random. population and three-quarters of
the students as the sample. Then
Population Boys and girls of the capital city.
ask them something like, At what
Sample 70 boys and 70 girls selected randomly. time do you prefer to have a class
recess?
Variable Different sports children play.
Data The number of times each sport is mentioned by the children.
Objective To design a campaign to promote exercise.

Teacher Tip
b. To improve customer service at a department store, the managers decide to survey 60 people who are
shopping at the store on one day.
Some students may have difficulty
Population Store customers. answering activities 1 and 2, so
Sample
let them work in pairs.
60 people who are shopping at the store on one day.
Variable Customer service satisfaction.
Data Results generated by the survey.
Objective To improve customer service.
2. Read the information and then answer the questions. Analyze
A qualitative variable corresponds to a description or a characteristic of the population or sample. For example,
hair color or favorite sport, are qualitative variables.
A quantitative variable corresponds to a numerical characteristic of the population or sample that can be
measured. For example, age or height, are quantitative variables.
a. How would you classify the variable of “weight” in a study of people? Explain.
Quantitative, because weight can be represented with numbers.
b. How would you classify the variable “fruit” in a study about favorite fruits? Explain.
Worksheet
Qualitative, because "fruit" cannot be represented with numbers.

understanding of the content in
Data ninety-seven 97 this section with Reinforcement
Worksheet 1.
Notes
Data 113
Section 1 / Statistics
Reading and Interpreting Frequency Tables

Connecting
In a survey, 60 people were asked about the number of computers they have at home.
The table shows the survey results.
How Many Computers Do You Have at Home?

• What data is represented in this table? Explain.
n.
Number of Computers Number of People
The number of computers people surveyed have at home.
0 5
1 26
2 19 • Which values represent the number of computers?
3 10 The numbers 0, 1, 2 and 3.
• What piece of data has the highest frequency in the survey results? Explain.
The number 1 is repeated the most (26 times), so it has the highest frequency.
Learning
Teacher Tip
A frequency table shows data in an organized way. The basic elements of a frequency table are: population,
Before students read the Learning sample, variable, category and the frequency each variable is repeated.
section, have a discussion
Example: The table shows the preferred colors for a class shirt.
about the usefulness of tables
to represent information. Ask Population and sample: In this case, because the group is small, the whole
students where they have seen Preferred Colors
population was surveyed. The population corresponds to the total number of
Color Frequency
tables in real life. students in the class.
green 3
Variable: Color.
blue 12
Categories of the variable: Green, blue, yellow and orange.
yellow 14
Frequency: The number of times that each variable is repeated. The frequency
Math Skills orange 8 of green is 3, of blue is 12, of yellow is 14 and of orange is 8.
Together as a whole class,

have students represent some
information in a frequency table.
For example, have them represent 98 ninety-eight Unit 4
their favorite pets or sports.
114 Unit 4
Read and interpret data represented in tables
Practicing
1. Identify and describe the statistical elements in the table. Then answer the questions. Interpret Teacher Tip
A math teacher shows her students a table with the grades they got on their last test.
Remind students that they can use
Grades on the Test
Tip a strategy for counting in activity
Grade 6 7 8 9 10
2, such as crossing out each
Number of Students 2 5 15 7 2 In a study that surveys
an entire population number that has been counted.
a. Population The total number of students in the class. there is no sample.
Sample 31 students.
Variable Students' grades.
Data The number of students that got each grade form 6 to 10.
Objective Show students their grades from lowest to highest.
b. How many students took the test? 31 students
c. How many students got a grade less than 8? 7 students
2. Make a frequency table to organize the data. Then analyze it and answer the questions. Apply
Number of people that live in an apartment building.
3 4 1 2 1 4 3 3 2 3 4 5 1 2 3 3 3 4 5 2 4 3 1 1 3 4 0 1 2 2 3 5 5 3 2 5 3 4 5 2 1 0 Students may have problems with

activities 2 b. and c.. Explain that
title People Living in an Apartment Building in order to determine the total
Number of people living Number of apartments frequency number of apartments, they will
per aparment
0 2 need to analyze the frequency of
variable
1 7 the data; then, once they have put
2 8 the data in order on the table they
3 12 will need to add up the number of
4 7 people living in the building.
5 6
a. How many apartments are occupied? 40 .
b. How many apartments are there in total? 42 . In 5 Minutes

c. How many people live in the building? 117 .
When students finish the
Practicing section, have them
explain their answers to each
Data ninety-nine 99 other. Let students correct their
mistakes with the help of their
classmates.
Notes
Data 115
Section 1 / Statistics
Start the activity in the

Connecting section by taking a Reading and Interpreting Bar Charts
quick survey of the fruits and/
or vegetables that students Connecting
prefer and of how much fruit and
At a school students are offered fruit during recess to help promote a healthy diet. To evaluate the campaign, the
vegetables they eat daily. school made a bar chart with the data from the first five months of the school year.
Kilograms of Fruit Eaten

Amount of Fruit (kg)
Teacher Tip • What do the bars represent?
50
The amount of fruit in kilograms eaten per month.
Draw a bar chart on the board and 40
• In which month was the most fruit eaten?
ask students to identify the parts 30
that form it, such as the title, the 20
In December
axes, the bars, etc.
10 • In which month was the least fruit eaten?
0 In August
Aug Sept Oct Nov Dec Month
• Can you tell if the campaign has been successful by looking at the bar chart? Why or why not?
The campaign was successful because the amount of fruit eaten increased every month.
Learning
Bar charts help you to visualize data quickly and clearly. To read
Student Council Election Results
the information in the chart, look at the length of the rectangular
bars. The bars represent the quantitative and qualitative variables
studied. The bars can be vertical or horizontal depending on the y-axis: Number of Votes 20
variables represented in the axes. The x-axis is the horizontal line
and the y-axis is the vertical line. 15
Example: At a high school, the student council was chosen in an
10
election. For this election, five lists were created with the names
of the different candidates for the different positions. To predict 5
the results of the election, a survey was made using a random
sample of 50 students. 0 List List List List List
1 2 3 4 5
On the bar chart you can interpret that List 4 got the most votes
x-axis: Lists of Candidates
in the survey, with 17 votes.
100 one hundred Unit 4
116 Unit 4
Read and interpret data represented in bar charts
Practicing
1. Analyze the bar chart. Then answer the questions. Analyze
5th Grade Students' Preferred a. How many students prefer Drama class?
Activities 15 Math Skills
Classes
b. Which class was preferred by most students?
Soccer
Volleyball Soccer
Have students bring to class
Drama
bar charts from a newspaper,
c. How many more students preferred Soccer class a magazine or the Internet.
Art
than Dance class?
Music
As a whole class, analyze the
Dance 20 information that is shown on the
bar charts.
0 5 10 15 20 25 30 d. What is the objective of this study? Explain.
Save the bar charts so they can be
Number of Students The objective is to find out which subject the 5th used on page 106 of the Student’s
grade students prefer. Book.
2. Analyze the bar chart. Then answer the questions. Analyze

The chart shows the results of a survey to find out how effective a healthy foods program is in a cafeteria.
Preferred Dishes Education through Values

Number of People
16 Education
14 Have a discussion with students
12 through Values
10 about what a balanced diet is
8 Remember to eat a balanced diet
6 in order to grow up strong and and how it helps you to grow up
4 healthy. healthy and strong.
2
0 Salad Meat with Chicken Salad with
rice with rice fish
Preferred dishes
a. How many people participated in the survey? 38

Worksheet
b. Which dish was the least popular? Chicken with rice
c. How many more people chose Salad with fish than Chicken with rice? 8 people You can strengthen students’
d. Do you think the healthy foods program is effective or not?
The program is effective because most people prefer healthier food, like salads. Worksheet 2.
Data one hundred one 101
Notes
Data 117
Evaluation Part 1

successfully completed if students Let’s Check!
solve the problems correctly. Each
Basic Concepts
question is worth 1 point.
Extra Support 1. Analyze the situation and answer. points
Have students analyze the The directors of a museum surveyed 80 visitors. The people were selected randomly during 2
an art gallery show and were asked how many times they had gone to a museum in the last
information and select what they year.
need to answer the questions.
a. What is the sample? 80 visitors of a museum selected randomly.
b. What is the variable? The number of times visitors had gone to a museum in the last year.
Evaluation Part 2 Reading and Interpreting Frequency Tables
2. Analyze the table and answer. points

Favorite Sports
The activity can be considered a. Which sport is the most popular? Which is the least Number of 4
Sport
successfully completed if students popular? Preferences
get all 4 points. Each question is Tennis, rugby Basketball 15
worth 2 points. Soccer 18
b. How many people were surveyed?
Extra Support Rugby 5
60 people 22
Have students mark the Tennis
information they need on the table.
Reading and Interpreting Bar Charts
3. Analyze the bar chart and answer. points
Cement Production in 2010 4

Evaluation Part 3 350
300
250
Tons
200
150
get all 4 points. Each question is 50
0
worth 2 points. Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Month
Extra Support
a. In which month was the least cement produced? In April
Have students write the
information in a frequency table b. Between which consecutive months was there the biggest variation in production?
and then check their answers. Between February and March and between March and April
102 one hundred two Unit 4
118 Unit 4
Unit 4
4. Use the information to answer the questions. points
A park ranger is doing an annual survey of trees in a zone of a national park.

Evaluation Part 4
4
Annual Tree Survey
Number of trees
28
get all 4 points. Each question is
24 worth 2 points.
20 Extra Support
16 Have students write the
12 information in a frequency table
8 and then analyze it.
4
Aspen Cedar Redwood Pine Oak Tree Types
a. How many trees are there in total in this zone of the park? There are 96 trees in all.
b. What is the most common tree type in this zone? The Aspen tree
5. Analyze the bar chart and then answer the questions. points
th
Evaluation Part 5
The 5 grade decided to collect some food to donate to a local charity. The bar chart shows 3
how many children donated in a week. Each child donated once.
Number of Students that Donated in a Week
a. How many children are there in the class?
get all 3 points. Each question is
18 Students worth 1 point.
b. Which day had the least donations? 8 Extra Support
7 Have students review the section
Friday 6
Reading and Interpreting Bar
c. Write an appropriate title for the bar chart. 5
Charts.
4
3
2
1
o
Mon Tues Wed Thur Fri Days
Data one hundred three 103
Data 119
Section
2 Averages
Organization Calculating Averages
Connecting
UNIT 4: Data
These are the grades that two 5th grade classes got on their final exam.
Section 2: Averages
• Calculating Averages 5A: 5, 5, 5, 8, 6, 10, 6, 7, 10, 6, 7, 7, 8, 6, 7, 6, 7, 8, 7, 8, 7, 6, 7, 10, 8, 7, 10, 6
• Using Bar Charts to Calculate Averages
5B: 6, 9, 8, 8, 8, 8, 9, 10, 9, 8, 8, 9, 9, 10, 9, 8, 7, 7, 6, 9, 7, 8, 10, 10
• Advantages and Disadvantages of
Averages Johnny thinks that 5B has better grades than 5A because his class has eight 8s and the other class only has five.
Peter says that if you add all of the grades of 5A, and then divide them by the number of students that took the
exam, this will give them the class average. If the same is done to 5B, they can compare the results.
Lead In • Calculate the sum of all the grades for each class.
Sum of the grades for 5A 200 Sum of the grades for 5B 200
Have students read the information • Then divide the sums by the total number of students in each class that took the final exam.
in the Learning section and then
discuss when they have seen or 200 ÷ 28 = 7.14
used averages in their lives. Tip

200 ÷ 24 = 8.33
Regularly refer back to the
higher
objective of a word problem
Therefore, 5A got grades than 5B on the final exam.
to help you focus on what you
lower need to find out.
In 5 Minutes
Learning
After reading the Learning section, The average or arithmetic mean corresponds to the sum of the numerical values of a variable divided by the
put two or three groups of numbers total number of data.
on the board and have students Example: This data corresponds to the heights, in centimeters, of a group of soccer players.
calculate the average in each
174 169 179 184 175 168 177 182 176 181 178 174 179 182 186
case. This activity can be helpful
for identifying which students If you add the heights and divide the results by the total number of players, you will find that the average height
have difficulty with the concept of of the players is 177.6 cm.
averages. Average =
174+169+179+184+175+168+177+182+176+181+178+174+179+182+186
=
15
2,664
= 177.6
15
104 one hundred four Unit 4
120 Unit 4
Math Skills
Calculate averages
Practicing
Put students into pairs. Have each
student write two groups of seven
1. Calculate the average for each group of data. Apply numbers, exchange their work and
a. 4, 5, 7, 10, 12 c. 45, 54, 63, 103, 110
calculate the average of the set
they have been given.
7.6 75
b. 4, 6, 8, 13, 16, 40, 35, 54 d. 500, 400, 200, 350, 450
22 380 Possible Difficulty
2. Determine the missing numbers needed to calculate the averages in yellow. Analyze Students may not understand
a. 8, 8, 8, 8, 8, 8, 8, 8 =8 c. 7, 6, 12, 3 , 8, 17, 3 =8
what operation they have to use
to solve the problems in activity
b. 12, 3, 4, 5, 7, 0 , 9, 8 =6 d. 50 , 100, 110, 240 = 125 2. Ask students to describe the
steps for calculating an average,
3. Solve the word problems. Apply and see if they can deduce how to
solve the problems.
a. The ages of five friends are 13, 15, 13, 12 and 12. What is the average age of the group?
13 + 15 + 13 + 12 + 12 = 65 The average age of the group is 13.

