5

GRADE
COACHING VIDEOS INCLUDED!

CATCH-UP
Get your child back on track!

n Factors Area
Multiplication Divisio
Multiples Fractions Decimals
Number Patterns Measurement
Using Angles Classifying Shapes
 CATCH-UP
Get your child back on track!

ation D ivision Factors Area

Multiplic
Multiples Fractions Decimals
Number Patterns Measurement
Using Angles Classifying Shapes
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author(s) or the publisher.
 CONTENTS

About Catch-Up Math. . . . . . . . . . . . . . . . . . . . 5

How to Use the QR Codes in 4 MU LT IP LICAT IO N
Catch‑Up Math. . . . . . . . . . . . . . . . . . . . . . . . 6
Math Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Product, Factors, and Multiples . . . .
. . . . . . . . 56
Multiplying 2-D igit by 1-Digit Number
s . . . . . . 58
1 WHO LE NUM BER S Standard Algorithms . . . . . . . . . . . . .
. . . . . . . . 60
Multiplying 3-D igit and 4-D igit Number
Place Value Three-digit and Four-d igit Numbers . 9 1-Digit Numbers . . . . . . . . . . . . . . . . .
s by
. . . . . . 62
Value three-d igit and four-d igit numbers . . . . . 11 Multiplying 2-D igit and 3-D igit Number
s by
Expanded Form 2-D igit Numbers . . . . . . . . . . . . . . . . .
. . . . . . 66
three-d igit and four-d igit numbers . . . . . . . . 13 Multiplication Review . . . . . . . . . . . . .
. . . . . . . . 70
Place Value five-digit numbers . . . . . . . . . . . . . 15
Value five-digit numbers . . . . . . . . . . . . . . . . . . 17
Expanded Form five-digit numbers . . . . . . . . . . 19 5 DIVI SION
Greater Than, Less Than, Equal To
three-d igit, four-d igit, and five-digit numbers . 21 Groups and Equal Rows . . . . . . . . . . . . . . . . . . . 76
Roundi ng to the Nearest 100, 1,000, Relating × to ÷ . . . . . . . . . . . . . . . . . . . . . . . . . . 78
and 10,000 . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Quotient, Divisor, and Dividend . . . . . . . . . . . . 80
Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Standard Algorithm . . . . . . . . . . . . . . . . . . . . . . 82
Greatest Common Factor (GCF) . . . . . . . . . . . . 27 Different Ways to Write Division . . . . . . . . . . . 84
Multiples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Division with Remainders . . . . . . . . . . . . . . . . . 86
Least Common Multiples (LCM) . . . . . . . . . . . . . 31 Division of 2-Digit Numbers . . . . . . . . . . . . . . . . 88
Whole Numbers Review . . . . . . . . . . . . . . . . . . . 33 Division of 3-Digit Numbers . . . . . . . . . . . . . . . 90
Record ing Remainders as Fractions
and Decimals . . . . . . . . . . . . . . . . . . . . . . . . . 92
2 AD DI TI ON
Division Review . . . . . . . . . . . . . . . . . . . . . . . . . 94
Add ing with and without Regrouping
Four-D igit Numbers . . . . . . . . . . . . . .
. . . . . . 38 6 FRA CTIO NS
Rounding to Esti mate Add ition Answer
s . . . . . 40
Add ition Review . . . . . . . . . . . . . . . . . Comparing Fractions . . . . . . . . . . . . . . . . . . . . 102
. . . . . . . . 42
Proper and Improper Fractions . . . . . . . . . . . 104
Mixed Numbers. . . . . . . . . . . . . . . . . . . . . . . . . 106
3 SU BT RA CT IO N Improper Fractions and Mixed Numbers . . . . 108
Add and Subtract Fractions with the
Subtraction with Regrouping Same Denominator . . . . . . . . . . . . . . . . . . . . . 110
. . . . . . 44
Three-D igit And Four-D igit Numbers
Fractions Review . . . . . . . . . . . . . . . . . . . . . . . . 112
Subtraction with Regrouping
. . . . . . . . 46
Five-Digit Numbers . . . . . . . . . . . . . .
. . . . . . . 48
Regrouping from Larger Place Values
wers . . . 50
Rounding to Esti mate Subtraction Ans
. . . . . . . . 52
Subtraction Review . . . . . . . . . . . . . .

© Shell Education 146436—Catch-Up Math 3

 CONTENTS

11 SH AP ES
7 DE CIM ALS Shapes . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 182
. . . . . . . . 114
Writing Decimals . . . . . . . . . . . . . . . . Types of Lines . . . . . . . . . . . . . . . . . .
. . . . . . . . 184
. . . . . . . . 116
Relating Tenths to Hundredths . . . . . Triangles . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 186
. . . . . . . . 118
Decimals and Fractions in Words . . . Quadrilaterals . . . . . . . . . . . . . . . . . .
. . . . . . . . 188
. . . . . . . 120
Thousandths . . . . . . . . . . . . . . . . . . . . Polygons . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 190
. . . . . . . . 122
Place Value . . . . . . . . . . . . . . . . . . . . . Symmetry . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 192
. . . . . . . 124
Decomposing Decimals . . . . . . . . . . . Shapes Review . . . . . . . . . . . . . . . . . .
. . . . . . . . 194
. . . . . . . . 126
Decimals Review . . . . . . . . . . . . . . . .

12 ARE A
8 PAT TER NS AND ALG EBR A
Number Patterns . . . . . . . . . . . . . . . . . . . . . . . . 132 Square Centimeters and Inches . . . . . . . . . . . . 198

Pattern Grids . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Square Meters and Feet. . . . . . . . . . . . . . . . . . 200

Equivalent Expressions . . . . . . . . . . . . . . . . . . . 137 Square Kilometers and Miles . . . . . . . . . . . . . . 202

Equations and Patterns with Fractions Area – Using Multiplication . . . . . . . . . . . . . . 204

and Decimals . . . . . . . . . . . . . . . . . . . . . . . . . 139 Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Patterns and Algebra Review . . . . . . . . . . . . . . 141 Area Review . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

9 LE NG TH 13 VO LU ME AN D CA PA CIT Y
. . . . . . . . 213
. . . . . . . 144 Volume . . . . . . . . . . . . . . . . . . . . . . . .
Meters and Feet . . . . . . . . . . . . . . . . . 215
. . . . . . . .
. . . . . . . 146 Capacity . . . . . . . . . . . . . . . . . . . . . . .
Centimeters and Inches . . . . . . . . . . . 217
. . . . . . . .
. . . . . . . . 148 Liters and Gallons . . . . . . . . . . . . . . .
Millimeters and Quarter-Inches . . . . 221
. . . . . . . .
. . . . . . . 150 Milliliters and Fluid Ounces . . . . . . . .
Conver ting Measurements . . . . . . . . . 223
. . . . . . .
. . . . . . . . 152 Volume and Capacity Review . . . . . . .
Kilometers and Miles . . . . . . . . . . . . .
. . . . . . . . 154
Per imeter . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 158 AN SW ER S
Length Review . . . . . . . . . . . . . . . . . .
1 Whole Numbers Answers . . . . . . . .
. . . . . . . . 228
10 ANG LES 2 Add ition Answers . . . . . . . . . . . . . .
. . . . . . . 230
3 Subtraction Answers . . . . . . . . . . .
Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 . . . . . . . . 231
4 Multiplication Answers . . . . . . . . . .
Right Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 . . . . . . . . 231
5 Division Answers . . . . . . . . . . . . . .
Acute and Obtuse Angles . . . . . . . . . . . . . . . . . . 166 . . . . . . . 233
6 Fractions Answers . . . . . . . . . . . . .
Straight, Reflex, and . . . . . . . 236
7 Decimals Answers . . . . . . . . . . . . . .
Revolution Angles . . . . . . . . . . . . . . . . . . . . . . 168 . . . . . . . 237
8 Patterns and Algebra Answers. . . .
Using a Protractor . . . . . . . . . . . . . . . . . . . . . . . 170 . . . . . . . 239
9 Length Answers . . . . . . . . . . . . . . .
Angle Sum of a Triangle . . . . . . . . . . . . . . . . . . 173 . . . . . . . 240
10 Angles Answers . . . . . . . . . . . . . . .
Angle Sum of Quadrilaterals . . . . . . . . . . . . . . . 175 . . . . . . . 241
11 Shapes Answers . . . . . . . . . . . . . . .
Angles Review . . . . . . . . . . . . . . . . . . . . . . . . . . 177 . . . . . . . 243
12 Area Answers . . . . . . . . . . . . . . . .
. . . . . . . 244
13 Volume and Capacity Answers . . .
. . . . . . . 246

4 146436—Catch-Up Math © Shell Education

 ABOUT CATCH-UP MATH
The Catch-Up Math series enables children to start from scratch
when they are struggling with grade-level math. Each book takes
math back to the foundation and ensures that all basic concepts
are consolidated before moving forward. Lots of revision and
opportunities to practice and build confidence are provided before
moving on to new topics.
Each new topic is introduced clearly with simple explanations, examples,
and trial questions (with answers) before children move to the Practice
section. To help students understand difficult topics, instructional videos
are included throughout the book.
This book has 13 chapters that cover a variety of mathematical concepts.
The chapters are: SCAN
to
watch
1 Whole Numbers 8 Patterns and Algebra video

2 Addition 9 Length A QR code on

a topic page
3 Subtraction 10 Angles provides access
4 Multiplication 11 Shapes to the video.
5 Division 12 Area
6 Fractions 13 Volume and Capacity
7 Decimals

 review section that can be used as assessment and to check

A
students’ progress is included at the end of each chapter.
Answers are at the back of the book.

How to Use This Book

Children can work through the pages from front to back or choose
individual topics to reinforce areas where they are struggling.
The topics are introduced with:
• clear instructions, using simple language
Each Your Turn section
• c ompleted examples and incomplete examples for students
contains a SELF
to tackle before moving on to the Your Turn sections CHECK for students
• videos linked by QR codes to provide additional instruction to ref lect and give
and clarify difficult concepts self‑assessment on
their understanding.

© Shell Education 146436—Catch-Up Math 5

 HOW TO USE THE QR CODES
IN CATCH-UP MATH
A unique aspect of the Catch-Up Math
series is the instructional videos. Access the video
by scanning the
The videos further explain and clarify various QR code with your
mathematical concepts. The videos are simply device
accessed via QR codes and can be watched on
a phone o or tablet. Or, view all the videos by
SCAN
following this link: [Link]/cu-math5. to
watch
video
Each video shows the page from the book. An instructor talks through
the concepts and examples and demonstrates what children need to do.
The solutions to the examples are presented before children tackle the
Your Turn sections. This careful instruction ensures that children can
confidently move on to the following Practice questions. Children should
be encouraged to check their Your Turn answers before moving on.

25
instructional
videos WHOLE NUMBERS

included! GREATEST COMMON FACTOR (GCF)

The Greatest Common Factor (GCF) is the highest number
Scan this to
that is a factor of two other numbers. access the video.
Example 1:
What is the Greatest Common Factor (GCF) of 8 and 12?
SCAN
8: 1, 2, 4, 8 • Write all the factors of each number.
to
watch
video
12: 1, 2, 3, 4, 6, 12 • Look for the highest number that is in both lists.

4 is the Greatest Common Factor of 8 and 12.

Example 2:
What is the Greatest Common Factor (GCF) of 15 and 45?
15: 1, 3, 5, 15
45: 1, 3, 5, 9, 15, 45
15 is the GCF of 15 and 45.

Example 3: What is the Example 4: What is the

Greatest Common Factor Greatest Common Factor
(GCF) of 3 and 9? (GCF) of 4 and 12?
3: 1, 3 4: 1, 2, 4
9: 1, 3, 9 12: 1, 2, 3, 4, 6, 12
__ is the GCF of 3 and 9. __ is the GCF of 4 and 12.
After watching the
video, children can Your Circle the GCF for each pair of numbers.

confidently complete turn 8: 1, 2, 4, 8 b 3: 1, 3

10: 1, 2, 5, 10 9: 1, 3, 9
the Your Turn
a 12: 1, 2, 3, 4, 6, 12 c 25: 1, 5, 25
section. 16: 1, 2, 4, 8, 16 35: 1, 5, 7, 35
SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 27

6 146436—Catch-Up Math © Shell Education

 MATH SKILLS
This book contains key math skills from both second and third grade to help your child catch
up to grade level.
Grade 4 Math Skills Pages
Recognize that a digit in one place represents ten times the digit to its right
9–12, 15–18
(e.g., the digits in 77 are worth 70 and 7).

Read and write numbers using numerals, words, and expanded form. Compare
the values of the numbers using > (greater than), < (less than), and = (equal 13–14, 19–22
to) up to 1,000,000.

Round multi-digit whole numbers to any place. 23–24, 40–41, 50–51

Find factor pairs for numbers under 100. Understand that a number can be
25–32, 56–57
broken into its factors.

Add and subtract multi-digit numbers using the standard algorithm. 38–41, 44–51

Multiply a multi-digit number by a one-digit number. 58–65

Divide a multi-digit number by a one-digit number. 76–93

Explain why fractions are or are not equivalent, and write equivalent
102–109
fractions.

Add and subtract fractions with like denominators. 110–111

Write fractions as decimals to the tenths and hundredths places. 114–117

Create a pattern with numbers or shapes that follow a given rule. 132–136

Know relative sizes of units within one system of measurement (metric or 144–149, 152–153,
customary). 198–203, 215–222

Use the formulas to calculate area and perimeter of shapes. 154–157

Understand that angles are formed when two line segments or rays share an
162–176
endpoint. Identify angles as acute, obtuse, or right.

Measure angles using a protractor. Draw angles when given a specific

170–172
measurement.

Solve addition and subtraction problems to find unknown angles. 173–176

Use attributes to identify and categorize shapes. 182–191

Identify parallel and perpendicular lines in shapes. 184–185

Recognize and draw lines of symmetry. 192–193

Calculate the area and perimeter of shapes. 198–207

© Shell Education 146436—Catch-Up Math 7

 MATH SKILLS (CONT.)

Grade 5 Math Skills Pages

Understand that in a multi-digit number, a digit in one place is ten times the
9–12, 15–18
value of the digit to its right and � of the value of the digit to its left.

Read and write multi-digit numbers up to 1,000,000 using numerals, words,

13–14, 19–22
and expanded form. Compare the values of the numbers.

Fluently add and subtract multi-digit numbers using the standard algorithm. 38–41, 44–51

Multiply multi-digit whole numbers using the standard algorithm. 60–61, 66–69

Read, write, and compare the values of decimals to the thousandths place.
110–125
Write decimals in expanded form.

Create patterns with numbers that follows a given rule. 132–136

Solve numerical expressions and equations using the four operations. 137–140

Know relative sizes of units within one system of measurement (metric or 144–149, 152–153,
customary) and provide examples. 198–203, 215–222

Convert measurements within the metric system and the customary system. 150–151, 217–222

Use for the formulas for area and perimeter in real-world problems that
154–157
include rectangles.

Classify types of angles. 164–169

Accurately measure and draw angles using a protractor. 170–172

Apply rules for a type of shape to all shapes in that category. 182–191

Identify parallel and perpendicular lines in shapes. Use these lines to name
184–185
shapes.

Recognize that three-dimensional shapes have volume. Measure volumes by

213–214
counting unit cubes.

8 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

PLACE VALUE
THREE-DIGIT AND FOUR-DIGIT NUMBERS

Where a digit is in a number is called the place value.

A three-digit number has a A four-digit number
hundreds place, a tens place, has a thousands place,
and a ones place. a hundreds place,
Example 1: a tens place, and a ones place.
H T  O The
The 726 place value of Example 3: Th H T  O
place value the 6 is ones. The place value 3,854 The place
of the 7 is value of the
of the 3 is
hundreds. 4 is ones.
The place value thousands.
of the 2 is tens. The place
The place value value of the
Example 2: of the 8 is 5 is tens.
The hundreds.
H T  O place value
The place value 308 of the 8 is Example 4:
of the 3 is Th H T  O The place
_______. The place value 8,614 value of the __
_____________. of the 8 is is ones.
The place value
_______________. The place value
of the __ is tens.
The place value of the 1 is
of the 6 is _____.
_____________.

Your 1 What is the place value of the 5?

turn 523 hundreds
____________ c 152 ____________

a 3,275 ____________ d 2,053 ____________

b 5,961 ____________ e 1,295 ____________

2 Circle the thousands in purple, hundreds in green,

tens in blue, and ones in red.
2,897 a 5,921 b 253 c 320 d 4,815
SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 9

 WHOLE NUMBERS
PRACTICE
1 Write the place value of each underlined digit.
tens
3,724 _______________ g 108 _______________
a 5,236 _______________ h 642 _______________
b 7,314 _______________ i 7,398 _______________
c 257 _______________ j 2,450 _______________
d 1,293 _______________ k 3,706 _______________
e 1,036 _______________ l 52 _______________
f 5,130 _______________ m 3,254 _______________

2 Write the numbers in standard form.

6 thousands, 2 tens, 3 hundreds, 0 ones 6,320
_________
a 5 tens, 8 ones, 3 thousands, 4 hundreds _________
b 9 hundreds, 0 tens, 0 ones _________
c 6 ones, 5 tens, 7 hundreds _________
d 1 thousands, 4 ones, 8 hundreds, 3 tens _________
e 2 hundreds, 3 tens, 5 ones _________

3 Color the digits in the thousands purple, hundreds green,

tens blue, and ones red.

6 1 5 3 e 8 3 7 j 2 1 9
a 8 4 3 5 f 4 5 8 7 k 2 0 1 3
b 4 7 5 6 g 9 2 6 l 3 2 4
c 6 6 5 h 8 1 7 0 m 5 9 6
d 7 5 6 i 6 1 0 9 n 4 9 2 3

10 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

VALUE
THREE-DIGIT AND FOUR-DIGIT NUMBERS

The value of a number is how much a number is worth.

To find the value of a digit, look at where it is in a number.
For example, what is the value of the 3 in 7,310?
The 3 is in the hundreds column, so the value of 3 is 300.

Remember, the place

value is where
the digit is in a number. The value is how much
the digit is worth.

Example 1: Example 3:
In the number 593, In the number 471,
the value of 5 is 500,
the value of 4 is ____,
the value of 9 is 90,
and the value of 3 is 3. the value of ____ is 70,
and the value of 1 is ____.
Example 2: Example 4:
In the number 1,729, In the number 8,235,
the value of 1 is 1,000, the value of 8 is ____,
the value of 7 is 700,
the value of 2 is ____,
the value of 2 is 20,
and the value of 9 is 9. the value of ____ is 30
and the value of 5 is ____.

Your
turn Circle the numbers where the value of 3 is 30.
537 634 3,921 8,231

1,325 1,813 432 13

SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 11

 WHOLE NUMBERS
PRACTICE
1 What is the value of 4 in these numbers?
3,247 _______
40 e 6,842 _______ j 4,832 _______
a 1,354 _______ f 1,473 _______ k 743 _______
b 436 _______ g 4,825 _______ l 4,903 _______
c 134 _______ h 7,415 _______ m 849 _______
d 543 _______ i 6,497 _______ n 5,243 _______

2 Write a number that has a 5 with each given value.

50 _______
4,953 b 500 _______ d 5,000 _______
a 5 _______ c 50 _______

3 Circle the digit with the least value, and underline the digit with the
most value for each number.
5,382 d 2,589 h 582 l 873
a 530 e 9,803 i 471 m 684
b 1,037 f 1,009 j 4,936 n 3,781
c 265 g 8,632 k 5,419 o 9,275

4 Circle the numbers with each matching value.

The value of 5 is 50: 457 255 386 857 59 2,581

a The value of 4 is 400: 342 439 5,543 477 1,472 415

b The value of 6 is 6,000: 6,358 4,600 1,362 6,426 47 6,156

c The value of 7 is 7: 1,297 1,732 407 372 5,470 1,357

d The value of 3 is 30: 735 32 4,534 351 937 358

12 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

EXPANDED FORM
THREE-DIGIT AND FOUR-DIGIT NUMBERS

We expand a number by writing the value of each digit.

Example 1: Write 763 in expanded form. When a number is
763 = 700 + 60 + 3 written this way,
it is in
(7 hundreds) (6 tens) (3 ones) expanded form.

Example 2: Write 2,852 in expanded form.

2,852 = 2,000 + 800 + 50 + 2
(2 thousands) (8 hundreds) (5 tens) (2 ones)

When a number has Example 3:

a zero in it, leave out 3,092 = 3,000 + 90 + 2
that place value. (3 thousands) (9 tens) (2 ones)
Leave out the hundreds.
Example 4:
Complete the expanded form.
8,243 = 8,000 + ____ + 40 + ____
(8 ______________) (2 hundreds) (____ tens) (3 ones)

Your Write these numbers in expanded form.

turn
347 = ____
300 + ___
40 + __7
= __
3 hundreds + __
4 tens + __
7 ones

a 432 = ____ + ____ + ____

= ____ hundreds + ____ tens + ____ ones

b 3,065 = ____ + ____ + ____

= ____ thousands + ____ tens + ____ ones
SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 13

 WHOLE NUMBERS
PRACTICE
1 Write these numbers in expanded form.
2,000 + ____
2,538 = ______ 500 + ___
  30 + __
8

a 857 = ____ + ____ + ____

b 329 = ____ + ____ + ____
c 1,093 = ____ + ____ + ____
d 1,834 = ____ + ____ + ____ + ____
e 506 = ____ + ____
f 4,370 = ____ + ____ + ____

2 Write these numbers in expanded form.

1,000 + 400 + 60 + 4
1,464 = ________________________
a 302 = ________________________
b 1,642 = ________________________
c 2,037 = ________________________
d 4,060 = ________________________
e 850 = ________________________

3 Match each number with its expanded form.

282 6,000 + 800 + 9
a 1,463 200 + 80 + 2
b 707 400 + 20 + 4
c 1,490 1,000 + 400 + 60 + 3
d 540 1,000 + 400 + 90
e 6,809 500 + 40
f 424 700 + 7
14 146436—Catch-Up Math © Shell Education
 WHOLE NUMBERS

PLACE VALUE
FIVE-DIGIT NUMBERS

The place value is the value of a digit based on

where it is in a number.
Example 1: This place value chart shows 89,374.
Ten
Thousands Hundreds Tens Ones
Thousands
8 9 3 7 4

The number 89,374 has:

8 ten thousands Look at the order—
9 thousands the largest place value is on
3 hundreds the left and the smallest is
on the right.
7 tens
4 ones

Example 2: Example 3:
The number 74,351 has: The number 15,113 has:
____ ten thousands 1 ______________________
____ thousands 5 _________________
____ hundreds 1 _________________
____ tens 1 _________
____ ones 3 _________

Your
turn Trace the numbers in the ten thousands place in orange,
the thousands place in purple, the hundreds place in
green, the tens place in blue, and the ones place in red.

25,3
361 43,240 329 7,267 927

1,352 672 93 3,289 14 63,053

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© Shell Education 146436—Catch-Up Math 15

 WHOLE NUMBERS
PRACTICE
1 Circle ten thousands in orange, thousands in purple, hundreds in green,
tens in blue, and ones in red.
36,285 e 38,342 j 10,000

a 42,560 f 67,429 k 35,003

b 95,390 g 84,132 l 62,415

c 59,936 h 53,931 m 71,317

d 99,363 i 19,150 n 59,020

2 Fill in the chart.

Number Ten Thousands Thousands Hundreds Tens Ones
52,059 5 2 0 5 9
a 63,000
b 42,618
c 86,254
d 38,913
e 71,352

3 What is the place value of each underlined digit?

hundreds
36,258 _________________ g 73,592 _________________

a 24,736 _________________ h 38,250 _________________

b 42,820 _________________ i 53,252 _________________

c 30,745 _________________ j 84,256 _________________

d 65,812 _________________ k 91,029 _________________

e 19,056 _________________ l 83,243 _________________

f 22,490 _________________

16 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

VALUE
FIVE-DIGIT NUMBERS

The value of a number is how much it is worth.

Example 1:
T T Th    H T    O
The value of The value of the 7
the 2 is 20,000. 25, 96 7 is 7.
The value of the 5 The value of the 6 is 60.
is 5,000.
The value of the 9
is 900.
Example 2:
The value of the T T Th    H T    O The value of the 6
7 is ________. 78, 4 96 is ____.

The value of the 9 is ____.

The value of the 8
is ______. The value of the 4
is _____.

1 Write a number where 6 has each given value.

Your
turn 60 _________
363 c 6,000 _________

a 600 _________ d 60,000 _________

b 6 _________ e 60 _________

2 Circle the numbers where 5 has a value of 50.

652 5,632 54 64,357 15

2,593 3,156 3,205 50,326 25,937

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© Shell Education 146436—Catch-Up Math 17

 WHOLE NUMBERS
PRACTICE
1 What is the value of each underlined digit?
32,651 d 99,062 h 13,313
_________
30,000 _________ _________
a 36,324 e 14,271 i 95,449
_________ _________ _________
b 80,357 f 52,437 j 57,595
_________ _________ _________
c 71,352 g 81,950 k 25,311
_________ _________ _________

2 Use the digits 4, 9, 8, 5, 2 to make a five-digit number with:

9 ten thousands c 4 thousands f 2 tens
_________
94,852 _________ _________
a 2 hundreds d 9 ones g 4 tens
_________ _________ _________
b 5 ones e 8 thousands h 8 hundreds
_________ _________ _________

3 Write each five-digit number in different ways.

a 53,428 b 56,320
428
53 thousands + _________ 20
563 hundreds + _________

534 hundreds + _________ 56 thousands + _________

5,342 tens + _________ 5 ten thousands + _________

5 ten thousands + _________ 5,632 tens + _________

18 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

EXPANDED FORM
FIVE-DIGIT NUMBERS

When a number is written to show the value of each digit,

it is called an expanded number.
Example 1: Write 3,629 in expanded form.
3,629 = 3,000 + 600 + 20 + 9
(3 thousands) (6 hundreds) (2 tens) (9 ones)

Example 2: Write 59,284 in expanded form.

59,284 = 50,000 + 9,000 + 200 + 80 + 4
(5 ten (9 thousands) (2 hundreds) (8 tens) (4 ones)
thousands)

Example 3: Write 85,409 in expanded form.

85,409 = ________ + 5,000 + 400 + ____
(8 ten (____ thousands) (____ hundreds) (9 ones)
thousands)

Example 4: Write 16,265 in expanded form.

16,265 = ________ + 6,000 + 200 + ____ + ____
(1 ten (____ thousands) (____ hundreds) (6 tens) (5 ones)
thousand)

Your Complete the expanded numbers.

turn 6,000 + 300 + 20 + 4
56,324 = 50,000 + ______
a 72,393 = 70,000 + 2,000 + ____ + 90 + 3
b 1,874 = ______ + 800 + 70 + 4
c 98,731 = 90,000 + 8,000 + ____ + 30 + 1
d 5,638 = 5,000 + 600 + ____ + 8
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© Shell Education 146436—Catch-Up Math 19

 WHOLE NUMBERS
PRACTICE
1 Match each number to its expanded form.
24,937 100 + 90 + 3
a 15,471 5,000 + 600 + 40 + 9
b 3,584 50 + 7
c 29,762 20,000 + 9,000 + 700 + 60 + 2
d 35,847 3,000 + 500 + 80 + 4
e 57 10,000 + 5,000 + 400 + 70 + 1
f 193 20,000 + 4,000 + 900 + 30 + 7
g 5,649 30,000 + 5,000 + 800 + 40 + 7

2 Write these numbers in expanded form.

70,000 + 5,000 + 300 + 80 + 9
75,389 = _____________________________________
a 22,387 = _____________________________________
b 91,476 = _____________________________________
c 89,295 = _____________________________________
d 73,049 = _____________________________________

3 Fill in the missing numbers.

62,583 = 60,000 + _______
2,000 + 500 + ____
80 + 3
a 74,860 = ________ + 4,000 + ____ + ____
b 81,060 = 80,000 + ______ + ____
c 16,036 = ________ + 6,000 + ____ + ____
d 97,398 = 90,000 + 7,000 + ____ + 90 + ____
e 23,529 = ________ + 3,000 + ____ + 20 + ____
f 54,207 = 50,000 + 4,000 + ____ + ____
20 146436—Catch-Up Math © Shell Education
 WHOLE NUMBERS

GREATER THAN, LESS THAN,

EQUAL TO
THREE-DIGIT, FOUR-DIGIT, AND FIVE-DIGIT NUMBERS

> = <
the symbol for the symbol the symbol
greater than for equal to for less than

Example 1: 25,374 > 21,320 These symbols

help you compare
25,374 _____________
is greater than 21,320. numbers.

Example 2: 12,347 < 42,135

Example 4: 626 > 425
is less than 42,135.
12,347 _____________
626 __________________ 425.

Example 3: 52,436 = 52,436

Example 5: 1,345 = 1,345
is equal to 52,436.
52,436 _____________
1,345 _______________ 1,345.

Example 6: 29,306 < 57,403

29,306 _______________ 57,403.

Your
turn Write True or False.
Which number does
32,357 < 33,295 _______
True the pointy end
point to?
a 63,249 > 6,423 _______ That helps you tell
the difference
b 95,931 < 96,918 _______ between < and >.

c 12,354 = 12,354 _______

d 67,493 < 69,957 _______
e 99,099 > 98,326 _______
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© Shell Education 146436—Catch-Up Math 21

 WHOLE NUMBERS
PRACTICE
1 Write <, >, or = in the boxes, and cross out the incorrect words.
53,824 > 52,852 because 53,824 is greater than /
less than / equal to 52,852
a 27,325 53,725 because 27,325 is greater than /
less than / equal to 53,725
b 49,243 35,935 because 49,243 is greater than /
less than / equal to 35,935
c 12,653 12,653 because 12,653 is greater than /
less than / equal to 12,653
d 59,731 15,463 because 59,731 is greater than /
less than / equal to 15,463
e 33,821 97,328 because 33,821 is greater than /
less than / equal to 97,328

2 Write >, <, or = to make the statements true.

253 < 325 e 14,385 14,835 j 842 842

a 1,594 1,495 f 25,849 28,594 k 15,385 15,385

b 6,327 7,326 g 38,542 24,583 l 5,738 8,753

c 149 941 h 98,990 98,099 m 9,205 9,025

d 1,873 1,873 i 347 743 n 47,382 43,872

3 Put a check next to the correct statements and an X next to the

incorrect statements.
347 < 754 d 8,491 < 8,194 h 9,801 > 9,108

a 1,254 = 1,254 e 8,648 > 8,846 i 12,534 > 13,435

b 389 < 983 f 5,347 < 5,743 j 58,934 < 54,983

c 7,621 > 8,723 g 1,263 < 1,362 k 72,105 > 75,107

22 146436—Catch-Up Math © Shell Education
 WHOLE NUMBERS

ROUNDING TO THE NEAREST

100, 1,000, AND 10,000
Rounding is useful when you need to estimate an answer.
Round-down numbers Round-up numbers
0 1 2 3 4 5 6 7 8 9
SCAN
Rounding to 100 Rounding to 1,000 Rounding to 10 ,000 to
watch
video
1 Go to the hundreds 1 Go to the thousands 1 Go to the ten thousands
column. column. column.
2 Write the round-up 2 Write the round-up 2 Write the round-up
number above the number above the number above the
hundreds. thousands. ten thousands.
3 Circle the number in 3 Circle the number in 3 Circle the number in
the tens column. the hundreds column. the thousands column.
4 Is it a round-up or 4 Is it a round-up or 4 Is it a round-up or
round-down number? round-down number? round-down number?
5 Round the number. 5 Round the number. 5 Round the number.

