50 min a b c WORKbook Consulting author Dr Ngo Hea Choon Singapore Maths Method Latest Indonesian Syllabus 21st Century Learning Skills For Teachers Only
1 WORKbook Singapore Maths Method Latest Indonesian Syllabus 21st Century Learning Skills Consulting author Dr Ngo Hea Choon For Teachers Only
Distributed by PT. Penerbitan Pelangi Indonesia Ruko the Prominence, Block 38G No. 36, Jl. Jalur Sutera, Alam Sutera, Tangerang, 15143, Indonesia. Tel: [021]29779388 Fax: [021]30030507 Email: [email protected] PRAXIS PUBLISHING SINGAPORE PTE. LTD. ( 201112597 C ) 6001 Beach Road, #14-01 Golden Mile Tower, Singapore 199589. E-mail: [email protected] © Praxis Publishing Singapore Pte. Ltd. 2022 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, mechanical, recording or otherwise, without the prior permission of Praxis Publishing Singapore Pte. Ltd. ISBN 978-981-17099-6-8 First Published 2022 Printed in Malaysia by HERALD PRINTERS (M) SDN. BHD. Lot 508, Jalan Perusahaan 3, Bandar Baru Sg. Buloh, 47000 Selangor Darul Ehsan, Malaysia. For Teachers Only
III Preface MINDS-ON MATHS is an exciting new series that has been developed to match the latest Indonesian Mathematics syllabuses for Primary 1 to Primary 6. This series covers comprehensively all the basic competencies (Kompetensi Dasar) as prescribed by the Indonesian Ministry of Education. MINDS-ON MATHS workbooks are written to complement the textbooks. They can be used to build a good foundation as well as serving as a reinforcement tool. Well-crafted questions and detailed worked examples are infused throughout the package, allowing pupils to reinforce concepts learnt and enabling them to acquire key 21st century learning skills such as creativity, critical thinking and problem-solving skills. Revision exercises are provided throughout each workbook to enable pupils to revise and reinforce their understanding of each topic learnt. MINDS-ON MATHS workbooks also build up pupils’ confidence. A wide variety of exercises are provided with guidance. This ensures that there is immediate reinforcement of concepts and sufficient practice for pupils. For Teachers Only
IV Chapter 1 Whole numbers ............................... 1 Exercises.........................................3 Mastery Practice............................ 11 Chapter 2 Fractions........................................14 Exercises.......................................16 Mastery Practice............................ 26 Chapter 3 Fractions (2) .................................. 28 Exercises.......................................29 Mastery Practice............................ 38 Chapter 4 Four operations with decimals....... 40 Exercises.......................................43 Mastery Practice............................ 56 General Revision 1 ...................... 58 Chapter 5 Percentage .................................... 70 Exercises ......................................71 Mastery Practice........................... 79 Chapter 6 Ratio ..............................................81 Exercises.......................................82 Mastery Practice............................ 91 Chapter 7 Speed ............................................93 Exercises.......................................95 Mastery Practice.......................... 105 Chapter 8 Volume of cubes and cuboids ........................................107 Exercises.....................................108 Mastery Practice.......................... 131 Chapter 9 Introduction to statistics.............. 133 Exercises.....................................133 Mastery Practice.......................... 144 General Revision 2 .................... 147 Contents For Teachers Only
Chapter 1 Whole Numbers 1 Chapter 1 Reading and writing numbers up to 100 000 A number that is greater than 100 000 has more than 5 digits. When writing a number that has more than four digits, we leave a space between the thousands place and the hundreds place to guide us to read the numbers easily. Whole numbers In numerals In words 1000 10 000 100 000 1 000 000 10 000 000 One thousand Ten thousand One hundred thousand One million Ten million In numerals 3 684 725 In words Three million, six hundred and eighty-four thousand, seven hundred and twenty-five Millions Hundred Thousands Thousands Hundreds Tens Ones 3 6 8 4 7 2 5 3 000 000 600 000 80 000 4000 700 20 5 + + + + + + Ten Thousands For Teachers Only