65 ÷ 5 = 13
Teacher Tip
b. The table shows the vegetable sales at a store. What is the number of In activity 3, have students
Vegetables Sold
vegetables sold on average? identify the important information
Vegetable Number Sold
Lettuce 18
before solving the problems.
18 + 9 + 15 + 9 = 51 The average number of vegetables
51 ÷ 4 = 12.75 sold is 12.75. Carrots 9
Onions 15
Broccoli 9
Worksheet
c. These are Jenny's grades in math: 9, 7, 7 and 8. What grade does she need to get on the next test to have an
8 as her final average grade?
Jenny will have 5 grades in all, so her grades should add up to 40. understanding of the content
She currently has 9 + 7 + 7 + 8 = 31, so she needs to get 9 on the in this section with Extension
next test to have 8 as her final average grade.
Worksheet 1.
Data one hundred five 105
Notes
Data 121
Section 2 / Averages
In the Connecting section, ask

students to think about other Using Bar Charts to Calculate Averages
minerals that are commonly mined
Connecting Daily Extraction of Copper
in their country. Kilograms
The bar chart shows the amount of 175
copper (in kilograms) that is extracted 150
daily from a mine. 125
100
75
50
25
0
Mon Tue Wed Thur Fri Sat Day
125 + 150 + 100 + 140 + 115 + 90 = 720

• To calculate the average, use the operation: = 120
6
6
• During one week, the mine extracted an average of 120 kilograms of copper per day.
Learning
Developing Skills To calculate the average of data on a bar chart, you should add the values of the variable (represented by the
rectangular bars), and then divide the value by the total amount of data.
Example:
The Learning section shows how
to use the information in a bar Monthly Sales at a Minimarket
chart to calculate the average of

Thousands of dollars
7
the information. 6
5
4
3
2
1
0
Math Skills Jan Feb Mar Apr May Jun Month
4,000 + 5,000 + 4,000 5,000 + 6,000 + 6,000 30,000

Have students calculate the Average = = = 5,000
6 6
average of data on the bar charts The monthly average sale at the minimarket is $5,000.
they brought to class for the Math
Skills section on page 101 of the
Student’s Book. 106 one hundred six Unit 4
122 Unit 4
Teacher Tip
Calculate averages from data presented in bar charts
Practicing
Solve activity 1 a. as a whole class
and then have students solve
1. Calculate the averages. Apply problems b. and c. in pairs.
a. On average, how many $1 coins were collected by each friend?
$1 Coins Collected by a
Group of Friends
Common Mistake
50 50 + 40 + 30 + 40 + 50 = 210
Number of Coins
40 210 ÷ 5 = 42 Students may read the charts

Each friend collected 42 coins on average. incorrectly, which will affect their
30
20 results. For example, in exercise
10 1 b., they might fail to see that
0
John Peter Sandy Anna Paul
the vertical axis represents
Friend
numbers in the thousands. Have
b. On average, how many tools are made daily? students write the data they need
to calculate the averages in a list
Number of Tools (in thousands)
Production of Tools in a Week form or table, and then solve the

4 + 4 + 3 + 5 + 4 + 5 + 3 = 28 answers.
6 28 ÷ 7 = 4
5 On average, 4,000 tools are made daily.
4
3
2
1
0
Mon Tue Wed Thur Fri Sat Sun Day
c. What is the average number of sandwiches made at a cafeteria every day?
Sandwiches Made Daily

25 + 20 + 10 + 30 + 15 = 100
100 ÷ 5 = 20
30
Number of Sandwiches
On average, 20 sandwiches are made

25 every day at the cafeteria.
20
15
10
5
Worksheet
0 Veggie Shrimp and Mushroom Meat Cheese
Cheese Type
Data one hundred seven 107 seen so far in this section with
Extension Worksheet 2.
Notes
Data 123
Language Focus
Section 2 / Averages
Tell students that they are

going to read about Canada, Advantages and Disadvantages of Averages
an English-speaking country, in
Connecting
the Connecting section. Have
students come up with a list of A tourist wanted to travel across Canada. He was Average Temperatures in Ten Canadian Cities in July
other English-speaking countries. informed that the average temperature in July is
City Temperature
22º C, so he only packed light clothing. However,
when he reached Inukjuak, the temperature was Vancouver 22 º C
7º C. Edmonton 23º C
• Prove that the average of all the temperatures Yellowknife 20 º C
shown in the table is 22º C. Inukjuak 27º C
• Was the average temperature for the month of Winnipeg 26º C
July a good indicator of the low temperature in Ottawa 26º C
Inukjuak? Mark your answer.
Montreal 26º C
Yes No Toronto 27º C
Halifax 23º C
St. John's 20 º C
Learning
In 5 Minutes
The average of a group of data has its Example: In reference to the situation above we can
Show some examples that advantages and disadvantages. conclude that the advantages and disadvantages of
represent the disadvantages of For example: calculating an average temperature are:
using the average of a group Advantages Advantages

of data. For example, write • It is the most common numerical value used • The average of 22º C has the same unit of measurement as
to represent a collection of data. the temperatures recorded.
the numbers 2, 8, 4, 12, 4 and
• It is expressed in the same units as the • There is no other number that represents the average of the
calculate the average (6). Then variables. temperatures.
add the number 426 to the group • It is one number. • If you add another city and the average rises to 24º C, we
and calculate the average (76). • It changes based on any variation in the know that the city added has a higher temperature.
data.
Disadvantages
Disadvantages • If the data recorded was the type of climate each city has,
• You cannot calculate the average of qualitative an average could not be calculated since the data would not
(non-numerical) data. be numerical.
Math Skills • It is greatly affected by very small or very high
• The average temperatures in July did not help the tourist take
values, which change its ability to accurately
the necessary precautions during his visit to Canada, since
represent the data set.
the average does not show the high and low temperatures for
Ask students for more examples of each city.
when the average can be helpful.
It can be helpful, for example, to
find the performance of a student, 108 one hundred eight Unit 4
a whole class, a whole grade or all

the students in a school.
124 Unit 4
Identify the advantages and disadvantages of using averages
Practicing
1. Mark the correct statements with a and the incorrect statements with an . Then explain. Evaluate
a. If the average age of ten people is 27 years, then all of the people are older than 10.
Developing Skills
Explain: This is false because, for example, 9 people can be 29 and 1 person can be 9, and the
average is 27 years old.
b. Robert is 15 years old and is 165 cm tall. His soccer team has an average height of 158 cm. This means In activity 1, encourage
he is the tallest in the group.
students to justify their answers
Explain: This is false, because there could be one person taller than Robert, and the average and discuss them with their
will be the same. classmates.
c. During a fund-raising event, a company collected an average of $50,000 each year for ten years. This
year their average was $51,000; therefore, they did better this year.
Explain: This is true because the amount of money collected this year is greater than the average.
2. Analyze the situation and answer the questions. Analyze

The scores of a basketball team in their first five games of the season were: 65,
48, 63, 59 and 80.
a. What is their average score?

Math Skills
65 + 48 + 63 + 59 + 80 = 315
315 ÷ 5 = 63
The average score of the team is 63 points. Put students into small groups.
Have each team write a problem
b. If the score of their last game changes the average to 54 points,
that involves the calculation of
what can you state about the score of the last game? an average. Then have students
exchange their work and solve
The score of the last game was lower than that of the other games.
their classmates’ problems.
Quiz Yourself
The average of the surface area of 999 farms is 2,000 m². If a new 200,000 m² farm is added, In 5 Minutes
the new average is 2,198 m². On the other hand, if the average of the surface area of 9 farms is
2,000 m² and you add a 200,000 m² farm, the new average will be 21,800 m².
Tell students that the Quiz Yourself
• Why do you think the new 200,000 m² farm affects each data group differently? section is a place where they can
Adding the extra data affected each group differently because there are 999 farms in the first case and only see if they have achieved the
9 farms in the second one, so the distribution is higher in the first case and lower in the second. proposed objectives in Section 2.
Data one hundred nine 109
Notes
Data 125
Teacher Tip
Students may have problems when Exam Strategies

asked to analyze two variables. Multiple Choice Questions
Carefully review the Analyzing the
Answers section as a class. 1. Choose the most appropriate names for the x- and y-axes, respectively.
A. Frequency and Number of Students Favorite Subjects of a Group of Students
B. Subjects and Number of Students 14
C. Subjects and Preferences 12

D. Number of Students and Subjects 10
6
LC Language and Communication
4
M Mathematics
HG History, Geography and Social Studies 2
NS Natural Science
FL Foreign Language
LC M HG NS FL
A. Both the frequency and the number of students are titles related to the y-axis.
B. The favorite subjects are shown on the x-axis, so the first title is appropriate. The frequency is on the y-axis.
Since it is calculated by the number of students who choose each subject, the title "Number of Students" is
also appropriate.
C. Since the information on the y-axis is numbers, the second title in this option would not be appropriate.
D. The subjects are on the x-axis, not the y-axis, and the numbers of students who chose their favorite subject
are on the y-axis, not the x-axis.
Therefore, B is correct. 1. A B C D
110
110 one hundred ten Unit 4
126 Unit 4
Unit 4
1. Analyze the table and answer the questions. points

french horn Evaluation Part 1
People in a Wind Orchestra, by Instrument 3
Instrument Number The activity can be considered

tuba
trumpet 5 successfully completed if students
trombone
trombone 2 get 2 of 3 points. Each question is
saxophone 4 worth 1 point.
clarinet 4 clarinet
Extra Support
saxophone
flute 6 flute
Have students draw another table
tuba 2
comparing only the instruments
french horn 2 being asked about in the questions.
trumpet
a. How many people are in the wind orchestra? 25
b. How many people play the tuba and the clarinet? 6
c. How many more flute players than trumpet players are there? 1
2. Analyze the bar chart and answer the questions. points

Evaluation Part 2
a. What type of paint is sold the most? 3
Types of Paint Sold Daily
The water-based enamel
100
b. What is the sum of the daily sales of successfully completed if students
80 varnish and synthetic enamel? get all 3 points. Each question is
60
Liters
100 liters
worth 1 point.
40
Extra Support
20 c. How many more liters of latex paint
need to be sold to equal the sale of Have students represent the
0
latex synthetic water- varnish water-based enamel? information in a frequency table
enamel based
enamel Paint Type
20 liters
and then check their answers.
Data one hundred eleven 111
Notes
Data 127
What Did You Learn?
3. Analyze the bar chart and answer the questions. points

Evaluation Part 3
Robert’s Height from 10 to 20 Years Old 3
Height in Centimeters
180
get 2 of 3 points. Each question is 170
worth 1 point. 165
160
Extra Support 155
Have students represent the values 150
145
of the bar chart in a frequency 140
table and then check their 135
10 11 12 13 14 15 16 17 18 19 20 Years
answers.
a. How tall was Robert when he was 17 years old? 175 cm
b. How many centimeters did Robert grow between the ages of 14 and 20? Explain.
He grew 15 cm because he was 165 cm tall when he was 14 and 180 cm tall when he was 20.
c. Between which consecutive ages did Robert grow the most? Explain.
Between 13 and 14 years old because the variation between those ages is greater than
the variation between other consecutive ages.
4. Calculate the average of each number set. points
Evaluation Part 4
a. The ages of friends: 15, 14, 12, 16, 15 and 12. 3
15 + 14 + 12 + 16 + 15 + 12 = 84
The activity can be considered 84 ÷ 6 = 14
successfully completed if students The average of age is 14.
worth 1 point. b. Number of products sold: 23, 54, 31, 19, 26, 42 and 29.
Extra Support 23 + 54 + 31 + 19 + 26 + 42 + 29 = 224