Example 1: Round Example 2: Round to Example 3: Round to

to the nearest 100. the nearest 1,000. the nearest 10,000.
9 up 6 up 3
857 45, 8 45 2 4 ,556
down
900
________ 46,000
__________ 20,000
__________

Example 4: Example 5:
Round 15,486 to 5 Round 1,742 to 2
the nearest 100. 15,4 8 6 the nearest 1,000. 1, 7 42
__________ __________

Your Round to the nearest 100.

turn 3
37,295 up a 5,834 b 652
________
37,300 ________ ________
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© Shell Education 146436—Catch-Up Math 23

 WHOLE NUMBERS
PRACTICE
1 Round these numbers to the nearest 100.
9 up
6,873 c 9,876 f 64,327
6,900
________ ________ ________

a 653 d 15,492 g 714

________ ________ ________

b 1,524 e 59,821 h 8,935

________ ________ ________
2 Round these numbers to the nearest 1,000.
5
74,238 down b 2,738 d 16,423
________
74,000 ________ ________

a 1,543 c 6,735 e 41,470

________ ________ ________

3 Round these numbers to the nearest 10,000.

7
64,372 down b 54,972 d 60,429
________
60,000 ________ ________

a 47,346 c 58,262 e 10,003

________ ________ ________

4 Round these numbers.

Nearest 100 Nearest 1,000 Nearest 10,000
37,342 37,300 37,000 40,000
a 68,437
b 40,305
c 23,036

24 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

FACTORS
There are two ways to identify factors.
• A factor is a number that divides into a
larger number without leaving a remainder.
30 ÷ 6 = 5, so 5 and 6 are factors of 30.
• We know that 6 × 5 = 30, so any numbers
multiplied to get the product are factors Remember,
a product is the
of that product. answer you get
factor × factor = product when you multiply
two numbers.
Example 1: What are the factors of 12?
We know 1 × 12 = 12, so 1 and 12 are factors.
2 × 6 = 12, so 2 and 6 are factors.
3 × 4 = 12, so 3 and 4 are factors.
We can write all the factors of 12 in order:
1, 2, 3, 4, 6, 12

Example 2: What are the factors of 21?

We know 1 × 21 = 21, so 1 and ____ are factors.
3 × 7 = 21, so 3 and ____ are factors.
We can write all the factors of 21 in order:
____, ____, ____, ____

Your Circle the factors of each number.

turn Factors of 8: b Factors of 9:
1234568 123679

a Factors of 15: c Factors of 7:

1 2 3 5 7 8 9 15 1234567
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© Shell Education 146436—Catch-Up Math 25

 WHOLE NUMBERS
PRACTICE
1 Write the factors of these numbers.
10 1, 2, 5, 10
_______________________
a 14 _______________________
b 16 _______________________
c 30 _______________________
d 32 _______________________
e 36 _______________________
f 20 _______________________
g 22 _______________________
h 6 _______________________

2 Cross out the number that is not a factor of the first number.
21: 1, 2, 3, 7, 21
a 27: 1, 3, 6, 9, 27
b 40: 1, 2, 3, 4, 5, 8, 10, 40
c 100: 1, 2, 4, 5, 6, 10, 20, 25, 50, 100
d 18: 1, 2, 3, 4, 6, 9, 18
e 24: 1, 2, 3, 4, 6, 7, 8, 12, 24
f 25: 1, 2, 5, 25
g 28: 1, 2, 3, 4, 7, 14, 28
h 5: 1, 2, 5
i 35: 1, 5, 6, 7, 35
j 49: 1, 4, 7, 49
k 33: 1, 3, 10, 11, 33

26 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

GREATEST COMMON FACTOR (GCF)

The Greatest Common Factor (GCF) is the highest number
that is a factor of two other numbers.
Example 1:
What is the Greatest Common Factor (GCF) of 8 and 12?
SCAN
8: 1, 2, 4, 8 • Write all the factors of each number.
to
watch
video
12: 1, 2, 3, 4, 6, 12 • Look for the highest number that is in both lists.

4 is the Greatest Common Factor of 8 and 12.

Example 2:
What is the Greatest Common Factor (GCF) of 15 and 45?
15: 1, 3, 5, 15
45: 1, 3, 5, 9, 15, 45
15 is the GCF of 15 and 45.

Example 3: What is the Example 4: What is the

Greatest Common Factor Greatest Common Factor
(GCF) of 3 and 9? (GCF) of 4 and 12?
3: 1, 3 4:   1, 2, 4
9: 1, 3, 9 12: 1, 2, 3, 4, 6, 12
____ is the GCF of 3 and 9. ____ is the GCF of 4 and 12.

Your Circle the GCF for each pair of numbers.

turn 8: 1, 2, 4, 8 b 3: 1, 3
10: 1, 2, 5, 10 9: 1, 3, 9

a 12: 1, 2, 3, 4, 6, 12 c 25: 1, 5, 25
16: 1, 2, 4, 8, 16 35: 1, 5, 7, 35
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© Shell Education 146436—Catch-Up Math 27

 WHOLE NUMBERS
PRACTICE
1 Find the Greatest Common Factor (GCF).
12: 1,
_______________________
2, 3, 4, 6, 12
____
3 is the GCF of 12 and 15.
15: 1,
_______________________
3, 5, 15

a 14: _______________________
____ is the GCF of 14 and 21.
21: _______________________

b 21: _______________________
____ is the GCF of 21 and 24.
24: _______________________

c 18: _______________________
____ is the GCF of 18 and 36.
36: _______________________

d 10: _______________________
____ is the GCF of 10 and 24.
24: _______________________

e 16: _______________________
____ is the GCF of 16 and 20.
20: _______________________

f 22: _______________________
____ is the GCF of 22 and 33.
33: _______________________

g 10: _______________________
____ is the GCF of 10 and 30.
30: _______________________

h 9: _______________________
____ is the GCF of 9 and 27.
27: _______________________

i 12: _______________________
____ is the GCF of 12 and 18.
18: _______________________

28 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

MULTIPLES
A multiple is the number you get when you multiply
two factors together.
factor factor multiple
12 is a multiple of 3 and 4 because 3 × 4 = 12.
factor factor multiple
12 is also a multiple of 1 and 12 because 1 × 12 = 12.
factor factor multiple
It is also a multiple of 2 and 6 because 2 × 6 = 12.

Every number has both 1

and itself as factors.

Example 1: What are the multiples of 3?

The multiples of 3 are the numbers you get when you multiply 3
by another number.
3 × 1 = 3, 3 × 2 = 6, 3 × 3 = 9, 3 × 4 = 12, 3 × 5 = 15, 3 × 6 = 18
The first six multiples of 3 are 3, 6, 9, 12, 15, and 18.

Example 2: What are the first five multiples of 5?

5 × 1 = ____, 5 × 2 = ____, 5 × 3 = ____, 5 × 4 = ____, 5 × 5 = ____
The first five multiples of 5 are ____, ____, ____, ____, and ____.

Your Write the first three multiples.

turn
2: ____,
2 ____,
4 ____
6 b 4: ____, ____, ____

a 3: ____, ____, ____ c 12: ____, ____, ____

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© Shell Education 146436—Catch-Up Math 29

 WHOLE NUMBERS
PRACTICE
1 Write the first eight multiples.
1: ___,
1 ___,
2 ___,
3 ___,
4 ___,
5 ___,
6 ___,
7 ___
8

a 2: ___, ___, ___, ___, ___, ___, ___, ___

b 4: ___, ___, ___, ___, ___, ___, ___, ___

c 5: ___, ___, ___, ___, ___, ___, ___, ___

d 7: ___, ___, ___, ___, ___, ___, ___, ___

e 9: ___, ___, ___, ___, ___, ___, ___, ___

f 10: ___, ___, ___, ___, ___, ___, ___, ___

g 11: ___, ___, ___, ___, ___, ___, ___, ___

2 Cross out the number that is not a multiple of the first number.
5: 55, 60, 65, 70, 73, 75

a 10: 90, 100, 110, 115, 120, 130

b 3: 21, 24, 27, 28, 30, 33

c 6: 6, 12, 18, 20, 24, 30

d 8: 8, 16, 24, 32, 40, 46

e 12: 12, 24, 28, 36, 48, 60

f 2: 18, 20, 22, 23, 24, 26

g 4: 36, 40, 44, 46, 48, 52

h 11: 22, 33, 35, 44, 55, 66

i 7: 21, 28, 35, 37, 42, 49

j 9: 54, 56, 63, 72, 81, 90

30 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS

LEAST COMMON MULTIPLES (LCM)

The Least Common Multiple (LCM) of two numbers
is the smallest number that is a multiple of both numbers.
Example 1:
What is the Least Common Multiple of 4 and 8? SCAN
to
Multiples of 4: 4, 8, 12, 16 ... watch
video
Finding the LCM can help you work
Multiples of 8: 8, 16, 24 ... with fractions and arrange things
The LCM of 4 and 8 is 8. in equal groups.
Can you figure out how?
Example 2:
What is the Least Common Multiple of 8 and 12?
Multiples of 8: 8, 16, 24, 32 ...
Multiples of 12: 12, 24, 36, 48 ...
The LCM of 8 and 12 is 24.

Example 3:
What is the Least Common Multiple of 2 and 4?
Multiples of 2: 2, 4, 6, 8 ...
Multiples of 4: 4, 8, 12, 16 ...
The LCM of 2 and 4 is ____.

Your Circle the LCM for each pair of numbers.

turn
2: 2, 4, 6, 8 ... b 2: 2, 4, 6, 8 ...
8: 8, 16, 24, 32 ... 3: 3, 6, 9, 12 ...

a 4: 4, 8, 12, 16 ... c 1: 1, 2, 3, 4, 5, 6 ...

6: 6, 12, 18, 24 ... 6: 6, 12, 18, 24, 30, 36 ...
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© Shell Education 146436—Catch-Up Math 31

 WHOLE NUMBERS
PRACTICE
1 What is the Least Common Multiple (LCM)?
2: ______________________
2, 4, 6, 8, 10
10
The LCM is ______.
5: ______________________
5, 10, 15, 20

a 3: ______________________
The LCM is ______.
4: ______________________

b 5: ______________________
The LCM is ______.
10: ______________________

c 2: ______________________
The LCM is ______.
6: ______________________

d 3: ______________________
The LCM is ______.
6: ______________________

e 1: ______________________
The LCM is ______.
4: ______________________

f 4: ______________________
The LCM is ______.
10: ______________________

g 3: ______________________
The LCM is ______.
5: ______________________

h 2: ______________________
The LCM is ______.
10: ______________________

i 3: ______________________
The LCM is ______
9: ______________________

j 4: ______________________
The LCM is ______.
8: ______________________

32 146436—Catch-Up Math © Shell Education

 WHOLE NUMBERS REVIEW

1 Fill in the number chart.

Hundred Ten
Number Thousands Hundreds Tens Ones
Thousands Thousands
a 56
b 250
c 1,346
d 8,007
e 32,430
f 40,003
g 100,200
h 840,937
i 647,300
j 420,030

2 What is the place value of the 7 in these numbers?

a 473 ___________________ g 27,392 ___________________
b 1,257 ___________________ h 173,258 ___________________
c 4,732 ___________________ i 27 ___________________
d 7,890 ___________________ j 387 ___________________
e 20,700 ___________________ k 7,321 ___________________
f 762,381 ___________________ l 268,473 ___________________

© Shell Education 146436—Catch-Up Math 33

 WHOLE NUMBERS
REVIEW

3 What is the value of each underlined digit?

a 4,827 ___________ h 457,906 ___________
b 15,326 ___________ i 6,957 ___________
c 29 ___________ j 47,590 ___________
d 164 ___________ k 531,285 ___________
e 24,985 ___________ l 736,150 ___________
f 36,438 ___________ m 16 ___________
g 129,853 ___________ n 493 ___________

4 Write these numbers in standard form.

a 3 hundred thousands, 2 ten thousands,
8 thousands, 5 hundreds, 6 tens, 9 ones ________

b 8 hundreds, 5 ones, 7 ten thousands,

6 hundred thousands, 4 thousands ________

c 5 thousands, 3 ten thousands,

6 hundred thousands, 3 ones ________

d 7 ones, 4 hundreds, 7 ten thousands,

2 hundred thousands ________

5 Color the digits in the hundred thousands yellow, ten thousands orange,
thousands purple, hundreds green, tens blue, and ones red.
a 109,580 c 7,620 e 89 g 346

b 961 d 87,314 f 73,554 h 406,789

6 Write 6-digit numbers where the 7 is worth:

a 70 ___________ d 700,000 ___________

b 7 ___________ e 70,000 ___________

c 700 ___________ f 7,000 ___________

34 146436—Catch-Up Math © Shell Education
 WHOLE
REVIEW NUMBERS

7 Write 6-digit numbers where the 5 is worth:

a 5,000 ___________ d 50,000 ___________

b 50 ___________ e 500,000 ___________

c 5 ___________ f 500 ___________

8 Circle the numbers where the value of 4 is 400.

236,400 4,372 23,436 24 643,825 437 6,840
14,593 983,402 127,483 1,438 14,383 1,534

9 Write these numbers in expanded form.

a 723 = _____________________________________________________

b 1,439 = ____________________________________________________

c 533 = _____________________________________________________

d 25,295 = ___________________________________________________

e 384,629 = __________________________________________________

10 Write these numbers in ascending order.

a 6,523; 3,526; 5,236; 5,623; 5,632
__________________________________________________________

b 14,759; 41,579; 54,791; 91,547; 75,154

__________________________________________________________

c 613,285; 582,316; 631,582; 531,682; 815,632

__________________________________________________________

© Shell Education 146436—Catch-Up Math 35

 WHOLE NUMBERS
REVIEW

11 Write these numbers in descending order.

a 9,524; 4,529; 9,254; 5,429; 2,945
__________________________________________________________

b 61,379; 97,316; 69,137; 67,139; 79,613

__________________________________________________________

c 459,352; 253,954; 495,234; 942,355; 395,542

__________________________________________________________

12 Write <, >, or = to make the statements true.

a 372 273 f 29,372 92,732

b 249 942 g 293,481 934,812

c 2,835 5,382 h 76,439 76,439

d 7,263 3,267 i 653,295 625,395

e 18,430 10,834 j 843,252 483,522

13 Round the numbers.

Round to a 532,487 b 643,981 c 857,603
nearest 10
nearest 100
nearest 1,000
nearest 10,000
nearest 100,000

36 146436—Catch-Up Math © Shell Education

 WHOLE
REVIEW NUMBERS

14 Write all the factors.

a 12 _______________________ c 18 _______________________

b 16 _______________________ d 36 _______________________

15 Write the Greatest Common Factor (GCF).

a 8: ____________________________
The GCF is ____.
12: ____________________________

b 20: ____________________________
The GCF is ____.
24: ____________________________

c 15: ____________________________
The GCF is ____.
18: ____________________________

16 Write the first five multiples.

a 2: ___, ___, ___, ___, ___ d 9: ___, ___, ___, ___, ___

b 8: ___, ___, ___, ___, ___ e 10: ___, ___, ___, ___, ___

c 5: ___, ___, ___, ___, ___ f 7: ___, ___, ___, ___, ___

17 Find the Least Common Multiple (LCM).

a 3: ____________________________
The LCM is ____.
4: ____________________________

b 2: ____________________________
The LCM is ____.
3: ____________________________

© Shell Education 146436—Catch-Up Math 37

ADDITION

ADDING
WITH AND WITHOUT REGROUPING
FOUR-DIGIT NUMBERS

Here are examples of adding 4-digit numbers with 2-digit,

3-digit, and 4-digit numbers, with and without regrouping.
4-digit + 2-digit 4-digit + 3-digit 4-digit + 4-digit
Without Example 1: Example 3: Example 5: SCAN
to
regrouping watch
3, 0 4 2 6, 3 8 1 4, 5 7 3 video

+ 5 3 + 6 0 8 + 5, 3 2 1
3, 0 9 5 6, 9 8 9 9, 8 9 4

With Example 2: Example 4: Example 6:

regrouping 1
5, 6 3 9 5, 1 4 1 8 2 1
5, 1 9 1 4 7
+ 4 5 + 1 5 9 + 2, 6 5 5
5, 6 8 4 5, 6 4 1 8, 6 0 2

Example 7: Example 8: Example 9:

2, 5 3 7 9, 0 0 8 6, 8 3 7
+ 9 8 + 9 9 0 + 1, 8 9 5

Solve these addition problems.

Your 1
3, 1 8 1 5 4 b 5, 3 5 4 d 1, 5 7 9
turn
+ 1 5 6 + 1, 3 4 5 + 4 3
4 0 1 0

a 2, 1 5 2 c 6, 8 2 4 e 8, 0 9 7
+ 2 1 5 + 5, 4 9 5 + 4 9

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38 146436—Catch-Up Math © Shell Education

 Addition
PRACTICE
1 Solve.
Th H T O a Th H T O b Th H T O
1 1
4 3 5 7 5 9 8 1 5 6 2 5
+ 5 3 + 3 8 + 4 3
4 4 1 0

2 Add the numbers in each problem.

7, 1 0 1 9 5 a 8, 9 7 3 b 6, 2 6 1 c 8, 7 8 9
+ 5 6 + 2 4 + 4 9 + 3 9
7, 1 5 1

3 Solve.
a 7, 5 3 1 b 5, 8 1 6 d 4, 3 8 2 f 6, 9 2 0
+ 2 4 6 + 3 4 7 + 3 4 1 + 1 8 9
7, 7 7 7

a 8, 9 9 4 c 6, 2 4 3 e 5, 7 1 1 g 4, 9 2 0
+ 5 3 8 + 1 8 5 + 3 9 9 + 2 3 9

4 Add.
4, 9 2 5 b 6, 7 8 9 d 8, 5 7 3 f 7, 2 6 7
+ 1, 0 3 1 + 2, 3 4 5 + 5, 4 8 0 + 5, 2 4 3
5, 9 5 6

a 5, 4 3 1 c 9, 9 9 0 e 9, 3 2 4 g 9, 3 7 3
+ 1, 5 4 2 + 7, 3 4 8 + 1, 5 8 8 + 2, 7 7 9

© Shell Education 146436—Catch-Up Math 39

ADDITION

ROUNDING TO ESTIMATE
ADDITION ANSWERS
We can use rounding to get an answer that is
close to the actual answer.

An estimate is near the answer, but

it isn’t perfectly accurate.

Round each number to the

nearest 10, and then add Round to the nearest 100
to estimate the answer. to estimate the answer.
Example 1: Example 3:
138 + 21 is about 160 346 + 287 is about 600

140 20 300 300

Example 2: Example 4:
142 + 57 is about 415 + 695 is about

Estimate the answers.

Your
turn Round to the 514 + 32 is about 540
nearest 10.
510 30

a Round to the 215 + 168 is about

nearest 100.

b Round to the 547 + 98 is about

nearest 10.

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40 146436—Catch-Up Math © Shell Education

 Addition
PRACTICE
1 Estimate the answers by rounding each number to the nearest 10.

154 + 38 is about 190 c 281 + 36 is about

150 40

a 63 + 45 is about d 26 + 584 is about

b 68 + 14 is about e 33 + 436 is about

2 Round each number to the nearest 100 to estimate the answers.

158 + 273 is about 500

200 300

a 519 + 647 is about

b 595 + 235 is about

c 909 + 367 is about

d 435 + 815 is about

© Shell Education 146436—Catch-Up Math 41

 ADDITION REVIEW

1 Add these numbers.

a 3 6 b 5 7 c 7 2 d 4 3 e 1 7
+ 5 2 + 2 2 + 1 5 + 2 5 + 9 1

2 Solve.
a 7 3 5 c 5 3 2 e 1, 3 8 2 g 3, 2 5 3
+ 1 2 1 + 4 1 5 + 1, 4 1 1 + 1, 5 1 2

b 4 2 4 d 7 3 2 f 2, 4 6 1 h 4, 2 1 0
+ 6 1 + 1 4 2 + 1, 3 2 7 + 1, 0 3 7

3 Complete these addition problems.

a 7 4 e 7 6 i 7 0 9 m 9, 5 0 1
+ 3 9 + 8 9 + 8 9 9 + 3, 3 8 9

b 2 6 f 1 3 5 j 4 5 7 n 6, 2 0 6
+ 8 9 + 4 2 9 + 7 5 3 + 8, 5 4 9

c 4 5 g 5 7 6 k 6 2 8 o 7, 3 8 5
+ 7 6 + 8 3 6 + 9 4 6 + 7, 4 9 3

d 3 5 h 8 9 7 l 2, 4 3 6 p 7, 8 2 5
+ 5 8 + 1 2 3 + 5, 8 2 0 + 3, 0 9 3

42 146436—Catch-Up Math © Shell Education

 Addition
REVIEW

4 Round these numbers to the nearest 10 to estimate the answers.

a 27 + 32 is about c 143 + 58 is about

b 48 + 61 is about d 279 + 31 is about

5 Round these numbers to the nearest 100 to estimate the answers.

a 327 + 141 is about c 862 + 346 is about

b 549 + 321 is about d 416 + 711 is about

© Shell Education 146436—Catch-Up Math 43

SUBTRACTION

SUBTRACTION WITH REGROUPING

THREE-DIGIT AND FOUR-DIGIT NUMBERS

Here is an example of a four-digit subtraction problem.

We need to regroup, or borrow from the tens column.
Example 1:
  Th   H   T   O
We cannot take 9 from 8. SCAN
8 1 to
3 7 9 8 So, we borrow 1 ten, which is watch
video
– 1 4 5 9 the same as 10 ones.
Now, we can subtract 9 from 18.
2 3 3 9

Example 2: Example 3: Example 4:

  Th   H   T   O   Th   H   T   O   Th   H   T   O
3 11 9 1 6 1 1 14 1 0 1
4 2 0 3 7 2 5 3 3 7 1 1
– 2 5 8 6 – 5 8 9 7 – 2 0 6
1 6 1 7

Start at the ones column.

Then, move to the tens
column. Next, the hundreds.
Finally, the thousands.

Your Solve these subtraction problems.

turn 8
9, 9 0 1 2 6 b 7, 1 3 0
– 3, 5 6 3 – 4, 2 1 9
5, 4 6 3

a 8, 2 4 9 c 6, 5 0 2
– 2, 3 6 8 – 2, 3 6 1

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44 146436—Catch-Up Math © Shell Education

 SUBTRACTION
PRACTICE

1 Solve.
  Th   H   T   O a   Th   H   T   O b   Th   H   T   O
2 8 89 3 1
4 9 3 4 7 0 3 2
– 1 4 0 7 – 2 4 1 5 – 1 5 3
1 4 8 6

2 Subtract.
8, 2 3 1 5 4 b 8, 0 3 4 d 6, 5 0 6
– 3, 1 9 2 – 5, 0 9 3 – 1, 2 0 7
5, 1 6 2

a 7, 2 6 7 c 5, 7 2 1 e 5, 8 6 2
– 3 4 9 – 8 0 0 – 1, 3 7 4

3 Solve and then check your answers with addition.

4, 7 8 9 0 1 3 b 8, 5 4 1 d 8, 3 2 2
– 1, 3 5 4 – 4 3 2 – 1, 7 0 3
3, 4 4 9
3, 1 4 1 4 9
+ 1, 3 5 4 + 4 3 2 + 1, 7 0 3
4, 8 0 3

a 5, 2 0 4 c 9, 3 0 7 e 4, 8 3 6
– 1, 3 7 3 – 4, 3 5 8 – 4 0 9

+ 1, 3 7 3 + 4, 3 5 8 + 4 0 9

© Shell Education 146436—Catch-Up Math 45

SUBTRACTION

SUBTRACTION WITH REGROUPING

FIVE-DIGIT NUMBERS

When subtracting, we sometimes need to regroup, or borrow

1 ten for 10 ones and then 1 hundred for 10 tens.
Example 1:
Here, we borrowed 1 hundred for 10 tens.
  T T   Th   H   T   O
2 13 1 We couldn’t take 8 from 3, so we
8 6 3 4 3 borrowed 1 ten for 10 ones.
– 3 2 1 7 8
Example 3:
5 4 1 6 5
  T T   Th   H   T   O
7 12 9 1
4 8 3 0 2
Example 2:
– 1 0 5 6 3
  T T   Th   H   T   O
6
7 1  
2 5 3 2 1
6 3 7 7 3 9
– 1 5 4 2 8
5 7 1 0 8 Example 4:
  T T   Th   H   T   O
5 1
5 3 6 4 5
– 2 3 7 4
1

Your Solve these subtraction problems.

turn
3 3 4, 101 1 0 6 b 5 3, 8 4 7
– 3, 4 2 5 – 3 2, 9 8 5
3 0, 6 8 1

a 7 3, 8 2 4 c 6 5, 1 4 3
– 5, 3 2 8 – 1 9, 0 3 7

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46 146436—Catch-Up Math © Shell Education

 SUBTRACTION
PRACTICE

1 Subtract.
  T T   Th   H   T   O a   T T   Th   H   T   O b   T T   Th   H   T   O
6 9
4 7 0 13 5 7 2 4 3 1 9 2 0 7 4
– 1 4 2 4 3 – 1 4 3 5 – 4 3 2 5 7
3 2 7 9 2

2 Subtract.
5 5 6, 1 2 34 1 0 b 5 4, 3 7 3 d 8 3, 4 2 0
– 5, 7 3 5 – 5, 4 2 5 – 4, 8 3 5
5 0, 5 0 5

a 1 6, 0 3 0 c 4 0, 3 2 4 e 6 7, 0 8 5
– 4, 9 5 2 – 2 1, 4 0 8 – 3 2, 9 8 6

3 Solve and then check using addition.

1
2 134, 1 3 7 8 1 4 a 4 9, 3 4 0 b 9 2, 7 3 1
– 1 4, 7 2 9 – 1 5, 2 4 3 – 2 4, 3 5 2
9, 6 5 5
1 1
9, 6 1 5 5
+ 1 4, 7 2 9 + 1 5, 2 4 3 + 2 4, 3 5 2
2 4, 3 8 4

4 Challenge: Fill in the missing digits.

6
7 1 4, 3 78 1 2 a b 8 2, 3 1 0
– 2 5, 3 7 4 – 1 4, 2 7 5 –
4 9, 0 0 8 3 8, 2 1 8 3 8, 8 9 7

© Shell Education 146436—Catch-Up Math 47

SUBTRACTION

REGROUPING FROM
LARGER PLACE VALUES
When you are subtracting, sometimes you can’t
regroup, or borrow from the next place value.
Example 1:
5
6 90 10 We can’t borrow from
the tens, so move to
– 2 7 the hundreds column.
5 7 3

Example 2: Example 4:
6
7, 9 0 9 0 1 0 8
9 9 0 9 0, 9 0 9 0 1 0
– 2 4 3 – 1 4, 3 2 3
6, 7 5 7 8 8 5, 6 7 7

Example 3: Example 5:
7
8 9 0, 9 0 9 0 1 0 5
6 9 0, 9 0 9 0 1 0
– 7, 3 2 8 – 3 4, 5 9 5
7 2, 6 7 2

Solve these subtraction problems.

Your
turn 1 9 0 9 0, 9 0 1 0 0 b 4, 0 0 0
– 4 3, 2 4 0 – 3, 1 3 4
5 6, 7 6 0

a 3 0, 0 0 0 c 5 0 0
– 1 3, 4 2 0 – 2 3 2

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48 146436—Catch-Up Math © Shell Education

 SUBTRACTION
PRACTICE

1 Solve these subtraction problems.

4
5 9 0 9 0, 9 0 90 1 0 d 4 0, 0 0 0 h 6, 0 0 0
– 1 2, 3 4 5 – 2 0, 3 0 2 – 2 5 3
4 8 7, 6 5 5

a 7 0, 0 0 0 e 2 0 0, 0 0 0 i 4 0 0
– 2, 5 7 3 – 7 4, 0 0 3 – 1 3 2

b 5, 0 0 0 f 2 8, 0 0 0 j 6 2, 0 0 0
– 1 4 7 – 3, 4 3 6 – 1 3, 4 7 2

c 1 0, 0 0 0 g 8 0, 0 0 0 k 3 3, 0 0 0
– 3, 8 2 3 – 3 5, 2 1 3 – 1 4, 0 0 4

2 Solve these money subtraction problems.

$ 1 90 90 . 90 10 c $ 8 0. 0 0 f $ 3 6 0. 0 0
– $ 4 3. 6 5 – $ 3 5. 1 7 – $ 1 5 4. 9 5
$ 5 6. 3 5

a $ 5 0. 0 0 d $ 9 0. 0 0 g $ 7 5. 0 0
– $ 1 3. 6 2 – $ 4 2. 5 0 – $ 6 2. 4 6

b $ 2 0. 0 0 e $ 7 0. 0 0 h $ 2 9 0. 0 0
– $ 1 3. 5 0 – $ 2 5. 2 5 – $ 1 8 7. 5 7

© Shell Education 146436—Catch-Up Math 49

SUBTRACTION

ROUNDING TO ESTIMATE
SUBTRACTION ANSWERS
You can use rounding to get an approximate
answer that is close to the actual answer.
Example 1: R
 ound to the nearest 10 to estimate the answer.
429 – 166 is about 260

430 170

Example 2: R
 ound to the nearest 100 to estimate the answer.
885 – 223 is about 700
An estimate is near
the answer, but
900 200 it isn’t perfectly
accurate.
Example 3: R
 ound to the nearest 100
to estimate the answer.
687 – 217 is about

200
Your
turn
1 Round to the nearest 10 to estimate the answer.
a
635 – 124 is about 520 613 – 419 is about

640 120

2 Round to the nearest 100 to estimate the answer.

a
347 – 249 is about 100 1,632 – 243 is about

300 200
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50 146436—Catch-Up Math © Shell Education

 SUBTRACTION
PRACTICE

1 Round to the nearest 10 to estimate the answers.

325 – 109 is about 220

330 110

a 742 – 257 is about

b 1,357 – 243 is about

c 43,523 – 36,419 is about

d 73,425 – 34,561 is about

2 Round to the nearest 100 to estimate the answers.

38,427 – 26,498 is about 11,900

38,400 26,500

a 73,582 – 21,530 is about

b 343 – 257 is about

c 5,984 – 3,349 is about

© Shell Education 146436—Catch-Up Math 51

 SUBTRACTION REVIEW

1 Solve these subtraction problems.

a 5 3 d 7 2 g 5 8 9 j 8 4 6
– 2 1 – 3 5 – 3 7 – 3 0 5

b 7 4 e 8 1 h 6 8 4 k 8 4 0
– 5 3 – 4 3 – 1 4 2 – 2 3 5

c 8 8 f 5 2 i 9 8 0 l 9 0 3
– 4 2 – 3 5 – 4 5 0 – 4 2

2 Now solve these subtraction problems.

a 5 2 4 2 e 6 9 3 0 i 8 2 6 3 0
– 1 3 1 – 5 4 3 – 1 4 1 0

b 4 9 5 3 f 7 5 2 9 j 7 2 4 6 5
– 1 7 4 2 – 3 4 5 3 – 5 1 3 2 3

c 9 7 2 g 5 4 2 8 7 k 6 2 1 5 2
– 3 4 0 – 4 1 1 5 2 – 3 5 9 8 3

d 3 8 5 4 h 3 9 8 5 7 l 7 3 1 5 4
– 2 4 1 3 – 2 1 2 4 5 – 4 2 5 6 5

52 146436—Catch-Up Math © Shell Education

 SUBTRACTION
REVIEW

3 Solve and then use addition to check your answers.

a 5 7 e 5, 9 8 3 i 9 5, 2 5 6
– 4 3 – 2, 7 4 1 – 3, 0 3 9

+ + +

b 1 4 3 f 5, 8 4 3 j 4 8, 1 1 1
– 2 8 – 2, 7 0 9 – 2 5, 3 7 0

+ + +

c 3 4 2 g 6, 3 0 4 k 7 2, 5 3 1
– 1 5 2 – 1, 2 5 1 – 3 9, 4 0 9

+ + +

d 1, 5 3 2 h 5 8, 9 3 7 l 9 3, 0 0 7
– 4 1 5 – 3, 9 7 7 – 2 4, 0 5 6

+ + +

© Shell Education 146436—Catch-Up Math 53

 SUBTRACTION
REVIEW

4 Solve.
a 4 0 0 g m
3 0 0 0 7 0 0 0 0
– 3 2 – 2 3 7 5 – 5 3 5 2

b h n
6 0 0 9 0 0 0 6 0 0 0 0
– 1 4 3 – 4 0 3 0 – 7 0 5 3

c i o
8 0 0 4 0 0 0 5 0 0 0 0
– 7 6 8 – 1 3 0 7 – 8 3 2 1

d j p
5 0 0 0 3 0 0 0 0 3 0 0 0 0
– 1 5 3 – 3 5 2 4 – 2 1 3 5 0

e k q
7 0 0 0 5 0 0 0 0 4 0 0 0 0
– 5 8 3 – 1 5 2 – 1 5 2 9 0

f l r
6 0 0 0 2 0 0 0 0 7 6 0 0 0
– 4 2 1 – 7 3 – 3 1, 3 0 4

54 146436—Catch-Up Math © Shell Education

 SUBTRACTION
REVIEW

5 Round to the nearest 10 to estimate the answers.

a 342 – 173 is about

b 3,581 – 432 is about

c 17,437 – 1,241 is about

6 Round to the nearest 100 to estimate the answers.

a 436 – 132 is about

b 53,421 – 5,368 is about

© Shell Education 146436—Catch-Up Math 55

MULTIPLICATION

PRODUCT, FACTORS, AND MULTIPLES

When you multiply numbers, the answer is called the product.