Mathematics Grade 5 2 Comparing numbers Start by comparing the digits in the same highest place value of both numbers. For example, 456 789 and 456 879 can be compared using a place value table as shown below. Therefore, 456 879 is greater than 456 789 (456 879 > 456, 789) or 456 789 is smaller than 456 879 (456 789 < 456 879). 41 000 41 500 42 000 42 500 43 000 + 500 + 500 + 500 + 500 6000 5000 4000 3000 2000 – 1000 – 1000 – 1000 – 1000 Same 8 is greater than 7 Number pattern First determine if the series is in ascending or descending order, then determine the difference between adjacent numbers. For example, Number Hundred thousands Ten thousands Thousands Hundreds Tens Ones 456 789 4 5 6 7 8 9 456 879 4 5 6 8 7 9 Ascending order: Descending order: For Teachers Only
Chapter 1 Whole Numbers 3 A Look at each counter. Write in numerals and in words. B State the place value and digit value of the underlined digit. Abacus Numerals Words Number Place value Digit value 26 458 238 587 634 759 729 630 2 685 851 3 532 321 M HTh TTh Th H T O M HTh TTh Th H T O 1. 1. 2. 3. 4. 5. 6. 2. 3. M HTh TTh Th H T O Exercises One hundred and twentynine thousand two hundred and sixty-five Three hundred and sixtyeight thousand five hundred and forty-seven One million eight hundred and seventy-one thousand five hundred and thirty-nine 129 265 368 547 1 871 539 Ten thousands 20 000 Tens 80 Thousands 9000 Millions 2 000 000 Hundred thousands 500 000 Hundreds 700 For Teachers Only
4 Mathematics Grade 5 1. 304 005 = 300 000 + + 5 2. 658 912 = + 50 000 + 8000 + 900 + 10 + 2 3. 2 892 194 = 2 000 000 + 800 000 + 90 000 + + 100 + 90 + 4 C Compare the value of the underlined digit in each number. Then, fill in the blank with the greatest value. D Complete the numbers in expanded form. E Write the following numbers in expanded form. 1. 94 456 2. 123 876 3. 1 342 780 4. 6 300 072 1. 7803 787 808 1 283 841 2. 1 120 454 1 402 079 858 242 3. 551 019 2 645 844 1 441 615 4. 48 749 470 083 4 953 182 80 000 20 000 500 000 4 000 000 4000 2000 600 000 90 000 + 4000 + 400 + 50 + 6 100 000 + 20 000 + 3000 + 800 + 70 + 6 6 000 000 + 300 000 + 70 + 2 1 000 000 + 300 000 + 40 000 + 2000 + 700 + 80 For Teachers Only
5 Chapter 1 Whole Numbers 1. 100 000 + 30 000 + 8000 + 100 + 70 + 7 2. 700 000 + 2000 + 700 + 2 3. 1 000 000 + 800 000 + 70 000 + 5000 + 50 4. 4 000 000 + 60 000 + 7000 + 90 + 5 1. 897 400 927 400 2. 1 574 208 157 420 3. 4 681 357 4 681 357 4. 100 000 1 000 000 5. 1 087 409 1 000 000 + 800 000 + 70 000 + 4000 + 9 6. 2 400 003 2 000 000 + 400 000 + 3 F Fill in the blanks with the correct answers. G Fill in the blanks with "=" or "≠". H Fill in the blanks with "=", ">" or "<". 1. 205 337 200 000 + 50 000 + 3000 + 30 + 7 2. 900 720 900 000 + 700 + 20 3. 900 909 900 000 + 9000 + 900 4. 1 513 546 1 000 000 + 500 000 + 10 000 + 3000 + 500 + 40 + 6 5. 6 665 647 6 000 000 + 60 000 + 5000 + 600 + 40 + 7 702 702 138 177 1 875 050 4 067 095 ≠ = ≠ = < > = < < = ≠ For Teachers Only
6 Mathematics Grade 5 406 200 204 600 462 000 956 878 789 568 889 567 3 787 823 3 705 725 2 143 878 5 814 002 5 841 028 5 581 400 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 4. 433 861 360 800 5 213 879 4 999 989 599 999 598 999 58 989 59 999 888 088 808 088 880 088 808 888 1 010 110 999 999 1 001 001 99 999 797 227 6 768 922 779 872 8 927 409 8 297 409 902 740 5 055 005 5 050 050 5 005 005 4 567 890 4 567 899 4 657 890 I Circle the smallest number. J Circle the greatest number. K Arrange the numbers in ascending order. 360 800, 433 861, 4 999 989, 5 213 879 58 989, 59 999, 598 999, 599 999 808 088, 808 888, 880 088, 888 088 99 999, 999 999, 1 001 001, 1 010 110 For Teachers Only
7 Chapter 1 Whole Numbers N Complete each of the number patterns. Then, describe the pattern. 1. 2. 3. 4. 227 766 272 766 267 627 277 662 490 890 490 899 480 889 490 870 1 235 798 234 987 1 234 987 1 258 797 8 148 749 9 478 418 7 898 441 8 414 987 3188 3220 3284 1715 1605 1550 5605 5535 5465 4232 5252 6272 1. 2. 3. 4. 1. 8900 9250 9600 9950 10300 The pattern is 2. 1024 1012 1000 988 976 The pattern is 3. 2800 1400 0 2800 1400 1400 The pattern is L Arrange the numbers in descending order. M Complete the number patterns. repeating. decreasing by 12. increasing by 350. 277 662, 272 766, 267 627, 227 766 490 899, 490 890, 490 870, 480 889 1 258 797, 1 235 798, 1 234 987, 234 987 9 478 418, 8 414 987, 8 148 749, 7 898 441 3252 1660 3316 1495 5675 5395 8312 10 650 964 0 11 000 952 2800 7292 For Teachers Only
8 Mathematics Grade 5 O Fill in the missing numbers. 1. 5720 5820 5920 2. 450 480 510 3. 12 220 12 343 12 835 P Complete the number patterns. Describe each pattern. 1. 1200 , 1480 , 1760 , 2040 , , 2. 62 400 , , , , 60 000 , 59 400 3. , 5696 , 2848 , 1424 , 712 , 4. 10 , 20 , 40 , 80 , 160 , 5. 15 , 75 , 375 , 1875 , , 5620 435 465 12 466 2320 Each number is 600 less than the number before. Each number is half of the previous number. Each number is twice of the previous number. Each number is five times of the previous number. Each number is 280 more than the number before. 12 589 2600 12 712 495 6020 6120 61 800 11 392 61 200 60 600 356 320 9375 46 875 For Teachers Only