224 ÷ 7 = 32
Have students review the The average number of products sold is 32.
Calculating Averages section on
page 104. c. Highest temperatures in degrees Celsius: 5, 7, 3, 5, 3, 1 and 4.
5 + 7 + 3 + 5 + 3 + 1 = 24
24 ÷ 6 = 4
The average of highest temperatures is 4 degrees Celsius.
112 one hundred twelve Unit 4
128 Unit 4
Evaluation Part 5
Unit 4

Mark the correct answer with an . points successfully completed if students
mark letter A.
Use the information to answer questions 5 and 6. 4
Extra Support
A school surveyed 40 parents on how many hours they study with their children weekly. The
objective of this survey was to find out what extra resources may be needed and suggest teaching Have students review basic
strategy workshops for parents. statistical concepts on page 96.
5. What is the population of the study?
A. Students’ parents.
B. Parents’ teaching strategies. Evaluation Part 6
C. The 40 parents surveyed.
D. The number of hours that parents study with their children. The activity can be considered
6. What is the objective of the survey? mark letter B.
A. Compile data. Extra Support
B. Propose study strategies and resources. Have students read the question
C. Survey 40 parents. carefully and relate it back to the
D. Increase the number of hours that students study. information about the survey.
7. Look at the information in the table. How many

groups with more than two children went to the Groups of People Who Went to the Movies
movies? Children per Group Number of Groups
Evaluation Part 7
A. 8 1 20
2 12
B. 12
3 8 The activity can be considered
C. 16 4 5 successfully completed if the
D. 28 5 3 student marks letter C.
Extra Support
8. Using the data in the table, which statement is true?
Have students color the rows that
A. Five groups of people went to the movies with three children. have a value greater than two
B. Fifteen children saw the movie. children.
C. Forty-eight groups went to the movies.
D. The variable in this study is the number of people.
Evaluation Part 8
Data one hundred thirteen 113
mark letter C.
Notes Extra Support
Have students read each answer
choice with a partner and decide
on the correct answer through a
process of elimination.
Data 129
What Did You Learn?
9. According to the bar chart, how many cats need to go to the veterinarian to equal the points
Evaluation Part 9 total number of horses and dogs that go?
1
Animals that Went to the Veterinarian
Number of Animals
mark letter C. 15
Extra Support 10
Have students represent the values 5
of the bar chart in a frequency
0
table and then check their Cow Cat Horse Dog Other
answers. Type of Animal
A. 5
B. 15
C. 25
D. 30
Analyze the bar chart and answer questions 10 and 11.
Bicycle Sales
Number of Bicycles
Evaluation Part 10 20
The activity can be considered 10

mark letter B.
Extra Support 1 2 3 4 5 6 7 8 Days of the Month
Have students focus on the number

of bicycles sold on the third and
10. How many more bicycles were sold on the third day than on the fifth day? points
fifth days.
A. 6 2
B. 10
C. 16
D. 22
114 one hundred fourteen Unit 4
130 Unit 4
Evaluation Part 11
Unit 4

11. Based on the bar chart, which statement is false? successfully completed if students
mark letter C.
A. The highest number of bicycles was sold on the third day.
Extra Support
B. Less bicycles were sold on the first day than on the third day.
Have students use a process of
C. The biggest difference in sales between two consecutive days was between days 5
and 6. elimination to select the correct
D. Overall, bicycle sales decreased with time.
answer choice.
Look at the table and answer questions 12 and 13.
12. What is the difference, in meters, between the day Distance Run by Richard points
Richard ran the most and the day he ran the least? in One Week
Evaluation Part 12
2
Day Meters
A. 6,351 m 4,154
Monday The activity can be considered
B. 4,828 m Tuesday 3,984 successfully completed if students
C. 4,666 m Wednesday 2,985 mark letter A.
Thursday 1,300
D. 3,143 m Extra Support
Friday 5,147
Saturday 6,128 Have students focus on the highest
13. How many meters did Richard run in total
during the week? Sunday 7,651 and lowest values in the table.
A. 30,349 m
B. 31,349 m
C. 31,359 m Evaluation Part 13
D. 31,389 m

mark letter B.
Extra Support
Have students check their answers
with a partner.
Find T
est 4
Study
Page
Data one hundred fifteen 115
Data 131
Unit Summary
Clarifying Concepts

learned in this unit. Section 1
Statistics
Basic Reading and

Concepts Reading and
Interpreting Frequency Interpreting Bar
Tables Charts
Section 2
Averages
Calculating Using Bar Charts to Advantages and

Averages Calculate Averages Disadvantages of
Averages
132 Unit 4
Clarifying Concepts
Name: Grade:
The diagrams and explanations
provide students with a brief
Reading and Interpreting Bar Charts Reading and Interpreting Frequency Tables summary of content from each
section.
A frequency table shows data in an organized Favorite Sport
way: population, sample, variable, category Sport Number of Students
and frequency.
Soccer 5
The study: Survey about students’ favorite sports Swimming 7
• Objective: to know students’ favorite sports Tennis 3
• Population and sample: 15 students were
surveyed Favorite Sport
7
• Frequency: the number of votes for each sport
6
• Variable: sports (Categories: soccer, swimming, Number of Students
5
tennis)
4
Bar charts help you visualize data quickly and clearly. 3
To read the information, look at the length of the 2
rectangular bars. The bars represent the quantitative
1
and qualitative variables studied. The x-axis is the
horizontal line and the y-axis is the vertical line.
0
Soccer Swimming Tennis Sport
Calculating Averages Monday Tuesday Wednesday Thursday Friday Saturday Sunday

The average is the sum of the 21° C 24° C 21° C 18° C 18° C 21° C 24° C
values of a variable divided by
the total number of values. The average
temperatures was: 21
+ 24 + 21 + 18 + 18 + 21 + 24 147
= = 21°
7 7
Advantages and Disadvantages of Averages
Advantages Disadvantages
• Most common numerical value used to represent • You cannot calculate the average of qualitative
a group of data. data.
• It is one number. • It is greatly affected by very small or very
big values, which can make it an inaccurate
represention of a data set.
Data 133
Unit Review

answe e,
r,
glue in and
notebo ur
Learning sections in the Student’s Section 1: Statistics ok.
Book.
1. Look at the bar chart and answer the questions.
Questions 1 and 2: pages 98 and
100 a. What day did most people go to the art show? Visits to the Art Show
140
The fifth day.
120
Number of People
b. How many people went to the art show on the fourth day? 100
80
80 60
40
20
c. How many people went to the art show in total?
0 1 2 3 4 5
420 Days
2. Label the bar chart using the information in the frequency table.
Food Eaten
7 Food Eaten
6 Snack Votes
Votes
fruit 7
5
cookies 5
4
milk 4
3 juice 8
2 sandwich 6
1
0
juice milk sandwich fruit cookies Snack
134 Unit 4
Unit 4
Section 2: Averages Learning sections in the Student’s
glue here
Book.
3. Calculate the averages of the sets of numbers.
Questions 3 and 4: pages 104
a. 4, 8, 2 and 6 b. 35, 18, 24, 12 and 25
Question 5: pages 106
4 + 8 + 2 + 6 = 20 35 + 18 + 24 + 12 + 25 = 114
20 ÷ 4 = 5 114 ÷ 5 = 22.8
The average is 5. The average is 22.8.
glue here
4. Write the missing number to calculate the averages given.
a. 5, 12, 15, 8, 4 ,4=8 b. 302 , 80, 110, 220, 218 = 186
6 × 8 = 48 5 × 186 = 930
5 + 12 + 15 + 8 + 4 = 44 80 + 110 + 220 + 218 = 628
48 − 44 = 4 930 − 628 = 302
glue here
5. Look at the information and calculate the average of the data.
The bar chart shows tons of shrimp exported by a company. Calculate the average number
of tons of shrimp exported during six months.
Shrimp Exported
25 + 15 + 20 + 40 + 30 + 35 = 165
40
165 ÷ 6 = 27.5
glue here
35 27.5 is the average number of tons

30
Tons Exported
exported.
25
20
15
10
5
0
Jan Feb Mar Apr May Jun
Months
glue here
Data 135
Unit Vocabulary
Nouns: bridge, coastline,

Unit 5
Measurement
continent, fence, nation,
numerous, race, ruler, scale, seed,
soccer field, strength, tabletop,
track
Verbs: convert, hang, made up of, Important Facts
paint, remodel, situate New Zealand is an island nation in the southwestern
Pacific Ocean. It is made up of two large islands and
Adjectives: consecutive, identical, numerous smaller ones. The two main islands are separated
metric, missing, squared by a distance of 22 km. The country is approximately
1,600 km long and 400 km wide, with a total surface
area of 268,000 km2. It has a coastline of 15,000 km.
North Island South Island

Setting Off The smaller of the two main This New Zealand island
islands has a surface area of has the largest surface
113, 729 km2. It is the most area: 150, 437 km2. Its
Have students study the populated island in the country, population is 1,076,000.
information on this page about with a population of 3,500,000.
New Zealand. Then put students New Zealand is situated 1,500 km east of Australia. Its most
into small groups and have important cities are Auckland, Wellington, Hamilton and
each group write five questions Christchurch.
whose answers can be found in
the information on this page.
Then have the groups exchange
questions and answer them.
Finish with a class discussion on
the topic.
In this unit you will learn to: Key Words

• measure length using standard units of measurement. perimeter
• convert units of length.
• calculate the perimeter of two-dimensional shapes. rhombus
• represent and calculate the surface area of a rectangle. rhomboid
• calculate the surface area of triangles, rhombuses, rhomboids and trapezoids.
• develop an interest and curiosity for math. trapezoid
116 one hundred sixteen Unit 5
136 Unit 5
Initial Evaluation
Stimulate students’ previous

knowledge of the content of this
unit by checking to see what they
Use the information on the previous page to answer the questions. remember about units of length
1. The approximate time it takes to drive from Auckland to Wellington is eight hours. The distance between the and area, and about converting
cities is 643 km. How many minutes does it take to travel between these two main cities? between different units. For
(Remember: 1 hour is 60 minutes) example, see if they remember
that, 10 cm equals 1 dm.
8 × 60 = 480
It takes 480 minutes to travel between these two main cities.
2. Mark the correct statements with a and the incorrect statements with an .
a. The distance between Australia and New Zealand is greater than the total length of New Zealand.
b. The sum of the surface areas of the two main islands is equal to the total surface area of the country.
c. The distance from New Zealand to Australia is greater than the coastline of New Zealand.
d. The width of New Zealand is equal to 400,000 m.
3. 1,000,000 m2 is equal to 1 km2. How can you convert the surface area of New Zealand into m2? Explain.
Since 1,000,000 m2 equals 1 km2, to express the surface area of New Zealand in meters squared, multiply
268,000 km2 by 1,000,000.
4. Why are kilometers used to express the width of the country and not meters? Explain your answer.
The width was expressed in kilometers because it is easier to express large distances using kilometers. Math Skills
Have students think of some data

about the place where they live
Tip and places near to it, and write it
2 on the board. Then ask students to
The small number 2 to the right of units of measurement, such as m ,
2
is read as “squared” for example, 3 m , is read “three meters squared.”
answer some questions related to
the data. Ask, for example: What
city has a bigger surface area:
Measurement one hundred seventeen 117 this city or city x? Which city is
closer: city x or city y?
Notes
Measurement 137
Section
1 Units of Length and Surface Area