A factor is a number that A multiple is the answer

you can multiply with you get when you multiply
another to give a multiple. two numbers together.

6 and 4 are factors of 24. 24 is a multiple of 6 and 4.

6 × 4 = 24
multiple
factors
Example 1: What are the factors of 12?
1 × 12 = 12 12 1, 2, 3, 4, 6, and 12
2 × 6 = 12 are the factors of 12.
3 × 4 = 12 1 2 3 4 6 12 12 is a multiple of 1,
× 2, 3, 4, 6, and 12.
××

Example 2: What are the factors of 10?

1 × ____ = 10 1, ____, ____, and 10
10 are the factors of 10.
____ × ____ = 10
1 10 10 is a multiple of
1, ____, ____, and 10.

Your 1C
 ross out the number 2C
 ircle the number that
turn that is NOT a factor. is NOT a multiple.
10: 1, 2, 3, 5, 10 10: 10, 50, 60, 25, 20
a 15: 1, 2, 3, 5, 15 a 5: 5, 15, 30, 42, 50
b 20: 1, 2, 3, 4, 5, 10 b 6: 12, 18, 23, 24, 30
c 2: 1, 2, 4, 10, 20
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56 146436—Catch-Up Math © Shell Education

 MULTIPLICATION
PRACTICE

1 Write the factors.

6 c 24

1 2 3 6
___
1 × ___
6 = ___
6 ____ × ____ = ____
___
2 × ___
  3 = ___
6 ____ × ____ = ____
a ____ × ____ = ____
18
____ × ____ = ____

d
16
____ × ____ = ____
____ × ____ = ____
____ × ____ = ____ ____ × ____ = ____
b ____ × ____ = ____
7
____ × ____ = ____
____ × ____ = ____

2 Write the products.

6 and 3 18 b 8 and 7 d 11 and 12

a 5 and 4 c 9 and 12 e 9 and 8

3 Write the next five multiples.

5: 15, ___,
20 ___,
25 ___,
30 ___,
35 ___
40 b 7: 21, ___, ___, ___, ___, ___
a 6: 36, ___, ___, ___, ___, ___ c 9: 27, ___, ___, ___, ___, ___

4 Write the missing numbers.

____
8 × 7 = 56 c 5 × 12 = ____ f ____ × 4 = 32
a 9 × ____ = 36 d 12 × ____ = 132 g 7 × ____ = 42
b ____ × 6 = 48 e 7 × ____ = 77 h 4 × ____ = 0

© Shell Education 146436—Catch-Up Math 57

MULTIPLICATION

MULTIPLYING 2-DIGIT BY
1-DIGIT NUMBERS
Here are three different ways to multiply two-digit numbers
by one-digit numbers.
Example 1: 13 × 5
Using known facts Multiplying the tens Using an area model
and then the ones 13 × 5
13 × 5
13 × 5 10 3
10 × 5 = 50
= 5 tens + 5 threes 5 50 15
50 + 5 + 5 + 5
(3 groups of 5) = 50 + 15
= 65 = 50 + 15
= 65
= 65

Example 2: 23 × 4
Using known facts Multiplying the tens Using an area model
and then the ones 23 × 4
23 × 4
23 × 4 20 3
20 × ____ = 80
= ____ tens × 4 4 80
8 0 + ____ + ____ + ____ + ____ threes
(3 groups of 4)
= 80 + ____ = 80 + ____
= ____
= ____ = ____

Your
turn Solve using the three different methods.

32 × 8 32 × 8 32 × 8
_______________
30 × 8 = ____________________
3 tens × 8 + ___
30 __
2
_______________ _____________ __
_______ _______
___________

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______
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58 146436—Catch-Up Math © Shell Education

 MULTIPLICATION
PRACTICE

1 Solve using the different methods of multiplication.

63 × 5 Use known facts b 67 × 8 Use known facts
__________________________
60 × 5 = 300 __________________________
__________________________
300 + 5 + 5 + 5 __________________________
= ______
315 = ______

63 × 5 Multiply tens then ones 67 × 8 Multiply tens then ones

__________________________
6 tens × 5 + 5 threes __________________________
__________
300 + 15 = _____
315 __________ = _____

63 × 5 Use an area model 67 × 8 Use an area model

___
60 __ 3 ___ __
__
5 300 15 __

300 + 15 = _____
__________ 315 __________ = _____

a 34 × 5 Use known facts c 41 × 3 Use known facts

__________________________ __________________________
__________________________ __________________________
= ______ = ______

34 × 5 Multiply tens then ones 41 × 3 Multiply tens then ones

__________________________ __________________________
__________ = _____ __________ = _____

34 × 5 Use an area model 41 × 3 Use an area model

___ __ ___ __
__ __

__________ = _____ __________ = _____

© Shell Education 146436—Catch-Up Math 59

MULTIPLICATION

STANDARD ALGORITHMS
We can solve multiplication problems using an algorithm.

Example 1:
First multiply
the ones: 2 × 2. Example 3:
SCAN
  T   O to
Then multiply 8 × 6 = 48, watch
  H   T   O video
the tens: 4 × 2. 4 2 +4 so carry over
3 8 to the tens to
× 2 × 6 add 4.
8 4
8
Example 2:
3 × 5 = 15 so Example 4:
  H   T   O
carry over to the
+1
6 3 tens to add 1. 4 × 3 = ___,
× 5   H   T   O
so carry
7 4 over to the
3 1 5 × 3 tens to add ___.

Your
turn Solve these multiplication algorithms.
  H   T   O b   H   T   O d   H   T   O
+5
4 7 6 1 2 3
× 8 × 8 × 7
3 7 6

a   H   T   O c   H   T   O e   H   T   O

3 5 7 2 8 9
× 2 × 3 × 6

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60 146436—Catch-Up Math © Shell Education

 MULTIPLICATION
PRACTICE

1 Solve these multiplication problems.

  H   T   O b   H   T   O d   H   T   O f   H   T   O
+2
2 7 5 8 8 1 4 0
× 3 × 5 × 9 × 7
8 1

a   H   T   O c   H   T   O e   H   T   O g   H   T   O
3 2 6 4 9 2 5 5
× 4 × 6 × 8 × 2

2 This is a student’s test. Find the answers, mark the test, and write
the score.

a 2 3 c 7 2 e 5 5+4 g 5 4 +2

× 2 × 5 × 8 × 6
4 6 3 5 0 4 4 0 3 2 4

b 4 1 d 8 7 +4 f 3 5 h 6 1
× 3 × 7 × 4 × 8
1 2 3 6 0 9 1 2 0 4 6 8
out of 8

3 Try solving these problems with three-digit numbers.

1 +1 2 4 b 3 2 9 d 5 1 6
× 3 × 5 × 6
3 7 2

a 2 7 2 c 4 0 3 e 8 9 2
× 4 × 7 × 8

© Shell Education 146436—Catch-Up Math 61

MULTIPLICATION

MULTIPLYING 3-DIGIT AND 4-DIGIT

NUMBERS BY 1-DIGIT NUMBERS
Here are three ways to multiply three-digit or four-digit
numbers by one-digit numbers.
Example 1:
Multiplying thousands, hundreds, tens, ones
Area Model
673 × 4
673 × 4
= (600 × 4) + (70 × 4) + (3 × 4) 600 70 3
= 2,400 + 280 + 12 4 2,400 280 12
Standard Algorithm
= 2,692 673 × 4 2,400 + 280 + 12
2
6 17 3 = 2,692
× 4
2, 6 9 2 Why is it
useful to learn
different
Example 2: ways of
Multiplying thousands, hundreds, tens, ones multiplying?
1,432 × 5
= (______ × 5) + (_____ × 5) + (30 × 5) + (2 × 5)
= ______ + ______ + 150 + 10
= ______
Area Model
1,432 × 5
Standard Algorithm
1,000 400 30 2
1,432 × 5
5
2
1, 1 4 1 3 2
× 5 ______ + ______ + _____ + _____
0 = ______

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62 146436—Catch-Up Math © Shell Education

 Your
turn Solve.
5,382 × 4
= ___________________________________________
(5,000 × 4) + (300 × 4) + (80 × 4) + (2 × 4)
= _________________________________
20,000 + 1,200 + 320 + 8
= ___________
21,528 5,382 × 4
1
5,000 300 ___
_____ ____ 80 __
2
5, 3 3 8 2
× 4 4 20,000 1,200 320 8
__
2 1, 5 2 8 20,000 + 1,200 + 320 + 8
_______________________
21,528
= ________
a 631 × 4
= ___________________________________________
= _________________________________
= ___________ 631 × 4
____ ___ __
6 3 1
× 4 __

________________________
= ________
b 742 × 8
= ___________________________________________
= _________________________________
= ___________ 742 × 8
____ ___ __
7 4 2
__
× 8
________________________
= ________
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© Shell Education 146436—Catch-Up Math 63

 MULTIPLICATION
PRACTICE

1 Solve by multiplying thousands, hundreds, tens, and ones.

7,134 × 3 = (7,000 × 3) + (100 × 3) + (30 × 3) + (4 × 3)
________________________________________________
= 21,000 + 300 + 90 + 12
_________________________________
= 21,402
___________

a 326 × 6 = ________________________________________________
= _________________________________
= ___________

b 1,526 × 5 = ____________________________________________
= _________________________________
= ___________

c 439 × 7 = ________________________________________________
= _________________________________
= ___________

d 5,963 × 8 = ____________________________________________
= _________________________________
= ___________

2 Solve using the standard algorithm.

2
3, 1 5 23 4 b 1, 5 3 2 d 4, 9 3 6
× 5 × 6 × 8
1 7, 6 7 0

a 6 1 5 c 7 2 5 e 5 0 3
× 4 × 7 × 7

64 146436—Catch-Up Math © Shell Education

 MULTIPLICATION

3 Solve using the area models.

5,123 × 3 e 506 × 7
5,000 ____
______ 100 ___
20 __
3 ____ ___ __
3 15,000 300 60 9
__ __
15,000 + 300 + 60 + 9
________________________ ________________________
15,369
= ________ = ________

a 732 × 4 f 827 × 3
____ ___ __ ____ ___ __
__ __

________________________ ________________________
= ________ = ________

b 4,940 × 6 g 1,470 × 9
_____ ____ ___ __ _____ ____ ___ __
__ __

________________________ ________________________
= ________ = ________

c 2,935 × 5 h 7,495 × 6
_____ ____ ___ __ _____ ____ ___ __
__ __

________________________ ________________________
= ________ = ________

d 419 × 8 i 5,678 × 7
____ ___ __ _____ ____ ___ __
__ __

________________________ ________________________
= ________ = ________
© Shell Education 146436—Catch-Up Math 65
MULTIPLICATION

MULTIPLYING 2-DIGIT AND 3-DIGIT

NUMBERS BY 2-DIGIT NUMBERS
Here are two ways of multiplying two-digit and three-digit
numbers by two-digit numbers.
Example 1: 43 × 25 2-digit × 2-digit
Standard Algorithm Area Model
SCAN
  Th   H   T   O 40 3 to
1 First, do 3 × 5. watch
4 3 Then, do 4 × 5. 20 800 60 860
video

× 2 5
Now, write 0 5 200 15 215
2 1 5
in the ones. 1,075
+ 8 6 0 Next, do 3 × 2,
1 0 7 5 then 4 × 2.
Finally, add. 860 + 215 = 1,075

Example 2: 412 × 36 Steps: 3-digit × 2-digit

2×6
  T T   Th   H   T   O
1
1×6 400 10 2
1 2 4 4×6
× 3 6 Put 0 in
30 12,000 300 60 12,360
2 14 7 2 the ones. 6 2,400 60 12 2,472
+ 1 2 3 6 0 2×3
1×3 14,832
1 4 8 3 2 4×3
Add. 12,360 + 2,472 = 14,832

Steps:
Example 3: 748 × 42 8×2 700 40 8
4×2
  T T   Th   H   T   O 40 28,000 320
1 7×2
7 4 8
×
Put 0 in 2 80
4 2 the ones.
1 4 9 6 8×4
+ 0 4×4
7×4
_______ + _______ = _______
Add.
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66 146436—Catch-Up Math © Shell Education

 Your
turn Complete these multiplication problems.
52 × 10
5 2
× 50
___ 2
__
1 0
0 0 ___
10 500 20 520
+ 5 2 0 __
0 0 0 0
5 2 0 520

a 64 × 13
6 4 ___ __
× 1 3
___
+ ___

b 176 × 49
1 7 6 ____ ___ __
× 4 9
___
+ ___

c 843 × 70
8 4 3 ____ ___ __
× 7 0
___
+ ___

SELF CHECK Mark how you feel

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© Shell Education 146436—Catch-Up Math 67

 MULTIPLICATION
PRACTICE
1 Solve using the standard algorithm.
a b
  Th   H   T   O   Th   H   T   O   Th   H   T   O
1 2
3 2 7 4 2 4 6 9
× 1 4 × 1 5 × 2 7
1 3 0 8
+ 3 2 7 0 + +
4 5 7 8

2 Solve using the standard algorithm.

a b
4 0 3 2 3 1 7 2
× 3 2 × 1 2 × 8 7
8 0 6
+ 1 2, 0 9 0 + +
1 2, 8 9 6

c d e
5 1 0 8 8 6 9 4
× 3 2 × 4 3 × 6 8

+ + +

f g h
5 9 4 6 7 9 8 7 6
× 2 1 × 4 9 × 6 9

+ + +

68 146436—Catch-Up Math © Shell Education

 MULTIPLICATION

3 Solve using area models.

347 × 24 300
____ 40
___ 7
__
___
20 6,000 800 140 1 1
6, 9 4 0
+ 1, 3 8 8
4 1,200
__ 160 28
8, 3 2 8

a 27 × 49 ___ __
___
__

b 67 × 84 ___ __
___
__

c 684 × 72 ____ ___ __

___
__

d 924 × 35 ____ ___ __

___
__

___
e 93 × 74 __
___
__

© Shell Education 146436—Catch-Up Math 69

 MULTIPLICATION REVIEW

1 Write the product of each pair of numbers.

a 6 and 9 ____ c 8 and 6 ____ e 8 and 9 ____

b 7 and 7 ____ d 12 and 4 ____ f 5 and 6 ____

2 Write the first six multiples of each number.

a 6: ____, ____, ____, ____, ____, ____
b 8: ____, ____, ____, ____, ____, ____
c 9: ____, ____, ____, ____, ____, ____
d 4: ____, ____, ____, ____, ____, ____
e 7: ____, ____, ____, ____, ____, ____

3 Write all the factors of each number.

a 36 _______________________ c 15 _______________________
b 48 _______________________ d 12 _______________________

4 Fill in the missing numbers.

a 11 × ____ = 110 e 7 × 8 = ____ i 9 × 9 = ____

b 6 × ____ = 24 f 12 × ____ = 60 j 4 × ____ = 20

c ____ × 8 = 72 g 3 × ____ = 27 k ____ × 7 = 63

d ____ × 12 = 48 h 6 × ____ = 36 l 8 × ____ = 32

70 146436—Catch-Up Math © Shell Education

 MULTIPLICATION
REVIEW

5 Solve using the standard algorithm.

a 7 3 b 4 9 c 8 2 d 7 9
× 7 × 3 × 9 × 4

e 3 7 f 5 1 g 1 2 3 h 5 6 3
× 6 × 7 × 7 × 2

i 6 4 9 j 8 2 8 k 2 5 7 l 4 0 3
× 7 × 6 × 3 × 5

6 Solve using known facts.

14 × 5 b 32 × 8
__________________________
10 × 5 = 50 __________________________
__________________________
50 + 5 + 5 + 5 + 5 __________________________
= ______
70 = ______

a 24 × 6 c 43 × 7
__________________________ __________________________
__________________________ __________________________
= ______ = ______

© Shell Education 146436—Catch-Up Math 71

 MULTIPLICATION
REVIEW

7 Solve by multiplying the tens and then multiplying the ones.

14 × 5 b 81 × 7
__________________________
5 tens + 5 fours __________________________
__________
50 + 20 = _____
70 __________ = _____

a 78 × 9 c 97 × 3
__________________________ __________________________
__________ = _____ __________ = _____

8 Solve using area models.

14 × 5 b 49 × 6 = ____
___
10 __
4 ___ __
5 50
__ 20 __
__________
50 + 20 = _____
70 __________ = _____
a 28 × 3 c 54 × 7 = ___
___ __ ___ __
__ __
__________ = _____ __________ = _____

9 Solve by multiplying thousands, hundreds, tens, and ones.

(2,000 × 3) + (600 × 3) + (70 × 3) + (4 × 3)
2,674 × 3 = _________________________________________________
6,000 + 1,800 + 210 + 12
= _________________________________
8,022
= ___________

a 362 × 4 = __________________________________________________
= _________________________________
= ___________

72 146436—Catch-Up Math © Shell Education

 MULTIPLICATION
REVIEW

b 4,845 × 6 = _________________________________________________
= _________________________________
= ___________

c 573 × 5 = __________________________________________________
= _________________________________
= ___________

10 Solve using area models.

2,674 × 3 b 5,903 × 4
2,000 600 ___
_____ ____ 70 __
4 _____ ____ ___ __
3 6,000 1,800 210 12
__ __

6,000 + 1,800 + 210 + 12

________________________ ________________________
8,022
= ________ = ________

a 326 × 8 c 682 × 6
____ ___ __ ____ ___ __
__ __

________________________ ________________________
= ________ = ________

11 Solve the following.

a 6 7 3 c 8 9 3 e 5 9 7
× 4 × 5 × 3

b 1, 2 7 5 d 4, 3 9 1 f 5, 8 0 3
× 6 × 7 × 9

© Shell Education 146436—Catch-Up Math 73

 MULTIPLICATION
REVIEW

12 Solve using area models.

32 × 59 e 413 × 26
30
___ 2
__ ____ ___ __
___
50 1,500 100 1,600 ___
9 270
__ 18 288 __
1,888

a 46 × 28 f 599 × 43
___ __ ____ ___ __
___ ___
__ __

b 82 × 63 g 703 × 64
___ __ ____ ___ __
___ ___
__ __

c 70 × 15 h 930 × 56
___ __ ____ ___ __
___ ___
__ __

d 96 × 46 i 876 × 54
___ __ ____ ___ __
___ ___
__ __

74 146436—Catch-Up Math © Shell Education

 MULTIPLICATION
REVIEW

13 Solve using the standard algorithm.

a 2 3 1 d 6 4 g 2 0
× 1 2 × 8 2 × 7 4

+ + +

b 3 8 e 2 8 h 8 3 0
× 9 5 × 3 6 × 5 6

+ + +

c 9 5 9 f 7 1 1 i 5 0 7
× 3 4 × 4 9 × 3 0

+ + +

14 Mark as correct ( ) or incorrect ( ).

a 2 5 3 d 2 f
× 1 23 4 1
7 32 7
7 × ×
2 6 3 5
1 7 5 1 1
8 0 4 3, 6 3 5
+ 2, 6 8 0 + 2 1, 8 1 0
b 8 4 3, 4 8 4 2 5, 4 4 5
× 3
2 4 2
e 4 g 4
5 5 7 5
× 2 8 × 9 4
c 6 8 6
1 1
× 8 4 0 0 2 8 0
+ 1 0 0 + 6, 7 5 0
5 4 4
5 0 0 7, 0 3 0
© Shell Education 146436—Catch-Up Math 75
DIVISION

GROUPS AND EQUAL ROWS

Grouping is sharing (or dividing) objects into groups of the same
size. Equal rows have the same number of objects in each row.
Groups Equal Rows
Example 1: Example 3:
Share 15 balls among 3 children. Share 15 balls among 3 children.
15 ÷ 3 = 5
3 rows of 5 = 15
15 ÷ 3 = 5 3 groups of 5 = 15
Example 4:
Example 2: Share 24 balls among 6 children.
Share 24 balls among 6 children.
____ ÷ 6 = ____
6 rows of ____ = ____

____ ÷ 6 = 4
6 groups of ____ = ____

Your
turn 1 Draw the , and then complete the sentence.
Share 10 among 5 children.
Each child will get __
2 .

a Divide 20 among 4 children.

Each child will get __ .

2 Draw the in equal rows.

12 in 3 rows a 16 in 2 rows b 9 in 3 rows

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76 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Make equal groups, then complete the equations.

Groups of 4 b Groups of 4 d Groups of 2

3 groups of 4
__ ____ groups of 4 ____ groups of 2
3 =4
12 ÷ __ 36 ÷ ____ = 4 18 ÷ ____ = 2

a Groups of 5 c Groups of 6 e Groups of 10

____ groups of 5 ____ groups of 6 ____ groups of 10

10 ÷ ____ = 5 24 ÷ ____ = 6 20 ÷ ____ = 10

2 Draw in equal rows, then complete the equations.

10 in 2 equal rows b 40 in 5 equal rows d 12 in 6 equal rows

2 rows of __
5 = 10 5 rows of ____ = 40 6 rows of ____ = 12
10 ÷ 2 = __
5 40 ÷ 5 = ____ 12 ÷ 6 = ____
a 6 in 2 equal rows c 4 in 4 equal rows e 24 in 3 equal rows

2 rows of ____ = 6 4 rows of ____ = 4 3 rows of ____ = 24

6 ÷ 2 = ____ 4 ÷ 4 = ____ 24 ÷ 3 = ____

© Shell Education 146436—Catch-Up Math 77

 RELATING x TO ÷
Multiplication and division are inverse operations.
This means they are the opposite of each other.
The inverse (opposite) of × is ÷, and the inverse of ÷ is × .

4 × 3 = 12 12 ÷ 3 = 4
Example 1:
4 × 3 = 12 12 ÷ 3 = 4
Number How many
of rows How many How many in Number
in total How many of rows
in each row total in each row

Example 2:
3 × 5 = ___ 15 ÷ __ = 3
Number How many
of rows How many How many in in total How many
Number
in each row total in each row of rows

Example 3:
5 × 2 = ___ ___ ÷ __ = 5

Fill in the boxes.

Your
turn 6 × 8 = 48 is the inverse of 48 ÷ 8 = 6

a × 9 = 54 is the inverse of 54 ÷ 9 =

b 3×7= is the inverse of ÷7=3

c 10 × 10 = is the inverse of ÷ 10 = 10

d 11 × = 121 is the inverse of 121 ÷ = 11

e 8× = 56 is the inverse of 56 ÷ =8
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78 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Match the inverse operations.

8 × 3 = 24 64 ÷ 8 = 8
a 9 × 5 = 45 45 ÷ 5 = 9
b 2×1=2 24 ÷ 3 = 8
c 8 × 8 = 64 42 ÷ 7 = 6
d 6 × 7 = 42 2÷1=2

2 Write facts for each set of numbers.

b d
24 18 72
3 8 2 9 9 8
 __
3 × __
8 = ___
  24 __ × __ = ___ __ × __ = ___
 __
8 × __
3 = ___
  24 __ × __ = ___ __ × __ = ___
 ___
24 ÷ __
8 = __
3 ___ ÷ __ = __ ___ ÷ __ = __
 ___
24 ÷ __
3 = __
8 ___ ÷ __ = __ ___ ÷ __ = __

a c e
12 20 120
2 6 4 5 12 10
__ × __ = ___ __ × __ = ___ __ × __ = ___
__ × __ = ___ __ × __ = ___ __ × __ = ___
___ ÷ __ = __ ___ ÷ __ = __ ___ ÷ __ = __
___ ÷ __ = __ ___ ÷ __ = __ ___ ÷ __ = __

3 Write one multiplication fact that relates to each division problem.

27 ÷ 9 b 45 ÷ 5 d 28 ÷ 7
_________
9×3 _________ _________

a 90 ÷ 9 c 40 ÷ 8 e 30 ÷ 6
_________ _________ _________
© Shell Education 146436—Catch-Up Math 79
DIVISION

QUOTIENT, DIVISOR, AND DIVIDEND

dividend ÷ divisor = quotient
The dividend is the number you are dividing.
The divisor is the number you are dividing by.
The quotient is the answer you get when you divide.
36 ÷ 12 = 3
It’s easier to talk
dividend quotient about division and
divisor math when you know
Example 1: what words to use.
Circle the quotient. Example 3:
35 ÷ 7 = 5 Circle the divisor.
326 ÷ 2 = 163
Example 2:
Circle the dividend. Example 4:
32 ÷ 4 = 8 What is the quotient?
42 ÷ 6 = ____

Your 1 Trace over the dividend in blue, the divisor in

turn red, and the quotient in green.
10 ÷ 1 = 10 a 22 ÷ 2 = 11 b 40 ÷ 8 = 5

2 Complete the table.

Division Dividend Divisor Quotient
30 ÷ 5 = 6 30 5 6
a 48 ÷ 6 = 8
b 72 ÷ 8 = 9
c 10 5 2
d 20 10 2
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80 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Circle the quotients.

8÷4= 2 b 2 = 24 ÷ 12 d 36 ÷ 9 = 4

a 77 ÷ 11 = 7 c 80 ÷ 8 = 10 e 7 = 21 ÷ 3

2 Mark the labels that have a quotient of 4.

4÷1 24 ÷ 6 16 ÷ 4 20 ÷ 2 22 ÷ 11

24 ÷ 8 24 ÷ 4 28 ÷ 7 18 ÷ 9

3 Use red to circle the dividend and blue to circle the divisor.
Then, write the quotient.
8 ÷ 2 = ____
4 c 27 ÷ 3 = ____ f 28 ÷ 7 = ____

a 12 ÷ 4 = ____ d 32 ÷ 8 = ____ g 81 ÷ 9 = ____

b 42 ÷ 7 = ____ e 30 ÷ 6 = ____ h 64 ÷ 8 = ____

4 Complete the tables: Dividend ÷ Divisor = Quotient

Dividend Divisor Quotient Dividend Divisor Quotient
12 1 12 k 7 7
a 27 9 l 22 2
b 36 12 m 33 3
c 56 8 n 40 8
d 66 11 o 40 4
e 49 7 p 6 1
f 110 10 q 9 3
g 42 6 r 30 6
h 36 4 s 10 1
i 25 5 t 63 7
j 18 9 u 60 5

© Shell Education 146436—Catch-Up Math 81

DIVISION

STANDARD ALGORITHM
Formal division is where division problems are
written using the symbol instead of ÷.
Example 1: You can use
4 Answer (Quotient) multiplication
5 20 to check the SCAN
to
watch
Number dividing by Number being divided answer: video
(Divisor) (Dividend) 4 × 5 = 20
20 ÷ 5 = 4

Example 2: 4
Example 4:
10 40
9 63
Use multiplication Check using
to check your answer: 10 × 4 = 40 multiplication: 9 × ____ = ____

Example 3:
8 24
Check using Example 5: 8
multiplication: 8 × ____ = 24 56
Check using
multiplication: ____ × 8 = 56
Your
turn Solve.
4
2 8 c 5 30 f 9 36

a 7 14 d 5 40 g 7 42

b 5 15 e 10 30 h 9 9

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82 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Solve. Then, check your answers with multiplication.

3
3 9 Check: __
3 × __=
3 __9 c 5 20 Check: __ × __= __

a 4 16 Check: __ × __= __ d 6 24 Check: __ × __= __

b 2 18 Check: __ × __= __ e 4 28 Check: __ × __= __

2 Fill in the missing numbers.

5 4
6 30 c 7 56 f 12

4 6
a 32 d 48 g 9 72

4 11
b 11 e 5 50 h 66

3 Use the numbers in the multiplication problems to complete the

division problems.
4 × 9 = 36 e 5 × 2 = 10
4
___
36 ÷ ___
9 = ___
4 9 36 ____ ÷ ____ = ____

a 1×8=8 f 3 × 11 = 33
____ ÷ ____ = ____ ____ ÷ ____ = ____

b 4 × 5 = 20 g 7 × 10 = 70
____ ÷ ____ = ____ ____ ÷ ____ = ____

c 9 × 7 = 63 h 9 × 8 = 72
____ ÷ ____ = ____ ____ ÷ ____ = ____

d 12 × 10 = 120 i 6 × 7 = 42
____ ÷ ____ = ____ ____ ÷ ____ = ____
© Shell Education 146436—Catch-Up Math 83
DIVISION

DIFFERENT WAYS TO WRITE

DIVISION
Here are three different ways of writing division.
Example 1:
Write 25 divided by 4 These all mean
the same thing:
in three different ways. 25 shared equally
among 4.
25
25 ÷ 4 4 25 4

Example 2:
Write 52 divided by 3
in three different ways.
52
52 ÷ 3 3 52 3

Example 3:
Write 27 divided by 9 Example 4:
in three different ways. Write 60 divided by 10
27
in three different ways.
27 ÷ 9 __ 27
60 ÷ 10 10 ___ 10

Your Match the division problems.

turn 4 52
23 ÷ 7

a 43 ÷ 2 7 23
74
b 74 ÷ 3 3
43
c 52 ÷ 4 2

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84 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Write the division problems using the symbol.