9 Chapter 1 Whole Numbers The number pattern is increasing by 2000. The number pattern is decreasing by 500. The number pattern is repeating. 1. 2. 3. Q Write down five numbers in sequence for each of the following patterns. R Round off the numbers below to the nearest thousand. 1. 2492 2. 7580 3. 37 345 4. 492 499 5. 574 589 6. 789 855 7. 321 001 8. 500 500 S Round off the numbers to the nearest thousand. Then estimate the values. 1. 3158 + 5283 2. 5510 – 1890 (Accept all possible answers.) (Accept all possible answers.) (Accept all possible answers.) 2000 8000 575 000 790 000 37 000 492 000 321 000 3000 + 5000 6000 – 2000 = 4000 501 000 = 8000 For Teachers Only
10 Mathematics Grade 5 3. 47 459 + 33 518 4. 26 851 – 17 152 5. 8915 – 2912 – 4125 6. 8105 + 8011 + 1105 7. 389 910 + 97 179 + 8811 8. 781 498 – 32 485 – 113 561 T Round off the 4-digit numbers to the nearest thousand. Then estimate the values. 1. 3390 × 4 2. 8502 × 5 3. 5035 × 7 4. 6993 × 6 27 000 + 17 000 = 81 000 9000 – 3000 – 4000 = 2000 390 000 + 97 000 + 9000 = 496 000 3390 × 4 = 12 000 9000 × 5 = 45 000 5000 × 7 = 35 000 7000 × 6 = 42 000 8000 + 8000 + 1000 = 17 000 781 000 – 32 000 – 114 000 = 635 000 27 000 – 17 000 = 10 000 For Teachers Only
11 Chapter 1 Whole Numbers 5. 1816 ÷ 5 6. 6009 ÷ 3 7. 3991 ÷ 8 8. 8663 ÷ 9 Circle the correct answers. 1. How do you read 5 612 760? A Five million six hundred thousand, twelve thousand seven hundred and six ten B Five million six hundred thousand ten thousand and two thousand seven hundred and sixty C Five million six hundred and twelve thousand seven hundred and sixty D Fifty-six hundred thousand and twelve thousand and seven hundred and sixty 2. How do you read 301 114? A Three hundred and one thousand one hundred and fourteen B Three hundred and zero ten thousand and one thousand one hundred and one ten and four C Three hundred thousand and one thousand and one hundred and fourteen D Three hundred and one thousand and one hundred and ten and four 3. Express the following number in numerals: Nine hundred thousand nine hundred and nine? Mastery Practice 7000 ÷ 6 = 42 000 4000 ÷ 8 = 500 6000 ÷ 3 = 2000 9000 ÷ 9 = 1000 For Teachers Only
12 Mathematics Grade 5 A 990 009 C 900 909 B 909 009 D 900 099 4. Express seven million six thousand and fifty in numerals. A 7 650 000 B 7 065 000 C 7 006 500 D 7 006 050 5. What is the value of 3 in 1 345 679? A 30 B 30 000 C 300 000 D 30 000 000 6. What is the value of 5 in 1 480 253? A 50 B 5 000 C 50 000 D 500 000 7. 475 419 in expanded form is A 470 000 + 5400 + 19 B 400 400 + 70 000 + 5000 + 10 + 9 C 400 000 + 70 000 + 5000 + 400 + 10 + 9 D 400 000 + 75 000 + 419 8. What is the expanded form of 1 010 101? A 1 000 000 + 10 000 + 100 + 1 B 1 000 000 + 10 000 + 101 C 1 010 000 + 101 D 1 010 100 + 1 9. Which comparison is correct? A 2 112 212 ≠ 2 112 212 B 5 050 500 < 5 005 050 C 2 212 121 = 2 212 112 D 5 500 050 > 5 050 500 10. Which comparison is correct? A 8 489 030 > 8 499 303 B 727 900 ≠ 727 090 C 684 864 < 468 846 D 169 705 < 169 075 11. Which comparison is correct when < is placed in the ? A 3 127 801 3 127 810 B 877 177 871 777 C 508 008 Five hundred thousand eight hundred and eight D 330 033 300 000 + 3000 + 300 + 3 12. Which comparison is correct when > is placed in the ? A 101 011 100 000 + 10 000 + 1000 + 10 B 2 220 000 Two hundred and twenty-two thousand C 3 186 440 4 897 006 D 7 177 177 7 717 177 For Teachers Only
13 Chapter 1 Whole Numbers 13. Which of the following number patterns is in ascending order? A 6 125 872, 5 121 780, 4 057 714 B 3 001 002, 5 005 568, 4 120 012 C 589 101, 590 101, 609 101 D 303 641, 707 146, 303 641 14. Which of the following number patterns is in ascending order? A 3 024 766, 3 584 755, 2 476 944 B 648 746, 2 476 844, 3 852 766 C 419 800, 410 640, 2 520 710 D 215 740, 7 843 050, 7 840 350 15. Which sequence of numbers is arranged in descending order? A 3 911 755, 3 922 755, 3 933 755 B 1 897 555, 7 888 005, 1897 555 C 879 183, 879 182, 879 184 D 765 567, 765 467, 765 367 16. Which of the following number patterns is arranged in ascending order? A 548 764, 548 864, 548 964 B 811 254, 810 254, 801 254 C 3 543 984, 3 541 984, 3 542 984 D 3 911 933, 2 888 778, 2 888 774 17. 2 002 168 2 000 503 2 001 058 What is the missing number? A 1 157 112 B 2 001 613 C 3 333 333 D 7 895 045 18. 127 800 128 600 129 400 What is the missing number? A 130 200 B 130 020 C 103 200 D 100 320 19. 732 546 156 784 156 784 732 546 What is the missing number? A 156 784 B 156 847 C 732 546 D 735 246 20. 232 404 234 404 241 404 237 404 What is the missing number? A 228 404 C 230 404 B 229 404 D 231 404 For Teachers Only