Organization Units of Length
Connecting
UNIT 5: Measurement
Use a ruler to measure the segments and then answer the questions.
Section 1: Units of Length and Surface Area
• Units of Length a
• Conversion Between Units of Length b
c
• Units of Surface Area
• Complete with the length of each segment.
Segment a 0.5 cm Segment b 2 cm Segment c 8 cm
• Circle the segment that has a measurement that corresponds to a decimal number.
Lead In
Segment a Segment b Segment c
Have students investigate the • Mark the correct statement(s) with a and the incorrect statement(s) with an .
longest bridge in their country and Challenge
Segment b is one-fourth the length of segment c.
practice converting its length from
m, to cm and to km. Segment a is one-fourth the length of segment c. The longest bridge in the world, the Danyang-
Kunshan Grand Bridge in China, is 164,800
m long. How many cm is that? Find out
which is the longest bridge in your continent
Learning and convert its distance into centimeters.
A meter (m) is the basic unit of measurement Example: A student is 1 meter, 50 cm tall. You can
Students may need some initial used in the Metric System. also write this as 1.5 m or 150 cm.
practice measuring with a ruler. • Here are some unit equivalences:
Using a page in their notebooks,
kilometer (km) = 1,000 m
have them draw and measure
hectometer (hm) = 100 m
lines of different lengths before
decameter (dam) = 10 m
attempting the problems on this
decimeter (dm) = 0.1 m
page.
centimeter (cm) = 0.01 m
millimeter (mm) = 0.001 m
Developing Skills
Have a volunteer measure his/her

118 one hundred eighteen Unit 5
height and write it in centimeters
on the board. Then ask students
to express that height using
meters (they should divide by
100) and millimeters (they
should multiply by 10). You can
repeat the activity with another
volunteer.
138 Unit 5
Teacher Tip
Learn different units to measure length
Practicing
Using real objects can be helpful
for students in this section. Have
1. Use a ruler to measure the objects.
o Then complete the measurements and answer the question. Analyze students measure different objects,
a. width b. c.
width like pens, pencils and erasers,
and ask them to write down their
width measurements. Then, together as
a group, write the results on the
length height board and compare them.
length
Answers will vary.
Length 6.4 cm Length 13 mm Height 3.9 cm
Width 0.5 cm Width 48 mm Width 3.2 cm
• If you were to measure the real objects, would the measurements be similar? Explain.
In reality, the actual measurements can change, since the real objects might be bigger or smaller.
2. Solve the word problems. Analyze

Developing Skills
a. To calculate the distance between two cities, what unit of measurement would you use? Explain.
Kilometers can be used to measure the distance between cities, since the distance between them tends to
In activity 2, ask students to
be large. justify the measurements they
choose.
b. If you measure the width and length of your math notebook, which unit is more appropriate to use: meters,
centimeters or millimeters? Explain.
Centimeters can be used to measure the length of a math notebook, since meters are too big and
millimeters are too small.
c. Does your textbook only have a length and a width? What other measurements are missing? Discuss with your
classmates and answer.
The math textbook also has a thickness.
Measurement one hundred nineteen 119
Notes
Measurement 139
Math Skills
Section 1 / Length and Surface Area
The most common units for

measuring length are the Conversion Between Units of Length
kilometer, meter and centimeter.
Other units are used for more Connecting
specific purposes.
Hamilton is located approximately 146 km from Auckland. If Sandy is in Auckland
and she rides her bike 1,000 meters to get to the bus station for her trip to Hamilton,
how many meters does she travel in total?
• Using the unit equivalence:
1 kilometer (km) = 1,000 meters (m)
• Circle the correct conversion.
146 km = 1,460 m 146 km = 14,600 m 146 km = 146,000 m

Teacher Tip
• Mark the correct answer with a .
Draw the table from the Learning Sandy travels 147,000 m. Sandy travels 152 000 m. Sandy travels 146,100 m.
section in the Student’s Book
and post it on the classroom wall. Learning
Students may consult it when
doing activities, but remember to
remove it when they are tested. To convert units of length, a meter (m) can be used as a reference. A meter can be subdivided into smaller
units by dividing it by 10 (dm), by 100 (cm) and by 1,000 (mm); it can also be multiplied by 10 to obtain dam,
by 100, to obtain hm, and by 1,000 to obtain km.
To convert into smaller units, multiply.
Math Skills × 10 × 10 × 10 × 10 × 10 × 10
km hm dam m dm cm mm
As a whole class, write some
different lengths and ask ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10
students to do some conversions To convert into larger units, divide.
between units. Allow students to
check their answers with each Examples:
other. This activity can be helpful • 8 km = 8,000 m, because 8 m × 1,000 = 8,000 m • 9,300 m = 9.3 km, because 9,300 m ÷ 1,000 = 9.3 km
to identify which students could • 25 dam = 250 m, because 25 m × 10 = 250 m • 250 m = 25 dam, because 250 m ÷ 10 = 25 dam
have problems when working on
this topic.
120 one hundred twenty Unit 5
140 Unit 5
Relate the different units of length
Practicing
Students may not understand the
operation they need to perform in
1. Look at the example. Write the operations necessary to convert the units of measurement. Analyze order to convert units of length
from larger to smaller units.
From dam to cm, multiply by 1,000. Emphasize that, in the metric
system, larger units of length
a. From cm to m, divide by 100 .
are converted to smaller units of
b. From km to dm, multiply by 10,000 . length by multiplying by multiples
of ten.
c. From km to m, multiply by 1,000 .
d. From mm to hm, divide by 100,000 .
2. Convert each distance traveled into meters. Circle the shortest distance. Apply In 5 Minutes
The Bistro
store house
START Put students into small groups
restaurant
building and have them write three pairs
4 km and 2 dam 2 km and 4 dam 6 dam and 7 km 4 hm and 6 dam of units, different from those in
activity 1. Then have students
a. From the start to the store. 4,020 m c. From the restaurant to the house. 7,060 m exchange their units and explain
how to convert from one unit to
b. From the store to the restaurant. 2,040 m d. From the house to the building. 460 m
another and vice versa.
3. Read the word problems and answer. Analyze
a. The length of a track is 400 m. How many times b. Last year Lauren was 1.58 m tall, and this year
would a person need to run around the track in a she is 1.65 m tall. How many centimeters did she
10 km race? grow in the last year?
10 km = 10,000 m 1.58 m = 158 cm

10,000 m ÷ 400 m = 25 1.65 m = 165 cm
165 m − 158 m = 7 cm
A person should run 25 times around
the track in a 10 km race. Lauren grew 7 cm in the last year.
4. Explain which strategy you would use to express 7.52 m in millimeters and kilometers. Discuss with your
classmates. Analyze
To express 7.52 m in millimeters, multiply 7.52 by 1,000. To express 7.52 m in kilometers, divide 7.52 by 1,000.
Measurement one hundred twenty-one 121
Notes
Measurement 141
Section 1 / Length and Surface Area
Units of Surface Area

Connecting
Stewart Island is the third biggest island in New Fiordland National Park on New Zealand’s South
2 2
Zealand and has a surface area of 1,746 km . Island has an area of 12,500 km .
Stewart Island has a smaller surface area than Fiordland National Park.
2
Fiordland National Park has a surface area greater than 13,000 km .
Learning
Teacher Tip
• A square meter (m2) is the basic unit used to measure area in the metric system. Its name comes from a
As you did during the activity on square whose sides all measure 1 meter.
page 120, draw the conversion
table for units of surface area
from the Learning section in ×100 ×100 ×100 ×100 ×100 ×100
the Student’s Book, and post
km2 hm2 dam2 m2 dm2 cm2 mm2
it somewhere in the classroom.
Allow students to consult it, but ÷100 ÷100 ÷100 ÷100 ÷100 ÷100
remember to remove it when To convert into larger units, divide.
they are tested. Emphasize that, Examples:
for conversions of surface area
• 1 square kilometer (km2) equals 1,000,000 m2. • 1 square decimeter (dm2) equals 0.01 m2.
between consecutive units, you
• 1 square hectometer (hm2) equals 10,000 m2. • 1 square centimeter (cm2) equals 0.0001 m2.
multiply or divide by 100, instead • 1 square decameter (dam2) equals 100 m2. • 1 square millimeter (mm2) equals 0.000001 m2.
of by 10.
122 one hundred twenty-two Unit 5
142 Unit 5
In 5 Minutes
Understand units of surface area
Practicing
Before students do the activities
on this page, name different
1. Trace the most appropriate surface area unit for the place shown in each image. Then explain your answer. Identify two-dimensional objects and ask
a. b. students which unit of surface
cm2 cm2 area is the most appropriate to
measure them. Allow students to
m2 m2 explain and correct their answers.
km2 dam2
Explanation Square kilometers is an appropriate Explanation Square meters is an appropriate

Math Skills
unit for large areas, like the surface of a city. unit for measuring a house’s floor surface.
Explain to students that 1 hectare
2. Circle the largest measurements of surface area in red and the smallest in blue. Analyze is equal to 1 square hectometer,
or 10,000 square meters, and is
a. b. c.
the measurement commonly used
when measuring land.
51,000 cm2 9 dam2 800 km2

2 2 2
4.9 hm 9m 3,000 hm
5,200 dm2 9 km2 650 mm2 Possible Difficulty

2 2 2
0.5 km 9 hm 30 m
In the Quiz Yourself section,
students may have difficulty
Quiz Yourself interpreting the information
because it is given in two different
Jacob needs to cover an 18 m2 wall with wallpaper. He sees these two offers in different stores.
units. Have students convert all
the measurements into one unit of
Wallpaper House All Walls measurement, such as meters.
Dimensions: 50 cm × 150 cm Dimensions: 1 m × 3 m
3 for 2 special, 2 for 1 special

only $55.00 only $75.00
Clarifying Concepts
Which of the two sale prices is better for Jacob? Explain.
“All Walls” is better, since Jacob would pay $225. At “Wallpaper House” he would pay $440. Tell students that the Quiz
Yourself section is to see if they
Measurement one hundred twenty-three 123 have achieved the proposed
objectives for Section 1.
Notes
Worksheet
Strengthen students’
understanding of the content from
Worksheet 1.
Measurement 143
Section
2 Perimeter and Area

Organization Perimeter of Two-Dimensional Shapes
Connecting
UNIT 5: Measurement
Danny, Andrew, Kylie and Vanessa used some rope to make a large square. Each side of the square
q measures
Section 2: Perimeter and Area
10 m. How many meters of rope did they need to make the square?
• Perimeter of Two-Dimensional Shapes
• Check the correct option.
• Area of Rectangles
• Representing Rectangles The sides of the square have different lengths.
The sides of the square have the same length.
• Complete the statement with square or add.

Lead In To calculate the total length in meters of the square h ld add
, you should th
the llengths
th off
the ropes that form it.
Have students measure the length • Mark the correct answer with a .
of the walls of the classroom, their
desk or another feature that is at They needed 20 m of rope. They needed 40 m of rope.
hand and calculate the perimeter.
Share students’ measurements Learning
with the whole class, and ask
students why they think it is The perimeter (P ) of a two-dimensional shape is the total measurement of all its sides.
sometimes necessary to calculate
Example 1: Example 2:
the perimeter of things.
• Calculate the perimeter of a rectangle with these • If the perimeter of a rectangle is 20 cm, and one of its
measurements. sides is 3 cm, what is the measurement of the other sides?
The problem can be represented like this:
2 cm
Clarifying Concepts 3 cm 3 cm
3 cm
The opposite sides have the same length, so the

The perimeter of a geometric sides can be labeled like this: The other sides equal 14 cm together. Since those
shape is the total measurement 3 cm sides are equal in length, each one measures 7 cm.
of all its sides. When calculating 7 cm
2 cm 2 cm
the perimeter, make sure all of the
3 cm 3 cm
measurements are given in the 3 cm
same unit of length. So, the perimeter is:

7 cm
(P) = 3 cm + 3 cm + 2 cm + 2 cm = 10 cm
124 one hundred twenty-four Unit 5
144 Unit 5
Calculate the perimeter of two-dimensional shapes
Practicing
Measure the perimeters of
different shapes on the board and
1. Calculate the perimeters (P) of the quadrilaterals. Apply check that students understand
a. b. c. the concept.
4 cm 10 m 2 km
3 cm 3 cm 3m 2 km
2 cm
P= 12 cm P= 26 m P= 8 km
2. Calculate the lengths of the missing sides. Analyze

a. b. c.
D C
H 4 cm G L
8m 8m 3 cm 5 dm
A B E F J K
8 cm 12 dm
P = 40 m P = 20 cm P = 30 dm
Length of segment AB 12 m Length of segment HE 5 cm Length of segment KL 13 dm

a. A farmer puts up a fence around the area of his land, which has a rectangular shape. If the length of the land
is 350 m, and the width is half of the length, how many meters will the fence be?
350 m ÷ 2 = 175 m
P = 300 m + 300 m + 175 m + 175 m = 950 m
The fence will be 950 m.
b. How many different rectangles with a perimeter of 16 cm can you make if all the sides are natural numbers?
Write the measurements. Math Skills
There are three different rectangles with a perimeter of 16 cm: Put students into small groups.
1 cm and 7 cm; 2 cm and 6 cm; 3 cm and 5 cm.
Have each group write a problem
that involves the calculation of
the perimeter of a rectangle.
Measurement one hundred twenty-five 125 Then have teams exchange their
problems and solve those of other
teams.
Notes
Measurement 145
Section 2 / Perimeter and Area
Area of Rectangles
Connecting
Lucy and Samuel have rectangular bedrooms of different sizes. They both want to remodel their rooms, so they make
floor plans using square meters.
1m 1m
1m 1m
Lucy’s Bedroom Samuel’s Bedroom
• Whose floor plan has more space? Samuel’s floor
Common Mistake • Write the length and width of each bedroom.
Lucy length 6m width 4m