36 ÷ 5 5 36
______ c 81 ÷ 9 ______ f 230 ÷ 4 ______
63 121
a 42 ÷ 6 ______ d 7 ______ g 11 ______
93 75
b 10 ______ e 25 ______ h 182 ÷ 5 ______

2 Record the division problems as fractions.

26
26 ÷ 2 ______
2 c 37 ÷ 4 ______ f 3 95 ______

a 53 ÷ 4 ______ d 3 82 ______ g 7 64 ______

b 3 72 ______ e 51 ÷ 2 ______ h 42 ÷ 6 ______

3 Write the division problems using the ÷ symbol.

53 62
5 53 ÷ 5
______ c 5 64 ______ f 3 ______
58
a 3 27 ______ d 4 ______ g 4 73 ______
47
b 4 ______ e 7 83 ______ h 8 97 ______

4 Fill in the tables.

Fraction ÷ Fraction ÷
57
3 3 57 57 ÷ 3 e 9 81

a 4 61 f 74 ÷ 5

b 25 ÷ 3 g 69 ÷ 9
72
c 6 h 22 ÷ 3
49
d 7 i 4 16

© Shell Education 146436—Catch-Up Math 85

DIVISION

DIVISION WITH REMAINDERS

When a number cannot be divided evenly,
the leftover is called the remainder.
Example 1:
17 ÷ 3 = 5 remainder 2 You can use multiplication
to check your answer, then add
the remainder at the end:
5 × 3 = 15
Add the remainder, 2:
15 + 2 = 17

Example 2: Share 23 marbles equally among 4 people.

23 ÷ 4 = 5 remainder 3
Check: 5 × 4 = 20
20 + 3 = 23
Add the remainder

Example 3: Share 22 stars equally among 6 people.

22 ÷ 6 = __ remainder __
Check: __ × 6 = ___
___ + 4 = ___

Your Solve these division problems with remainders.

turn
32 ÷ 10 = ___
3 remainder ___
2

a 24 ÷ 7 = ___ remainder ___

b 44 ÷ 5 = ___ remainder ___

c 55 ÷ 9 = ___ remainder ___

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86 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Solve the following.

9
29 ÷ 3 = ______ 2
remainder ______ r
f 9 83
a 63 ÷ 8 = ______ remainder ______
r
b 45 ÷ 7 = ______ remainder ______ g 8 58

c 75 ÷ 9 = ______ remainder ______ r

h 10 94
d 62 ÷ 8 = ______ remainder ______ r
i 8 47
e 17 ÷ 2 = ______ remainder ______

2 Use the first equation to complete each division problem.

(6 × 3) + 2 = 20 6 remainder __
20 ÷ 3 = ___ 2
a (4 × 11) + 1 = 45 45 ÷ 11 = ______ remainder ______
b (7 × 9) + 2 = 65 65 ÷ 9 = ______ remainder ______
c (5 × 4) + 3 = 23 23 ÷ 4 = ______ remainder ______
d (9 × 7) + 5 = 68 68 ÷ 7 = ______ remainder ______

3 Write the equations, and then solve.

17 ÷ ___
17 jelly beans shared among 2 people ___ 2 = ___
8 remainder ___
1
a 25 balls shared among 4 people ___ ÷ ___ = ___ remainder ___
b 70 cakes shared among 6 people ___ ÷ ___ = ___ remainder ___
c 84 balls shared among 9 people ___ ÷ ___ = ___ remainder ___
d 148 pencils shared among 12 people ___ ÷ ___ = ___ remainder ___
e 106 shirts shared among 10 people ___ ÷ ___ = ___ remainder ___
f 62 fish shared among 5 children ___ ÷ ___ = ___ remainder ___
g 29 cans shared among 6 people ___ ÷ ___ = ___ remainder ___
h 78 apples shared among 8 people ___ ÷ ___ = ___ remainder ___
© Shell Education 146436—Catch-Up Math 87
DIVISION

DIVISION OF 2-DIGIT NUMBERS

Two-digit numbers can be divided by single-digit numbers.
Example 1:
Share 72 candies Give 20 candies 12 candies remain.
among 3 people. to each person. So 12 candies among
SCAN
2 tens 3 people is 4 each. to
watch
3 72 2 24 video
3 7 12 3 7 12
Trade 1 ten for 10 ones

Example 2:
Share 64 balls Give __ balls to 24 balls remain.
among 4 people. each person. So 24 balls among
1 ten 4 people is __ each.
4 64 1 16
4 6 24 4 6 24
Trade 2 tens for ___ ones

Example 3: Example 4: Example 5:

1
7 8 14 4 52 6 96

Solve the following.

Your
turn 1  2
2 24 b 4 84 d 4 88

a 3 36 c 6 66 e 3 33
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88 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE

1 Solve.
1  1
6 66 b 3 39 d 5 55 f 4 48

a 7 77 c 4 44 e 2 22 g 2 26

2 Solve these division questions. You will need to regroup.

2  7
2 5 14 d 8 96 h 5 75 l 5 90

a 3 51 e 5 85 i 3 84 m 6 96

b 6 84 f 7 91 j 5 70 n 3 81

c 4 68 g 3 87 k 6 78 o 4 72

3 Solve. Then, multiply to check your answers.

16 16+3
5 8 30 × 5 d 6 90 × 6
80

a 4 76 × 4 e 3 96 × 3

b 3 78 × 3 f 5 65 × 5

c 2 74 × 2 g 9 99 × 9

© Shell Education 146436—Catch-Up Math 89

DIVISION

DIVISION OF 3-DIGIT NUMBERS

Three-digit numbers can be divided by single-digit numbers.
Example 1: I f I arrange 456 fish equally into 4 fish tanks,
how many fish will be in each tank?

4456
Put 100 fish in each tank. Put 10 fish in each tank. 16 fish into 4 tanks
That leaves 56 fish. That leaves 16 fish. is 4 in each tank.
1 11 114
4456 4 4 5 16 4 4 5 16
There will be 114 fish in each tank.

Example 2: Example 4: Example 6: Example 8:

121 49
4484 5 2 4 45 2864 7364

Example 3: Example 5: Example 7:

140 51
2280 6306 3369

Solve these division problems.

Your
turn 124
2248 c 5555 f 3360

a 3636 d 4844 g 4480

b 2484 e 2682

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90 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE
1 Solve the following.
52
2104 d 3963 h 7189

a 7945 e 5710 i 8448

b 3372 f 9882 j 6588

c 4636 g 6504 k 9585

2 Solve these division problems, and multiply to check your answers.

126 r4 1 3
1 26
5 6 13 34 × 5 b 4752 × 4
6 30
+ 4 +
6 34

a 8937 × 8 c 5753 × 5

+ +

3 Use the rules to complete the tables.

= ÷ 40 b = ÷9
400 240 160 120 280 810 180 720 630 540
10 6 4 3 7

a = ÷3 c = ÷7
270 300 360 120 900 490 770 210 420 350

© Shell Education 146436—Catch-Up Math 91

DIVISION

RECORDING REMAINDERS AS
FRACTIONS AND DECIMALS
The remainder from a division problem can also be written
as a fraction or a decimal.
Remainder as a fraction Remainder as a decimal
4 25 = 6 r 1 4 25 = 6 r 1
SCAN
1 to
Here, the remainder is 1. 4 as a decimal is 0.25. watch
video
1
You can write it as 4 . 4 2 5 = 6.25
1
4 25 = 6 4 Put the remainder over
the number you divide by Some fraction and
Example 1: to make the fraction. decimal equivalents
7 2 r3 1 2
8 = 0.125 5 = 0.4
4 2 9 11 1 1
3 5 = 0.2 2 = 0.5
= 72 4 or 72.75 1 2
4 = 0.25 3 = 0.67
1 3
Example 2: Example 3: 3 = 0.33 4 = 0.75
4 9 r2 5 4 r2
3 1 4 29 4 2 1 18
2
= 49 3 or 49.67 = 54 = 54 or ____

Solve and record the remainders as fractions and decimals.

Your
turn 27 r1
8 2 1 57 b 3136
1
27 8 or _______
= _______ 27.125 = _______ or _______

a 2149 c 5647

= _______ or _______ = _______ or _______

SELF CHECK Mark how you feel

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92 146436—Catch-Up Math © Shell Education

 DIVISION
PRACTICE
1 Solve and record each remainder as a fraction.
94 r3
8 7 5 35 c 2347
3
94 remainder __
= _____   3 = 94 8 = ___ remainder ___ =

a 3148 d 4254
= ___ remainder ___ = = ___ remainder ___ =

b 4447 e 3515
= ___ remainder ___ = = ___ remainder ___ =

2 Solve and record each remainder as a decimal. Use the table on page
92 to help you.
68 r6
8 5 5 70 b 5312
68 remainder __
= ___ 6 = ______
68.75 = ____ remainder ____ = ____

a 4219 c 8349
= ____ remainder ____ = ____ = ____ remainder ____ = ____
3 Fill in the table.
Quotient and Quotient and
Dividend Divisor Quotient Remainder Remainder as Remainder as
a Fraction a Decimal
1
25 4 6 1 64 6.25

a 15 2

b 32 5

c 57 8

d 38 3

© Shell Education 146436—Catch-Up Math 93

 DIVISION REVIEW

1 Make equal groups and complete the equations.

a Groups of 3 b Groups of 4 c Groups of 8

__ groups of 3 __ groups of 4 __ groups of 8

15 ÷ __ = 3 ___ ÷ __ = 4 ___ ÷ __ = 8

2 Draw in equal rows, then complete the equations.

a 21 in 3 equal rows b 20 in 4 equal rows c 12 in 2 equal rows

3 rows of __ = 21 4 rows of __ = 20 2 rows of __ = 12

21 ÷ 3 = __ 20 ÷ 4 = __ 12 ÷ 2 = __

3 Write an inverse equation for each problem.

a 8 × 6 = 48 e 120 ÷ 10 = 12 i 63 ÷ 7 = 9
_____________ _____________ _____________

b 9 × 8 = 72 f 36 ÷ 12 = 3 j 144 ÷ 12 = 12
_____________ _____________ _____________

c 5 × 2 = 10 g 64 ÷ 8 = 8 k 7×1=7
_____________ _____________ _____________

d 4 × 7 = 28 h 48 ÷ 12 = 4 l 42 ÷ 6 = 7
_____________ _____________ _____________

94 146436—Catch-Up Math © Shell Education

 DIVISION
REVIEW

41 Write facts for each set of numbers.

a b c
24 21 56
6 4 7 3 7 8
___ × ___ = ___ ___ × ___ = ___ ___ × ___ = ___
___ × ___ = ___ ___ × ___ = ___ ___ × ___ = ___
___ ÷ ___ = ___ ___ ÷ ___ = ___ ___ ÷ ___ = ___
___ ÷ ___ = ___ ___ ÷ ___ = ___ ___ ÷ ___ = ___

5 Write one multiplication fact that relates to each division problem.

a 42 ÷ 6 d 48 ÷ 8 g 32 ÷ 4
_________ _________ _________

b 99 ÷ 11 e 40 ÷ 5 h 36 ÷ 6
_________ _________ _________

c 16 ÷ 2 f 49 ÷ 7 i 121 ÷ 11
_________ _________ _________

6 What is the quotient?

a 32 ÷ 8 ____ d 96 ÷ 12 ____ g 24 ÷ 6 ____

b 72 ÷ 9 ____ e 132 ÷ 11 ____ h 40 ÷ 4 ____

c 30 ÷ 3 ____ f 96 ÷ 8 ____ i 56 ÷ 8 ____

7 Mark the boxes that have a quotient of 12.

12 ÷ 6 18 ÷ 3 36 ÷ 3 12 ÷ 1 14 ÷ 2

24 ÷ 3 12 ÷ 4 12 ÷ 12 24 ÷ 2 24 ÷ 4

© Shell Education 146436—Catch-Up Math 95

 DIVISION
REVIEW

8 Write the division problems using the symbol.

a 42 ÷ 6 ______ c 81 ÷ 9 ______ e 464 ÷ 4 ______

b 27 ÷ 9 ______ d 127 ÷ 2 ______ f 721 ÷ 3 ______

9 Record the division problems as fractions.

a 25 ÷ 5 ______ d 8 72 ______ g 40 ÷ 4 ______
b 36 ÷ 4 ______ e 9÷9 ______ h 8 32 ______
c 6 24 ______ f 63 ÷ 7 ______ i 10 ÷ 2 ______

10 Write the division problems using the ÷ symbol.

24 80
a 3 ______ c 7 49 ______ e 8 ______
121
b 6 42 ______ d 11 ______ f 9 90 ______

11 Solve these division problems.

a 9 36 c 7 42 e 8 96 g 5 45

b 5 30 d 8 56 f 8 40 h 6 60

12 Solve these division problems with remainders.

a 36 ÷ 10 = ____ remainder ____ f 16 ÷ 3 = ____ remainder ____

b 62 ÷ 6 = ____ remainder ____ g 23 ÷ 4 = ____ remainder ____

c 24 ÷ 8 = ____ remainder ____ h 44 ÷ 6 = ____ remainder ____

d 19 ÷ 4 = ____ remainder ____ i 16 ÷ 4 = ____ remainder ____

e 11 ÷ 9 = ____ remainder ____ j 73 ÷ 8 = ____ remainder ____

96 146436—Catch-Up Math © Shell Education

 DIVISION
REVIEW

13 Fill in the blank spaces.

a (7 × 2) + 1 = 15 15 ÷ 2 = ___ remainder ___
b (8 × 3) + 2 = 26 26 ÷ 3 = ___ remainder ___
c (9 × 9) + 6 = 87 87 ÷ 9 = ___ remainder ___
d (4 × 7) + 5 = 33 33 ÷ 7 = ___ remainder ___

14 Write the equations, and then solve.

a 18 jelly beans shared among 4 people ___ ÷ ___ = ___ remainder ___
b 134 pencils shared among 12 people ___ ÷ ___ = ___ remainder ___
c 109 candies shared among 10 people ___ ÷ ___ = ___ remainder ___
d 79 apples shared among 8 people ___ ÷ ___ = ___ remainder ___
e 28 cans shared among 6 people ___ ÷ ___ = ___ remainder ___

15 Solve these division problems.

a 2 62 d 3 63 g 7 91 j 3 87

b 4 48 e 2 86 h 5 85 k 6 96

c 2 48 f 8 96 i 5 75 l 6 84

16 Solve, then check your answers with multiplication.

a 5 85 × 5 c 6 84 × 6

b 4 80 × 4 d 4 72 × 4

© Shell Education 146436—Catch-Up Math 97

 DIVISION REVIEW
REVIEW

17 Solve, then check your answers with multiplication.

Make sure you add on the remainder.
r r
a 527 × 5 d 768 × 7

+ +

r r
b 694 × 6 e 342 × 3

+ +

r r
c 984 × 9 f 649 × 6

+ +

18 Solve.

a 2842 c 4488 e 2468

b 3639 d 5555 f 3996

19 Solve these division problems with remainders.

r r r
a 3964 c 7836 e 2687
r r r
b 8934 d 4725 f 5649

98 146436—Catch-Up Math © Shell Education

 DIVISION
REVIEW

20 Solve, then check your answers with multiplication.

r r
a 5637 × c 8849 × 8
5

+ +

r r
b 4473 × d 7893 × 7
4

+ +

21 Use the rules to complete the tables.

a = ÷4 c = ÷9
16 24 32 56 88 9 27 54 72 45

b = ÷6 d = ÷7
36 6 42 12 66 7 28 56 70 63

22 Solve and record each remainder as a fraction.

a 4623 c 7882
= ___ remainder ___ = = ___ remainder ___ =

b 5532 d 6937
= ___ remainder ___ = = ___ remainder ___ =

© Shell Education 146436—Catch-Up Math 99

 DIVISION
REVIEW

e 9863 i 2694
= ___ remainder ___ = = ___ remainder ___ =

f 4775 j 7852
= ___ remainder ___ = = ___ remainder ___ =

g 5416 k 8514
= ___ remainder ___ = = ___ remainder ___ =

h 3328 l 6291
= ___ remainder ___ = = ___ remainder ___ =

23 Solve and record each remainder as a decimal.

a 2395 e 4899
= ___ remainder ___ = _______ = ___ remainder ___ = _______

b 5784 f 3373
= ___ remainder ___ = _______ = ___ remainder ___ = _______

c 4675 g 8418
= ___ remainder ___ = _______ = ___ remainder ___ = _______

d 2563 h 5324
= ___ remainder ___ = _______ = ___ remainder ___ = _______
100 146436—Catch-Up Math © Shell Education
 DIVISION
REVIEW

i 5981 k 3454
= ___ remainder ___ = _______ = ___ remainder ___ = _______

j 4634 l 2121
= ___ remainder ___ = _______ = ___ remainder ___ = _______

24 Use multiplication to check the answers, and then mark each one as
correct ( ) or incorrect ( ).
1 5 4 r1 7 2 r4
a 3 4 16 13 × 3 e 6 4 2 16 × 6

+ +

6 4 r2 9 2 r7
b 4 2 5 18 × 4 f 9 8 3 25 × 9

+ +

9 0 r3 9 6 r5
c 7635 × 7 g 8 7 4 22 × 8

+ +

1 1 2 r3 2 6 0 r1
d 5554 × 5 h 2 5 12 1 × 2

+ +

© Shell Education 146436—Catch-Up Math 101

 FRACTIONS

COMPARING FRACTIONS
Comparing fractions means deciding which fraction
is bigger and which fraction is smaller.
Fraction bars make it easier to compare fractions.
When the
numerator 1 whole
is 1, the 1 1
larger the 2 2
denominator, 1 1 1 1
the smaller 4 4 4 4
the fraction. 1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 Fraction bars
3 3 3
can help you
1 1 1 1 1 work out which
5 5 5 5 5
fractions
1 1 1 1 1 1 1 1 1 1 are equal
10 10 10 10 10 10 10 10 10 10
(equivalent).

Example 1: Two-eighths ( 28 ) is equal to one-fourth ( 14 ).

2
Example 2: One-fifth ( 15 ) is equal to two-tenths ( 10 ).

Example 3: Three-fifths ( 35 ) is equal to _____-tenths ( 10 ).

Example 4: Four-eighths ( 48 ) is equal to _____-fourths ( 4 ).

Your 1 Write a smaller fraction.

turn 1 1 1 1 1
2 ___
4 a 3 ___ b 5 ___ c 4 ___

2 Write an equivalent (equal) fraction.

4 2 1 4
10 = 25 a 4= 2 b 4= 8 c 6= 3

SELF CHECK Mark how you feel

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102 146436—Catch-Up Math © Shell Education

 FRACTIONS
PRACTICE

1 Complete each fraction. Then number the boxes to order

the fractions from smallest (1) to largest (6).
a
1 3
4 3 5 8 4 3

1 6

b
3 4 3 3 5 8

2 Draw a smaller fraction, and then write the fraction in the box.
a b c

1 1 2 3 4
3 8 4 8 5

3 Draw a larger fraction, and then write the fraction in the box.
a b c

1 1 1 1 5
4 2 2 3 8

4 Write the correct symbol: > (greater than), < (less than), or = (equal to) .
1 1 7 3 1 3 7 1
3 > 4 c 8 4 f 3 8 i 10 8

2 3 1 6 10 5 8 7
a 5 10 d 2 8 g 10 5 j 10 8

4 2 6 3 2 5 2 4
b 10 5 e 10 5 h 5 10 k 3 5

© Shell Education 146436—Catch-Up Math 103

 FRACTIONS

PROPER AND IMPROPER FRACTIONS

A proper fraction has a An improper fraction has
numerator that is smaller a numerator that is larger
than the denominator. than the denominator.
1 The numerator is smaller. 10 The numerator is larger.
SCAN
5 The denominator is larger. 8 The denominator is smaller. to
watch
video
These fractions are These fractions are
proper fractions: improper fractions:
1 2 5 3 7 20 10 3 4 5 9 15 100
5 , 3 , 10 , 5 , 8 , 100 8 , 2 , 3 , 4 , 7 , 10 , 50

The top The bottom

number is the number is the
numerator. denominator.

Example 1:
Example 3:
Circle the improper fraction.
Complete to show 2
1 3 4 7
2 4 3 12 a proper fraction.

Example 4:
Example 2:
Complete to show an
Circle the proper fraction.
improper fraction. 2
2 8 9 11
1 4 3 40
Improper fractions have
a value greater than 1.

Your Use green to circle the proper fractions

turn and red to circle the improper fractions.
3 4 2 8 4 7 5 10 1 9
5 3 8 2 9 3 10 4 4 6

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104 146436—Catch-Up Math © Shell Education

 FRACTIONS
PRACTICE

1 Circle the proper fractions.

1 5 2 6 2 4 10 8 21 16 12 13
4 3 1 4 b 3 2 5 2 d 3 4 24 4
5 3 1 4 7 2 16 14 53 73 28 47
a 4 2 2 2 c 3 8 3 2 e 60 30 10 20

2 Cross out the improper fractions.

1 3 5 1 1 3 2 10 16 14 81 24
2 5 3 4 b 3 1 4 20 d 20 18 41 30
2 3 8 5 16 5 20 3 27 53 24 29
a 4 6 5 8 c 20 3 30 5 e 50 24 35 51

3 Write three proper fractions that match each description.

a 5 is the denominator c 10 is the denominator
2
5

b 4 is the numerator d 3 is the denominator

4 Write three improper fractions that match each description.

a 7 is the numerator d 5 is the denominator
7
2

b 3 is the denominator e 6 is the numerator

c 8 is the numerator f 12 is the numerator

© Shell Education 146436—Catch-Up Math 105

 FRACTIONS

MIXED NUMBERS
A mixed number has a whole number and a proper fraction
written together.
1
Whole number 35 Proper fraction

Mixed number
Example 1:
1 1
35 = 3 + 5 Example 3:
__   = __ +

Example 2:
4 4
16 = 1 + 6 Example 4:
2 = __ +

Color the shapes to show the mixed numbers.

Your
turn 1
24

2
a 33

1
b 62

5
c 1 10

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106 146436—Catch-Up Math © Shell Education

 FRACTIONS
PRACTICE

1 Color the shapes to show the mixed numbers.

2
2 3 of the circles

3
a 4 4 of the squares

1
b 5 2 of the triangles

4
c 3 5 of the rectangles

2 Write the mixed numbers to show how many shapes are colored orange.
4
2 6 of the hexagons are orange.

a of the pentagons are orange.

b of the octagons are orange.

c of the triangles are orange.

© Shell Education 146436—Catch-Up Math 107

 FRACTIONS

IMPROPER FRACTIONS
AND MIXED NUMBERS
You can write mixed numbers as improper fractions.
1 13
Mixed
number
34 4
Improper
fraction
Change a mixed number Change an improper fraction
to an improper fraction to a mixed number
+
3 23 Example 3: ÷ 23 3
Example 1: 45 = 5 5 = 45
× Find out how many
Step 1: Multiply the denominator 23
wholes there are in 5 . How
(5) by the whole number (4): many times can 5 go into 23?
5 × 4 = 20
23 ÷ 5 = 4 remainder 3
Step 2: Add the answer to the Write the 3 remainder as the
numerator (3): 20 + 3 = 23. numerator. Keep the same
Keep the same denominator, 5. denominator, 5.
+
Example 2: 3 3 = 3
2
Example 4: ÷ 29 = __ 3
3
×
3 × 3 + 2 = ___ 29 ÷ 3 = __ remainder __

Complete the table.

Your Improper Mixed
turn Diagram
Fraction Number
10 1
3 __
3 3
a
4 __
b
8 __
c
2 __

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108 146436—Catch-Up Math © Shell Education

 FRACTIONS
PRACTICE

1 Change these mixed numbers to improper fractions.

+
3 11 2 1
24 = 4 c 33 = f 62 =
×
1 3 1
a 32 = d 14 = g 42 =
4 2 2
b 26 = e 53 = h 25 =

2 Change these improper fractions to mixed numbers.

÷ 5 1 5 12
4 1 4
= __ c 3 = __ f 10 = __
10 9 21
a 3 = __ d 2 = __ g 4 = __
7 6 32
b 5 = __ e 4 = __ h 3 = __

3 Circle the mixed number that matches each improper fraction.

12 3 2 1 35 1 5 4
5 25 25 15 c 10 3 10 3 10 3 10

25 4 7 25 67 3 7 3
a 7 37 34 17 d 8 88 88 98

50 5 4 1 45 3 3 5
b 9 59 55 59 e 6 76 56 66

4 Circle the improper fraction that matches each mixed number.

3 15 11 12 3 12 15 13
24 4 4 4 d 19 9 9 9

3 18 17 19 4 39 40 35
a 35 5 5 5 e 57 7 7 7

7 36 37 39 1 30 35 36
b 48 8 8 8 f 75 5 5 5

2 21 20 22 5 25 21 19
c 63 3 3 3 g 28 8 8 8

© Shell Education 146436—Catch-Up Math 109

 FRACTIONS

ADD AND SUBTRACT FRACTIONS

WITH THE SAME DENOMINATOR
Look at the denominators. If the denominators are the same,
you can add or subtract the numerators to find the answer.

Adding fractions Subtracting fractions

2 1 5 2 SCAN
Example 1: 4 + 4 Example 4: 12 – 12 to
watch
video
First look at the denominators. First look at the denominators.
The denominators are both 4. The denominators are both 12.
You can add the numerators: You can subtract the numerators:
2+1=3 5–2=3
+ = – =
2 1 3 5 2 3
4 +4=4 12 – 12 = 12

The denominators The denominators

are the same. are the same.

3 1 8 3
Example 2: 5 + 5 = 5 Example 5: 10 – 10 = 10

2 3 4 2
Example 3: 8 + 8 = 8 Example 6: 5 – 5 = 5

Your Solve these addition and subtraction problems.

turn 7 3 4 3 1
10 – 10 = 10 c 5+5= 5

5 2 3 4
a 8–8= 8 d 8+8= 8

5 1 2 2
b 6–6= 6 e 4+4= 4

SELF CHECK Mark how you feel

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110 146436—Catch-Up Math © Shell Education

 FRACTIONS
PRACTICE

1 Solve these addition problems.

1 1 2 3 2 3 1
4 +4= 4 d 10 + 10 = h 6+6=

1 1 1 1 2 7
a 3+3= e 2+2= i 10 + 10 =

4 1 7 1 5 2
b 8+8= f 10 + 10 = j 8+8=

3 2 2 2 6 2
c 8+8= g 5+5= k 10 + 10 =

2 Solve these subtraction problems.

5 1 4 7 2 4 2
12 – 12 = d 10 – 10 = h 5–5=
12
7 3 2 1 9 3
a 10 – 10 = e 3–3= i 10 – 10 =

7 4 2 1 6 2
b 8–8= f 4–4= j 8–8=

5 1 3 1 11 7
c 8–8= g 8–8= k 12 – 12 =

3 Match each problem to the correct answer..

5 2 3
8 – 8 =4
6 1 7
a 10 + 10 =8
5 2 3
b 8 + 8 =8
3 1 1
c 4 – 4 = 10
9 8 2
d 10 – 10 =4
1 2 7
e 4+4 = 10

© Shell Education 146436—Catch-Up Math 111

 FRACTIONS REVIEW

1 Add these fractions.

1 2 3 1 3 2 2 1
a 4+4= b 5+5= c 8+8= d 6+6=

2 Subtract these fractions.

7 2 3 2 6 1 9 4
a 8–8= b 5–5= c 8–8= d 10 – 10 =

3 Write the equivalent fractions.

3 4 2 2 4
a 4= 8 d 10 = 5 g 10 = 5 j 4= 2 m 5 = 10
1 2 4 4 1
b 2 = 10 e 8= 4 h 8= 2 k 4= 8 n 2= 8
1 3 2 1 1
c 4 = 16 f 5 = 10 i 5 = 10 l 5 = 10 o 2 = 10

4 Circle the improper fractions.

2 3 1 1 2 4 1 2 3 22 45 32
a 3 2 3 c 3 3 3 e 2 3 2 g 26 30 50
1 1 4 1 5 5 3 5 8 15 51 20
b 4 2 2 d 5 1 10 f 8 4 10 h 30 30 25

5 Color the circles to show the mixed numbers.

1 3
a 22 c 44

1 5
b 33 d 18

112 146436—Catch-Up Math © Shell Education

 FRACTIONS
REVIEW

6 Write the mixed numbers.

a _____ of the circles are colored.

b _____ of the circles are colored.

c _____ of the circles are colored.

d _____ of the circles are colored.

7 Change these mixed numbers to improper fractions.

1 5 1 4
a 33 = c 18 = e 10 2 = g 27 =

3 1 3 1
b 26 = d 43 = f 78 = h 24 =

8 Change these improper fractions to mixed numbers.

10 21 64 49
a 4 = __ c 5 = __ e 9 = __ g 5 = __

15 32 32 17
b 7 = __ d 10 = __ f 3 = __ h 2 = __

© Shell Education 146436—Catch-Up Math 113

 DECIMALS

WRITING DECIMALS
You can write fractions in decimal form.
The 0 in the ones place means there
are no whole numbers.
28
Example 1: 28 out of 100 = 100 = 0.28
eight hundredths SCAN
two tenths to
watch
video
The 1 in the ones place means there
is 1 whole number.
143
Example 2: 143 out of 100 = 100 = 1.43
three hundredths
four tenths

Example 3: 62 out of 100 = 100 = __ . __ __

Example 4: 259 out of 100 = 100 = __ . __ __

Your Complete the table.

turn Fraction Decimal Out of 100
78
100 0.78 ___
78 out of ____
100

a 0.32 ___ out of ____

57
b 100 ___ out of ____

c 0.93 ___ out of ____

d 22 out of 100
138
e 100 ____ out of ____

f 365 out of 100

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114 146436—Catch-Up Math © Shell Education

 DECIMALS
PRACTICE

1 Use blue to circle the whole numbers and red to circle the
decimal parts.
24.63 b 20.34 d 64.39 f 1.34 h 142.53

a 124.35 c 82.10 e 913.26 g 52.45 i 106.50

2 Write the numbers in the place value table below.

9 ones, 33 hundredths c 5 tens, 1 one, 3 hundredths
a 1 ten, 3 ones, 78 hundredths d 3 tens, 8 hundredths
b 4 tens, 6 ones, 24 hundredths

Tens Ones . Tenths Hundredths

9 . 3 3
a .
b .
c .
d .