Chapter 2 Fractions (1) 15 Example: To bake a cake, Mrs Dolittle bought 2 5 kg of flour and 3 10 kg more sugar than flour. Find the total mass of both items that Mrs Dolittle bought. Give your answer as a mixed number. Flour = 2 5 kg Sugar = 2 5 × 2 × 2 + 3 10 = 4 10 + 3 10 = 7 10 kg Mrs Dolittle bought 7 10 kg of sugar. Total mass = 2 5 × 2 × 2 + 7 10 = 4 10 + 7 10 = 11 10 = 1 1 10 kg 1 10 ) 11 10 1 The total mass of both items that Mrs Dolittle bought was 1 1 10 kg. For Teachers Only
Mathematics Grade 5 16 A Circle the like fractions. B Circle the unlike fraction. 1. 6 11 , 6 5 , 8 9 , 10 11 , 11 10 2. 1 2 , 1 4 , 3 4 , 5 8 , 9 12 3. 4 10 , 2 5 , 1 3 , 4 5 , 3 4 4. 6 10 , 3 5 , 7 10 , 9 7 , 6 7 1. 4 7 , 4 5 , 1 7 , 5 7 2. 2 12 , 7 12 , 1 3 , 5 12 3. 3 10 , 2 5 , 1 5 , 4 5 4. 4 8 , 5 8 , 3 8 , 5 6 C Add. Express your answer in its simplest form. 1. 3 7 + 1 2 = 2. 5 12 + 1 3 = Exercises 5 12 + 1 3 ×4 ×4 = 5 12 + 4 12 = 9 12 = 3 4 3 4 3 7 ×2 ×2 + 1 2 ×7 ×7 = 6 14 + 7 14 = 13 14 For Teachers Only
17 Chapter 2 Fractions (1) 3. 1 3 + 2 5 = 4. 3 8 + 1 5 = 5. 2 5 + 3 10 + 1 5 = 6. 1 4 + 1 8 + 3 8 = D Subtract. Express your answer in its simplest form. 1. 5 12 – 1 4 = 2. 2 3 – 1 6 = 3. 4 7 – 1 3 = 4. 5 6 – 3 5 = 5. 4 5 – 2 5 – 1 10 = 6. 1 – 2 9 – 4 9 = 1 3 ×5 ×5 + 2 5 ×3 ×3 = 5 15 + 6 15 = 11 15 5 12 – 1 4 ×3 ×3 = 5 12 – 3 12 = 2 12 = 1 6 4 7 ×3 ×3 – 1 3 ×7 ×7 = 12 21 – 7 21 = 5 21 4 5 ×2 ×2 – 2 5 ×2 ×2 – 1 10 = 8 10 – 4 10 – 1 10 = 3 10 2 3 ×2 ×2 – 1 6 = 4 6 – 1 6 = 3 6 = 1 2 5 6 ×5 ×5 – 3 5 ×6 ×6 = 25 30 – 18 30 = 7 30 9 9 – 2 9 – 4 9 = 3 9 = 1 3 2 5 ×2 ×2 + 3 10 + 1 5 ×2 ×2 = 4 10 + 3 10 + 2 10 = 9 10 3 8 ×5 ×5 + 1 5 ×8 ×8 = 15 40 + 8 40 = 23 40 1 4 ×2 ×2 + 1 8 + 3 8 = 2 8 + 1 8 + 3 8 = 6 8 = 3 4 3 4 1 6 1 2 1 3 For Teachers Only
18 Mathematics Grade 5 E Express each of the following as a fraction in its simplest form or as a mixed number. 1. 2 ÷ 8 = 2. 3 ÷ 9 = 3. 6 ÷ 9 = 4. 8 ÷ 12 = 5. 15 ÷ 4 = 6. 49 ÷ 5 = 7. 38 6 = 8. 15 ÷ 9 = 2 8 = 1 4 3 9 = 1 3 8 12 = 2 3 6 9 = 2 3 1 4 1 3 2 3 2 3 15 4 = 12 4 + 3 4 = 3 + 3 4 = 3 3 4 38 6 = 19 3 + 1 3 = 6 + 1 3 = 6 1 3 15 9 = 5 3 = 3 3 + 2 3 = 1 + 2 3 = 1 2 3 49 5 = 45 5 + 4 5 = 9 + 4 5 = 9 4 5 3 1 19 3 6 1 9 1 5 3 For Teachers Only
19 Chapter 2 Fractions (1) F Express each fraction as a decimal. Round off your answer to 2 decimal places. 1. 1 5 = 2. 3 4 = 3. 2 3 = 4. 13 20 = 5. 1 5 8 = 6. 3 7 8 = 7. 4 5 6 = 8. 2 5 9 = 1 × 20 5 × 20 = 20 100 = 2 10 = 0.2 2 ÷ 3 = 0.6666... 0.67 5 8 = 0.625 0.63 1 5 8 = 1 + 5 8 1 + 0.63 = 1.63 7 8 = 0.875 0.88 3 7 8 = 3 + 7 8 3 + 0.88 = 3.88 5 6 = 0.8333... 0.83 4 5 6 = 4 + 5 6 4 + 0.83 = 4.83 5 9 = 0.5555... 0.56 2 5 9 = 2 + 5 9 2 + 0.56 = 2.56 3 × 25 4 × 25 = 75 100 = 0.75 13 ÷ 20 = 0.65 For Teachers Only
20 Mathematics Grade 5 G Add. Express your answer in its simplest form. 1. 1 3 5 + 2 1 3 = 2. 3 1 2 + 2 5 7 = 3. 4 1 6 + 5 1 3 = 4. 8 4 5 + 5 2 3 = 5. 6 3 4 + 8 5 6 = 6. 13 6 7 + 5 4 5 = 1 3 5 ×3 ×3 + 2 1 3 ×5 ×5 = 1 9 15 + 2 5 15 = 3 14 15 3 1 2 ×7 ×7 + 2 5 7 ×2 ×2 = 3 7 14 + 2 10 14 = 5 17 14 = 5 14 14 + 3 14 = 6 3 14 6 3 4 ×3 ×3 + 8 5 6 ×2 ×2 = 6 9 12 + 8 10 12 = 14 19 12 = 14 12 12 + 7 12 = 15 7 12 13 6 7 ×5 ×5 + 5 4 5 ×7 ×7 = 13 30 35 + 5 28 35 = 18 58 35 = 18 35 35 + 23 35 = 19 23 35 8 4 5 ×3 ×3 + 5 2 3 ×5 ×5 = 8 12 15 + 5 10 15 = 13 22 15 = 13 15 15 + 7 15 = 14 7 15 4 1 6 + 5 1 3 ×2 ×2 = 4 1 6 + 5 2 6 = 4 3 6 = 4 1 2 1 2 For Teachers Only
21 Chapter 2 Fractions (1) H Subtract. Express your answer as a mixed number in its simplest form. 1. 5 7 8 – 2 3 4 = 2. 9 5 12 – 2 3 4 = 3. 4 2 3 – 1 3 4 = 4. 5 1 3 – 4 5 7 = 5. 4 – 2 7 8 = 6. 10 1 6 – 2 3 10 = 5 7 8 – 2 3 4 ×2 ×2 = 5 7 8 – 2 6 8 = 3 1 8 4 2 3 ×4 ×4 – 1 3 4 ×3 ×3 = 4 8 12 – 1 9 12 = 3 20 12 – 1 9 12 = 2 11 12 3 8 8 – 2 7 8 = 1 1 8 5 1 3 ×7 ×7 – 4 5 7 ×3 ×3 = 5 7 21 – 4 15 21 = 4 28 21 – 4 15 21 = 13 21 9 5 12 – 2 3 4 ×3 ×3 = 9 5 12 – 2 9 12 = 8 17 12 – 2 9 12 = 6 8 12 = 6 2 3 2 3 10 1 6 ×5 ×5 – 2 3 10 ×3 ×3 = 10 5 30 – 2 9 30 = 9 35 30 – 2 9 30 = 7 26 30 = 7 13 15 13 15 For Teachers Only
22 Mathematics Grade 5 I Solve the following word problems. 1. Jimmy spends 1 9 of his salary on transport. He spends twice as much on food as on transport. After spending another 1 4 of his salary on rent, what fraction of his salary has he left? 2. James had 4 1 2 m of ribbon. He bought another 2 3 4 m of ribbon. He used 4 1 4 m of ribbon to tie some Christmas presents. How many metres of ribbon did he have left? Money spent = 1 9 + ( 1 9 + 1 9 ) + 1 4 = 1 9 ×4 ×4 + 2 9 ×4 ×4 + 1 4 ×9 ×9 = 4 36 + 8 36 + 9 36 = 21 36 = 7 12 4 1 2 m + 2 3 4 m = 4 2 4 m + 3 4 m = 6 5 4 m = 6 4 4 m + 1 4 m = 7 1 4 m Money left = 1 – 7 12 = 12 12 – 7 12 = 5 12 7 12 Jimmy has 5 12 of his salary left. He had 7 1 4 m of ribbon altogether. 7 1 4 m – 4 1 4 m = 3 m He had 3 m of ribbons left. For Teachers Only