Sometimes students forget to 7m 4m
Samuel length width
write units of measurement. Point
out that it is important to write • How many square meters does each bedroom measure?
them, because 6 m is not the 24 m2 28 m2
Lucy Samuel
same as 6 cm, and 2 cm2 and
2 km2 represent different areas.
Learning
The area (A ) of a two-dimensional shape is the Example: To calculate the area of a rectangle, you
In 5 Minutes measurement of the surface it occupies. To have to:
measure the surface area of two-dimensional H G
shapes you can use units such as square
As with the activity on page 124, 2 2
centimeters (cm ), square decimeters (dm ) and 4 cm
have a discussion with the class square meters (m ).
2
about why it might be important to

To calculate the area of a rectangle, multiply the E 7 cm F
know the surface area of different
width by the length.
objects. For example, we might multiply side EF by side FG = 7 cm × 4 cm = 28 cm2
want to calculate a surface area
to know how much paint is needed
to paint the wall of a room, or to 126 one hundred twenty-six Unit 5
cover a floor with a carpet.
146 Unit 5
Calculate the area of different rectangles
Practicing
2
1. Calculate the areas of the rectangles. Remember that each is equal to 1 cm . Apply
a. b. c. d.
2 2 2 2
A= 15 cm A= 20 cm A= 12 cm A= 30 cm
2. Complete the table. Apply
Rectangle Calculation Area

a.
3 cm 3 cm × 7 cm = 21 cm
2
7 cm
b. In 5 Minutes
15 cm
4 m × 15 m = 60 m2
4 cm
As an extension activity, give
students a problem using different
units of length and ask them to
write the answer using a unit of
length greater than both. Ask, for
a. The length of one side of a rectangle is 10 cm. Its b. How many different rectangles with an area of example: The length of a rectangle
2
area is 50 cm . What are the lengths of the other 18 cm2 can you make using only natural is 25 cm and the width 1 dm.
sides? numbers? Write the measurements of the What is the area of the rectangle
rectangles. in m2?
50 cm2 ÷ 10 cm = 5 cm There are three different rectangles with

an area of 18 cm2:
The width of the rectangle is 5 cm, so the 1 cm and 18 cm; 2 cm and 9 cm; 3 cm
other sides measure 10 cm and 5 cm. and 6 cm. Worksheet

Measurement one hundred twenty-seven 127 seen so far in this section with
Reinforcement Worksheet 2.
Notes
Measurement 147
Section 2 / Perimeter and Area
Representing Rectangles
Connecting
2
Toby bought 300 m of wire to fence off an area of land that measures 5,000 m . Toby draws three examples of how
he thinks he could build the fence.
Option 1 Option 2 Option 3
20 m
40 m
100 m
125 m
250 m
50 m
2 2
The area of each rectangle is equal to 5,000 m . The area of each rectangle is not equal to 5,000 m .
• Calculate the perimeter of each rectangle.
Option 1 330 m Option 2 300 m Option 3 540 m
• Which option should Toby use to fence off his land? Explain.
The Option 2, because he bought 300 m of wire.
Learning
Teacher Tip
To represent rectangles you must carefully consider the known information and the measurements. Here are
Emphasize to students that, when two different situations:
representing rectangles for which • The sides of the rectangles are natural numbers and you know the measurment of the surface area.
a perimeter or a surface area 2
Example: If the area is 10 cm , you need to find all of the divisors of 10: 1 and 10, and 2 and 5. From this
is given, usually the length and information, you can make two rectangles:
the width of the shape should 1 cm
2 cm
correspond to a natural number (1, 10 cm
2, 3, 4, etc.), since with decimal 5 cm
• To draw different rectangles with the same perimeter, find two numbers whose sum is equal to half the
numbers there are countless ways perimeter.
to satisfy the given condition.
Example: If the perimeter is 10 cm, the sides of the rectangle are natural numbers:
1 cm
2 cm
4 cm
3 cm
128 one hundred twenty-eight Unit 5
148 Unit 5
Teacher Tip
Draw the measurements of different rectangles
Practicing
For problems that require you to
find out the measurement of a
1. Represent the rectangles in each case. Use a scale of one grid square = 1 cm2. Apply rectangle, given a surface area,
2
a. Two different rectangles that have an area of 8 cm .
it is helpful to express the given
number as a multiplication. For
example, 8 = 1 × 8 = 2 × 4,
which are the answers for activity
1. a.
2 cm 1 cm
4 cm 8 cm
b. One rectangle with a perimeter of 18 cm. The width is two times its length.
3 cm
6 cm

If the perimeter of a rectangle is equal to 14 cm, and its area is 10 cm2, what are the measurements of its width
and height?
width 5 cm height 2 cm
Quiz Yourself
Read the situation and answer.
A soccer field is being replanted with sections of grasss that are 300 cm long and 200 cm wide.
Math Skills
• How many sections of grass will be needed to coverr the field?
60 m = 6,000 cm and 100 m = 10,000 cm; the area of the filed Put students into small groups
is 60,000,000 cm2 and each grass section has a square area 100 m and have them answer the
of 60,000 cm2, so 1,000 sections are needed. following question: The sides
• How should the sections of grass be positioned so that
hat none
have to be cut down in size? Explain. of a square measure 4 cm, its
The pieces of grass need to be placed width-wise on the perimeter is 16 cm, and its area
60 m is 16 cm2. However, the sides of a
soccer field.
rectangle are 5 cm and 3 cm, and
Measurement one hundred twenty-nine 129 its perimeter is 16 cm, but its area
is 15 cm2. Explain the difference.
Notes
Measurement 149
Evaluation Part 1

successfully completed if students Let’s Check!
Each question is worth 1 point. Units of Length and Surface Area
Extra Support 1. Read the information and answer. points
Have students organize the • Annie’s farm is situated 3,500 m from the main road. 3
information in a table to check • Natalie’s farm is 500 m farther from the main road than Annie’s.
their answers. • Kate’s farm is 200 m closer to the main road than Natalie’s.
• The farm that is 4000 m away from the road is mainly used for raising cows and sheep.
a. How far is Natalie’s farm from the road? 4,000 m
Evaluation Part 2 b. How far is Kate’s farm from the road? 3,800 m
c. What does Natalie use her farm for? She uses her farm for raising cows and sheep.
successfully completed if students Conversion Between Units of Length
correctly answer 2 of 3 questions. 2. Solve the word problem. points
Each correct answer is worth 1 In a race, Johnny ran 1,500 m, Alex ran 15,000 dam and Rudy ran 1,500,000 cm. Convert 3
point. the distances to meters, and write them from greatest to least.
Extra Support
Have students use a calculator to 15,000 dam = 150,000 m
1,500,000 cm = 15,000 m
check their answers. 150,000 m > 15,000 m > 1,500 m
Units of Surface Area
Evaluation Part 3 3. Circle the most appropriate unit to measure these objects. points
a. 2
The activity can be considered cm2 m2 km2
get both answers correct.
Extra Support b.
Have students explain their
museum floor
answers to a partner. m
2
hm
2
km
2
130 one hundred thirty Unit 5
150 Unit 5
Evaluation Part 4
Unit 5

Perimeter of Two-Dimensional Shapes worth 2 points.
4. Solve the word problems. points Extra Support
a. The perimeter of a rectangle is 100 cm, 23 cm × 2 = 46 cm 4 Have students make a
and its width is 23 cm. What is the length 100 cm − 46 cm = 54 cm
of the rectangle?
diagram using the respective
54 cm ÷ 2 = 27 cm
The length of the rectangle is 27 cm. measurements and then solve.
b. If the width of a rectangle is 20 m, and its 20 m × 3 = 60 m;
length is three times its width, what is its P = 20 m + 20 m + 60 m + 60 m = 160 m
perimeter? The perimeter of the rectangle is 160 m.
Evaluation Part 5
Area of Rectangles
5. Write T if the statement is true and F if it is false. Explain. points The activity can be considered
a. F If the width of a rectangle is 5 cm, and its area is 15 cm , then its length is 10 cm. 4
2
Explanation 15 cm ÷ 5 cm = 3 cm, so the length is 3 cm. worth 2 points.
2 Extra Support
b. T The area of a rectangle is 24 m if its sides measure 8 m and 3 m.
Explanation A = 8 m × 3 m = 24 m2 Have students draw the

rectangles, write down the
Representing Rectangles measurements, and then decide if
6. Read and then answer. the statements are true or false.
points
On the grid, each has a surface area of 1 cm2. The area of rectangle ABCD is 6 cm2. 3
A D M P Evaluation Part 6
I L
B C J K
N O
get 2 of 3 points. The explanation
What conclusions can you make about the area and perimeter of each rectangle? Explain.
is worth 3 points.
The area and perimeter of rectangles ABCD and NOPM are equal; the area of rectangle IJKL is
Extra Support
also the same, but its perimeter is not. Have students calculate the area
and perimeter of each rectangle
and then compare the results.
Measurement one hundred thirty-one 131
Measurement 151
Section
3 Area of Two-Dimensional Shapes

Organization Area of Triangles Using Grids
Connecting 1 cm
UNIT 5: Measurement E
1 cm
Triangle CDE is shown on a grid.
Section 3: Area of Two-Dimensional
Shapes • Complete. Challenge
• Area of Triangles Using Grids Length of side CD = 8 cm C D
In construction, triangular
• Area of Triangles shapes provide the greatest
Length of side EC = 4 cm
• Area of Rhombuses and Rhomboids Using structural strength, and this
• The segments that form quadrilateral CDHE are shown in red. is why you often see them
Grids What two-dimensional shape is CDHE? What is its area? used to build bridges.
• Area of Rhombuses and Rhomboids Research different bridges
E H
• Area of Trapezoids Using Grids around the world that use
Shape rectangle triangles. Then, build your
• Area of Trapezoids own bridge using ice-cream
Area 32 cm2 sticks and Plasticine or other
C D materials. Test your bridge’s
strength by hanging different
• Using the information above, how can you calculate the area weights from the main
Lead In of triangle CDE? Explain. section. Draw an accurate
scale representation of your
You can divide 32 cm2 by 2, because the triangle’s surface is half the bridge.
Have a competition with students rectangle’s surface.
to see who can name the most
Learning
two-dimensional shapes. First,
have students work individually,
and then in small groups. Discuss To calculate the area (A) of a triangle, you can first think of it as half a rectangle. You can create a rectangle
the different names of the shapes around the triangle using any of its sides as the base.
as a class and have students Example: In the triangle ABC, each equals 1 cm.
preview which shapes they will
study in this section. C E C D
3 cm
A B A B
4 cm
The area of rectangle ABDE is 12 cm2. Therefore, the area of the triangle ABC is 12 cm2 ÷ 2 = 6 cm2.
Students may have difficulty
converting triangles into
rectangles, so practice converting
132 one hundred thirty-two Unit 5
shapes on the board.
152 Unit 5
Calculate the area of a triangle using grids
Practicing
1. Calculate the area of rectangle CBAD. Then calculate the areas of each triangle. Analyze
1 cm 1 cm 1 cm
a. 1 cm b. A 1 cm c. 1 cm
D A D A
C B C B C
A= 12 cm2 A= 6 cm2 A= 6 cm2
2. If each measures 10 cm, calculate the areas of the triangles. Apply
a. C b. c. J I
F
D E
A B H
A= 2,450 cm2 A= 2,500 cm2 A= 3,300 cm2
3. Study the grid and then answer the questions. Each equals 1 cm. Analyze
a. Calculate the areas:

2
Triangle A = 4 cm
2
Triangle B = 1 cm
8 2
Triangle C = 3 cm
7
C
6 B b. If triangle B moves down 3 squares, and
5 triangle C moves down 4 squares and left 5
4 squares, what is the area of the new shape? Math Skills
3
2 A
The new shape is a rectangle and its area
1 Put students into pairs and have
0 is 8 cm2.
1 2 3 4 5 6 7 8 9 10 11 each student draw two or three
different triangles using a grid.
Then have them exchange their
work and calculate the areas of
Measurement one hundred thirty-three 133 their partner’s triangles. Finally,
have them present students’ work
on the board.
Notes
Measurement 153
Section 3 / Area of Two-Dimensional Shapes
Area of Triangles
Connecting
Teacher Tip
Look at triangle ABC drawn on the grid. Draw a red rectangle called ABDE around it so that point C will be part of
side DE.
Remind students that “h” is the
Use a ruler to answer:
letter used to represent the height C
of a shape. • What is the area of rectangle ABDE? 18 cm2
2
• What is the area of triangle ABC? 9 cm h
• What is the measurement of h? 3 cm

A B
b
• Which operation do you use to calculate the area of triangle ABC? Mark the correct answer with a .
b×h b÷h b+h

2 2 2
Learning
To calculate the area of a triangle, remember: Example: Look at triangle ACB.
B
Base: b
Height: h corresponds to the h = 5 cm

perpendicular line that goes from 5 cm
h
the superior vertex to the base. b = 4 cm
A C
4 cm
b
In 5 Minutes The area of a triangle can be calculated using the formula: The area of the triangle ACB can be calculated:
b×h 2
4 cm × 5 cm = 20 cm = 2
2 10 cm
As a whole class, work on a couple 2 2
of examples of calculating the
area of a triangle on the board.
This activity may help to identify
students that have problems 134 one hundred thirty-four Unit 5
calculating areas.
154 Unit 5
Calculate the area of a triangle
Practicing
Students can have difficulty
calculating the area of some
1. Use a ruler to measure the base and height of the triangles. Then calculate their surface areas (A). Apply triangles because the height is
a. b. c.
labeled outside of the triangle
itself. Try solving some problems
on the board together with
students. For example, calculate
the area of the triangle PAL:
L
2 2 2
A= 3 cm A= 6 cm A= 6 cm
A = 56 cm2
2
2. Calculate the surface areas (A) of the triangles. Apply 7 cm
a. b. c.
A
P
8 cm 9 cm
8 cm
3.5 cm
8 cm 8 cm 4 cm
A= 32 cm2 A= 14 cm2 A= 18 cm2
3. Look at the triangles and complete the missing measurements. Analyze

Math Skills
C F M
a. b. c.
Have students discuss their

4 mm
h h answers to activity 4 and let them
conclude that the three triangles
A B E P L
8 cm D 10 m have the same area. Then, to
b
2 2 2
verify that they have understood,
A = 16 cm A = 14 mm A = 40 m
ask them to draw some different
h= 4 cm b= 7 cm h= 8m triangles that have the same base
and the same area.
4. Look at the diagram and answer. Analyze
E D C
Which of the triangles has the greatest area? Explain.
13 cm The three triangles have the same area because their base and Worksheet
A B
25 cm height are the same.
Measurement one hundred thirty-five 135 seen so far with Extension
Worksheet 1.
Notes
Measurement 155
Clarifying Concepts
A rhombus is a quadrilateral with

four equal sides, but unlike a Area of Rhombuses and Rhomboids Using Grids
square, it has no right angles. A
rhomboid is a parallelogram with Connecting
adjacent sides of unequal length,
Some seeds are planted in a garden so that they will grow in the shape of a rhombus. Look at the garden represented
but unlike a rectangle, has no on the grid. The sides of each square equal 10 cm.
right angles.
10 cm
10 cm
orchids
roses
Common Mistake
Point out that the side of each

little square is 10 cm. This means carnations lilies
its area is 10 cm × 10 cm = 100

cm2, not 1 cm2.
• As you can see, the rhombus is made of 4 right triangles. Circle the correct area of each of the triangles.
2 2 2
15 cm 1,500 cm 15,000 cm
• Mark the total area of the garden with a . Did You Know...?
2 2
60 cm 6,000 cm A rhombus is also called a diamond or
an equilateral quadrilateral. Try saying
Learning that quickly ten times!
To calculate the area (A) of rhombuses and rhomboids, you need to break them down into different triangles
or rectangles. Then add the areas of the triangles or rectangles to find the area of the shape.
Example:
The green triangle is translated to make a rectangle Count the number of

squares inside the rectangle.
3 cm 3 cm 3 cm A = 18 cm2
6 cm 6 cm 6 cm
136 one hundred thirty-six Unit 5
156 Unit 5
Calculate the area of rhombuses and rhomboids using different strategies
Practicing
If students have difficulty
calculating the areas of the
2
1. Calculate the areas of the two-dimensional shapes. Each equals 1 cm . Apply shapes in activity 1, have them
a. c. e.
review the Learning section again
on the previous page.
Teacher Tip
2 2 2
A= 15 cm A= 9 cm A= 5 cm
Encourage students to draw lines
b. d. f. on the shapes in activity 1 to
divide them, so they can obtain
the areas more easily.
2 2 2
A= 9 cm A= 8 cm A= 12 cm
2. Look at the two-dimensional shapes and answer. Analyze

1 cm a. What is the area of quadrilateral D?
1 cm
A = 8 cm2
10
9
8 B
7
D
6
5
C b. If triangles A and B are translated 3 squares to the right, Math Skills
4 what is the surface area of the new quadrilateral they form?
3 A
2 A = 12 cm2 When students have finished
1 activities 1 and 2, have them
0 1 2 3 4 5 6 7 8 9 10 11 12
explain their answers to each
other. It is also a good idea for
students to correct their answers
with the help of a classmate. You
Measurement one hundred thirty-seven 137 can then review the answers as a
whole class.
Notes
Measurement 157
Area of Rhombuses and Rhomboids

Connecting
Clarifying Concepts
The teacher draws these shapes on the board in math class.
Tell students that the three shapes

have the same area because the
purple triangle was translated, so
it is identical to the section that
was removed from Shape 1. Shape 1 Shape 2 Shape 3
• Complete the statement with the words.
translated triangle
In Shape 2, one triangle is marked. Shape 3 shows what the shape looks like after the triangle is
translated to the right of the shape.

Challenge
Mark the geometric shape shown in Shape 3 with a .
Think back to the bridge you
rhombus rhomboid built on page 132. Were there
any rhombuses in your bridge?
If each measures 1 cm2 what is the area of the two-dimensional Analyze your bridge and identify
shape in Shape 3 18 cm2? the shapes in the design. Calculate
the total surface area.
Learning
Teacher Tip
To calculate the area of a rhombus or a rhomboid (a geometric figure similar to a rhombus, but having adjacent
Explain to students that the sides of unequal length), consider:
diagonals of a rhombus are The area of a rhombus is the product of its The area of a rhomboid is the product of its height
always perpendicular and, as a diagonals, divided by two. (h) and its base (b).
result, the shape can be divided Rhombus Rhomboid
into four right triangles. Students d
d : shorter diagonal h : height
h
can find the area of the rhombus D D : longer diagonal b : base
by calculating the area of the b
Example: D×d Example:
triangles. A=
2 A=b×h
7cm × 4cm h = 5 cm
A= A = 6 cm × 5 cm
2 2
d = 4 cm D = 7 cm b = 6 cm A = 30 cm
A = 14 cm2
138 one hundred thirty-eight Unit 5
158 Unit 5

Calculate the area of rhombuses and rhomboids
Practicing
This section highlights the
importance of working together in
1. Calculate the areas of the quadrilaterals. Apply order to obtain better results. Have
a. b. students do the Practicing section
d
in pairs to practice working
12 cm Education together to calculate the answers.
D
through Values
b
Working in teams helps us to
understand others’ points of view
b = 20 cm D = 15 m d = 10 m and develop group strategies to
solve problems together.
2 2
20 cm × 12 cm = 240 cm 15 m × 10 m = 150 m
Its area is 240 cm2. 150 m2 ÷ 2 = 75 m2
2
Its area is 75 m .

2
If a rhomboid has a base of 20 cm, and its surface area is 100 cm , what is its height?
100 cm2 ÷ 20 cm = 5 cm
The height of the rhomboid is 5 cm.
3. Analyze the problem and answer. Analyze
D C
What is the surface area you could cover with
11 cm
eight of these rhomboids?
A B
20 cm
a. Before you answer the question, what do you need to calculate first?
The area of one rhomboid, which is 220 cm2.
b. Answer the question and share your result with your classmates.
8 × 220 cm2 = 1,760 cm2

Eight of these rhomboids could cover 1,760 cm2. Worksheet

Measurement one hundred thirty-nine 139 of this section with Extension
Worksheet 2.
Notes
Measurement 159
Teacher Tip
Draw some rhombuses, rhomboids

and trapezoids on the board, and Area of Trapezoids Using Grids
have students identify each of
them. Connecting 1 cm
Look at triangle ABC, rectangle DEFG and trapezoid HIJK on the grid. C G F 1 cm
If you translate the triangle, So, the area of the trapezoid

you can make the same is the sum of the areas of A B
D E
shape as trapezoid HIJK. the rectangle and triangle.
K J
H I
• Complete the statement with the words.

Teacher Tip
right translated congruent
Remind students that “congruent”

To make a two-dimensional shape congruent with the trapezoid, the triangle should be translated
means that two two-dimensional
figures have the same shape and nine spaces to the right .
size. • Calculate the area of these shapes using the information above.
2 2
Triangle ABC = 3 cm Rectangle DEFG = 18 cm
• Mark the correct answer with a .
The area of the trapezoid is 20 cm2. The area of the trapezoid is 21 cm2.
Learning
Clarifying Concepts
To calculate the area Example: To calculate the area of trapezoid ABCD, break it into a rectangle
Trapezoids can be classified as: of a trapezoid you and two triangles, as shown in the image.
isosceles (the sides are of equal can break the shape
length); right (a right angle on one into triangles and D
5 cm C
5 cm
side); and scalene (all sides are rectangles. Then
calculate the areas 4 cm 4 cm 4 cm
unequal). of these shapes and
add them together A B
2 cm 2 cm 2 cm
to get the area of the
2
trapezoid. The area of trapezoid ABCD is 28 cm .
140 one hundred forty Unit 5
160 Unit 5
Teacher Tip
Calculate the area of trapezoids using different strategies
Practicing
Tell students that the easiest
way to solve activity 1 is to break
2
1. Calculate the areas of the trapezoids. Imagine each equals 1 cm . Apply the shapes into triangles and
a. b. rectangles.
6 cm2 + 36 cm2 + 3 cm2 = 45 cm2 9 cm2 + 24 cm2 + 9 cm2 = 42 cm2
A = 45 cm2 A = 42 cm2 Answer Key
2. Analyze the two-dimensional shapes and then answer. Imagine each equals 1 cm2. Analyze Draw the correct Shape 2 from
Shape 1 Shape 2 activity 2 on the board. Make sure
7 7 its coordinates are: 2,3 (top left
6 6 corner) and 14,3 (top right corner).
5 5 Invite students to draw the shape
4 4
on their books following the
3 3
2 2 correct coordinates.
1 1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a. To make Shape 2, what transformation can you apply to one part of Shape 1? Explain.
To make Shape 2, you can divide Shape 1 and cut the resulting shape above the dotted line. Then flip it.
b. Calculate the areas of the two-dimensional shapes.