3 Write these decimals in place value words.

7.65 7 ones + 6 tenths + 5 hundredths
____________________________________________
a 8.23 ____________________________________________
b 4.05 ____________________________________________
c 0.76 ____________________________________________

4 Write the decimals from least to greatest.

2.35, 4.73, 1.29, 5.63, 1.07 ________________________________
1.07, 1.29, 2.35, 4.73, 5.63
a 2.17, 7.12, 2.71, 1.27, 7.21 ________________________________
b 3.03, 3.30, 0.33, 0.30, 3.31 ________________________________
c 8.15, 1.85, 1.8, 8.51, 5.18 ________________________________
d 6.37, 7.63, 6.73, 3.76, 3.67 ________________________________
© Shell Education 146436—Catch-Up Math 115
 DECIMALS

RELATING TENTHS TO HUNDREDTHS

This square is cut into tenths. It has 10 equal parts.
1
Each tenth is 0.10 = 10 .
This square is cut into hundredths.
It has 100 equal parts.
1
Each hundredth is 100 = 0.01 .
Example 1:
Example 4:
This square shows
2 tenths. This square shows
2 41 hundredths.
10 = 0.20 41
100 = 0.41
Example 2:
Example 5:
This square shows
20 hundredths. This square shows
20 __ tenths.
100 = 0.20
10 = 0.___
Example 3:
This square shows Example 6:
73 hundredths. __ hundredths
73
100 = 0.73 This square shows
7 tenths ___ hundredths.
3 hundredths = 0.___
100
__ tenth
Your
turn What fraction is colored?
a b c

5
10 = 0.50
____ 10 = ____ 100 = _____ 100 = _____
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116 146436—Catch-Up Math © Shell Education

 DECIMALS
PRACTICE

1 Color the decimals. Use blue for tenths and red for hundredths.
0.63 a 0.40 b 0.98 c 0.03

2 Write the decimals.

______
0.24 a ______ b ______ c ______

3 Complete the table.

Words Diagram Fraction Decimal

75
seventy-five hundredths 100 0.75

a 60
100

b 0.42

c ninety-three hundredths

d 0.01

e eighteen hundredths

© Shell Education 146436—Catch-Up Math 117

 DECIMALS

DECIMALS AND
FRACTIONS IN WORDS
A decimal is a fraction with a denominator that is 10 or a
power of 10, such as 100, 1,000 or 10,000.
Example 1: 0.27 = zero and twenty-seven hundredths
27
= 100 = twenty-seven hundredths

Example 2: 3.45 = three and forty-five hundredths

345
= 100 = three hundred and forty-five hundredths
Example 3:
82.69 = ___________-_____ and __________ __________
= 100 = _______ thousand, _____ hundred, and _______-_____
hundredths
Example 4:
0.99 = _____ and ______ ______
= 100 = ___________-______ hundredths
Your Complete the table.
turn
Fraction Fraction in words Decimal

92
100 ninety-two hundredths 0.92

84
a 100

b 0.36

one hundred and thirty-nine

c
hundredths

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118 146436—Catch-Up Math © Shell Education

 DECIMALS
PRACTICE

1 Write these decimals in words.

3.05 three and five hundredths
__________________________________________
a 2.94 __________________________________________
b 0.82 __________________________________________
c 8.93 __________________________________________
d 1.37 __________________________________________
e 2.40 __________________________________________
f 10.73 __________________________________________
g 20.02 __________________________________________
h 0.16 __________________________________________
i 29.06 __________________________________________
j 43.44 __________________________________________

2 Write as fractions.
12
twelve out of 100 ____
100 g nine hundred
sixty-three out of 100 ____
a six out of 100 ____
h eight hundred
b twenty-three out of 100 ____ ninety out of 100 ____
c forty-two out of 100 ____ i seven hundred one
out of 100 ____
d eighty-nine out of 100 ____
j five hundred
e one hundred two
forty-seven out of 100 ____
out of 100 ____
k eight hundred
f seven hundred
out of 100 ____
twelve out of 100 ____
l three hundred
twenty out of 100 ____

© Shell Education 146436—Catch-Up Math 119

 DECIMALS

THOUSANDTHS
The third decimal place is thousandths.
There are 1,000 thousandths in 1 whole.
Example 1: Example 3:
2.451 has: 8.296 has: 1 one = 10 tenths
2 ones ____ ones = 100 hundredths
4 tenths ____ tenths = 1,000 thousandths
5 hundredths ____ hundredths
1 thousandth ____ thousandths

Example 2: Example 4:
86.873 has: 47.609 has:
8 tens ____ tens
6 ones ____ ones
8 tenths ____ tenths
7 hundredths ____ hundredths
3 thousandths ____
thousandths
Your
turn Write the missing numbers.
6.924 6 ones, __
__ 9 tenths, __
2 hundredths, __
4 thousandths
a 7.382 __ ones, __ tenths, __ hundredths, __ thousandths
b 5.410 __ ones, __ tenths, __ hundredth, __ thousandths
c 9.734 __ ones, __ tenths, __ hundredths, __ thousandths
d 8.532 __ ones, __ tenths, __ hundredths, __ thousandths
e 6.593 __ ones, __ tenths, __ hundredths, __ thousandths
f 7.113 __ ones, __ tenth, __ hundredth, __ thousandths
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120 146436—Catch-Up Math © Shell Education

 DECIMALS
PRACTICE

1 Write the digit in each place in 6.842.

tenths place ____
8 b thousandths place ____

a ones place ____ c hundredths place ____

2 Write the digit in each place in 3.079.

tenths place ____
0 b ones place ____

a thousandths place ____ c hundredths place ____

3 Write the numbers. Include the decimal point.

7 in the thousandths place, b 5 in the thousandths place,
2 in the ones place, 8 in the hundredths place,
4 in the tenths place, and 4 in the ones place, and
6 in the hundredths place 3 in the tenths place
_______
2.467 _______

a 8 in the ones place, c 7 in the tenths place,

9 in the hundredths place, 6 in the ones place,
6 in the tenths place, and 2 in the thousandths place,
1 in the thousandths place and 0 in the hundredths place
_______ _______

4 Write in decimal form.

3,674 thousandths = _______
3.674 g 1,006 thousandths = _______

a 1,672 thousandths = _______ h 6,952 thousandths = _______

b 5,381 thousandths = _______ i 2,010 thousandths = _______

c 9,035 thousandths = _______ j 2,340 thousandths = _______

d 8,354 thousandths = _______ k 5,000 thousandths = _______

e 7,438 thousandths = _______ l 6,100 thousandths = _______

f 1,085 thousandths = _______ m 7,467 thousandths = _______

© Shell Education 146436—Catch-Up Math 121
 DECIMALS

PLACE VALUE
Place value is the value of each digit in a number.
It means how much the digit is worth.
4 ones 8 tenths
Example 1: 6 tens
Complete the place 3 hundredths
value chart for 64.832. 2 thousandths
6 4 . 8 3 2
Tens Ones . Tenths Hundredths Thousandths Ten Thousandths
6 4 . 8 3 2

Example 2: Write 32.5194 in the place value chart.

Tens Ones . Tenths Hundredths Thousandths Ten Thousandths
.

Example 3: Write 14.3109 in the place value chart.

Tens Ones . Tenths Hundredths Thousandths Ten Thousandths
.

Your 1 Use orange to trace over the thousandths place.

turn 24.927
7 a 62.493 b 25.620 c 7.358

2 Use red to trace over the hundredths place.

3.84
45 a 1.246 b 29.368 c 84.721

3 Use blue to trace over the tenths place.

26.429 a 32.739 b 1.435 c 0.583

4 Use green to trace over the ones place.

3.246 a 73.282 b 1.122 c 40.475

5 Use yellow to trace over the tens place.

32.473 a 10.650 b 74.009 c 21.436
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122 146436—Catch-Up Math © Shell Education

 DECIMALS
PRACTICE

1 What is the place value of the 5?

25.2368 ______________
ones f 12.2053 ______________

a 63.7454 ______________ g 2.6521 ______________

b 54.2790 ______________ h 14.5263 ______________

c 1.3527 ______________ i 53.2104 ______________

d 4.5796 ______________ j 13.0506 ______________

e 43.5391 ______________ k 73.8045 ______________

2 Trace the tens in yellow, ones in green, tenths in blue, hundredths in

red, thousandths in orange, and ten thousandths in purple.
35.3782 c 0.359 f 64.381 i 17.32

a 21.350 d 54.9252 g 82.563 j 53.1

b 71.4583 e 99.9999 h 0.5034 k 80.0019

3 Complete the table.

Decimal Tens Ones . Tenths Hundredths Thousandths Ten Thousandths
20.8351 2 0 . 8 3 5 1
a 43.246
b 74.9783
c 87.903
d 95.0902
e 16.10
f 2 4 . 6 4 9
g 3 0 . 2 5 8 7
h 6 1 . 0 8 2
i 5 3 . 9 4 2
j 6 0 . 4 3 6 5

© Shell Education 146436—Catch-Up Math 123

 DECIMALS

DECOMPOSING DECIMALS
A decimal is made up of parts. These parts can be
whole numbers and fractions of whole numbers.

39
2.39 = 2 100
3 9
This mixed number is made up of 2 wholes + 10 + 100 .
39
It can be written as 2 + 100 .

Example 1: Example 3:
876
6.876 = 6 1,000 5.457 = 5 1,000
8 7 6
= 6 wholes + 10 + 100 + 1,000
876
= __ wholes + 10 + 100 + 1,000
= 6 + 1,000
= __ + 1,000
Example 2:
493
2.493 = 2 1,000
There are
= __ wholes + 10 + 100 + 1,000 many different
ways to write
= 2 + 1,000 numbers.

Your Complete the fractions.

turn 1.32
32
= 1 100
3 2
= 1 + 10 + 100
27
a 2.27 = 2 100 = 2 + 10 + 100
327
b 8.327 = 8 1,000 = 8 + 10 + 100 + 1,000

c 7.43 = 7 100 = 7 + 10 + 100

d 4.103 = 4 1,000 = __ + 10 + 100 + 1,000

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124 146436—Catch-Up Math © Shell Education

 DECIMALS
PRACTICE

1 Complete the table.

Decimal Mixed Number Wholes Tenths Hundredths Thousandths
213 2 1 3
5.213 5 1,000 5 10 100 1,000
1 7 5
a 4 10 100 1,000

b 6.157
4 9 3
c 1 10 100 1,000
459
d 8 1,000
2 3 7
e 3 10 100 1,000

f 7.368
9 4 5
g 9 10 100 1,000

2 Complete the table.

Decimal Mixed Number Wholes Thousandths
453 453
1.453 1 1,000 1 1,000
324
a 5 1,000

b 6.173
159
c 4 1,000
438
d 3 1,000
805
e 6 1,000

f 7.590
720
g 9 1,000

© Shell Education 146436—Catch-Up Math 125

 DECIMALS REVIEW

1 Use blue to circle the whole numbers and red to circle the decimals.
a 24.20 b 63.58 c 0.30 d 58.37 e 70.59

2 Write the numbers in the place value table below.

a 3 tens, 5 ones, 6 tenths, 5 hundredths, 1 thousandth
b 8 ones, 6 hundredths, 5 tenths, 2 thousandths
c 9 thousandths, 6 tens, 3 hundredths, 9 ones, 8 tenths
d 5 tenths, 7 tens, 6 ones, 8 hundredths, 6 thousandths
e 1 tenth, 6 thousandths, 5 hundredths, 9 ones, 3 tens
f 1 ten, 4 tenths, 9 hundredths, 7 thousandths

Tens Ones . Tenths Hundredths Thousandths

a
b
c
d
e
f

3 Write the decimals from greatest to least.

a 3.42, 2.43, 4.32, 2.34, 3.24 ______________________________
b 1.473, 1.734, 3.174, 4.371, 7.317 ______________________________
c 5.968, 8.695, 5.698, 8.965, 6.895 ______________________________
d 9.034, 4.093, 3.904, 9.34, 9.304 ______________________________
e 5.243, 3.781, 9.501, 3.331, 9.529 ______________________________

126 146436—Catch-Up Math © Shell Education

 DECIMALS
REVIEW

4 Write these decimals with place value words.

a 8.234 ____ ones + ____ tenths + ____ hundredths ____ + thousandths
b 5.40 __________________________________________________
c 24.07 __________________________________________________
d 51.78 __________________________________________________
e 4.738 __________________________________________________
f 24.825 __________________________________________________

5 Write the decimals.

a ______ c ______ e ______

b ______ d ______ f ______

6 Color the decimals. Use blue for tenths and red for hundredths.
a 0.51 c 0.90 e 1.03

b 0.38 d 0.06 f 2.57

© Shell Education 146436—Catch-Up Math 127

 DECIMALS
REVIEW

7 Fill in the table.

Fraction Fraction in words Decimal

29
a 100

38
b 100

c one hundred ninety-seven

hundredths

d 2.54

e 6.348

f two hundred forty-one thousandths

g 6.846

483
h 100

8 Write these decimals in words.

a 6.593 _____________________________________

b 0.742 _____________________________________

c 3.561 _____________________________________

d 0.803 _____________________________________

e 2.41 _____________________________________

128 146436—Catch-Up Math © Shell Education

 DECIMALS
REVIEW

9 Write the digit in each place in 35.609.

a ones place ____ d hundredths place ____
b thousandths place ____ e tenths place ____
c tens place ____

10 Write the digit in each place in 46.837.

a tens place ____ d hundredths place ____
b thousandths place ____ e tenths place ____
c ones place ____

11 Write the digit in each place in 2.498.

a tenths place ____ c hundredths place ____
b ones place ____ d thousandths place ____

12 Write the numbers. Include the decimal points.

a 8 in the thousandths place, d 7 in the thousandths place,
3 in the ones place, 8 in the tens place,
7 in the tenths place, 0 in the ones place,
6 in the hundredths place 9 in the tenths place,
__________ 2 in the hundredths place
__________
b 9 in the ones place,
7 in the hundredths place, e 0 in the tenths place,
1 in the tenths place, 6 in the tens place,
6 in the tens place, 4 in the ones place,
8 in the thousandths place 5 in the thousandths place,
__________ 8 in the hundredths place
__________
c 3 in the hundredths place,
5 in the tens place,
2 in the ones place,
4 in the thousandths place,
8 in the tenths place
__________
© Shell Education 146436—Catch-Up Math 129
 DECIMALS
REVIEW

13 Write in decimal form.

a 5,935 thousandths = _______ f 6,481 thousandths = _______

b 6,710 thousandths = _______ g 3,700 thousandths = _______

c 8,423 thousandths = _______ h 5,490 thousandths = _______

d 2,872 thousandths = _______ i 4,907 thousandths = _______

e 4,731 thousandths = _______ j 8,034 thousandths = _______

14 Write in decimal form.

a two tenths = _______ e 733 hundredths = _______

b 375 hundredths = _______ f six tenths = _______

c 147 hundredths = _______ g 843 hundredths = _______

d nine-tenths = _______ h 125 hundredths = _______

15 Complete the table.

Decimal Tens Ones . Tenths Hundredths Thousandths
a 15.723
b 74.978
c 73.098
d 3.432
e 5.24
f 6.13
g 8.354
h 91.407
i 70.320
j 90.004

130 146436—Catch-Up Math © Shell Education

 DECIMALS
REVIEW

16 Write the missing numbers.

63 17
a 2 100 = ____ + 10 + 100 c 1 100 = ____ + 10 + 100
30 8
b 7 100 = ____ + 10 + 100 d 5 100 = ____ + 10 + 100

17 Write the missing numbers.

28 3
a 6 100 = ____ + 100 c 4 100 = ____ + 100
48 50
b 8 100 = ____ + 100 d 3 100 = ____ + 100

18 Write the missing numbers.

624 923
a 2 1,000 = 2 + 10 + 100 + 1,000 d 4 1,000 = ___ + 10 + 100 + 1,000
183 409
b 8 1,000 = 8 + 10 + 100 + 1,000 e 15 1,000 = ___ + 10 + 100 + 1,000
759 790
c 9 1,000 = ___ + 10 + 100 + 1,000 f 10 1,000 = ___ + 10 + 100 + 1,000

19 Write the missing numbers.

729 657
a 3 1,000 = ___ + 1,000 d 14 1,000 = ___ + 1,000
430 130
b 8 1,000 = ___ + 1,000 e 20 1,000 = ___ + 1,000
745 429
c 5 1,000 = ___ + 1,000 f 39 1,000 = ___ + 1,000

© Shell Education 146436—Catch-Up Math 131

 PATTERNS AND ALGEBRA

NUMBER PATTERNS
A number pattern is a series of numbers that follows a rule.
The rule tells you what to do with each number to make
the pattern.
Example 1: Add 2 to the first
SCAN
24, 26, 28, 30, 32, 34, 36 ... number to get the to
watch
second number. Then
Rule: Add 2 add 2 to that number.
video

Example 2:
3, 12, 48, 192, 768, 3072 ...
Rule: Multiply by 4
Example 3: Example 5:
97, 94, 91, 88, 85, 82, 79 ... 73, 76, 79, 82, 85, 88, 91 ...
Rule: Subtract 3
Rule: ________________
Example 4:
128, 64, 32, 16, 8, 4, 2, 1 Example 6:
Rule: Divide by 2 187, 181, 175, 169, 163, 157 ...
Rule: ________________

Your Use the rule to continue the pattern.

turn
132 ____,
128, ____, 136 ____,
140 ____
144 Rule: + 4
a 8, ____, ____, ____, ____ Rule: × 2
b 144, ____, ____, ____, ____ Rule: Subtract 12
c 96, ____, ____, ____, ____ Rule: Divide by 2
d 67, ____, ____, ____, ____ Rule: Add 6
e 6, ____, ____, ____, ____ Rule: Multiply by 3

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132 146436—Catch-Up Math © Shell Education

 PATTERNS
PRACTICE AND ALGEBRA

1 Complete the table.

Rule Number Pattern
+6 9 ___,
3, ___, 15 ___,
21 ___,
27 ___
33

a ÷2 4,000, _____, _____, _____, _____, _____

b +2 2,000, _____, _____, _____, _____, _____
c +3 185, ____, ____, ____, ____, ____
d +8 1,009, _____, _____, _____, _____, _____

2 Write the rule for each pattern.

8, 15, 22, 29, 36, 43 +7
Rule: _____

a 129, 126, 123, 120, 117 Rule: _____

b 7, 14, 28, 56, 112, 224 Rule: _____

c 5, 25, 125, 625, 3,125 Rule: _____

d 10, 21, 32, 43, 54, 65 Rule: _____

e 6, 36, 216, 1,296, 7,776 Rule: _____

f 48, 24, 12, 6, 3 Rule: _____

3 Use the rules to continue these two-step patterns.

18
10, 12, _____, 36 _____,
_____, 90 _____,
252 _____
738 Rule: – 6, × 3

a 5, 8, _____, _____, _____, _____, _____ Rule: – 1, × 2

b 4, 7, _____, _____, _____, _____, _____ Rule: × 2, – 1

c 260, 132, _____, _____, _____, _____, _____ Rule: ÷ 2, + 2

d 20, 26, _____, _____, _____, _____, _____ Rule: – 7, × 2

© Shell Education 146436—Catch-Up Math 133

PATTERNS and ALGEBRA

4 Continue each pattern, and write the rule.

24 ____,
6, 12, 18, ____, 30 ____
36 +6
Rule: _____
a 81, 72, 63, _____, _____, _____ Rule: _____
b 4, 20, 100, _____, _____, _____ Rule: _____
c 73, 69, 65, _____, _____, _____ Rule: _____

5 Write the equation that describes each pattern.

Rule: _____________
A+B=C c Rule: _____________

A B C
3 5 8 10 2 5
4 6 10 3 1 3
5 7 12 8 4 2
24 21 45 24 3 8

a Rule: _____________ d Rule: _____________

G H I
11 4 7 30 3 10
12 6 6 36 9 4
13 4 9 72 8 9
14 10 4 66 11 6

b Rule: _____________ e Rule: _____________

D E F X A
2 3 6 6 15 9
4 2 8 12 27 15
5 3 15 15 29 14
9 6 54 20 52 32
134 146436—Catch-Up Math © Shell Education
 PATTERNS AND ALGEBRA

PATTERN GRIDS
You can use tables to show patterns.
The rows of numbers are related by a rule.
Example 1: The rule tells
Rule: = +6 you how to work
out the matching
2 3 4 5 6 number in the
other row.
8 9 10 11 12

= +6 Example 3:
=2+6 = ÷3
=8 36 33 27
Example 2: 12 10 8
Rule: = ×4
Example 4:
8 10 12 14 16
= –5
32 40 48 56 64
93 95 97 101
= ×4
88 90 94
=8×4
= 32

Your Complete the pattern grids.

turn
= ×3 b = –5
3 5 7 9 11 5 10 15 20 25
9 15 21 27 33

a = ×4 c = ÷2
2 4 6 8 10 6 12 18 24 30

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© Shell Education 146436—Catch-Up Math 135

PATTERNS and ALGEBRA
PRACTICE

1 Complete the pattern grids.

B=A+7 a D = 28 – C
A 11 13 15 17 19 21 23 C 16 14 12 10 8 4 2
B 18 20 22 24 26 28 30 D

2 Write the rule for each pattern grid.

Rule: _____________
= ×3 b Rule: _____________
3 5 7 9 11 13 15 C 1 2 3 4 5 6 7
9 15 21 27 33 39 45 K 11 22 33 44 55 66 77

a Rule: _____________ c Rule: _____________

B 4 8 12 16 20 24 28 3 6 9 12 15 18 21
D 1 2 3 4 5 6 7 1 2 3 4 5 6 7

3 Use the rules to continue these two-step patterns.

63 _____,
3, 15, _____, 255 _____,
1,023 _____
4,095 Rule: Multiply by 4, plus 3
a 1, 16, _____, _____, _____, _____ Rule: Add 7, multiply by 2
b 14, 16, _____, _____, _____, _____ Rule: Subtract 6, multiply by 2
c 8, 20, _____, _____, _____, _____ Rule: Minus 3, times 4

4 Complete the following.

Rule 3 4 7 8 12 11 b Rule 25 5 65 10 60 20
+5 8 9 12 13 17 16 ÷5
×2 6 8 14 16 24 22 +8

a c
Rule 27 18 3 9 12 63 Rule 7 8 10 11 13 9
÷3 + 12
+7 –7

136 146436—Catch-Up Math © Shell Education

 PATTERNS AND ALGEBRA

EQUIVALENT EXPRESSIONS
Expressions that are equal to each other
are called equivalent expressions.
One side of the expression equals the other.
Example 1: Example 4:
SCAN
to
34 + 2 = 20 + 16 20 – 13 = 21 ÷ 3 watch
video
Equivalent
means “equal
Both sides equal 36. Both sides equal 7. in value.”

Example 2: Example 5:
38 – 22 = 20 – 4 56 ÷ 7 = 2×4

Both sides equal 16. Both sides equal ___.

Example 3: Example 6:
3×4 = 12 × 1 2×9 = 10 + 8

Both sides equal 12. Both sides equal ___.

Your Complete these equivalent expressions.

turn
24 + 4 = 20 + 8 e 5×4= ÷5

a 8+4= –8 f 35 – 5 = +5

b 7×3= ×7 g 36 + 4 = – 10

c 50 – 25 = +5 h 4×4=2×

d 36 ÷ 3 = ×3 i 40 + 2 = +6
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© Shell Education 146436—Catch-Up Math 137

PATTERNS and ALGEBRA
PRACTICE

1 Fill in the boxes to make equivalent expressions.

7 × 8 = 60 – 4 f 56 ÷ = 20 – 12

a 120 ÷ 10 = ×3 g 132 ÷ 12 = 20 –

b 8 × 6 = 32 + h 3× = 80 – 50

c 64 ÷ 8 = 24 ÷ i 5+ = 108 ÷ 12

d × 9 = 30 + 6 j 144 ÷ 12 = –8

e + 10 = 4 × 11 k 169 ÷ 13 = 8 +
2 Write an equivalent expression for each problem.
24 ÷ 2 = ________
6×2 f 72 ÷ 9 = ________

a 3 × 6 = ________ g 4 × 4 = ________

b 12 + 3 = ________ h 30 – 27 = ________

c 50 ÷ 5 = ________ i 6 + 4 = ________

d 8 × 8 = ________ j 24 ÷ 3 = ________

e 20 – 13 = ________ k 5 × 5 = ________
3 Fill in the boxes to make equivalent expressions.
d
3×6 20 – 2 4× 6×2

a e
30 – 9×3 110 ÷ 11 5×

b f
2×9 40 – 50 – 15 7×

c g
+ 45 9 × 10 24 + 32 30 +

138 146436—Catch-Up Math © Shell Education

 PATTERNS AND ALGEBRA

EQUATIONS AND PATTERNS WITH

FRACTIONS AND DECIMALS
These equations and patterns look like other equations
and patterns you have seen and solved before, but they
include fractions and decimals.
Equations with fractions Patterns with fractions
SCAN
Example 1: Example 3: to
watch
1 1 1 3 video
4 × 12 = 3 4, 2, 4, 1
1 1
( Read 4 of 12, Rule: Add 4
1
Solve × 4 × 12)
÷ Patterns with decimals
Example 4:
Equations with decimals
Example 2: 2.2, 2.0, 1.8, 1.6, 1.4
7 × 1.1 = 7.7 Rule: Subtract 0.2
Solve: 1 . 1
× 7 Example 5: Example 6:
7.7 × 3 × 20 = _____ 3.8, 4.1, 4.4, 4.7, 5.0
4
÷
Rule: ___________
Complete the following.
Your
turn × 2 × 20
2
b 3 × 18
5
÷
= 20 ÷ 5 × 2 = __________
=8 = _____
3 3
24 ÷ 4 c 12 ÷ 4
24 4
= 1 ×3 (Flip and = __________
multiply)
96
= 3 = 32 = _____ = _____
a 8 × _____ = 8.8 d 1.2 × 3 = _____
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© Shell Education 146436—Catch-Up Math 139

PATTERNS and ALGEBRA
PRACTICE

1 Write the missing numbers.

1.2 × _____
3 = 3.6 e 8.8 ÷ _____ = 2.2 j 6 × 0.8 = _____

a _____ × 3 = 9.6 f 4.8 – _____ = 3.3 k 0.9 × _____ = 7.2

b 4 × _____ = 4.8 g 3.4 × _____ = 6.8 l 7 × _____ = 6.3

c 3.2 – 0.8 = _____ h 3 × _____ = 6.6 m 4.1 × _____ = 8.2

d 7 × _____ = 7.7 i _____ × 1.1 = 3.3 n 2 × _____ = 8.2

2 Complete these multiplication problems.

2 2 1
3 × 12 = _____
8 d 5 × 15 = _____ h 3 of 3 = _____
1 3 2
a 4 × 16 = _____ e 8 × 32 = _____ i 3 × 27 = _____
2 2 2
b 3 × 24 = _____ f 4 × 24 = _____ j 9 × 36 = _____
3 1 3
c 8 × 16 = _____ g 8 × 32 = _____ k 4 of 12 = _____

3 Complete these division problems.

1
8 4 1 2
1 × 1
8 ÷ = ________
4 b 6 ÷ 2 = ________ d 4 ÷ 3 = ________
(Flip and 32
multiply) = ___ 32
1 = ___ = ___ = ___ = ___ = ___
2 1 1
a 2 ÷ 3 = ________ c 4 ÷ 5 = ________ e 5 ÷ 2 = ________

= ___ = ___ = ___ = ___ = ___ = ___

4 Write the next three terms in these number patterns.

1.4, 1.5, 1.6, ___,
1.7 ___,
1.8 ___
1.9 d 1.9, 2.1, 2.3, ___, ___, ___

a 2.7, 2.4, 2.1, ___, ___, ___ e 6.1, 5.7, 5.3, ___, ___, ___

b 2.9, 3.1, 3.3, ___, ___, ___ f 10.6, 10.2, 9.8, ___, ___, ___

c 0.4, 0.6, 0.8, ___, ___, ___ g 8.8, 8.5, 8.2, ___, ___, ___
140 146436—Catch-Up Math © Shell Education
 PATTERNS AND ALGEBRA
REVIEW

1 Use the rules to continue the patterns.

a 6, _____, _____, _____, _____ Rule: × 3
b 102, _____, _____, _____, _____ Rule: + 2
c 1,250, _____, _____, _____, _____ Rule: ÷ 5
d 91, _____, _____, _____, _____ Rule: – 6

2 Write the rule for each pattern.

a 9, 16, 23, 30, 37 Rule: _____
b 128, 125, 122, 119, 116 Rule: _____
c 16, 32, 64, 128, 256 Rule: _____
d 68, 64, 60, 56, 52 Rule: _____

3 Use the rules to continue these two-step patterns.

a 4, 6, _____, _____, _____, _____, _____ Rule: – 1, × 2

b 369, 126, _____, _____, _____, _____, _____ Rule: ÷ 3, + 3

c 1, 6, _____, _____, _____, _____, _____ Rule: × 2, + 4

4 Write the equation that describes each pattern.

a Rule: __________ b Rule: __________ c Rule: __________

A B C D E F
7 4 28 29 10 19 7 70 10
5 9 45 34 17 17 7 49 7
10 3 30 18 9 9 7 56 8
24 2 48 50 25 25 7 63 9

© Shell Education 146436—Catch-Up Math 141

PATTERNS and ALGEBRA
REVIEW

5 Complete the pattern grids.

a = ×5
9 7 5 3 1 0

b B=A×4
A 3 8 11 15 20 22
B

c Rule 60 50 25 10 15
÷5
+9

d Rule 5 7 9 11 6
×7
–4

6 Complete these equivalent expressions.

a 24 ÷ 4 = ×2 d 12 + 9 = 3 ×

b 56 ÷ 8 = 20 – e 110 ÷ 11 = 50 –

c 132 ÷ 11 = ×1 f × 3 = 36 – 12

7 Write equivalent expressions.

a 24 ÷ 3 = ________ d 72 ÷ 8 = ________

b 55 ÷ 5 = ________ e 60 + 10 = ________

c 30 – 13 = ________ f 8 + 4 = ________

142 146436—Catch-Up Math © Shell Education

 REVIEW

8 Complete the following equations.

3 1
a 5 × 20 = ________ d 12 ÷ 4 = ________
= ________ = ________
2 1
b 3 × 24 = ________ e 24 ÷ 4 = ________
= ________ = ________
4 2
c 5 × 25 = ________ f 2 ÷ 3 = ________
= ________ = ________

9 Fill in the missing numbers.

a 1.1 × _____ = 6.6 d 1.2 × _____ = 9.6

b 3 × _____ = 3.6 e _____ × 1.4 = 2.8

c 0.8 × _____ = 7.2 f 6 × 0.8 = _____

10 Write the next three terms in each number sequence.

a 1.9, 2.2, 2.5, ___, ___, ___ d 1.2, 2.2, 3.2, ___, ___, ___

b 10.6, 10.2, 9.8, ___, ___, ___ e 4, 5.5, 7, ___, ___, ___

c 3, 5.5, 8, ___, ___, ___ f 8.7, 7.6, 6.5, ___, ___, ___

© Shell Education 146436—Catch-Up Math 143

 LENGTH

METERS AND FEET

A meter (m) is a unit of measurement used to measure
big things. There are 100 cm in 1 meter.

Cars and scooters can be measured in meters.

1m 100 cm

A foot (ft.) is also used to measure big things.

There are 12 inches in 1 foot.
Boats and homes can be measured in feet.
1 ft. 12 in.

Examples: C olor the boxes next to the items. Use blue for items less
than 1 meter and red for items more than 1 meter.
a a train c a bridge e a laptop

b a fingernail d a tricycle f a road

Your List five things in each column.

turn
More than 1 ft. Less than 1 ft.
a big dog a pencil

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144 146436—Catch-Up Math © Shell Education

 LENGTH
PRACTICE

1 Circle the items that would be measured in meters instead of

centimeters.