23 Chapter 2 Fractions (1) 3. Mary walked 1 2 3 km. Penny walked 5 6 km more than Mary. How far did both of them walked altogether? 4. A jug contained some juice. Jill gave 1 1 2 l of juice to her children and then filled up the jug with another 3 8 l of juice. If there were 2 1 2 l of juice left in the jug, how much juice was there in the jug at first? 1 2 3 ×2 ×2 km + 5 6 km = 1 4 6 km + 5 6 km = 1 9 6 km = 1 6 6 km + 3 6 km = 2 3 6 km = 2 1 2 km Mary 5 6 2 1 3 km km ? Penny Penny walked 2 1 2 km Total distance both = 1 2 3 km + 2 1 2 km = 1 4 6 km + 2 3 6 km = 3 7 6 km = 3 6 6 km + 1 6 km = 4 1 6 km girls walked Both of them walked 4 1 6 km altogether. 2 1 2 ×4 ×4 l – 3 8 l = 2 4 8 l – 3 8 l = 2 1 8 l 1 1 2 ×4 ×4 l + 2 1 8 l = 1 4 8 l + 2 1 8 l = 3 5 8 l There was 3 5 8 l of juice in the jug at first. 1 2 For Teachers Only
24 Mathematics Grade 5 5. Olivia bought 3 1 2 kg of margarine. She used 7 8 kg to bake some cookies. (a) How much margarine did she have left? (b) She bought another 2 1 4 kg of margarine. How much margarine does she have now? 6. Arthur took 2 2 3 h to make a strawberry cake and 1 3 4 h to make a butter cake. Catherine took 1 3 h more than Arthur to make a similar strawberry cake and butter cake. (a) How long did Arthur take to make the strawberry cake and butter cake? (b) How long did Catherine take to make a similar strawberry cake and butter cake? (a) 3 1 2 ×4 ×4 kg – 7 8 kg = 3 4 8 kg – 7 8 kg = 2 12 8 kg – 7 8 kg = 2 5 8 kg She had 2 5 8 kg of margarine left. (a) 2 2 3 ×4 ×4 h + 1 3 4 ×3 ×3 h = 2 8 12 h + 1 9 12 h = 3 17 12 h = 3 12 12 h + 5 12 h = 4 5 12 h Arthur took 4 5 12 h to make the strawberry cake and butter cake. (b) 2 1 4 ×2 ×2 kg + 2 5 8 kg = 2 2 8 kg + 2 5 8 kg = 4 7 8 kg She had 4 7 8 kg of margarine now. (b) 4 5 12 h + 1 3 ×4 ×4 h = 4 5 12 h + 4 12 h = 4 9 12 h = 4 3 4 h Catherine took 4 3 4 h to make a similar strawberry cake and butter cake. 3 4 For Teachers Only
25 Chapter 2 Fractions (1) 7. A contractor had some cement in stock. He took out 5 8 of the stock and used 2 7 of it on Project M, 3 7 of it on Project N and had 80 kg of cement left. How much cement did he have in stock at first? 8. Starland decided to use 2 7 of its land bank for Phase 1 development. In Phase 1, the area of land to be used for building Apartment Type A was double the area of land used for building Apartment Type B. The area of the land to be used for building Apartment Type B was 1 4 of the land area to be used for building Apartment Type C. If 2 acres of land was set aside for Apartment Type B, find the remaining of the land after Phase 1 development. 80 kg M M N N N L L M : Project M N : Project N L : Left 2 units 80 kg 1 unit 80 kg ÷ 2 = 40 kg 7 units 7 × 40 kg = 280 kg 280 kg of the cement in stock was taken out. ? 280 kg 5 units 280 kg 1 unit 280 kg ÷ 5 = 56 kg 8 units 8 × 56 kg = 448 kg He had 448 kg of cement in stock at first. Type A Type B Type C Type A = 2 × 2 acres = 4 acres Type B = 2 acres = 1 4 of Type C Type C = 4 × 2 acres = 8 acres 4 acres + 2 acres + 8 acres = 14 acres 14 acres of land were used in Phase 1 development. 2 7 of land bank = 14 acres 1 unit 14 acres ÷ 2 = 7 acres 5 units 5 × 7 acres = 35 acres 35 acres of land is left after Phase 1 development. For Teachers Only
26 Mathematics Grade 5 Circle the correct answers. 1. Find the sum of 7 12 and 1 8 . A 2 3 C 17 24 B 5 24 D 7 8 2. 3 1 4 + 4 11 20 = A 7 1 5 C 8 3 4 B 7 4 5 D 8 17 20 3. 11 7 can be expressed as A 7 1 4 C 1 4 7 B 4 1 7 D 11 1 7 4. 5 4 7 can be expressed as A 33 7 C 33 4 B 39 7 D 39 4 5. Which of the following fractions is not equal to 4 5 ? A 40 50 C 16 20 B 12 15 D 9 15 Mastery Practice 6. When 1 4 is written with denominator as 12, its numerator is A 3 C 24 B 8 D 12 7. If 5 8 = 20 k , then the value of k is A 23 C 32 B 2 D 16 8. Circle the greatest fraction. A 5 7 C 15 6 B 1 5 9 D 1 5 8 9. Circle the smallest fraction. A 2 7 8 C 29 8 B 1 3 8 D 2 5 8 10. Which of the following fractions is not equal to the others? A 6 8 C 15 25 B 12 16 D 18 24 For Teachers Only