Math Skills
Both shapes have an area of 24 cm2 Working in small groups, have

each group draw two or three
trapezoids on a grid. It is
important that the bases of their
shapes match the lines of the
grid. Then have groups exchange
Measurement one hundred forty-one 141 their work and find out the area of
another groups’ trapezoids.
Notes
Measurement 161
Area of Trapezoids
Connecting
68 cm
A furniture store is making a table in the shape of a trapezoid.
60 cm
90 cm
To find the surface area of the tabletop, you can break the
68 cm
shape into a rectangle and two triangles, like this:
60 cm 60 cm 60 cm
11 cm 11 cm
• Calculate the area of the two-dimensional shapes that form the trapezoid.
Area of each triangle: 330 cm2 Area of the rectangle: 4,080 cm2
Learning
Clarifying Concepts
To calculate the area of a trapezoid, you can join the trapezoid with another that is identical to make a
Have students read and think rhomboid.
carefully about the formula for b B
calculating the area of trapezoids The area of the rhomboid is calculated using the
formula: (B + b) × h.
in the Learning section. h
The area of the trapezoid is equal to half of the area of
the rhomboid.
B b
A = (B + b) × h
2
Teacher Tip Example: To calculate the area of a trapezoid you:
D 7 cm C
Do some examples on the board 2
that show how to obtain the area 3 cm A = (15 cm + 7 cm) × 3 cm = 22 cm × 3 cm = 66 cm = 33 cm2
2 2 2
of trapezoids (without a grid). Let A B
15 cm
students respond and explain their
answers.
142 one hundred forty-two Unit 5
162 Unit 5
Calculate the area of a trapezoid
Practicing
Students may have trouble using
the formula to calculate the area
1. Calculate the areas of the trapezoids. Apply of the trapezoids. Explain that they
a. b. c. can break down the trapezoids
7 cm 2 cm
into two-dimensional shapes they
2 cm
already know, such as rectangles
3 cm
3 cm 5 cm and triangles, calculate the area
of each two-dimensional shape,
8 cm 6 cm and then add them up to find the
4 cm
area of the trapezoid.
2 2 2
(8 cm + 2 cm) × 3 cm = 30 cm (4 cm + 7 cm) × 5 cm = 55 cm (6 cm + 2 cm) × 3 cm = 24 cm
2 2 2 2 2 2
30 cm ÷ 2 = 15 cm 55 cm ÷ 2 = 27.5 cm 24 cm ÷ 2 = 12 cm
2 2
A = 15 cm A = 27.5 cm2 A = 12 cm

2
a. The area of half a trapezoid is 270 m . What is the area of the whole trapezoid?
270 m2 × 2 = 540 m2.

2
A = 540 m
b. If the bases of a trapezoid measure 10 m and 5 m, and the height is 4 m, what is the surface area of the trapezoid?
2
(10 m + 5 m) × 4 m = 60 m
60 m2 ÷ 2 = 30 m2
A = 30 m2
2
c. If the sum of the bases of a trapezoid is 120 cm, and the area is 480 cm , what is its height? Math Skills
2
480 cm × 2 = 960 cm
2 Put students into small groups and
960 m2 ÷ 120 cm = 8 cm have them write a problem in which
h=8m
you have to calculate the area of a
trapezoid. Then have students solve
their classmates’ problems. Finally,
Measurement one hundred forty-three 143 have teams present their work to
the whole class.
Notes
Measurement 163
The problem may pose difficulties Exam Strategies

for students, given the number Multiple Choice Questions
of calculations involved and that
the answer choices are based on 1. Sarah is going to paint her house. Before she starts painting, she needs to know the surface area of the walls
possible miscalculations. 2
to calculate how much paint to buy. If each window is 1 m , what is the total area of the two walls shown?
2
A. 90 m 5m
In order to develop students’ skills
B. 142 m2
in this kind of activity, carefully 7m
C. 154 m2 11 m 1 m
review the Analyzing the Answers
section together. D. 159 m2 3m
15 m
6m
A. This alternative calculates the area of the floor of the house, but not the walls.
B. In this case, the area of the side wall and the rectangular part of the front wall are calculated. However,
the area of the triangle below the roof is not added to the operation.
C. In this case, the area is calculated correctly using the formulas:

area of the door
12 m2
Wall A 6 m × 7 m – 3 m2 = 39 m2 5m
total area of the wall
B
6m×4m C
Wall B = 12 m2 11 m 1 m A
7m
2
area of the windows 3m
15 m
Wall C (15 m × 7 m) – 2 × 1 m = 103 m
2 2 103 m2
6m
total area of the wall
2
39 m
Total area 39 m2 + 12 m2 + 103 m2 = 154 m2
D. This alternative calculates the area without taking into consideration the area of the doors (3 m2) or windows (2 m2).
Therefore, the answer is C. 1. A B C D
144 one hundred forty-four Unit 5
164 Unit 5
Unit 5
1. Measure the segments and answer. points

Evaluation Part 1
a. 4
A B
length in cm 7.5 length in mm 75
b. get 3 of 4 points. Each correct
C D
answer is worth 1 point.
length in cm 14 length in mm 140 Extra Support
Have students describe how to
2. Convert the missing units of length to complete the chart. points
measure with a ruler.
km hm dam m dm cm mm 6
7 70 700 7,000 70,000 700,000 7,000,000
30 300 3,000 30,000 300,000 3,000,000 30,000,000
0.4 4 40 400 4,000 40,000 400,000 Evaluation Part 2
0.8 8 80 800 8,000 80,000 800,000
2 20 200 2,000 20,000 200,000 2,000,000 The activity can be considered
35.4 354 3,540 35,400 354,000 3,540,000 35,400,000 successfully completed if students
get 4 of 6 points. Each row
3. Calculate the perimeters and the areas of the shapes. points
completed correctly is worth 1
point.
a. 2 cm b. 7m 4
Extra Support
2 cm 3m
Have students write the units of
length for the conversion table,
then check their answers.
P= 8 cm P= 20 cm
A= 4 cm2 A= 21 cm2 Evaluation Part 3

get 3 of 4 points. Each correct
Measurement one hundred forty-five 145 answer is worth 1 point.
Extra Support
Have students review how to
Notes calculate perimeters and areas.
Measurement 165

successfully completed if students 4. Calculate the areas of the two-dimensional shapes on the grid. points
1 cm
get 3 of 4 points. Each correct
1 cm 4
answer is worth 1 point.
2
Extra Support a. Area of Shape A = 20 cm
A C
2
Have students review the section b. Area of Shape B = 12 cm
on areas of two-dimensional c. Area of Shape C = 20 cm
2
shapes.
d. Area of Shape D = 16 cm2 D
B
Evaluation Part 5
5. Calculate the area of the two-dimensional shape. points
2
successfully completed if students A = 30 cm2
solve the problem correctly. The 4 cm
problem is worth 2 points. 6 cm
Extra Support
3 cm
Have students color each polygon
a different color and then calculate
4 cm
the area of each one.
6. Look at the floor plan of the room and calculate the areas. Each is equal to 40 cm2. points
Evaluation Part 6

solve the problems correctly. Each
problem is worth 2 points.
Extra Support
2
Area of the room = 5,400 cm
Have students mark the boxes that
2
make up each of the objects being Estimated area of the table in the dining room (in light blue) = 240 cm
asked for and then give their area
or estimation.
146 one hundred forty-six Unit 5
166 Unit 5
Evaluation Part 7
Unit 5

Mark the correct answer with an . successfully completed if students
mark letter A.
7. Which measurement is equivalent to 15 km? points
Extra Support
A. 150 hm 5
Have students review converting
B. 1,500 dm
units of length.
C. 15,000 dam
D. 150,000 cm
Evaluation Part 8
8. Which measurement is not equivalent to 34 dam?
A. 340 m The activity can be considered

B. 3,400 dm successfully completed if students
C. 34,000 cm
mark letter D.
D. 3,400,000 mm Extra Support
Have students review converting
9. If one side of a square measures 1 m, what is its surface area? units of length.
2
A. 10 m
B. 10,000 cm2
Evaluation Part 9
C. 10,000 dm2
2
D. 100,000 mm
10. If a is equal to 7 cm, what is the perimeter of the shape?
mark letter B.
4a Extra Support
A. 32 cm
B. 34 cm 8a Have students review converting
6a
C. 222 cm units of area.
D. 224 cm 8a
Evaluation Part 10
11. If the area of a rectangle is 24 cm2, which of these measurements corresponds to its
length and width, respectively?
A. 6 cm and 4 cm
B. 4 cm and 3 cm
mark letter D.
C. 20 cm and 4 cm
Extra Support
D. 12 cm and 12 cm
Have students find the missing
Measurement one hundred forty-seven 147 measurements and then calculate.
Evaluation Part 11

mark letter A.
Extra Support
Have students draw the rectangle
and try each combination of
measurements.
Measurement 167

successfully completed if students 12. If a rectangle has a surface area of 117 cm2 and a length of 13 cm, what is its width? points
mark letter C.
A. 3 cm 5
Extra Support B. 6 cm
Have students review calculating C. 9 cm
the area of rectangles. D. 13 cm
Evaluation Part 13 13. On the grid, how many 1 cm2 squares make up the surface area of the triangle?
A. 20 1 cm
The activity can be considered B. 21 1 cm

successfully completed if students C. 22
mark letter B. D. 42
Extra Support
Have students consider how to
calculate the area of a triangle. 14. What is the height of a triangle if the base is 42 cm and the area is 756 cm2?
A. 18 cm
Evaluation Part 14 B. 30 cm
C. 36 cm
The activity can be considered D. 40 cm

15. What is the area of the rhombus?
mark letter C.
2
Extra Support A. 57 cm
2
B. 340 cm 17 cm
Have students review how to
2
measure triangles. C. 680 cm 40 cm
D. 1,360 cm2
16. If the trapezoid has an area of 384 cm2, what is the sum of its bases?
Evaluation Part 15
A. 12 cm
The activity can be considered B. 24 cm
successfully completed if students C. 36 cm 16 cm
mark letter B. D. 48 cm
Extra Support
Have students find the area
of each triangle formed by the 148 one hundred forty-eight Unit 5
diagonals and then add them up.
Evaluation Part 16

mark letter D.
Extra Support
relationship between the area of a
trapezoid and its height.
168 Unit 5
Evaluation Part 17
Unit 5

17. Look at the two-dimensional shape on the grid. Which statement is false? points successfully completed if students
mark letter B.
4
Extra Support
Have students review the section
on rhombuses and rhomboids.
1 cm
1 cm
A. One of its sides measures 11 cm.
2
B. It has a surface area of 50 cm .
Evaluation Part 18
C. The height of the shape is 5 cm.
D. The shape is a rhomboid.
2
18. If the area of a rhomboid is 320 km and its base is 32 km, what is its height? successfully completed if students
mark letter B.
A. 5 km
Extra Support
B. 10 km
C. 100 km
relationship between the area of a
D. 288 km
rhomboid and its height.
19. What is the area of the trapezoid?
2
A. 10 cm
B. 35 cm2 Evaluation Part 19
2
C. 45 cm
2
D. 55 cm 1 cm The activity can be considered
1 cm successfully completed if students
mark letter C.
20. The composite two-dimensional shape is made of three smaller shapes. What is the total
area of the shape? Extra Support
4 cm
Have students divide the trapezoid

A. 16 cm2
1 cm 1 cm into easier shapes to measure.
B. 24 cm2
4 cm
C. 72 cm2 1 cm 1 cm
D. 68 cm2
Find T
4 cm
est 5
Study
Page
8 cm Evaluation Part 20
149
Measurement one hundred forty-nine
mark letter C.
Extra Support
Have students find the smaller of
the shapes and then add them up.
Measurement 169
Unit Summary
Clarifying Concepts

understanding of the content Section 1
learned in this unit.
Units of Length and

Surface Area
Units of Length Conversion Between Units of

Units of Length Surface area
Section 2
Perimeter and Area
Perimeter of Representing
Area of Rectangles Rectangles
Two-Dimensional Shapes
Section 3
Area of Two-Dimensional
Shapes
Area Using Grids Area of Triangles
Area of Rhombuses and

Rhomboids
Triangles Rhombuses and Trapezoids
Rhomboids
Area of Trapezoids
170 Unit 5
Clarifying Concepts
Name: Grade:
These diagrams and explanations
provide a brief summary of the
Conversion between Units of Length content from each section.
× 10 × 10 × 10 × 10 × 10 × 10
km hm dam m dm cm mm
÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10
To convert into larger units, divide.
Conversion between Units of Surface Area
×100 ×100 ×100 ×100 ×100 ×100