2 Circle the items that would be measured in feet instead of inches.

3 Use a ruler to measure things around you. List items that are about
1 foot (12 in.) long.

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

© Shell Education 146436—Catch-Up Math 145

 LENGTH

CENTIMETERS AND INCHES

A centimeter (cm) is a unit of measurement used to measure
smaller things. There are 100 centimeters in 1 meter.

This is 1 cm

Inches (in.) can also be used to measure smaller things.

There are 12 inches in 1 foot.

This is 1 in.
Examples: M
 ark the items you would measure in centimeters or inches.
a a shoe c a pen e a toy car

b a bed d a bus f a backpack

Start at 0 when you measure with a ruler.

This crayon is 3 in. long.

Your Use a ruler to measure the lengths of the crayons.

turn
7 cm
_____

a _____ cm

b _____ cm

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146 146436—Catch-Up Math © Shell Education

 LENGTH
PRACTICE

1 Draw lines of these lengths.

13 cm
a 4 cm
b 8 cm
c 10 cm
d 2 cm

2 Measure the lines, and write the lengths.

4 in.
______
a ______
b ______
c ______
d ______

3 Measure each pencil, and write each length.

10 cm
______

a ______

b ______

c ______

4 Use the pencils in Question 3 to answer the following questions.

a What color is the shortest pencil? _____________
b What color is the longest pencil? _____________
c Write the colors of the pencils in order from longest to shortest.
__________________________________________________________

© Shell Education 146436—Catch-Up Math 147

 LENGTH

MILLIMETERS AND QUARTER-INCHES

Millimeters (mm) are used to measure very small lengths.
There are 10 millimeters in 1 centimeter.
The small marks on the ruler are millimeters.

This is 16 mm.
Quarter-inches can also be used to measure very small lengths.

This is 1 14 in.
Example: Write the lengths marked on the ruler.

10 mm
___ a ___ mm b ___ mm c ___ mm

Your
turn 1 Write the lengths marked on the ruler.

1 21 in.
___ a ___ in. b ___ in. c ___ in.
2 Mark these lengths on the ruler.
7 mm a 19 mm b 58 mm c 110 mm

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148 146436—Catch-Up Math © Shell Education

 LENGTH
PRACTICE

1 Name four things that would be measured in millimeters

or quarter-inches.
an ant
__________________________________________________________

2 Measure and write the lengths in millimeters.

72 mm
_______
a _______
b _______
c _______
d _______

3 Write the lengths in Question 2 from shortest to longest.

__________________________________________________________
13 mm

4 Measure and write the lengths in inches.

2 43 in.
_______
a _______
b _______
c _______
d _______

5 Write the lengths from Question 4 from shortest to longest.

__________________________________________________________

© Shell Education 146436—Catch-Up Math 149

 LENGTH

CONVERTING MEASUREMENTS
Sometimes, we need to convert measurements to larger or
smaller units. There are 10 millimeters in 1 centimeter and
100 centimeters in 1 meter. There are 12 inches in 1 foot.
Multiply to convert a larger unit to a smaller unit.
SCAN
to
4 m × 100 (number of cm in a m) = 400 cm watch
video

8 cm × 10 (number of mm in a cm) = 80 mm
3 ft. × 12 (number of in. in a ft.) = 36 in.
Divide to convert a smaller unit to a larger unit.
400 cm ÷ 100 (number of cm in a m) = 4 m
80 mm ÷ 10 (number of mm in a cm) = 8 cm
36 in. ÷ 12 (number of in. in a ft.) = 3 ft.

Example: C onvert these measurements.

a 5 m = _____500 cm e 120 cm = _____ mm

b 48 in. = _____ ft. f 16 m = _____ cm

c 60 mm = _____ cm g 20 ft. = _____ in.

d 6 ft. = _____ in. h 96 in. = _____ ft.

Your Complete these unit conversions.
turn
a cm to m b ft. to in.
1
250 2.5 42 54
400 8
1
350 32
680 12
1
1,200 12

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150 146436—Catch-Up Math © Shell Education

 LENGTH
PRACTICE

1 Convert these measurements.

24 in.
2 ft. = _____ d 60 in. = _____ ft.
1
a 6 ft. = _____ in. e 1 2 ft. = _____ in.

b 12 in. = _____ ft. f 36 in. = _____ ft.

c 10 ft. = _____ in. g 30 in. = _____ ft.

2 Convert these measurements.

5 cm
50 mm = _____ d 40 mm = _____ cm

a 3 m = _____ cm e 100 mm = _____ cm

b 5 cm = _____ mm f 800 cm = _____ m

c 120 mm = _____ cm g 170 mm = _____ cm

3 Are these measurement conversions correct? Write Yes or No.

Yes
30 mm = 3 cm _____ e 200 mm = 2 cm _____

a 5 ft. = 50 in. _____ f 4 ft. = 48 in. _____

b 190 mm = 19 cm _____ g 5 mm = 50 cm _____

c 24 in. = 2 ft. _____ h 40 in. = 4 ft. _____

d 300 cm = 3 m _____ i 60 mm = 6 cm _____

4 Complete these unit conversions.

a mm to cm b ft. to in. c in. to ft. d m to cm
30 3 5 60 42 3 21 8 800
60 8 72 24
1
130 22 66 56
280 11 24 740
1
1,490 52 78 153

© Shell Education 146436—Catch-Up Math 151

 LENGTH

KILOMETERS AND MILES

Long distances are measured in miles (mi.) or
kilometers (km). One mile is 5,280 feet.
One kilometer is equal to 1,000 meters.
The length of this road would be measured in
kilometers or miles.

Examples:
Mark the items you would measure in kilometers
or miles.
a the distance to the next town

b the length of a hair ribbon

c the distance to Canada from Australia

d the distance you would walk in one day

e the distance around your house

f the distance from New York to Chicago

Your 1 Write these lengths in 2 Write these lengths in
turn meters or feet. kilometers or miles.
5 km _________
5,000 m 6,000 m ________
6 km

a 7 km _________ m a 9,000 m _______ km

b 2 mi. _________ ft. b 5,280 ft. _______ mi.

c 14 km _________ m c 34,000 m _______ km

d 4 mi. _________ ft. d 10,560 ft. _______ mi.

e 315 km _________ m e 537,000 m _______ km

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152 146436—Catch-Up Math © Shell Education

 LENGTH
PRACTICE

1 Name five things that would be measured using kilometers or miles.

a river
____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

2 Write these lengths in meters or feet.

2 km = _______
2,000 meters d 3 mi. = _______ feet

a 5 km = _______ meters e 1 mi. = _______ feet

b 2 mi. = _______ feet f 8 km = _______ meters

c 1 km = _______ meters g 22 km = _______ meters

3 Complete each row in the table.

m km
4,000 m 4 km
a 6,250 m
b 2 km
c 3,500 m
d 4.5 km
e 53,000 m

© Shell Education 146436—Catch-Up Math 153

 LENGTH

PERIMETER
Perimeter (P) is the distance around a 2D shape.
Perimeter = 2 cm + 4 cm + 2 cm + 4 cm
2 cm
P = 12 cm
SCAN
4 cm The perimeter (P) of the rectangle is 12 cm. to
watch
video
Perimeter = 2 in. + 2 in. + 2 in. + 2 in.
2 in. P = 8 in.
The perimeter (P) of the square is 8 in.

Examples: Find the perimeter.

3m
a P=1m+3m+1m+3m
1m

= ___
8 m
5 ft.
b P = 5 ft. + 4 ft. + 5 ft. + 4 ft.
4 ft.

= _____ ft.

Your Calculate the perimeters.

turn
1 + ___
P = ___ 1 + ___
1 + ___
1
1 cm
= ___
4 cm
5 in.
a P = _____ + _____ + _____ + _____
1 in.

= _____ in.
2m
b 4m 5m P = _____ + _____ + _____ + _____
5m = _____ m
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154 146436—Catch-Up Math © Shell Education

 LENGTH
PRACTICE

1 Calculate the perimeters of these shapes.

6m+6m+6 m+6m
P = __________________________
6m
24 m
= _________
3 in.

a P = __________________________
2 in.
= _________
7 cm
2 cm P = __________________________
b 3 cm 8 cm
= _________

c 2 ft. P = __________________________
= _________

d 3m
P = __________________________
= _________
3 ft.
4 ft.
e P = __________________________
5 ft.
= _________

f 4 cm P = __________________________
= _________

2 Draw three different shapes with a perimeter of 24 units.

© Shell Education 146436—Catch-Up Math 155

 LENGTH

Use this diagram to answer the following questions. Each centimeter on the
diagram represents 1 meter in the flower center.
Flower Center Scale: 1 cm = 1 m

Roses Herbs
Citrus

Succulents
Indoor plants

Palms
Trees

Outdoor furniture Pots and planters

3 Peter wants to fence some of the enclosures. How much fencing will
these enclosures require?
Palms 10 m
__________ b Pots and planters __________

a Indoor plants __________ c Roses __________

4 Did Peter order enough fencing for these enclosures? Write Yes or No.
Citrus: 15 m Yes
_____ c Outdoor furniture: 22 m _____

a Succulents: 10 m _____ d Trees: 6 m _____

b Herbs: 8 m _____

5 Order the perimeters from smallest (1) to largest (8).

Citrus Outdoor furniture Indoor plants
Succulents 1 Trees Pots and planters
1 Herbs Palms Roses

156 146436—Catch-Up Math © Shell Education

 LENGTH

6 Complete the tables for rectangles with these dimensions.

Height Width Perimeter Height Width Perimeter
22 cm 13 cm 70 cm d 3 in. 6 in.
a 5 ft. 18 ft. e 2m 2m
b 7 mm 8 mm f 32 ft. 100 ft.
c 8 in. 32 in. g 2 mm 38 mm

7 Find the perimeter of each shape.

2m
a 1m c
3m
3m
7 in. 6 in.
2m

5m 1 in.
2 in.
1 in.
2+1+3+2+5+3m
P = _______________________ 3 in.
16 m
= ________
3 ft.
a P = _______________________
2 ft.
2 ft. = ________
1 ft. 6 ft.
4 ft.
d 5 cm
3 ft. 1 cm
4 cm 3 cm
5 ft. 2 cm
2 cm
P = _______________________ 4 cm 4 cm
1 cm
= ________ 2 cm
3 cm 6 cm 6 cm
b
1 cm

6 cm
3 cm P = _______________________
1 cm 5 cm = ________
2 cm 2 cm

3 cm 2 cm

P = _______________________
= ________
© Shell Education 146436—Catch-Up Math 157
 LENGTH REVIEW

1 Measure and write the lengths of the lines in centimeters.

a ____ cm
b ____ cm
c ____ cm
d ____ cm

2 Write the lengths in Question 1 in order from shortest to longest.

____________________________________________________________

3 Draw lines of these lengths.

a 4 in.
b 3 in.
c 6 in.
d 5 12 in.
e 3 34 in.
f 4 14 in.

4 Would these things be measured in mm or cm? Write the units to

complete the measurements.
a pencil length: 10 _____ d mobile phone length: 15 _____

b pin length: 4 _____ e thickness of a fingernail: 1 _____

c computer keyboard key width: f length of an ant: 2 _____

9 _____

158 146436—Catch-Up Math © Shell Education

 LENGTH
REVIEW

5 Write the lengths marked on the ruler.

a ___ mm b ___ mm c ___ mm d ___ mm

6 Mark these measurements on the ruler.

a 2 in. b 3 34 in. c 5 in. d 5 12 in.

7 Circle the answer that is the best estimate.

a length of a glue stick 4 in. 4 ft. 4 mi.
b width of a road 6m 6 mm 6 cm
c length of a train 300 in. 300 ft. 300 mi.
d length of a pinhead 1 cm 1 mm 1m
e length of a candy bar 6 in. 6 ft. 6 mi.

8 Convert these measurements.

a 70 mm = _____ cm g 2 ft. = _____ in.

b 4 cm = _____ mm h 48 in. = _____ ft.

c 20 m = _____ cm i 60 in. = _____ ft.

d 100 cm = _____ m j 3 ft. = _____ in.

e 6 m = _____ cm k 2 12 ft. = _____ in.

f 136 mm = _____ cm l 42 in. = _____ ft.

© Shell Education 146436—Catch-Up Math 159

 LENGTH
REVIEW

9 Write how many meters or feet.

a 6 km = _________ m d 1 mi. = _________ ft.

b 8 km = _________ m e 3 mi. = _________ ft.

c 17 km = _________ m f 2 mi. = _________ ft.

10 Write how many kilometers or miles.

a 7,000 m = _______ km d 10,560 ft. = _______ mi.

b 11,000 m = _______ km e 5,280 ft. = _______ mi.

c 2,000 m = _______ km

11 Find the perimeter of each shape.

a d 4 in.
3 ft.

5 in.
5 in.
P = _______________________
3 in.
= ________

b 6 cm P = _______________________
2 cm = ________

e
4 ft.
P = _______________________
= ________ P = _______________________
c
4 cm = ________
2.5 cm 1.5 cm
f
6 cm
3 cm 9 cm

10 cm
P = _______________________
= ________ P = _______________________
= ________
160 146436—Catch-Up Math © Shell Education
 LENGTH
REVIEW

12 Draw three different shapes with a perimeter of 18 units.

13 Complete the tables for rectangles with these dimensions.

Height Width Perimeter Height Width Perimeter
a 9 40 f 66 156
b 8 6 g 7 28
c 14 60 h 15 74
d 8 36 i 9 38
e 9 44 j 16 35

14 Find the perimeter of each shape.

a 3m b
2m 6 in.
4 in.
1m
2m
6m
3m
1 in.
1m
2m
1m 1m 5 in. 2 in.

2m 4m

P = _______________________ P = _______________________
= ________ = ________

© Shell Education 146436—Catch-Up Math 161

 ANGLES

ANGLES
An angle is made by measuring the amount of turn between
the two arms. The two arms meet at a point (vertex).
arm

One arm of an angle

can be shorter than the
angle vertex other.

arm

Examples:
Use red to trace the arms, use blue to show the angle,
and draw a green circle on the vertex.
a b c d

Make each line into an angle by drawing another arm in

Your red. Use blue to show the angle you made, and draw a
turn green circle on the vertex.
b d f

a c e g

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162 146436—Catch-Up Math © Shell Education

 ANGLES
PRACTICE

1 Draw four objects around you that have angles in them.

2 Use red to trace the arms, use blue to show the angle, and draw a
green circle on the vertex. Then, number the angles to order them
from smallest (1) to largest (5).
a

3 Circle the angles in the picture.

© Shell Education 146436—Catch-Up Math 163

 ANGLES

RIGHT ANGLES
A quarter turn is called a right angle.
A right angle measures 90 degrees.

° is the symbol for degrees.

So 90 degrees is written 90°.

These angles are 90°.

This corner symbol
shows the angle is 90°.

Examples: A
 re these angles right angles?
Use a corner of a piece of paper to test them.
Draw the corner symbol in the right angles and
cross out the angles that are not right.
The corner of a a c e
piece of paper fits
perfectly, so this is
a right angle.

b d f

Your Draw another arm to make a right angle.

turn Mark the right angle with the corner symbol.
a b c

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164 146436—Catch-Up Math © Shell Education

 ANGLES
PRACTICE

1 Draw two angles in each box that match the description.

Smaller than 90° 90° Larger than 90°

2 List five things around you that have right angles.

_____________________________________________________________
picture frame

_____________________________________________________________

3 Label the angles as equal to (=), less than (<), or greater than (>)
a right angle.

a > b d f

a c e g

4 Trace over the right angles in each shape.

b d

a c e

© Shell Education 146436—Catch-Up Math 165

 ANGLES

ACUTE AND OBTUSE ANGLES

Acute angles are less than Obtuse angles are more than
90°. You may remember 90°. You may remember them
them as narrow angles. as wide angles.

< 90° > 90°

Examples:
Circle the acute angles in orange and the obtuse angles in green.

a c e g i

b d f h

1 Draw another line to 2 D

 raw another line to turn
Your turn each line into each line into an obtuse
turn an acute angle. angle.
a c a c

a d a d

b e b e

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166 146436—Catch-Up Math © Shell Education

 ANGLES
PRACTICE

1 We name angles using three letters.

Put the letter at the vertex in the middle, and use ∠ for the angle sign.
A
a Name: ∠ABC or ∠CBA
_____________ c T Name: _____________
B
C Acute
Type: _________ C Type: _________
A

a D F
Name: _____________ d M Name: _____________

E Type: _________
P Type: _________
N

P
b Name: _____________ e Name: _____________
I G

Q Type: _________ Type: _________
R H

2 Order these angles from narrowest (1) to widest (5).

a

3 Shade the acute angles orange and the obtuse angles green.
a b c d

© Shell Education 146436—Catch-Up Math 167

 ANGLES

STRAIGHT, REFLEX, AND

REVOLUTION ANGLES
Straight angles Reflex angles Revolution
Always 180° Between 180° and 360° (full turn)
Always 360°

Looks like a
straight line. The arrow on the
outside shows it
The two arms
is a reflex angle.
are together.

Examples: Write Reflex, Straight, or Revolution for each angle.

Revolution
a _________ b _________ c _________ d _________

Your 1 Mark in the angle to show straight angles.

turn a b

2 Mark in the angle to show revolutions.

a b

3 Mark in the angle to show reflex angles.

a b

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168 146436—Catch-Up Math © Shell Education

 ANGLES
PRACTICE

1 Use yellow to circle the reflex angles, use red to circle the
straight angles, and use purple to circle the revolutions.

b d f

a c e g

2 Draw two of each type of angle.

Straight Angles Revolutions Reflex Angles

3 Write the letter of the angle that matches each type.

a right angle _____ C
A B
b reflex angle _____
c acute angle _____ E

d obtuse angle _____

e straight angle _____ D

4 Find three more acute angles in the shape in Question 3.

Label them F, G, and H.

5 Find three more obtuse angles in the shape in Question 3.

Label them I, J, and K.

© Shell Education 146436—Catch-Up Math 169

 ANGLES

USING A PROTRACTOR
A protractor is used to measure or draw angles.
It measures the amount of turn.
How to measure an angle
1 Put the lower arm of the SCAN
to
angle on the base line. 30° watch
video
2 Put the vertex of
the angle at the
center point.
Base line Center point
3 Find 0° on the lower arm There is an inside scale and an outside scale.
to determine whether The scales go from 0° to 180°.
to use the inside or 120°
outside scale.
4 Read the scale.

Example:
Label the protractor above with these features.
a Inside numbers c Center point

b Base line d Outside numbers

Your Should you use the inside numbers (I) or the

turn outside numbers (O) to measure these angles?

O a b

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170 146436—Catch-Up Math © Shell Education

 ANGLES
PRACTICE

1 Write the size of each angle.

a _____
40° c _____

a _____ d _____

b _____ e _____

2 Measure these angles using a protractor.

50°
_____ b _____

a _____ c _____

© Shell Education 146436—Catch-Up Math 171

 ANGLES

d _____ f _____

e _____

g ____

3 Use a protractor to draw angles of the given sizes.

a 10° b 105° d 170°

a 60° c 20° e 26°

172 146436—Catch-Up Math © Shell Education

 ANGLES

ANGLE SUM OF A TRIANGLE

The three angles in any triangle always add up to 180°.

Equilateral 60° Right 65°

triangle triangle 25°
60° 60° SCAN
to
watch
65° + 25° + 90° video
60° + 60° + 60°
= 180°
= 180°

Isosceles 70° Scalene 120°

triangle triangle 40° 20°
55° 55°
120° + 40° + 20°
70° + 55° + 55° = 180°
= 180°

Examples: Write the type of triangle.

scalene
a _________ b _________ c _________ d _________
20° 60° 60°
60° 40°
140° 60°
70° 50° 90° 50°
20°

Your
turn Write the size of the missing angles.

60°
____ a _________ b _________ c _________

? 80° 60° 75°

?
60° 60° 30°
? 70° 55°
?

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© Shell Education 146436—Catch-Up Math 173

 ANGLES
PRACTICE

1 Find the size of each missing angle, and then write the triangle type.

x
b d x 20°
40°

45°
60° 60° b 90°

60°
x = ____ b = _____ x = _____
equilateral
_____________ _____________ _____________
a 70° 70° c e
60° z
60°
a y
90° 30°

a = ____ y = ____ z = ____

_____________ _____________ _____________

2 A student found the angle sizes of these triangles. Write the total on
the line inside each triangle. Mark the box if the student is incorrect.

b 30° d 90° 45°

50°
____ ____
120°
____
170 45°
40°
60° 60°

a c 40°
e
120° 80°

____ ____ ____

15° 10° 130°
65° 50° 50°

174 146436—Catch-Up Math © Shell Education

 ANGLES

ANGLE SUM OF QUADRILATERALS

The four angles in any quadrilateral always add up to 360°.
110° 70° 90° 90° Each quadrilateral is
made up of two triangles.
70° 110° 90° 90° 180° + 180° = 360°

110° 110° 40°

60° 80° 135° 135°

50°

Examples: Divide each quadrilateral into two triangles.

a b c d

Your
turn Find the size of the missing angle in each quadrilateral.

50°
x = _____ b b = _____ d d = _____
x 70° 65° d
40°
240° 110°
95°
30° 105° 110°
b

c c = _____ e e = _____
a a = _____ 90° 90° 105° 75°
a 90°
e 105°
45° 90°
90° c

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© Shell Education 146436—Catch-Up Math 175

 ANGLES
PRACTICE

1 Find the sizes of the missing angles.

d h
165°
110° 32°
130°

d 43°
50°
x h

70°
x = _____ d = _____ h = _____

a 20° e i
27° e 36° 102° 78°
215°
55°
70° i 102°
a

a = _____ e = _____ i = _____

b f j
60° 84°
119° 61°
100°
b 119° j
24° 234° f 146°

b = _____ f = _____ j = _____

c c
g g k
146° k
105°
68°
95°
146° 34° 60°

c = _____ g = _____ k = _____

176 146436—Catch-Up Math © Shell Education

 ANGLES REVIEW

1 Use these words to complete the statements: ninety, arms, right, turn.
a An angle is made by measuring the amount of _______ between
the two _______.

b A quarter turn is called a _______ angle. It measures _______ degrees.

2 Trace over the arms in red and the angle made in blue, and draw
a green circle on the vertex.

a b c d

3 Draw another line to turn each ray into a right angle.

a b c d

4 Trace over the right angles in each shape.

a c e

b d f

© Shell Education 146436—Catch-Up Math 177

 ANGLES
REVIEW

5 Draw three of each type of angle.

Acute angles Obtuse angles

6 Name and label each angle.

a A Name: _____________ d F Name: _____________
Type: _________ Type: _________
G H
B
C

b Name: _____________ e Name: _____________

C S
Type: _________ U
Type: _________
T
D E

c Name: _____________ f Name: _____________

P
Type: _________ Type: _________
V W X
R Q

7 Use orange to circle the acute angles, green to circle the obtuse angles,
red to circle the reflex angles, blue to circle the straight angles, and
yellow to circle the revolutions.
a c e g

b d f h

178 146436—Catch-Up Math © Shell Education

 ANGLES
REVIEW

8 Write the letter of the angle that matches each type.

a reflex angle _____
B
b obtuse angle _____ C

c acute angle _____

A
d straight angle _____
D E
e right angle _____

9 Find two more acute angles in the shape in Question 8.

Label them F and G.

10 Find three more obtuse angles in the shape in Question 8.

Label them H, I, and J.

11 Draw another right angle in the shape in Question 8. Label it K.

12 Write the size of these angles.

a _____ c _____

b _____ d _____

© Shell Education 146436—Catch-Up Math 179

 ANGLES
REVIEW

13 Measure these angles using a protractor.

a _____ d _____

b _____
e _____

c _____

14 Use a protractor to draw angles of the given sizes.

a 15° c 133° e 122°

b 72° d 243° f 84°

180 146436—Catch-Up Math © Shell Education

 ANGLES
REVIEW

15 Find the size of each missing angle, and then write the triangle type.
a c e
60° z
30°
x 60°

y 75° 75°
60°

x = _____ y = _____ z = _____

_____________ _____________ _____________
b 70°
d f
60° 55° 70° 90°
b
65°
a c

a = _____ b = _____ c = _____

_____________ _____________ _____________

16 Find the sizes of the missing angles in these quadrilaterals.

a c e
131° 49° 105°

100°
b
49° x 50° z

x = _____ b = _____ z = _____

b d p 20°
f
y 60°
241°
a
32° 32°
35°
39°

y = _____ p = _____ a = _____

© Shell Education 146436—Catch-Up Math 181

 SHAPES

SHAPES
Flat shapes (polygons) have two dimensions: length and width. Some
shapes are named by the number of sides and angles they have.

triangle: width hexagon: width

3 angles, (height) 6 sides, (height)
3 sides 6 angles
length length

Regular polygons have angles and Irregular polygons have sides

sides that are all the same size. and angles of different sizes.

regular square regular irregular irregular irregular

pentagon (regular octagon pentagon quadrilateral octagon
quadrilateral)

Examples: Color the regular polygons red and

the irregular polygons blue.
a b c d e f

Write the names of the polygons from the Examples.

Your
turn square
a ____________________ d ____________________

b ____________________ e ____________________

c ____________________ f ____________________

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182 146436—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Trace the regular polygons with red and the irregular polygons
with blue. Then write the name of each shape.

a irregular pentagon
_________________ c _________________

a _________________ d _________________

b _________________ e _________________

2 Complete the chart.

Letters that
Polygon Name help identify Angles Sides
polygon

quadrilateral quad 4 4

d heptagon

f nonagon

g decagon

© Shell Education 146436—Catch-Up Math 183

 SHAPES

TYPES OF LINES
Many shapes have lines that are vertical, horizontal,
parallel, and perpendicular.
Vertical lines go Parallel lines never
up and down. meet and are equal
SCAN
distances apart. to
watch
video
Horizontal lines
go left to right. Perpendicular lines
meet at right angles.

This parallelogram This right triangle has All lines of this

has two sets of two lines that meet at square meet at
parallel lines. right angles. right angles.

Examples:
Label the lines as vertical, horizontal, parallel, or perpendicular.
a parallel
_______________ c _______________

b __________________ d _______________

Trace the vertical lines with blue, horizontal lines with

Your orange, parallel lines with green, and perpendicular lines
turn with purple.
b d f h

a c e g i
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184 146436—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Draw two examples of each type of line.

Horizontal Parallel Perpendicular Vertical

2 List five things that have parallel lines.

train tracks
____________________________________________________________

____________________________________________________________

3 Trace over the lines that match the line type.

a perpendicular

b parallel

c horizontal

d vertical

© Shell Education 146436—Catch-Up Math 185

 SHAPES

TRIANGLES
Triangles have 3 sides and 3 angles.
There are four different types of triangles.

Equilateral Right
•A ll sides the same • One right angle
length • Irregular triangle
•A ll angles the same size
• Regular triangle
Scalene
Isosceles • All sides different
• T wo sides the lengths
same length • All angles different
• Two angles the same size sizes
• Irregular triangle • Irregular triangle

Examples: Trace the regular triangles in red.

a b c d e

Trace the equilateral triangles in red, isosceles

Your triangles in blue, scalene triangles in yellow, and
turn right triangles in green.

a b d f

a c e g

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186 146436—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Measure the sides and angles of each triangle, and then label it.
______________
isosceles d ______________

a ______________ e ______________

b ______________ f ______________

c ______________ g ______________

2 Draw two of each type of triangle.

Isosceles triangles Equilateral triangles

Scalene triangles Right triangles

3 Write a definition for each triangle.

a isosceles triangle ____________________________________________
__________________________________________________________

b equilateral triangle __________________________________________

__________________________________________________________

c scalene triangle _____________________________________________

__________________________________________________________

d right triangle _______________________________________________

__________________________________________________________

© Shell Education 146436—Catch-Up Math 187

 SHAPES

QUADRILATERALS
Quadrilaterals have four straight sides and four corners.
All angles
the same size. The square is the only
All sides the regular quadrilateral.
same length.

Irregular quadrilaterals
Rectangle Rhombus
• Opposite sides • All sides equal in length
equal in length • Two pairs of parallel sides
• All angles 90° • Opposite angles equal in size

Parallelogram Kite
• Opposite sides • Two pairs of sides
equal in length the same length
• Two pairs of parallel sides • No parallel sides
• Opposite angles equal in size Trapezoid
• One pair of
parallel sides
Examples:
Label each quadrilateral as regular or irregular.
a ____________
irregular c ____________

b ____________ d ____________

Your Name each quadrilateral in the Examples above.

turn
trapezoid
a ________________ c ________________

b ________________ d ________________
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188 146436—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Trace the squares with red, the rectangles with blue, rhombuses
with green, parallelograms with yellow, trapezoids with orange,
and kites with brown.

2 Write a definition for each quadrilateral, and then draw an example.

Definition Diagram Definition Diagram
a square d rhombus

b rectangle e parallelogram

c kite f trapezoid

Trace the parallel lines with purple and the perpendicular lines
3 with red.

b d f

a c e g

© Shell Education 146436—Catch-Up Math 189

 SHAPES

POLYGONS
Polygons are named for the number of sides they have.
Remember,
regular polygons have sides
Pentagon Hexagon Heptagon
of equal lengths and angles
of equal sizes.
5 straight sides 6 straight sides 7 straight sides
5 equal angles 6 equal angles 7 equal angles
5 corners 6 corners 7 corners

Octagon Nonagon Decagon Dodecagon

Irregular polygons
have the same number
of sides and angles, but 8 straight sides 9 straight sides 10 straight sides 12 straight sides
the lengths and sizes 8 equal angles 9 equal angles 10 equal angles 12 equal angles
are not equal. 8 corners 9 corners 10 corners 12 corners

Examples: Trace the dotted lines to complete the shapes

and then label them.
a regular
_____________ c _____________
octagon
_____________ _____________

b _____________ d _____________
_____________ _____________

Your Trace over the regular polygons in red and

turn the irregular polygons in blue. Then, write the
number of sides.
___
8 a ___ b ___ c ___ d ___

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190 146436—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Draw two polygons that match each description.

Irregular decagons Irregular octagons

Irregular pentagons Irregular hexagons

Irregular dodecagons Irregular nonagons

Irregular heptagons Irregular quadrilaterals

2 Color the regular pentagons purple and the regular hexagons blue. Put
an X on the irregular pentagons, and put a checkmark on the irregular
hexagons.
a b c d e f g

3 Color the regular heptagons orange and the regular octagons yellow. Put
an X on the irregular heptagons, and put a checkmark on the irregular
octagons.
a b c d e f

4 Color the regular nonagons red, the regular decagons green, and
the regular dodecagons blue. Put an X on the irregular nonagons,
put a checkmark on the irregular decagons, and circle the irregular
dodecagons.
a b c d e f g

© Shell Education 146436—Catch-Up Math 191

 SHAPES

SYMMETRY
Symmetry is when one half of a shape is a reflection
of the other half.
This building is symmetrical
because both halves fit on
top of each other exactly.

A line of symmetry
is always dotted.

This building is
not symmetrical
because the two
sides are not the
same size.

This hexagon has

6 lines of symmetry.

Examples: Circle the shapes that are symmetrical and cross out the
shapes that are not symmetrical.
a b c d e

Your
turn Draw the lines of symmetry.

a a b c

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192 146436—Catch-Up Math © Shell Education

 SHAPES
PRACTICE

1 Draw five letters that are symmetrical. Draw in the lines of

symmetry.