27 Chapter 2 Fractions (1) 11. 12 1 5 – 5 1 10 = A 6 9 10 C 7 1 10 B 7 D 17 3 10 12. The fraction 15 9 lies between A 15 and 9 C 1 and 2 B 0 and 1 D 2 and 3 13. What is the sum of the following fraction? 5 6 + 1 3 + 1 4 A 1 5 6 C 1 5 12 B 7 12 D 1 17 12 14. Tammy baked 6 1 2 trays of cookies. She gave away 3 1 3 trays of them. How many trays of cookies did she have left? A 3 1 6 C 3 3 8 B 3 1 4 D 3 5 6 15. Which of the following is equivalent to 13 7 ? A 13 × 7 C 13 + 7 B 13 ÷ 7 D 13 – 7 16. Each pupil in a class plays one of three sports: football, basketball or volleyball. • 3 5 of the pupils play football. • 1 4 of the pupils play basketball. What fraction of the pupils play volleyball? A 3 20 C 5 9 B 4 9 D 17 20 17. Luna sold 2 7 8 l of lemonade for a charity event. Mark sold 2 3 l more lemonade than Luna. how many litres of lemonade did both of them sell altogether? A 6 5 12 l C 3 13 24 l B 5 3 4 l D 5 1 12 l For Teachers Only
Mathematics Grade 5 28 Chapter 3 Fractions (2) Find the value of 6 7 × 2 3 . 6 7 × 2 3 = 6 × 2 7 × 3 = 12 21 = 4 7 The value of 6 7 × 2 3 is 4 7 . Find the value of 5 8 ÷ 10. or 5 8 ÷ 10 = 5 8 ÷ 10 1 = 5 8 × 1 10 = 1 16 5 8 ÷ 10 = 1 16 The value of 5 8 ÷ 10 is 1 16. Divide both the numerator and denominator by the common factor, 3. 5 8 ? or 6 7 × 2 3 = 2 × 2 7 × 1 = 4 7 2 1 1 2 Multiplying fractions Dividing a fraction by a whole number Multiply 5 8 by 1 10. 7 4 For Teachers Only
Mathematics Grade 5 14 Chapter 2 Fractions (1) Adding and subtracting fractions (a) 3 4 + 7 8 = 3 4 × 2 × 2 + 7 8 (b) 2 – 5 9 = 2 1 × 9 × 9 – 5 9 = 6 8 + 7 8 = 18 9 – 5 9 = 13 8 = 13 9 = 8 8 + 5 8 = 9 9 + 4 9 = 1 + 5 8 = 1 4 9 Conversion of fractions Mixed number 3 2 5 = 3 1 × 5 × 5 + 2 5 = 15 5 + 2 5 = 17 5 Improper fraction 17 5 = 17 ÷ 5 = 3 R 2 = 3 2 5 3 5 ) 17 15 2 Remainder Quotient Always write mixed numbers and fraction answers in the simplest form. Simplest form For Teachers Only
Chapter 3 Fractions (2) 29 A Find the products. Give your answers in the simplest form. 1. 3 × 8 —9 = 2. 2 × 4 —6 = 3. 5 —8 × 5 = 4. 2 —7 × 7 = 5. 15 × 6 ——– 11 = 6. 3 —4 × 36 = Exercises 3 × 8 ————9 = 24 ——–9 = 8 —3 = 2 2 —3 5 × 5 ————8 = 25 ——–8 = 3 1 —8 15 × 6 ————— 11 = 90 ——– 11 = 8 2 ——–11 2 × 4 ————6 = 8 —6 = 4 —3 = 1 1 —3 2 × 7 ————7 = 14 ——– 7 = 2 3 × 36 —————4 = 108 ——–– 4 = 27 8 3 2 1 27 1 4 3 For Teachers Only
30 Mathematics Grade 5 7. 1 —8 of 32 is 8. 8 ——– 10 of 100 is 9. 8 ——– 15 of 60 is 10. 1 —6 × 7 —8 = 11. 3 —5 × 5 —9 = 12. 4 —9 × 8 —9 = 13. 13 ——– 15 × 15 ——– 13 = 14. 12 ——– 17 × 10 ——– 10 = 1 —8 of 32 = 1 —8 × 32 = 1 × 32 —————8 = 32 ——–8 = 4 8 ——– 15 of 60 = 8 ——– 15 × 60 = 8 × 60 ————— 15 = 480 ——–—15 = 32 3 × 5 ————— 5 × 9 = 15 ——– 45 = 1 —3 13 × 15 ——————— 15 × 13 = 195 ——–—195 = 1 8 ——– 10 of 100 = 8 ——– 10 × 100 = 8 × 100 —————— 10 = 800 ——–—10 = 80 1 × 7 ————— 6 × 8 = 7 ——– 48 4 × 8 ————— 9 × 9 = 32 ——– 81 12 × 10 ——————— 17 × 10 = 120 ——–—170 = 12 ——– 17 4 1 32 3 96 1 1 15 5 3 For Teachers Only
31 Chapter 3 Fractions (2) B Find the products. Give your answers in the simplest form. 1. 1 —7 × 1 —2 = 2. 2 —5 × 1 ——– 10 = 3. 7 —5 × 25 ——– 49 = 4. 11 ——– 12 × 24 ——– 22 = 5. 15 ——– 17 × 6 4 —5 = 6. 1 2 —3 × 2 3 —5 = 7. 2 2 —7 × 2 3 ——– 16 = 8. 3 1 —5 × 3 3 —4 = 1 × 1 ————— 7 × 2 = 1 ——– 14 7 —5 × 25 ——– 49 = 5 —7 15 ——– 17 × 34 ——– 5 = 3 × 2 —————— 1 × 1 = 6 —1 = 6 16 ——– 7 × 35 ——– 16 = 5 —1 = 5 2 —5 × 1 ——– 10 = 1 × 1 —————— 5 × 5 = 1 ——– 25 11 ——– 12 × 24 ——– 22 = 2 —2 = 1 5 —3 × 13 ——– 5 = 13 ——–3 = 4 1 —3 16 ——– 5 × 15 ——–4 = 4 × 3 —————— 1 × 1 = 12 1 5 1 5 1 7 1 2 1 2 3 2 1 1 5 1 3 1 1 4 For Teachers Only
32 Mathematics Grade 5 C Find the quotients. Give your answers in the simplest form. 1. 1 4 —9 ÷ 1 —2 = 2. 2 3 —4 ÷ 15 = 3. 2 —3 ÷ 2 1 —5 = 4. 12 ÷ 1 —6 = 5. 9 ——– 14 ÷ 3 —7 = 6. 2 ——– 10 ÷ 2 —5 = 7. 4 ——– 15 ÷ 4 ——– 15 = 8. 5 5 —8 ÷ 2 5 —8 = 13 ——–9 ÷ 2 —1 = 13 ——–9 × 2 —1 = 26 ——–9 = 2 8 —9 2 —3 ÷ 11 ——– 5 = 2 —3 × 5 ——– 11 = 10 ——– 33 4 1 ——– 151 × 151 ——–41 = 1 11 ——–4 ÷ 15 = 11 ——–4 × 1 ——– 15 = 11 ——– 60 12 × 6 —1 = 72 45 ——–8 ÷ 21 ——–8 = 45 ——– 81 × 81 ——– 21 = 15 ——– 7 = 2 1 —7 2 ——– 10 × 5 —2 = 1 —2 1 2 9 ——– 14 × 7 —3 = 3 —2 = 1 1 —2 1 1 2 3 15 7 For Teachers Only
33 Chapter 3 Fractions (2) D Solve the following word problems. 1. Sam makes 3 —4 litre of orange juice. He wants to fill all the orange juice into some mugs. Each mug has a capacity of 1 —8 litre. How many mugs does Sam need? 2. There was 1 —2 of a pizza left over. 3 pupils took home the same amount of the leftover pizza. How much pizza did each pupil take home? 3. Christina needs 16 1 —2 litres of water from a pool to fill up a big container. Using a bucket that has a capacity of 3 —4 litre, how many trips does Christina need to make to the pool to completely fill the container? 3 —4 l ÷ 1 —8 l = 3 ——–41 × 82 = 6 Sam needs 6 mugs. 1 —2 ÷ 3 = 1 —2 × 1 —3 = 1 —6 Each pupil took 1 —6 of the pizza home. 16 1 —2 ÷ 3 —4 = 33 ——–2 ÷ 3 —4 = 2311 ——–21 × 42 —31 = 22 Christina needs to make 22 trips. For Teachers Only