2 2 2 2 2 2
km hm dam m dm cm mm2
÷100 ÷100 ÷100 ÷100 ÷100 ÷100
To convert into larger units, divide.
Perimeter of Two-Dimensional Shapes of the divisors of 10: 1 and 10, and 2 and
The perimeter (P) of a two-dimensional shape 5. From this information, you can make two
is the total measurement of all its sides. rectangles:
Area of Rectangles 1 cm P = 22 cm
To calculate the area of a rectangle (A), multiply 10 cm
the width by the length. 2 cm P = 14 cm
If the area is 10 cm2, you need to find all
5 cm
Area of Two-Dimensional Shapes
The shape in the grid can be broken down into a rectangle and a triangle to find the area. Each
square is equal to 1 cm2.
2
Area of triangle: 4 cm
2
Area of rectangle: 20 cm
2 2 2
4 cm + 20 cm = 24 cm
2
Surface area: 24 cm
Formulas to calculate the areas of two-dimensional Rhomboid: height (h) × base (b).
shapes: Trapezoid: break it into a rectangle and two triangles.
Triangle: b × h Rhombus: A =
D×d
2 2
Measurement 171
Unit Review

answe e,
r,
glue in and
notebo ur
Learning sections in the Student’s Section 1: Units of Length and Surface Area ok.
Book.
1. Use a ruler to measure the sides of the triangle and complete.
Question 1: page 118
C
Question 3: pages 124 and 126 a. Side AB 4 cm
b. Side BC 5 cm
c. Side CA 3 cm
A B
2. Convert the units of length to complete the equivalences.
a. 20 m 2,000 cm d. 4 dam 40 m
b. 35 km 3,500 dam e. 5 mm 0.005 m
c. 7 hm 7,000 dm f. 4 dm 0.04 dam
Section 2: Perimeter and Area of Rectangles

3. Calculate the perimeter (P) of the shapes.
a. b.
5 km 5 km
4m
7 km 12 m
P= 17 km P= 32 m
172 Unit 5
Unit 5
4. Solve the word problems.
Learning sections in the Student’s
glue here
a. If the perimeter of a rectangle is 20 cm, and one of its sides is 3 cm long, what is the area Book.
of the rectangle? Question 4: pages 124, 126 and
2
128
A = 21 cm
b. If the area of a rectangle is 15 m2, and one of its sides is 5 m long, what is its perimeter?
P= 16 m
glue here
Section 3: Area of Two-Dimensional Shapes
5. Analyze the shapes and answer.
1 cm 1 cm
10 10
1 cm W 1 cm
9 E D 9
8 8
O
7 7
6 6 M L
glue here
5 5
B C C Z
4 4
3 3 Q N
2 2 P A
1 1
0 0
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11
a. Calculate the areas of the polygons represented above.
glue here
BCDE 22 cm2 PALM 16 cm2

2
CZW 2 cm QNO 4 cm2
b. Explain the relationship between the areas of the polygons.

The area of the polygon in the first grid equals the sum of the polygons’ areas in
the second grid.

glue here
Measurement 173
Glossary
5.1
Key Words Unit 1 equivalent – adj, equal to
natural numbers – n, positive integers from 5.3

Key Words Unit 3
0 to 9
expanded form – n, a way to write a number double – v, to multiply by two; to render
dividing it into the value of each digit twice as much
number line – n, a line representing real halve – v, to divide by two; to reduce by half
numbers with marks showing integer values distributive property – n, a property that
rounding – n, a method of simplifying a states that multiplying a sum by a number
number by increasing or decreasing it to the is the same as multiplying each of the
next digit number’s addends by the number and then
adding the products
scale – n, a line with a series of marks at
regular intervals, used to measure distances strategy – n, a careful plan or method for
achieving a particular goal
5.2
Key Words Unit 2 factor – n, one of the numbers that is
simplify – v, to divide both the numerator
and denominator by the same number to 5.4
Key Words Unit 4
make a fraction as simple as possible
proper fraction – n, a fraction in which the average – n, a number that represents the
numerator is smaller than the denominator overall characteristics of a set of numbers.
improper fraction – n, a fraction in which It is found by adding two or more numbers
the numerator is greater than the and dividing the sum by the amount of
denominator numbers added
mixed fraction – n, a number written as frequency – n, the number of times an item

a combination of a whole number and a or event appears or occurs in a data set
fraction population – n, a group of individual
amplify – v, to multiply both the numerator persons, objects or items from which
and denominator by the same number to samples are taken for statistical
make the digits of a fraction bigger measurement
150 one hundred fifty
174 Glossary
sample – n, a smaller selection of a larger
B
population or group used to study its
characteristics bar chart – n, the representation of
statistics – n, a branch of math that information or data with rectangles (bars)
deals with the collection, analysis and placed vertically or horizontally between two
presentation of data perpendicular axes
Kilograms of Fruit Eaten

5.5
Key Words Unit 5 Amount of Fruit (kg)
50
perimeter – n, the distance around a shape 40
rhombus – n, a shape with four sides that 30
are equal in length and with four angles that
20
are not always right angles
10
rhomboid – n, a shape with four sides 0
Aug. Sept. Oct. Nov. Dec.
where only the opposite sides and angles
Month
are equal
trapezoid – n, a four-sided shape that has C
two sides that are parallel and two sides that
calculation – n, the process or result of
are not parallel
adding, subtracting, multiplying or dividing
cardboard – n, a stiff, thick paper usually
A used to make boxes
addend – n, a number that is added to category – n, a type or class of things

another number consecutive – adj, one after the other
advantage – n, a benefit or gain; a desirable convert – v, to change the units of
feature something into another unit of measurement
axis – n, (pl. axes) a horizontal or vertical cost – n, the amount of money that is
line on a chart needed to buy or pay for something
one hundred fifty-one 151
Glossary 175
estimate – v, to form a general idea about
D
the value, cost, size or other measurement
decompose – v, to separate a number into of something
its parts expand – v, to break down into parts
expenses – n, the amount of money spent
1,325
F
factor – n, one of the numbers that are
1,000 + 300 + 20 + 5
9 × 8 = 72
denominator – n, the number below the line factors product
of a fraction, that shows how many equal
parts the whole is divided into
fraction – n, a representation of a part of
digit – n, a written symbol for the numbers a whole or, more generally, any number of
0 to 9 equal parts
disadvantage – n, a bad feature or quality; frequency table – n, a table that shows the
something that causes difficulty frequency of events
dividend – n, a number that is divided in a
division operation H
divisor – n, a number that divides another
number height – n, the measurement from top to
bottom
E 150
140
130
120
equivalent fractions – n, different fractions 110
that represent the same part or parts of a

whole number
152 one hundred fifty-two
176 Glossary
I O
interval – n, a space between objects, units objective – n, a goal or purpose

or events operation – n, a math process; addition,
25,500
subtraction, multiplication or division
20,500
ordinal number – n, a number that shows
what position something has in a series
P
L
parallelogram – n, a four-sided two-
length – n, the distance from one end to dimensional shape in which the two sets
the other; how long something is of opposite sides are equal in length and
parallel to each other
locate – v, to find the place or position of
something or someone
minuend – n, the number from which the

subtrahend is subtracted place value – n, the value of a digit
multiple – n, a number that can be divided according to the place or position it
by another number with no remainder occupies in a number
polygon – n, a two-dimensional shape with
three or more straight sides
N
product – n, the result when numbers are
numerator – n, the number above a fraction multiplied
line, that shows how many parts of the
whole there are
1
7
one hundred fifty-three 153
Glossary 177
snack – n, a small amount of food that you
Q
eat between meals
quadrilateral – n, a two-dimensional shape square meter – n, the area of a square
with four sides and four angles whose sides measure exactly one meter
qualitative – adj, non-numerical descriptive stalk – n, the stem of a plant
information
standard form – n, a way to write numbers
quantitative – adj, numerical information using digits from 0 to 9
quotient – n, the answer to a division story – n, a floor of a building
subtraction – n, the process of finding the
R difference between one number or amount
and another
random – adj, not able to be predicted;
sum – n, the product of an addition
happening by chance
operation
random sample – n, a group that is chosen
by chance from a larger population
T
remainder – n, the number that is left over
when a number cannot be divided equally terms – n, the parts of an expression that
round – v, to increase or decrease a are separated by operation signs
number to the nearest whole number or translation – n, the movement of a two-
indicated number dimensional shape, from one place to
round trip – n, a journey to a place and another, without changing anything else
back again about it
triangle – n, a polygon with three sides
S turn into – v, to change or develop into
something different
same – adj, exactly like someone or
two-dimensional shape – n, a flat, plane
something else
shape with two dimensions, such as length
segment – n, a line that passes through at and width
least two points
154 one hundred fifty-four
178 Glossary
wide – adj, having a specified extension
U
from side to side
unit of measurement – n, any division of width – n, the distance across from side to
quantity considered a standardized form of side
measurement
variable – n, something that is counted or

analyzed in an experiment
withdraw – v, to remove money from a bank
W account
whole fraction – n, a fraction whose

numerator and denominator are the same
one hundred fifty-five 155
Glossary 179
Place Value Chart
Example: 9,507,032,891
Billions Hundred Ten Millions Hundred Ten Thousands Hundreds Tens Ones
Millions Millions Thousands Thousands
B HM TM M HTh TTh Th H T O
9, 5 0 7, 0 3 2, 8 9 1
Math Symbols Math Formulas
plus + Perimeter of a rectangle:

minus – P = (2 × l) + (2 × w)
equal to = Area of a triangle:
multiplication × A= b×h
less than < 2
greater than > Area of a rectangle:
division ÷ A=b×h
height h Area of a rhomboid:
perimeter P A=b×h
base b/B Area of a rhombus:
area A D×d
2
diagonal d/D
Area of a trapezoid:
degrees °
2 (B + b) × h
square meter m 2
Units of Conversion
10 mm 1 cm
10 cm 1 dm
10 dm 1m
10 m 1 dam
10 dam 1 hm
10 hm 1 km
156 one hundred fifty-six
180 Glossary
A new course for primary with lots of activities to help learners develop
competencies in math while developing their English language proficiency.
• Student’s Book
• Teacher’s Guide
• Reinforcement and Extension Worksheets
• Evaluations
• Digital Book
• Weblinks at www.richmond.com.mx/pathwaytomath
h
I S B N 978-607-06-1357-9
9 786070 613579

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Teacher ’s G u i d e

Pathway to Math Teacher’s Guide Level 5

First Edition: July 2016

Pathway to Math 5 is a collaborative work, created and designed by

Publisher: Justine Piekarowicz

All rights reserved. No part of this work may be reproduced, stored in

Richmond publications may contain links to third party websites or

Introduction to Pathway to Math .....................................................4

• Unit 4...................................................................................... 110

• Unit 5...................................................................................... 136

Glossary ................................................................................... 174

Some of the benefits of CLIL are:

• CLIL can be very successful in helping improve young learners’ self-confidence

• Further texts and activities at www.richmond.com.mx/pathwaytomath.

Answer Key and Teaching Notes

• Unit Vocabulary Answer Key and Teaching Notes Pathway to Math 5

• Setting Off Promote a discussion about how

1. Mark the pairs of fractions that are equivalent with a

• Education through Values

• Lead In Developing Skills Learning

You can strengthen students’

• Language Focus Answer Key and Teaching Notes Pathway to Math 5

Amplify and simplify fractions

Emphasize the importance of a. fied by 4 b. Simplified by 3

In activity 4, put students in small

t Mark the correct answer with a .

Clarifying Concepts Fractions can be classified as: Examples:

Initial Pages of the Unit

Look at the illustration and answer.

b. Mars and Deimos

Unit Title Key Words

distance distance distance

Natural Numbers nine 9

Units Organized into Sections

9 , 8 0 6 , 6 2 8 , 6 9 9 sum b. 340,709 plus 125,890 is 466,599.

• Learning 1,254,540 + 13,214,100 = 14,468,640

The sum of 5 M + 4 TTh + 9 H and 270,490,000 is a number between 1 B and 2 HM.

24 twenty-four Unit 1 Natural Numbers twenty-five 25

02 PM5stU1.indd 25 6/29/16 1:08 PM

1 2 5 3 Use the least common

3. Locate the fractions on the number lines. Analyze

What Do You Know? Initial Evaluation Learning

Look at the illustration and answer.

a. The Earth and the Moon

b. Mars and Deimos

c. Mars and Phobos

factor 2 Recognize equivalent fractions

• How long ago did the Stegosaurus live? Circle.

Did You Know...?

03 PM5stU2.indd 45 6/30/16 9:09 AM

Use the information on the previous page to answer.

• What Did You Learn?

60 sixty b. Doubling and halving d. 3The double of doubles

76 seventy-six 3. Solve the operations by using addition in column.

The Double of Doubles + +

Multiplication and Division eighty-nine 89 90 ninety Unit 3

04 PM5stU3.indd 89 6/29/16 2:30 PM

800,000,000 354,814,520 350,000,000

Read the information and answer. 6. Solve the addition operations.