A
2 Write your name in block letters.
Draw in any lines of symmetry on the letters.

3 Use these shapes to answer the following questions.

a Draw any lines of symmetry on the shapes above.

b Put a checkmark on the shapes that are symmetrical.

c Put an X on the shapes that are not symmetrical.

d Circle the shapes that have more than one line of symmetry.

4 Complete the other half of each picture along its axis of symmetry.
a b

© Shell Education 146436—Catch-Up Math 193

 SHAPES REVIEW

1 Label each shape with its name, and note whether it is regular
or irregular.
a ___________ f ___________ k ___________
___________ ___________ ___________

b ___________ g ___________ l ___________

___________ ___________ ___________

c ___________ h ___________ m ___________

___________ ___________ ___________

d ___________ i ___________ n ___________

___________ ___________ ___________

e ___________ j ___________ o ___________

___________ ___________ ___________

2 Label the lines as vertical, horizontal, parallel, or perpendicular.

a _________________ f _________________

b _________________ g _________________

c _________________ h _________________

d _________________ i _________________

e _________________ j _________________

194 146436—Catch-Up Math © Shell Education

 SHAPES
REVIEW

3 Draw two examples of each type of line.

Vertical Perpendicular Parallel Horizontal

4 Label the type of triangle for each shape.

a ______________ c ______________

b ______________ d ______________

5 Match each description to the correct type of triangle.

Two sides the Equilateral triangle One right angle
same length
Isosceles triangle All sides the
All sides
different lengths same length
Scalene triangle
Two angles the All angles
same size Right triangle different sizes

All angles the

same size

© Shell Education 146436—Catch-Up Math 195

 SHAPES
REVIEW

6 Write the name of each quadrilateral.

a ______________ d ______________

b ______________ e ______________

c ______________ f ______________

7 Use the quadrilaterals in Question 6 to answer the questions.

a Which quadrilaterals have parallel lines? ________

b Which quadrilaterals have perpendicular lines? ________

8 Write the number of sides each polygon has.

a octagon _____ f quadrilateral _____

b nonagon_____ g pentagon _____

c irregular heptagon _____ h irregular hexagon _____

d dodecagon _____ i heptagon _____

e irregular decagon _____ j triangle _____

9 Complete the sentence.

Symmetry is when one ______ of a shape is a _______________ of the
other half.

196 146436—Catch-Up Math © Shell Education

 SHAPES
REVIEW

10 Write three numbers that are symmetrical.

a _____ b _____ c _____

11 Draw in the lines of symmetry.

a b c d e

12 Complete the other half of each picture along its axis of symmetry.
a

© Shell Education 146436—Catch-Up Math 197

 AREA

SQUARE CENTIMETERS AND INCHES

When measuring small areas, we use
square centimeters (cm2) or square inches (in.2).
one square one square
centimeter inch SCAN
to
1 cm 1 in. watch
video

1 cm 1 in.
There are 10 square There are 8 square
centimeters in this shape. inches in this shape.
Area = 10 cm2 Area = 8 in.²
Examples: Find the area of each shape by counting
the square inches.
a Area = __
6 in.² b Area = _____ in.² c Area = _____ in.²

Your Calculate the area of each shape, and record your answer.
turn
= 1 cm2

24 cm2
a A = ______ a A = ______ b A = ______

SELF CHECK Mark how you feel

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198 146436—Catch-Up Math © Shell Education

 AREA
PRACTICE
1
1 What is the area of each colored shape? = 1 cm2 = 2 cm2

a A = ______
13 cm2 b A = ______ d A = ______ f A = ______

1 3 5 7

a A = ______ c A = ______ e A = ______ g A = ______

2 4 6 8

2 Use the shapes in Question 1 to answer the following questions.

3
Which shape has the smallest area? __
a Which shape has the largest area? _____
b Which two shapes have the same area? _____ and _____
c What is the difference in area between Shape 6 and Shape 3? _____
d Shape _____ is 3 cm2 larger in area than Shape 8.
1
e Shape _____ is 2 cm2 smaller in area than Shape 2.
f Shape 1 is _____ cm2 larger in area than Shape 3.

3 Draw five different shapes that have an area of 8 sq. in. = 1 in.²

© Shell Education 146436—Catch-Up Math 199

 AREA

SQUARE METERS AND FEET

Square meters (m2) and square feet (ft.2) are used to
measure larger areas.
This is 1 square
This is 1 square meter.
1m 1 ft. foot.
Area = 1 meter × 1 meter Area = 1 foot × 1 foot
1m 1 ft.
= 1 m2 = 1 ft.²

5 meters
You would use square feet or square
meters to measure the board in your Door Bed
classroom and your bedroom floor.
4 meters
15 ft.

Chair Desk
6 ft.

The area of the bedroom

The area of the board is 90 ft.² floor is 20 m2.

Examples: Calculate the area. = 1 m2

a Area = __
8 m2 b Area = __ m2 c Area = __ m2
4m 4m

2m
3m

Your
Calculate the area in square feet.
turn
A = _______
5 ft.2 a A = _______ b A = _______

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200 146436—Catch-Up Math © Shell Education

 AREA
PRACTICE

1 Circle the items that would be measured using square meters or square
feet instead of square centimeters or square inches.

2 Draw objects that are the given sizes on the grid. Each square is
1 square foot.
12 sq. ft.
a 4 sq. ft.
b 6 sq. ft.
c 11 sq. ft.

1 square equals 1 meter

3 Jay wants to lay flooring Laundry

in each room. Garage Family Kitchen
How much of each
Outdoor Eating
Entry

product will he need Hallway

to buy? Study Dining Sitting

Carpet for the study 6 m2

____ c Tiles for the outdoor
eating area _____
a Carpet for the family room ____
d Vinyl for the garage _____
b Tiles for the kitchen,
laundry, and sitting area _____ e Tiles for the entry _____

4 Jay buys 7 m2 of tiles for the dining room. Will he have enough?
____________________________________________________________

© Shell Education 146436—Catch-Up Math 201

 AREA

SQUARE KILOMETERS AND MILES

Very large areas are measured in square miles or
square kilometers.
National parks can be measured using
square miles or square kilometers. Cities can be measured
in square miles or square
kilometers.

Examples:
Mark the places you would measure in square miles or square kilometers.
a a country d the Great Barrier Reef

b the Amazon Rainforest e a soccer field

c a football field f a basketball court

Name five things you would measure

Your in square miles or square kilometers.
turn
A town
_________________________________

_________________________________

_________________________________

_________________________________

_________________________________
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202 146436—Catch-Up Math © Shell Education

 AREA
PRACTICE

1 Find the area (A) of each shape.

11 sq. mi.
A = __ b A = __ sq. mi. d A = __ sq. mi. f A = __ sq. mi.

a A = ___ km2 c A = ___ km2 e A = ___ km2 g A = ___ km2

2 Use the map to answer

the following questions.
Northern
a Which state or territory has Territory
the smallest area? 1,334,404 km2
Queensland
Western 1,723,030 km2
________________________ Australia
2,523,924 km2 South
b Which state or territory has Australia
979,651 km2 New South
the largest area? Wales
801,137 km2

________________________ Victoria
227,038 km2 Australian Capital
Territory
c Which state or territory is larger 2,358 km2
Tasmania
in area than Queensland? 64,519 km2

________________________

© Shell Education 146436—Catch-Up Math 203

 AREA

AREA–-
AREA– - USING MULTIPLICATION
You can use multiplication to calculate the area of
squares and rectangles.
5 cm
Area = length × width
The side measurements SCAN
= 5 cm × 5 cm are in cm and in. and the
to
watch
5 cm video
= 25 cm2 area is in cm 2 and sq. in.

7 in.
Area = length × width
2 in. = 2 in. × 7 in.
= 14 in.²
Examples: Fill in the gaps.
2 cm
a Area = length × _________
width
= 2 cm × 4 cm 4 cm

8 cm2
= __
3 in.
b Area = _________ × width
= 3 in. × _____ 5 in.
= ___ sq. in.

Your
Write the missing information.
turn
2 ft.
5m a
3m 4 ft.

length × width
Area = _______ ______ Area = _______ × ______
= 5____
m × 3____
m = ____ × ____
= ___
15 m2 = ___ ft.²
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204 146436—Catch-Up Math © Shell Education

 AREA
PRACTICE

1 Calculate the areas using multiplication.

6 cm
length × _______
Area = _______ width
2 cm
6 cm × _____
= _____ 2 cm
12 cm2
= ____
a 5 ft. Area = _______ × _______
4 ft. = _______ × _______
= _______ sq. ft.
b 6m Area = _______ × _______
1m = _______ × _______
= _______ m2
c 
4 in. Area = _______ × _______
3 in. = _______ × _______
= _______ in.²

2 Calculate the areas using multiplication.

4m A = __
l × __
w c 5 ft. A = ____ × ____
4m = ____
4 m × ____
4m 2 ft. = ____ × ____
= ____
16 m2 = ____ ft.²

a 7 in. A = ____ × ____ d 6m A = ____ × ____

7 in. = ____ × ____ 6m = ____ × ____
= ____ in.² = ____ m2

b 3 cm A = ____ × ____ e 1 in. A = ____ × ____

= ____ × ____ 1 in. = ____ × ____
6 cm
= ____ cm2 = ____ in.²

© Shell Education 146436—Catch-Up Math 205

 AREA

PERIMETER
The distance around the outside of a shape is the perimeter (P).
To find the perimeter, add the lengths of all the sides.
8m

2m 2m Perimeter (P) = 2 m + 8 m + 2 m + 8 m
8m = 20 m
2 in.
2 in. Perimeter (P) = 4 in. + 2 in. + 2 in. + 1 in.
1 in.
4 in.
1 in. 3 in.
+ 1 in. + 3 in. + 1 in. + 6 in.
1 in. = 20 in.
6 in.

Examples: Calculate the perimeter. 2 in.

2 cm
a 1 cm
b 2 in.
2 cm 3 in.
1 cm 4 in.
4 cm
1 cm 2 in.
3 cm
5 in.
4 cm

P = 4 cm + 2 cm + 2 cm + 1 cm P = 4 in. + 2 in. + 2 in.

+ 1 cm + 1 cm + 3 cm + 4 cm + 3 in. + 2 in. + 5 in.
= ___
18 cm = ___ in.

1 ft.
Your Find the perimeter.
1 ft.
turn 1m
a
1 ft. 1 ft.
1m 4 ft.
4m 1 ft. 1 ft.
2m
1m
1 ft. 1 ft.
5m
4 ft.
P = 2 + 1 + 1 + 4 + 1 + 5 P = __ + __ + __ + __ + __
14 m
= ___ + __ + __ + __ + __ + __
= ___ ft.
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206 146436—Catch-Up Math © Shell Education

 AREA
PRACTICE

1 Calculate the perimeters.

a e 1.5 m
2m 1.5 m

2 + __
P = __ 2 + __
2 + __
2 P = __ + __ + __ + __
8 m
= ___ = ___ m
a 4 in. f
2.5 m
2 in.

P = __ + __ + __ + __ P = __ + __ + __ + __ + __ + __
= ___ in. = ___ m
b 2 cm
g 2 in.
1 cm 1 cm 2 in.
1 in. 1 in. 3 in.
4 cm
1 in. 6 in.
5 in.
1 in.
P = __ + __ + __ + __
= ___ cm 6 in.

c P = __ + __ + __ + __ + __ +
__ + __ + __ + __ + __
2 ft.
= ___ in.
P = __ + __ + __ + __ + __ h 7 ft.
1 ft. 1 ft.
= ___ ft.
4 ft. 4 ft.
3 ft.
3 ft.
3 ft.

3 ft.

d 3 cm
1.5 cm 1 ft. 3 ft. 1 ft.

P = __ + __ + __ + __ P = __ + __ + __ + __ + __ + __
= ___ cm + __ + __ + __ + __ + __ + __
= ___ ft.

© Shell Education 146436—Catch-Up Math 207

 AREA REVIEW

1 What is the area of each colored shape? = 1 cm2

a A = ______ b A = ______ c A = ______ d A = ______

2 Draw five different shapes that have an area of 12 sq. in. = 1 in.2

3 Mark the things you would measure using square inches or square
centimeters.
a sticky note e large desktop
b backyard f garage door
c envelope g phone case
d book cover h watch face

4 If = 1 m2, find the area (A) of each shape.

a A = ____ m2 b A = ____ m2 c A = ____ m2 d A = ____ m2

A B C D

208 146436—Catch-Up Math © Shell Education

 AREA
REVIEW

e A = ____ m2 f A = ____ m2 g A = ____ m2 h A = ____ m2

E F G H

5 Use the shapes in Question 4 to answer the following questions.

a Which shapes have an area of 11 m2? ________
b Which shapes have an area larger than 12 m2? ________
c Which shapes have an area of 20 m2? ________
d Which shape has an area of 18 m2? ________
e What is the difference in area between Shape E and Shape B? _______

6 How many square feet of tiles will Christian need for these spaces?
= 1 ft.2 Entry

a Pool (floor only) ________

Bedroom Office
b Kitchen ________
Hallway

c Barbecue area ________

Kitchen Family
d Family room ________
e Hallway ________ Barbecue Area
f Bedroom ________
g Office ________
Pool
h Entry ________

7 How many square feet of tiles altogether does Christian need?

_________________________________
© Shell Education 146436—Catch-Up Math 209
 AREA
REVIEW

8 Name five things measured using square kilometers or square miles.

____________________________________________________________

____________________________________________________________

9 Look at this map of Arizona. What is the difference in area between the
following counties in km2?

34,478 km2 48,223 km2

29,023 km2
25,781 km2

21,042 km2

11,655 km2 12,349 km2

23,838 km 2

11,992 km2
13,908 km
2
14,281 km2
4,784 km2

23,794 km2
15,980 km2

a Coconino and Pima 3,206 km2

_______________

b Mohave and Apache

_______________

c Yuma and Santa Cruz

_______________

d Maricopa and Greenlee _______________

210 146436—Catch-Up Math © Shell Education
 AREA
REVIEW

10 Calculate the areas using multiplication.

1m
a e 8 ft.

1m 2 ft.

A = _______ × _______
Area = _______ × _______ = _______ × _______
= _______ × _______ = _______ ft.²
= _______ m2 f 5 cm

b 7 in. 5 cm

1 in.

A = _______ × _______
Area = _______ × _______
= _______ × _______
= _______ × _______
= _______ cm2
= _______ in.²
3 ft.
g 4 in.
c 3 in.
3 ft.

A = _______ × _______
= _______ × _______
Area = _______ × _______
= _______ in.²
= _______ × _______
6 cm
= _______ ft.² h
3 cm 6 cm
d

5 cm

A = _______ × _______
= _______ × _______
Area = _______ × _______
= _______ cm2
= _______ × _______
= _______ cm2
© Shell Education 146436—Catch-Up Math 211
 AREA
REVIEW

11 Calculate the perimeters.

3m
a e 6 cm

5m 3 cm

P = _______________________
P = _______________________
= _______ cm
= _______ m
f 8 ft.
b 4 in.
1 ft. 5 ft.
4 in. 5 ft. 1 ft.
1 ft. 6 ft.
5 ft.

3 ft.
P = _______________________
3 ft.
= _______ in.
c 4m P = _______________________
1m
3m 1m
_______________________
4m
1m 3m = _______ ft.
3m 1m
10 cm
7m g
2 cm
3 cm
7 cm
P = _______________________ 1 cm
5 cm
2 cm 2 cm
_______________________
3 cm 3 cm
= _______ m
d 2 ft.
P = _______________________
2 ft. _______________________
= _______ cm

P = _______________________
= _______ ft.

212 146436—Catch-Up Math © Shell Education

 VOLUME AND CAPACITY

VOLUME
Volume is the amount of space an object takes up.
Volume is measured in cubic units.
The symbol for volume is V.

This is one cubic SCAN

to
centimeter, 1 cm3. watch
video

This object is made from This object is also made from

6 one-centimeter cubes. 6 one-centimeter cubes
It has a volume of 6 cm3. It has a volume of 6 cm3.

Examples: What is the volume? = 1 cubic inch (cu. in.)

a b

V = _______ cubic inches

= _______ cu. in. V = _______ cubic inches
= _______ cu. in.

Your What is the volume of each object?

turn
a ___
6 cm3 a _____ cu. in. b _____ cm3

SELF CHECK Mark how you feel

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© Shell Education 146436—Catch-Up Math 213

VOLUME AND CAPACITY
PRACTICE

1 What is the volume? Circle the correct answer.

a 5 cm3

1 10 cm3 c
15 cm3
4

a 5 cu. in.
6 cu. in.
2 7 cu. in.
16 cu. in. 20 cu. in. 32 cu. in.

d
5

b 6 cm3
7 cm3
3 9 cm3

30 cm3 32 cm3 36 cm3

2 What is the difference in volume between:

a objects 1 and 3? _______ b objects 5 and 1? _______

3 Which object has the greater volume, object 2 or object 4?

_________________________________________________________

214 146436—Catch-Up Math © Shell Education

 VOLUME AND CAPACITY

CAPACITY
Capacity is the amount of liquid a container can hold.

The blue container has the The green container has the
largest capacity because it smallest capacity because it
can hold the most liquid. can hold the least liquid.

Glass B
Glass A Glass A has more water in it than
Glass B. But Glass B can hold more
water than Glass A, so it has a
larger capacity.

Examples: Circle the container with the greater capacity.

a b c

Your
turn Draw a similar object with a smaller capacity.
a b

SELF CHECK Mark how you feel

Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 215

volume and capacity
PRACTICE

1 Number the containers to order them from largest capacity (5)

to smallest capacity (1).
a

5 3 2 1 4
a

2 What is the total capacity of each set of containers?

10 L
a _______ b _______ d _______

10 gal. 2L 5L
5L 2L 3L 2 1
gal. gal.

a _______ c _______ e _______

10 gal. 2L 5L 2L 5L 5 gal. 5 gal. 4 gal.

5 gal.

216 146436—Catch-Up Math © Shell Education

 VOLUME AND CAPACITY

LITERS AND GALLONS

Liters (L) and gallons (gal.) are used to measure liquids.

1L
=
1 pint = 2 cups

= =
1 liter = 1,000 millimeters (mL)
1 quart = 2 pints = 4 cups

= = =

1 gallon = 4 quarts = 8 pints = 16 cups

Examples: How many liters or gallons can each container hold?

a ___
2 L b ___ gal. c ___ L d ___ gal.

2L 1L 5 gal.
4
3
1
2
1 gal. 1

Your Write the equivalent measurements.

turn 2,000 mL
2 L = ________ d 8 liters = ________ mL

a 6 pints = _______ cups e 12 cups = ______ pints

b 9,000 mL = _______ L f 500 L = ________ mL

c 3 quarts = _____ pints g 2 quarts = ______ cups

SELF CHECK Mark how you feel
Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 217

volume and capacity
PRACTICE

1 Write the equivalent measurements.

7,000 mL
a 7 liters ________
a 4,000 mL = ________ L
b 8 cups = ________ pints
c 15 L = ________ mL
d 2 gal. = ________ quarts
e 2 gal. = ________ pints

2 List five containers that would hold less than 1 gallon.

juice box
_____________________________________________________________

3 List five containers that would hold at least 1 liter.

bucket
_____________________________________________________________

4 What is the total capacity of each group of containers?

6 L
___ a ____ gal. b ____ L

2L 3L 3 gal. 2 5 gal.
1L gal. 10 L 10 L 7L

5 Color each container to show 2 liters.

a b c
3L
4L
5L 2L
3 2
4
2 1 3
1
1 2
1

218 146436—Catch-Up Math © Shell Education

 VOLUME AND
CAPACITY
6 What amount of liquid is in each container?
___
3 gal. b ____ gal. d ____ gal. f ____ gal.

5 gal. 3 gal. 1 gal.

4 2 gal.
2
3
1 1
2
1

a ____ gal. c ____ gal. e ____ gal. g ____ gal.

6 gal.
5 gal. 5
10 gal. 4 4 gal.
3 3 4
2 2
1 1 3
2
1

7 Color the pitchers to show the amounts.

Pitcher 1: a Pitcher 2: b Pitcher 3: c Pitcher 4:
3L 1L 4L 5L

6L
5L
5
4L 3L 4
4
3 2 3 3
2 2 2
1
1 1 1

8 Use the pitchers in Question 7 to answer the following questions.

a Which pitcher has the most liquid in it? _______

b Which pitcher has the least liquid in it? _______

c Which pitcher has the greatest capacity? _______

d Which pitcher has the least capacity? _______

© Shell Education 146436—Catch-Up Math 219
volume and capacity

9 Match the containers to the correct amounts.

a b c d

4 gal. 5 gal. 1 gal. 2 gal. 3 gal.

10 Solve. Show your work .

Allan drinks 3 liters of water each weekday and 3 L × 5 days = 15 L

2 liters each day of the weekend. How much
2 L × 2 days = 4 L
does he drink in one week?
15 L + 4 L = 19 L

a Tony has a container that holds 1 liter. How

many containers can Tony fill from a bucket
that holds 20 liters?

b A bucket holds 5 gallons. How many buckets of

water will it take to fill a 150 gal. fish tank?

c Roslynn squeezes 8 oranges to make 1 liter of

juice. How many oranges will she need to make
6 liters of juice?

d Janice’s juice stand has these pitchers with

juice left over. If Janice had 16 gal. of juice to
begin with, how much juice did she sell?

1 gal. 3 gal. 0 gal.

2 gal.

220 146436—Catch-Up Math © Shell Education

 VOLUME AND CAPACITY

MILLILITERS AND FLUID OUNCES

We use milliliters (mL) and fluid ounces (fl oz) to measure
smaller amounts of liquid. There are 1,000 mL in 1 liter.
There are 8 fl oz in 1 cup.

1,000 mL 1,000 mL = 1 liter fl oz

8 1 cup
8 fl oz = 1 cup SCAN
to
3 3 watch
750 mL 750 mL = 4 liter 6 3
4 cup 6 fl oz = 4 cup video
1
500 mL 1 4 cup 1
500 mL = 2 liter 2
1
4 fl oz = 2 cup
250 mL 2 4 cup
1 1
250 mL = 4 liter 2 fl oz = 4 cup

Examples: Color the containers to show the measurements.

1 1 3
a 4 liter b 1 liter c 2 cup d 4 cup
mL mL fl oz fl oz
1,000 1,000 8 8
750 750 6 6
500 500 4 4
250 250 2 2

Your Color the containers to show the measurements.

turn Hint: Each mark shows 100 mL or 2 fl oz.
300 mL b 400 mL d 4 fl oz
mL mL fl oz
1,000 1,000 8
6
500 500 4
2

a 250 mL c 6 fl oz e 8 fl oz
mL fl oz fl oz
1,000 8 8
6 6
500 4 4
2 2

SELF CHECK Mark how you feel

Got it! Need help... I don’t get it Check your answers
How many did
you get correct?

© Shell Education 146436—Catch-Up Math 221

volume and capacity
PRACTICE

1 Circle the items you would measure in milliliters or fluid ounces.

a glass of milk d water in a spa
a a large carton of milk e gas in a boat
b a dose of medicine f a cup of coffee
c drops in an eyedropper g juice in a juice box

2 Write as liters or cups.

1
22 L
2,500 mL = ______ e 8,500 mL = ______ L
a 1,000 mL = ______ L f 24 fl oz = ______ c
b 16 fl oz = ______ c g 10,000 mL = ______ L
c 9,750 mL = ______ L h 20 fl oz = ______ c
d 12 fl oz = ______ c

3 Write as milliliters or fluid ounces.

3
7 L = _________
7,000 mL e 1 4 L = _________ mL
a 4 L = ________ mL f 3 c = _________ fl oz
1 3
b 3 4 c = _________ fl oz g 6 4 L = _________ mL
1 1
c 3 2 L = _________ mL h 5 2 c = _________ fl oz
1
d 1 4 c = _________ fl oz

4 Color the containers to show the measurements.

150 mL a 500 mL b 5 fl oz c 6 fl oz

400 mL 1000 mL 8 fl oz 8 fl oz
300 800 6 6
600
200 4 4
400
100 200 2 2

222 146436—Catch-Up Math © Shell Education

 VOLUME AND CAPACITY
REVIEW

1 Complete the sentence.

Volume is the amount of ___________ an object takes up.

2 What is the volume of each object?

a Volume = ______ cu. in. c Volume = ______ cm3

b Volume = ______ cm3

d Volume = ______ cu. in.

3 What is the difference in volume of the objects in Question 2?

a object b and object c ______

b object d and object a ______

© Shell Education 146436—Catch-Up Math 223

volume and capacity
REVIEW

4 Circle the containers with the smaller capacity.

a c

b d

5 Order the containers from smallest capacity (1) to largest capacity (5).
a

224 146436—Catch-Up Math © Shell Education

 VOLUME AND
REVIEW CAPACITY

6 What is the total capacity of each set of containers?

a ______ L b ______ gal. c ______ L

2L 5L 2 3
1L gal. gal. 1 10 L 7L
gal. 4L

7 List three containers that would hold less than 1 liter.

_____________________________________________________________

8 List three containers that would hold 1 or more gallons.

_____________________________________________________________

9 Color each container to show 1 liter.

9L
a b c d 8
5L 7
4 2L 6
4L 3 5
3 2 1 4
2 1 3
1 2
1

10 What amount of liquid is in each container?

a _______ b _______ c _______ d _______

3gal. 5 gal.
2 4 gal. 4
1 gal. 3 3
1 2 2
1 1

© Shell Education 146436—Catch-Up Math 225

volume and capacity
REVIEW

11 Solve. Show your work.

a Danny drinks 1 liter of water on each day
of the weekend and 2 liters of water every
weekday, except for Wednesday when he drinks
3 liters of water. How much water does Danny
drink in one week?
b Li has a container that holds 3 gallons. How
many times does Li need to fill the container
to fill a bucket that holds 33 gallons?

c A bucket holds 10 liters. How many buckets

of water will it take to fill Antonia’s fish tank,
which holds 110 liters?

12 Write the missing numbers.

1
a 1,000 mL = ________ L c ________ mL = 2 L
1
b 6 fl oz = ________ c d ________ fl oz = 4 c

13 Color the containers to show the amount.

a 500 mL b 750 mL c 6 fl oz d 8 fl oz

1,000 mL 1,000 mL 8 fl oz 8 fl oz
750 750 6 6
500 500 4 4
250 250 2 2

226 146436—Catch-Up Math © Shell Education

 VOLUME AND
REVIEW CAPACITY

14 Circle the items you would measure in liters or gallons.

a milk in a baby’s bottle d a glass of milk

b gas in a car e drops of food coloring

c a cup of tea f water in a swimming pool

15 Write as liters or cups.

a 3,500 mL = _________ L d 20 fl oz = _________ c

b 16 fl oz = _________ c e 9,250 mL = _________ L

c 1,500 mL = ________ L f 28 fl oz = _________ c

16 Write as milliliters or fluid ounces.
3
a 8 L = __________ mL d 2 4 c = ___________ fl oz
1
b 3 4 c = ___________ fl oz e 9 L = ___________ mL
1
c 6 2 L = ___________ mL f 3 c = ___________ fl oz
17 Number the containers to order them from largest capacity (1) to
smallest capacity (5).
a

© Shell Education 146436—Catch-Up Math 227

 ANSWERS
Page 13 – Your Turn
1 WHOLE NUMBERS a 400 + 30 + 2
= 4 hundreds + 3 tens + 2 ones
Place Value THREE-DIGIT AND FOUR-DIGIT NUMBERS b 3,000 + 60 + 5
Page 9 – Example(s) = 3 thousands + 6 tens + 5 ones
Example 2 (from left to right): hundreds, 0, ones Page 14 – Practice
Example 4 (from left to right): thousands, hundreds, tens, 4 1 a 800 + 50 + 7 d 1,000 + 800 + 30 + 4
Page 9 – Your Turn b 300 + 20 + 9 e 500 + 6
1 a ones d tens c 1,000 + 90 + 3 f 4,000 + 300 + 70
b thousands e ones
2 a 300 + 2 d 4,000 + 60
c tens
b 1,000 + 600 + 40 + 2 e 800 + 50
2 a 5,9 2 1 c 320 c 2,000 + 30 + 7
b 253 d 4, 8 1 5
3 a 1,000 + 400 + 60 + 3 d 500 + 40
Page 10 – Practice b 700 + 7 e 6,000 + 800 + 9
1 a hundreds f tens k hundreds
c 1,000 + 400 + 90 f 400 + 20 + 4
b thousands g hundreds l tens
c ones h ones m ones
Place Value FIVE-DIGIT NUMBERS

d tens i thousands Page 15 – Example(s)

Example 2 (top to bottom): 7, 4, 3, 5, 1
e hundreds j tens
Example 3 (top to bottom): ten thousand, thousands, hundred, ten, ones
2 a 3,458 c 756 e 235 Page 15 – Your Turn
b 900 d 1,834 4 3,
3,22 4 0 , 3 2 9 , 7,
7,22 6 7 , 9 2 7 , 1,
1,3352,

3 a 8, 4 3 5 f 4, 5 8 7 k 2, 0 1 3 6 7 2 , 9 3 , 3,
3,22 8 9 , 1 4 , 6 3,
3,0053

b 4, 7 5 6 g 926 l 324 Page 16 – Practice

c 665 h 8, 1 7 0 m596 1 a 42,560 f 67,429 k 35,003

d 756 i 6, 1 0 9 n 4, 9 2 3 b 95,390 g 84,132 l 62,415

e 837 j 219 c 59,936 h 53,931 m 71,317

d 99,363 i 19,150 n 59,020
Value THREE-DIGIT AND FOUR-DIGIT NUMBERS e 38,342 j 10,000
Page 11 – Example(s) Number Ten Thousands Thousands Hundreds Tens Ones
2
Example 3: 400, 7, 1 63,000 6 3 0 0 0
a
Example 4: 8,000, 200, 3
b 42,618 4 2 6 1 8
Page 11 – Your Turn c 86,254 8 6 2 5 4
Circle 634, 8,231, 432. d 38,913 3 8 9 1 3
Page 12 – Practice e 71,352 7 1 3 5 2
1 a 4 e 40 i 400 m 40 3 a ten thousands e hundreds i tens
b 400 f 400 j 4,000 n 40 b ones f ten thousands j ones
c 4 g 4,000 k 40 c thousands g thousands k thousands
d 40 h 400 l 4,000 d tens h hundreds l hundreds

2 Adult to check Value FIVE-DIGIT NUMBERS

3 a 53 0 e 9,80 3 i 47 1 m 68 4 Page 17 – Example(s)
b 1,03 7 f 1,00 9 j 4,93 6 n 3,78 1 Example 2 (counterclockwise): 70,000; 8,000; 400; 90; 6
c 26 5 g 8,63 2 k 5,41 9 o 9,27 5 Page 17 – Your Turn
d 2,58 9 h 58 2 l 87 3 1 Adult to check
2 54, 64,357, 3,156
4 a 439, 477, 1,472, 415 c 1,297, 407, 1,357
Page 18 – Practice
b 6,358, 6,426, 6,156 d 735, 32, 4,534, 937
1 a 30,000 e 10,000 i 40
Expanded Form THREE-DIGIT AND FOUR-DIGIT NUMBERS b 7 f 2,000 j 500
Page 13 – Example(s) c 50 g 900 k 5,000
top row: 200, 3 d 0 h 10,000
bottom row: thousands, 4

228 146436—Catch-Up Math © Shell Education

 ANSWERS
2 Adult to check. Sample answers: Page 24 – Practice
a 94,258 c 24,958 e 28,495 g 52,948 1 a 700 d 15,500 g 700
b 28,945 d 85,249 f 89,425 h 45,892 b 1,500 e 59,800 h 8,900
3 a 28, 8, 3,428 b 320, 6,320, 0 c 9,900 f 64,300

2 a 2,000 c 7,000 e 41,000

Expanded Form FIVE-DIGIT NUMBERS
b 3,000 d 16,000
Page 19 – Example(s)
3 a 50,000 c 60,000 e 10,000
Example 3 Example 4
(top row) 80,000, 9 (top row) 10,000, 60, 5 b 50,000 d 60,000
(bottom row) 5, 4 (bottom row) 6, 2 Nearest 100 Nearest 1,000 Nearest 10,000
4
Page 19 – Your Turn a 68,437 68,400 68,000 70,000
a 300 b 1,000 c 700 d 30 b 40,305 40,300 40,000 40,000
c 23,036 23,000 23,000 20,000
Page 20 – Practice
1 a 10,000 + 5,000 + 400 + 70 + 1 e 50 + 7 Factors
b 3,000 + 500 + 80 + 4 f 100 + 90 + 3 Page 25 – Example(s)
c 20,000 + 9,000 + 700 + 60 + 2 g 5,000 + 600 + 40 + 9 Example 2: 21
7
d 30,000 + 5,000 + 800 + 40 + 7
1, 3, 7, 21
2 a 20,000 + 2,000 + 300 + 80 + 7 c 80,000 + 9,000 + 200 + 90 + 5
Page 25 – Your Turn
b 90,000 + 1,000 + 400 + 70 + 6 d 70,000 + 3,000 + 40 + 9
a 1, 3, 5, 15 b 1, 3, 9 c 1, 7
3 a 70,000, 800, 60 d 300, 8
b 1,000, 60 e 20,000, 500, 9
Page 26 – Practice
1 a 1, 2, 7, 14 e 1, 2, 3, 4, 6, 9, 12, 18, 36
c 10,000, 30, 6 f 200, 7
b 1, 2, 4, 8, 16 f 1, 2, 4, 5, 10, 20
Greater Than, Less Than, Equal To c 1, 2, 3, 5, 6, 10, 15, 30 g 1, 2, 11, 22
THREE-DIGIT, FOUR-DIGIT, AND FIVE-DIGIT NUMBERS
d 1, 2, 4, 8, 16, 32 h 1, 2, 3, 6
Page 21 – Example(s)
2 Numbers to cross out:
Example 4: is greater than a 6 d 4 g 3 j 4
Example 5: is equal to
b 3 e 7 h 2 k 10
Example 6: is less than
c 6 f 2 i 6
Page 21 – Your Turn
a True c True e True Greatest Common Factor (GCF)
b True d True Page 27 – Example(s)
Page 22 – Practice Example 3: 3
1 a <, less than c =, equal to e <, less than Example 4: 4

b >, greater than d >, greater than Page 27 – Your Turn

a 4 b 3 c 5
2 a > d = g > j = m>
b < e < h > k = n > Page 28 – Practice
1 a 14: 1, 2, 7, 14 f 22: 1, 2, 11, 22
c < f < i < l <
21: 1, 3, 7, 21 33: 1, 3, 11, 33
7 is the GCF. 11 is the GCF.
3 a d g j
b 21: 1, 3, 7, 21 g 10: 1, 2, 5, 10
b e h k 24: 1, 2, 3, 4, 6, 8, 12, 24 30: 1, 2, 3, 5, 6, 10, 15, 30
c f i 3 is the GCF. 10 is the GCF.
c 18: 1, 2, 3, 6, 9, 18 h 9: 1, 3, 9
Rounding to the Nearest 100, 1,000, and 10,000 36: 1, 2, 3, 4, 6, 9, 12, 18, 36 27: 1, 3, 9, 27
18 is the GCF. 9 is the GCF.
Page 23 – Example(s)
Example 4: 15,500 d 10: 1, 2, 5, 10 i 12: 1, 2, 3, 4, 6, 12
24: 1, 2, 3, 4, 6, 8, 12, 24 18: 1, 2, 3, 6, 9, 18
Example 5: 2,000 2 is the GCF. 6 is the GCF.
Page 23 – Your Turn e 16: 1, 2, 4, 8, 16
a 5,800 b 700 20: 1, 2, 4, 5, 10, 20
4 is the GCF.