34 Mathematics Grade 5 4. Mrs Smith bought 7 ——10 kg of red beans and 5 —6 kg of brown rice. She used 2 —7 of the red beans and 2 —5 of the brown rice to make some desserts. How many kilograms of red beans and brown rice did she use altogether? 5. Alan has 12 l of orange juice and some water. The volume of water is 2 —3 the volume of orange juice. (a) What is the total volume of orange juice and water? (b) Alan mixed the orange juice and water to make a drink. After that, he poured all the drink into 15 simillar bottles. Find the total volume of drink in 6 of these bottles. Amount of red beans = 2 —7 × 7 ——10 = 1 ——5 kg Amount of brown rice = 2 —5 × 5 6 = 1 3 kg (a) Volume of water = 2 —3 × 12 l = 8 l Total volume of orange juice and water = 12 l + 8 l = 20 l The total volume of orange juice and water is 20 l. (b) Volume of each bottle = 20 15 = 4 3 l Volume of drink in 6 bottles = 6 × 4 3 l = 8 l The total volume of orange juice and water is 8 l. Total amount of red beans and brown rice = 1 —5 kg + 1 3 kg = 3 + 5 15 = 8 15 kg 1 5 4 3 1 3 1 1 1 1 She used 8 15 kg of red beans and brown rice altogether. 1 2 4 1 For Teachers Only
35 Chapter 3 Fractions (2) 6. The length of Pool X is 13 ——9 of its breadth of 81 m. If the perimeter of Pool Y is 5 —6 of the perimeter of Pool X, find the perimeter of Pool Y. 7. There are 900 participants in a camp. The number of men are 2 —3 of the number of women. The participants are divided into Group A and Group B. If Group A has 1 —2 of the women and 4 —9 of the men, how many participants are there in Group B? Women Men 900 1 unit 900 ÷ 5 = 180 participants 3 units 3 × 180 = 540 There are 540 women in the camp. 2 units 2 × 180 = 360 There are 360 men in the camp. In Group B, Number of women = 1 2 × 540 = 270 Number of men = 5 9 × 360 = 200 270 + 200 = 470 There are 470 participants in Group B. 1 270 1 40 Length of Pool X = 13 9 × 81 m = 13 × 81 9 = 117 m 1 1 9 Perimeter of Pool X = (2 × 81 m) + (2 × 117 m) = 162 m + 234 m = 396 m Perimeter of Pool Y = 5 6 × 396 m = 330 m The perimeter of Pool Y is 330 m. 66 For Teachers Only
36 Mathematics Grade 5 8. Olivia gave 3 —8 of a cake to her neighbour. She ate 2 —5 of the remaining cake. What fraction of the cake had she left? 9. A truck had a load weighing 9 tonnes. Six deliveries were made, each 2 —3 of a tonne. What was the weight of the load left on the truck? 6 × 2 3 = 4 6 deliveries were 4 tonnes. 9 tonnes – 4 tonnes = 5 tonnes The load left on the truck was 5 tonnes. 1 2 The remaining cake = 1 – 3 8 = 5 8 2 5 × 5 8 = 1 4 Olivia ate 1 4 of the cake. 1 4 1 1 5 8 – 1 4 = 5 8 – 1 4 = 5 8 – 2 8 = 3 8 She had 3 8 of the cake left. ×2 ×2 For Teachers Only
37 Chapter 3 Fractions (2) 10. A mechanic discovered that 3 —5 of the car accessories he ordered were similar to 1 —3 of the previous order that he made two months ago. What fraction of the total car accessories that he ordered were similar? 11. Mrs Lee kneaded a dough and kept 1 —5 of it to make a pie. The remaining dough was divided equally to make 10 buns. What fraction of the dough was used to make a bun? 1 – 1 5 = 5 5 – 1 5 = 4 5 4 5 ÷ 10 = 4 5 × 1 10 = 2 25 2 25 of the dough was used to make a bun. 5 2 New order Previous order Similar Total number of units = 14 units Similar units = 6 Fraction of similar units = 6 14 = 3 7 3 7 of the total car accessories that he ordered are similar. 2 7 For Teachers Only
38 Mathematics Grade 5 Circle the correct answers. 1. 1 3 of 5 6 = A 5 12 C 5 18 B 6 9 D 6 18 2. 5 8 × 2 15 = A 1 12 C 3 8 B 7 15 D 10 13 3. 3 4 × 256 = A 180 C 70 B 45 D 192 4. 8 4 5 of 30 has the value of A 246 C 264 B 260 D 266 5. Find the product of 12 7 and 1 4 . A 4 5 C 3 6 B 8 7 D 3 7 6. Divide 25 by 1 5 . A 50 C 100 B 125 D 150 Mastery Practice 7. What is 5 8 ÷ 25? A 1 25 C 1 40 B 1 30 D 1 50 8. 2 7 ÷ 9 has the same value as A 1 9 × 2 7 C 9 ÷ 2 7 B 1 9 × 7 2 D 9 × 2 7 9. 6 3 7 ÷ 5 6 = A 6 5 7 C 6 6 7 B 7 5 7 D 7 6 7 10. Mina prepared 4 similar containers of drinks for a party. Each container had 4 5 6 l of drinks. How much drinks did she prepare? A 19 1 3 l B 21 1 3 l C 20 2 3 l D 22 2 3 l For Teachers Only
39 Chapter 3 Fractions (2) 11. 7 8 m of tape is cut into equal pieces. Each piece is 1 16 m long. How many pieces of tape are cut? A 11 C 13 B 12 D 14 12. Zack collected 126 durians from his farm. He sold 2 3 of his durian. How many durians are left? A 42 C 70 B 50 D 84 13. Kent has 13 2 9 metres of rope. If he cuts them into 7 equal pieces, what is the length of each piece of rope? A 63 119 metres B 1 2 63 metres C 1 6 7 metres D 1 8 9 metres 14. A class has 42 pupils. 4 7 of the pupils wear spectacles. If there are 9 girls wearing spectacles, how many boys wear spectacles? A 9 C 24 B 15 D 36 15. A box consists 72 pens. 1 4 and 5 12 of the pens are red and black respectively. The rest are blue pens. Calculate the number of blue pens. A 18 C 30 B 24 D 48 For Teachers Only
Mathematics Grade 5 40 Chapter 4 Four operations with decimals Addition and subtraction of decimals To add or subtract decimals Step 1 : Align the digits vertically according to place value. Align the decimal points too. Step 2 : Add or subtract digits in the same place value. Step 3 : Regroup when ever necessary. Example: (a) 56.46 + 79.28 = (b) 53.162 – 49.708 = (a) 1 1 1 5 6 . 4 6 + 7 9 . 2 8 1 3 5 . 7 4 56.46 + 79.28 = 135.74 (b) 4 2 12 11 5 12 5 3 . 1 6 2 – 4 9 . 7 0 8 3 . 4 5 4 53.162 – 49.708 = 3.454 Multiplication of decimals Multiply the decimals as they are whole numbers. The number of decimal places of the product is equal to the total number of decimal places of the decimals being multiplied. Example: 8.76 × 19.4 = For Teachers Only
Chapter 4 Four operations with decimals 41 × 8.7 6 9.4 3504 78840 8 2.3 4 4 2 decimal places 1 decimal place 3 decimal places Therefore, 8.76 × 9.4 = 82.344. Dividing a decimal by a whole number Example: 147.95 ÷ 4 = (rounded off to 2 decimal places) 36.987 4 147.95 12 27 24 3 9 3 6 35 32 30 28 2 Divide until the quotient has 1 decimal place more than the required number of decimal places; then round off the quotient to the required number of decimal places: 36.987 ≈ 36.99 Therefore, 147.95 ÷ 4 = 36.99 . Converting decimals to fractions Converting tenths 0.9 = 9 10 1.8 = 1 8 10 12.5 = 12 5 10 = 1 4 5 = 12 1 2 For Teachers Only
Mathematics Grade 5 42 Converting hundredths 0.07 = 7 100 1.25 = 1 25 100 10.24 = 10 24 100 = 1 1 4 = 12 1 2 Converting thousandths 0.006 = 6 1000 3.025 = 3 25 1000 4.135 = 4 135 1000 = 3 500 = 3 1 40 = 4 27 200 Multiplying by tens, hundreds and thousands 2.5 × 10 = 25 When multiplying a decimal by 10, shift the decimal point 1 place to the right. 2.5 × 100 = 250 When multiplying a decimal by 100, shift the decimal point 2 places to the right. 2.5 × 1000 = 2500 When multiplying a decimal by 1000, shift the decimal point 3 places to the right. Division by tens, hundreds and thousands 2.5 ÷ 10 = 0.25 When dividing a decimal by 10, shift the decimal point 1 place to the left. 2.5 ÷ 100 = 0.025 When dividing a decimal by 100, shift the decimal point 2 places to the left. 2.5 ÷ 1000 = 0.0025 When dividing a decimal by 1000, shift the decimal point 3 places to the left. For Teachers Only
Chapter 4 Four operations with decimals 43 A Convert each decimal to a fraction or mixed number. Give your answer in its simplest form. 1. 0.5 = 2. 5.3 = 3. 420.8 = 4. 0.07 = 5. 8.26 = 6. 17.05 = 7. 109.85 = 8. 0.009 = 9. 0.204 = 10. 51.024 = 11. 35.312 = 12. 821.009 = 13. 52.294 = 14. 78.245 = B Find the value of each of the following. 1. 0.9 × 10 = 2. 5.23 × 10 = 3. 163.708 × 10 = 4. 0.07 × 100 = 5. 43.2 × 100 = 6. 26.285 × 100 = 7. 0.81 × 1000 = 8. 74.05 × 1000 = 9. 672.49 × 1000 = 10. 0.364 × 1000 = Exercises 5 10 = 1 2 5 3 10 420 8 10 = 420 4 5 8 26 100 = 8 13 50 109 85 100 = 109 17 20 35 312 1000 = 35 39 125 52 294 1000 = 52 147 500 204 1000 = 51 250 51 24 1000 = 51 3 125 78 245 1000 = 78 49 200 821 9 1000 17 5 100 = 17 1 20 9 1000 7 100 9 1637.08 4320 810 672 490 52.3 7 2628.5 74 050 364 For Teachers Only
44 Mathematics Grade 5 C Find the missing numbers. 1. 4.3 × = 43 2. 0.813 × = 81.3 3. 509.2 × = 5092 4. 0.069 × = 6.9 5. 71.56 × = 7156 6. 573.9 × = 57 390 7. 0.0895 × = 89.5 8. 8631.5 × = 863 150 9. 3.0582 × = 30.582 10. 29.301 × = 29 301 D Fill in each blank with the correct answer. 1. 0.7 × 30 = 0.7 × 3 × 10 2. 25 × 200 = 25 × 2 × 100 = × 10 = × 100 = = 3. 42.3 × 500= 42.3 × 5 × = × = 4. 924.3 × 8000 = 924.3 × × = × = 5. 0.0743 × 9000= 0.0743 × × = × = 10 100 100 10 1000 100 100 1000 100 10 2.1 50 21 5000 100 211.5 7394.4 0.6687 21 150 7 394 400 668.7 1000 1000 8 9 100 1000 1000 For Teachers Only
45 Chapter 4 Four operations with decimals E Find the value of each of the following. 1. 0.3 ÷ 10 = 2. 54.7 ÷ 10 = 3. 508 ÷ 10 = 4. 1.2 ÷ 100 = 5. 62.7 ÷ 100 = 6. 3716 ÷ 100 = 7. 534 294 ÷ 1000 = 8. 6379 ÷ 1000 = 9. 72 ÷ 1000 = 10. 972 ÷ 100 = F Find the missing numbers. 1. ÷ 10 = 7.3 2. ÷ 10 = 56.3 3. ÷ 10 = 945.6 4. ÷ 100 = 0.364 5. ÷ 100 = 328.4 6. ÷ 100 = 0.027 7. ÷ 1000 = 0.008 8. ÷ 1000 = 36 9. ÷ 1000 = 51.3 10. ÷ 100 = 62 500 G Fill in each blank with the correct answer. 1. 60 ÷ 30 = 60 ÷ 3 ÷ 10 2. 35.5 ÷ 500 = 35.5 ÷ 5 ÷ 100 = ÷ 10 = ÷ 100 = = 0.03 50.8 0.627 534.294 0.072 5.47 0.012 37.16 6.379 9.27 73 563 9456 36.4 8 36 000 32 840 2.7 51 300 6 250 000 20 7.1 2 0.071 For Teachers Only