© Shell Education 146436—Catch-Up Math 229

 ANSWERS

Multiples 2 a tens g thousands

Page 29 – Example(s) b ones h ten thousands

Example 2: 5; 10; 15; 20; 25 c hundreds i ones
5, 10, 15, 20, and 25 d thousands j ones
Page 29 – Your Turn e hundreds k thousands
a 3, 6, 9 b 4, 8, 12 c 12, 24, 36 f hundred thousands l tens
3 a 800 f 6,000 k 80
Page 30 – Practice
1 a 2, 4, 6, 8, 10, 12, 14, 16 e 9, 18, 27, 36, 45, 54, 63, 72 b 20 g 100,000 l 700,000
b 4, 8, 12, 16, 20, 24, 28, 32 f 10, 20, 30, 40, 50, 60, 70, 80 c 20 h 50,000 m6
c 5, 10, 15, 20, 25, 30, 35, 40 g 11, 22, 33, 44, 55, 66, 77, 88 d 4 i 7 n 90
d 7, 14, 21, 28, 35, 42, 49, 56 e 20,000 j 500

2 Numbers to cross out: 4 a 328,569 b 674,805 c 635,003 d 270,407

a 115 c 20 e 28 g 46 i 37
5 a 1 0 9 ,5
580 d 8 7 ,3
314 g 346
b 28 d 46 f 23 h 35 j 56
b 961 e 89 h 4 0 6 ,7
789
Least Common Multiples (LCM) c 7,
7,6620 f 7 3 ,5
554
Page 31 – Example(s)
6 Adult to check
Example 3: 4
7 Adult to check
Page 31 – Your Turn
a 12 b 6 c 6 8 236,400, 23,436, 437, 983,402, 127,483, 1,438
9 a 700 + 20 + 3
Page 32 – Practice
1 a 3: 3, 6, 9, 12, 15 f 4: 4, 8, 12, 16, 20 b 1,000 + 400 + 30 + 9
4: 4, 8, 12, 16 10: 10, 20, 30, 40 c 500 + 30 + 3
The LCM is 12. The LCM is 20.
d 20,000 + 5,000 + 200 + 90 + 5
b 5: 5, 10, 15, 20 g 3: 3, 6, 9, 12, 15
10: 10, 20, 30, 40 5: 5, 10, 15, 20 e 300,000 + 80,000 + 4,000 + 600 + 20 + 9
The LCM is 10. The LCM is 15. 10 a 3,526, 5,236, 5,623, 5,632, 6,523
c 2: 2, 4, 6, 8, 10 h 2: 2, 4, 6, 8, 10 b 14,759, 41,579, 54,791, 75,154, 91,547
6: 6, 12, 18, 24, 30 10: 10, 20, 30, 40
The LCM is 6. The LCM is 10. c 531,682, 582,316, 613,285, 631,582, 815,632
d 3: 3, 6, 9, 12 i 3: 3, 6, 9, 12, 15 11 a 9,524, 9,254, 5,429, 4,529, 2,945
6: 6, 12, 18, 24 9: 9, 18, 27, 36 b 97,316, 79,613, 69,137, 67,139, 61,379
The LCM is 6. The LCM is 9.
c 942,355, 495,234, 459,352, 395,542, 253,954
e 1: 1, 2, 3, 4 j 4: 4, 8, 12, 16, 20
4: 4, 8, 12, 16 8: 8, 16, 24, 32 12 a > c < e > g < i >
The LCM is 4. The LCM is 8. b < d > f < h = j >
Whole Numbers Review Page 33 13 Round to a 532,487 b 643,981 c 857,603
1 Hundred Ten nearest 10 532,490 643,980 857,600
Number Thousands Hundreds Tens Ones
Thousands Thousands
nearest 100 532,500 644,000 857,600
a 56 0 0 0 0 5 6
nearest 1,000 532,000 644,000 858,000
b 250 0 0 0 2 5 0 nearest 10,000 530,000 640,000 860,000
c 1,346 0 0 1 3 4 6 nearest 100,000 500,000 600,000 900,000
d 8,007 0 0 8 0 0 7 14 a 1, 2, 3, 4, 6, 12 c 1, 2, 3, 6, 9, 18
e 32,430 0 3 2 4 3 0 b 1, 2, 4, 8, 16 d 1, 2, 3, 4, 6, 9, 12, 18, 36
f 40,003 0 4 0 0 0 3 15 a 8: 1, 2, 4, 8 c 15: 1, 3, 5, 15
1 0 0 2 0 0
12: 1, 2, 3, 4, 6, 12 18: 1, 2, 3, 6, 9, 18
g 100,200
The GCF is 4. The GCF is 3.
h 840,937 8 4 0 9 3 7
b 20: 1, 2, 4, 5, 10, 20
i 647,300 6 4 7 3 0 0 24: 1, 2, 3, 4, 6, 8, 12, 24
The GCF is 4.
j 420,030 4 2 0 0 3 0
16 a 2, 4, 6, 8, 10 d 9, 18, 27, 36, 45
b 8, 16, 24, 32, 40 e 10, 20, 30, 40, 50
c 5, 10, 15, 20, 25 f 7, 14, 21, 28, 35

230 146436—Catch-Up Math © Shell Education

 ANSWERS
17 a 3: 3, 6, 9, 12, 15 b 2: 2, 4, 6, 8, 10
4: 4, 8, 12, 16, 24 3: 3, 6, 9, 12, 15 3 SUBTRACTION
The LCM is 12. The LCM is 6.
Subtraction with Regrouping
THREE-DIGIT AND FOUR-DIGIT NUMBERS
2 ADDITION
Page 44 – Example(s)
Example 3: 1,356
Adding with and without Regrouping Example 4: 3,505
FOUR-DIGIT NUMBERS
Page 44 – Your Turn
Page 38 – Example(s) a 5,881 b 2,911 c 4,141
Example 7: 2,635
Example 8: 9,998 Page 45 – Practice
Example 9: 8,732 1 a 2,519 b 6,879
Page 38 – Your Turn 2 a 6,918 c 4,921 e 4,488
a 2,367 c 12,319 e 8,146 b 2,941 d 5,299
b 6,699 d 1,622
3 a 3,831 c 4,949 e 4,427
Page 39 – Practice b 8,109 d 6,619
1 a 6,019 b 5,668
2 a 8,997 b 6,310 c 8,828 Subtraction with Regrouping
FIVE-DIGIT NUMBERS
3 a 9,532 c 6,428 e 6,110 g 5,159 Page 46 – Example(s)
b 6,163 d 4,723 f 7,109 Example 4: 51,271
4 a 6,973 c 17,338 e 10,912 g 12,152 Page 46 – Your Turn
b 9,134 d 14,053 f 12,510 a 68,496 b 20,862 c 46,106

Rounding to Estimate Addition Answers Page 47 – Practice

1 a 70,996 b 48,817
Page 40 – Example(s)
Example 2: 140; 60; 200 2 a 11,078 c 18,916 e 34,099
Example 4: 400; 700; 1,100 b 48,948 d 78,585
Page 40 – Your Turn 3 a 34,097 b 68,379
a 200, 200, 400 b 550, 100, 650
Page 41 – Practice 4 a 41,382 b 52,493
1 a 60, 50, 110 c 280, 40, 320 e 30, 440, 470
Regrouping from Larger Place Values
b 70, 10, 80 d 30, 580, 610
Page 48 – Example(s)
2 a 500, 600, 1,100 c 900, 400, 1,300 Example 5: 25,405
b 600, 200, 800 d 400, 800, 1,200 Page 48 – Your Turn
Addition Review Page 42 a 16,580 b 866 c 268

1 a 88 c 87 e 108 Page 49 – Practice

b 79 d 68 1 a 67,427 e 125,997 i 268
b 4,853 f 24,564 j 48,528
2 a 856 c 947 e 2,793 g 4,765
c 6,177 g 44,787 k 18,996
b 485 d 874 f 3,788 h 5,247
d 19,698 h 5,747
3 a 113 e 165 i 1,608 m 12,890
2 a $36.38 d $47.50 g $12.54
b 115 f 564 j 1,210 n 14,755
b $6.50 e $44.75 h $102.43
c 121 g 1,412 k 1,574 o 14,878
c $44.83 f $205.05
d 93 h 1,020 l 8,256 p 10,918

4 a 30, 30, 60 c 140, 60, 200

Rounding to Estimate Subtraction Answers
b 50, 60, 110 d 280, 30, 310 Page 50 – Example(s)
Example 3: 700; 200; 500
5 a 300, 100, 400 c 900, 300, 1,200
b 500, 300, 800 d 400, 700, 1,100 Page 50 – Your Turn
1 a 610, 420, 190 2 a 1,600, 200, 1,400

© Shell Education 146436—Catch-Up Math 231

 ANSWERS
Page 51 – Practice 4 a 4 c 60 e 11 g 6
1 a 740, 260, 480 c 43,520, 36,420, 7,100 b 8 d 11 f 8 h 0
b 1,360, 240, 1,120 d 73,430, 34,560, 38,870
Multiplying 2-Digit by 1-Digit Numbers
2 a 73,600, 21,500, 52,100 c 6,000, 3,300, 2,700
b 300, 300, 0
Page 58 – Example(s)

Subtraction Review Page 52 (left column) (middle column) (right column)

4 2, 4 12 in box
1 a 32 d 37 g 552 j 541
4, 4, 4 12 12
b 21 e 38 h 542 k 605 92 92 92
c 46 f 17 i 530 l 861
Page 58 – Your Turn
2 a 5,111 d 1,441 g 13,135 j 21,142 Known facts
b 3,211 e 6,387 h 18,612 k 26,169 30 × 8 = 240
240 + 8 + 8 = 256
c 632 f 4,076 i 81,220 l 30,589
Multiply tens then ones
3 a 14 d 1,117 g 5,053 j 22,741 3 tens × 8 + 8 twos
b 115 e 3,242 h 54,960 k 33,122 = 240 + 16 = 256
c 190 f 3,134 i 92,217 l 68,951
Area model
30 2
4 a 368 f 5,579 k 49,848 p 8,650
8 240 16
b 457 g 625 l 19,927 q 24,710
= 240 + 16 = 256
c 32 h 4,970 m 64,648 r 44,696
d 4,847 i 2,693 n 52,947 Page 59 – Practice
e 6,417 j 26,476 o 41,679 1 a Known facts c Known facts
30 × 5 = 150 40 × 3 = 120
5 a 340, 170, 170 c 17,440, 1,240, 16,200 150 + 5 + 5 + 5 + 5 = 170 120 + 3 = 123
b 3,580, 430, 3,150 Multiply tens then ones Multiply tens then ones
3 tens × 5 + 5 fours 4 tens × 3 + 3 ones
6 a 400, 100, 300 b 53,400, 5,400, 48,000 = 150 + 20 = 170 = 120 + 3 = 123
Area model Area model
30 4 40 1
4 MULTIPLICATION
5 150 20 3 120 3
150 + 20 = 170 120 + 3 = 123
Product, Factors, and Multiples
b Known facts
Page 56 – Example(s) 60 × 8 = 480
Example 2: (left column) (boxes) (right column) 480 + 8 + 8 + 8 + 8 + 8 + 8 + 8
10 2, 5 2, 5 = 536
2, 5 2, 5 Multiply tens then ones
6 tens × 8 + 8 sevens
Page 56 – Your Turn
= 480 + 56 = 536
1 a 2 b 3 Area model
2 a 42 b 23 c 1 60 7
8 480 56
Page 57 – Practice 480 + 56 = 536
1 a 18 c 24
1 2 3 6 9 18 1 2 3 4 6 8 12 24 Standard Algorithms
1 × 18 = 18 1 × 24 = 24
2 × 9 = 18 2 × 12 = 24 Page 60 – Example(s)
3 × 6 = 18 3 × 8 = 24 Example 3: 228
4 × 6 = 24
b 7 Example 4: 222
17 d 16
1×7=7 1 2 4 8 16
1 × 16 = 16
2 × 8 = 16
4 × 4 = 16
2 a 20 b 56 c 108 d 132 e 72

3 a 42, 48, 54, 60, 66 c 36, 45, 54, 63, 72

b 28, 35, 42, 49, 56

232 146436—Catch-Up Math © Shell Education

 ANSWERS

Page 60 – Your Turn Multiplying 2-Digit and 3-Digit Numbers by

1 a   H   T   O c   H   T   O e   H   T   O
2-Digit Numbers
1
3 5 7 2 5
8 9 Page 67 – Example(s)
× 2 × 3 × 6 Example 3: (bottom left box) 1,400
7 0 2 1 6 5 3 4 (top middle box) 1,600

(bottom right box) 16
b   H   T   O d   H   T   O 29,920 + 1,496 = 31,416
2
6 1 2 3
× × Page 68 – Your Turn
8 7
a 6 1
4
4 8 8 1 6 1
×1 3 60 4
Page 61 – Practice 1
1 9 2 10 600 40 640
1 a 128 c 384 e 736 g 110 + 6 4 0 3 180 12 192

b 290 d 729 f 280 8 3 2 832

2 Score: 5 out of 8
b 6
1 57 6
a correct d correct g correct 100 70 6
× 3 2
b correct e correct h incorrect: 488 4 9
1
40 4,000 2,800 240 7,040
1, 5 8 4
c incorrect: 360 f incorrect: 140 1,584
+ 7, 0 4 0 9 900 630 54
3 a 1,088 c 2,821 e 7,136 8, 6 2 4 8,624
b 1,645 d 3,096
c 8 24 3
3
Multiplying 3-Digit and 4-Digit Numbers by 1-Digit 800 40 3
× 7 0
Numbers 0 0 0
70 56,000 2,800 210 59,010
Page 62 – Example(s) + 5 9, 0 1 0 0 0 0 0 0
Example 2: 1,000, 400
5 9, 0 1 0 59,010
5,000, 2,000
7,160 Page 67 – Practice
1 a 6,360 b 1,863
Page 62 – Your Turn
a 631 × 4 b 742 × 8 2 a 2,772 d 3,784 g 33,271
Multiply thousands, hundreds, Multiply thousands, hundreds,
tens, ones tens, ones b 6,264 e 47,192 h 60,444
= (600 × 4) + (30 × 4) + (1 × 4) = (700 × 8) + (40 × 8) + (2 × 8) c 16,320 f 12,474
= 2,400 + 120 + 4 = 5,600 + 320 + 16
= 2,524 = 5,936 3 a 1,323 c 49,248 e 6,882
Standard algorithm Standard algorithm b 5,628 d 32,340
1 3
6 3 1 7 14 2
× 4 ×
8 Multiplication Review Page 70
2, 5 2 4 5, 9 3 6 1 a 54 c 48 e 72

Area model Area model b 49 d 48 f 30
600 30 1 700 40 2 2 a 6, 12, 18, 24, 30, 36 d 4, 8, 12, 16, 20, 24
4 2,400 120 4 8 5,600 320 16 b 8, 16, 24, 32, 40, 48 e 7, 14, 21, 28, 35, 42
= 2,400 + 120 + 4 = 5,600 + 320 + 16 c 9, 18, 27, 36, 45, 54
= 2,524 = 5,936
3 a 1, 2, 3, 4, 6, 9, 12, 18, 36 c 1, 3, 5, 15
Page 63 – Practice b 1, 2, 3, 4, 6, 8, 12, 16, 24, 48 d 1, 2, 3, 4, 6, 12
1 a 1,956 b 7,630 c 3,073 d 47,704 4 a 10 d 4 g 9 j 5
2 a 2,460 b 9,192 c 5,075 d 39,488 e 3,521 b 4 e 56 h 6 k 9
c 9 f 5 i 81 l 4
3 a 2,928 d 3,352 g 13,230
b 29,640 e 3,542 h 44,970 5 a 511 d 316 g 861 j 4,968
c 14,675 f 2,481 i 39,746 b 147 e 222 h 1,126 k 771
c 738 f 357 i 4,543 l 2,015
6 a 144 b 256 c 301

© Shell Education 146436—Catch-Up Math 233

 ANSWERS
7 a 702 b 567 c 291 2 a 2 × 6 = 12 d 9 × 8 = 72
6 × 2 = 12 8 × 9 = 72
8 a 84 b 294 c 378 12 ÷ 6 = 2 72 ÷ 8 = 9
12 ÷ 2 = 6 72 ÷ 9 = 8
9 a 1,448 b 29,070 c 2,865 b 2 × 9 = 18 e 12 × 10 = 120
9 × 2 = 18 10 × 12 = 120
10 a 2,608 b 23,612 c 4,092 18 ÷ 9 = 2 120 ÷ 10 = 12
18 ÷ 2 = 9 120 ÷ 12 = 10
11 a 2,692 c 4,465 e 1,791
c 4 × 5 = 20
b 7,650 d 30,737 f 52,227 5 × 4 = 20
20 ÷ 5 = 4
12 a 1,288 d 4,416 g 44,992 20 ÷ 4 = 5
b 5,166 e 10,738 h 52,080 3 a 9 × 10 c 8×5 e 6×5
c 1,050 f 25,757 i 47,304 b 5×9 d 7×4
13 a 2,772 d 5,248 g 1,480
Quotient, Divisor, and Dividend
b 3,610 e 1,008 h 46,480
Page 80 – Example(s)
c 32,606 f 34,839 i 15,210
Example 4: 7
14 a correct d correct g incorrect: 7,050 Page 80 – Your Turn
b incorrect: 252 π e incorrect: 1,540 1 Adult to check
c correct f correct 2 a 48, 6, 8 c 10 ÷ 5 = 2
b 72, 8, 9 d 20 ÷ 10 = 2
5 DIVISION Page 81 – Practice
1 a 7 c 10 e 7
Groups and Equal Rows b 2 d 4
Page 76 – Example(s) 2 24 ÷ 6, 16 ÷ 4, 28 ÷ 7
Example 2: Example 4: 3 The first number should be circled in red, and the second number
24 24, 4 should be circled in blue.
4, 24 4, 24 a 3 c 9 e 5 g 9
b 6 d 4 f 4 h 8
Page 76 – Your Turn
1 a 5 4 a 3 f 11 k 1 p 6 u 12
2 a b b 3 g 7 l 11 q 3

c 7 h 9 m 11 r 5
Page 77 – Practice d 6 i 5 n 5 s 10
1 a 2, 2 c 4, 4 e 2, 2
e 7 j 2 o 10 t 9
b 9, 9 d 9, 9
Standard Algorithm
2 a 3, 3 c 1, 1 e 8, 8
Page 82 – Example(s)
b 8, 8 d 2, 2
Example 3: 3; 3
Relating × to ÷ Example 4: 7; 7, 63
Example 5: 7; 7
Page 78 – Example(s)
Example 2:
Page 82 – Your Turn
15 for red blank a 2 c 6 e 3 g 6
5 for blue blank b 3 d 8 f 4 h 1
Example 3:
10 for both red blanks Page 83 – Practice
2 for blue blank 1 a 4, 4 × 4 = 16 c 4, 5 × 4 = 20 e 7, 4 × 7 = 28
b 9, 2 × 9 = 18 d 4, 6 × 4 = 24
Page 78 – Your Turn
a 6, 6 c 100, 100 e 7, 7 2 a 8 c 8 e 10 g 8
b 21, 21 d 11, 11 b 44 d 8 f 48 h 6
Page 79 – Practice 1 9
1 a 45 ÷ 5 = 9 b 2÷1=2 c 64 ÷ 8 = 8 d 42 ÷ 7 = 6 3 a 8 ÷ 8 = 1, 8 8 c 63 ÷ 7 = 9, 7 63

4 12
b 20 ÷ 5 = 4, 5 20 d 120 ÷ 10 = 12, 10 120

234 146436—Catch-Up Math © Shell Education

 ANSWERS
5 9 Division of 2-Digit Numbers
e 10 ÷ 2 = 5, 2 10 h 72 ÷ 8 = 9, 8 72
Page 88 – Example(s)
3 6 Example 2:
f 33 ÷ 11 = 3, 11 33 i 42 ÷ 7 = 6, 7 42
(middle box) 10; 20
7 (right box) 6
g 70 ÷ 10 = 7, 10 70 Example 3: 12
Example 4: 13
Different Ways to Write Division Example 5: 16
Page 84 – Example(s) Page 88 – Your Turn
Example 3: 9, 9 a 12 c 11 e 11
Example 4: 60, 60
b 21 d 22
Page 84 – Your Turn
43
a 2
74
b 3 c 4 52 Page 89 – Practice
1 a 11 c 11 e 11 g 13
Page 85 – Practice b 13 d 11 f 12
1 a 6 42 d 7 63 g 11 121 2 a 17 d 12 g 29 j 14 m 16
b 10 93 e 25 75 h 5 182 b 14 e 17 h 15 k 13 n 27
c 17 f 13 i 28 l 18 o 18
c 9 81 f 4 230
53 37 51 64 3 a 19 c 37 e 32 g 11
2 a 4 c 4 e 2 g 7
72 82 95 42
b 26 d 15 f 13
b 3 d 3 f 3 h 6
Division of 3-Digit Numbers
3 a 27 ÷ 3 d 58 ÷ 4 g 73 ÷ 4
b 47 ÷ 4 e 83 ÷ 7 h 97 ÷ 8
Page 90 – Example(s)
Example 6: 432
c 64 ÷ 5 f 62 ÷ 3
Example 7: 123
Example 8: 52
4 Fraction ÷
Page 90 – Your Turn
61 74 a 212 c 111 e 341 g 120
a 4 4 61 61 ÷ 4 f 5 5 74 74 ÷ 5
b 242 d 211 f 120
25 69
b 3 3 25 25 ÷ 3 g 9 9 69 69 ÷ 9
Page 91 – Practice
72 22
c 6 6 72 72 ÷ 6 h 3 3 22 22 ÷ 3 1 a 135 d 321 g 84 j 98
49 16 b 124 e 142 h 27 k 65
d 7 7 49 49 ÷ 7 i 4 4 16 16 ÷ 4
c 159 f 98 i 56
81
e 9 9 81 81 ÷ 9
2 a 117 r 1 b 188 c 150 r 3

Division with Remainders 3 a 90, 100, 120, 40, 300 c 70, 110, 30, 60, 50
Page 86 – Example(s) b 90, 20, 80, 70, 60
Example 3: 3, 4
Recording Remainders as Fractions and Decimals
3, 18
18, 22 Page 92 – Example(s)
Example 3: 34 , 12 , 54.5
Page 86 – Your Turn
a 3 remainder 3 b 8 remainder 4 c 6 remainder 1 Page 92 – Your Turn
1 2
a 74 r 1 = 74 2 = 74.5 c 129 r 2 = 129 5 = 129.4
Page 87 – Practice
1 a 7r7 d 7r6 g 7r2 1
b 45 r 1 = 45 3 = 45.33
b 6r3 e 8r1 h 9r4
Page 93 – Practice
c 8r3 f 9r2 i 5r7
1 1
1 a 49 r 1 = 49 3 d 63 r 2 = 63 2
2 a 4r1 b 7r2 c 5r3 d 9r5 3 2
b 111 r 3 = 111 4 e 171 r 2 = 171 3
3 a 25 ÷ 4 = 6 r 1 e 106 ÷ 10 = 10 r 6 1
c 173 r 1 = 173 2
b 70 ÷ 6 = 11 r 4 f 62 ÷ 5 = 12 r 2
2 a 54 r 3 = 54.75 c 43 r 5 = 43.625
c 84 ÷ 9 = 9 r 3 g 29 ÷ 6 = 4 r 5
b 62 r 2 = 62.4
d 148 ÷ 12 = 12 r 4 h 78 ÷ 8 = 9 r 6

© Shell Education 146436—Catch-Up Math 235

 ANSWERS

3 Quotient and Quotient and

13 a 7 r 1 b 8r2 c 9r6 d 4r5
Dividend Divisor Quotient Remainder Remainder Remainder as
as a Fraction a Decimal
14 a 18 ÷ 4 = 4 r 2 d 79 ÷ 8 = 9 r 7
1
a 15 2 7 1 72 7.5 b 134 ÷ 12 = 11 r 2 e 28 ÷ 6 = 4 r 4
2 c 109 ÷ 10 = 10 r 9
b 32 5 6 2 65 6.4
15 a 31 d 21 g 13 j 29
1
c 57 8 7 1 78 7.125 b 12 e 43 h 17 k 16
2 c 24 f 12 i 15 l 14
d 38 3 12 2 12 3 12.67
16 a 17 b 20 c 14 d 18
Division Review Page 94
1 a 5, 5 b 4, 16, 4 c 3, 24, 3 17 a 5 r 2 c 9r3 e 14 r 0
b 15 r 4 d 9r5 f 8r1
2 a 7, 7 b 5, 5 c 6, 6
18 a 421 c 122 e 234
3 a 48 ÷ 6 = 8; e 12 × 10 = 120; i 9 × 7 = 63;
48 ÷ 8 = 6 10 × 12 = 120 7 × 9 = 63 b 213 d 111 f 332

b 72 ÷ 8 = 9; f 3 × 12 = 36; j 12 × 12 = 144 19 a 321 r 1 c 119 r 3 e 343 r 1

72 ÷ 9 = 8 12 × 3 = 36 k 7 ÷ 1 = 7; b 116 r 6 d 181 r 1 f 129 r 4
c 10 ÷ 2 = 5; g 8 × 8 = 64 7÷7=1
10 ÷ 5 = 2 20 a 127 r 2 b 118 r 1 c 106 r 1 d 127 r 4
h 4 × 12 = 48; l 7 × 6 = 42;
d 28 ÷ 7 = 4; 12 × 4 = 48 6 × 7 = 42
28 ÷ 4 = 7 21 a 4, 6, 8, 14, 22 c 1, 3, 6, 8, 5
b 6, 1, 7, 2, 11 d 1, 4, 8, 10, 9
4 a 6 × 4 = 24 c 7 × 8 = 56
4 × 6 = 24 8 × 7 = 56 3 1 1 5
24 ÷ 4 = 6 56 ÷ 8 = 7 22 a 155 4 d 156 6 g 83 5 j 121 7
24 ÷ 6 = 4 56 ÷ 7 = 8 2 8 1 1
b 106 5 e 95 9 h 109 3 k 64 4
b 7 × 3 = 21
3
3 × 7 = 21 c 126 f 193 4 i 347 l 48 12
21 ÷ 3 = 7
21 ÷ 7 = 3 23 a 197.5 d 281.5 g 52.25 j 158.5
5 a 6×7 d 8×6 g 4×8 b 156.8 e 224.75 h 64.8 k 151.33
b 11 × 9 e 5×8 h 6×6 c 168.75 f 124.33 i 196.2 l 60.5
c 2×8 f 7×7 i 11 × 11
24 a correct e incorrect, 71
6 a 4 d 8 g 4 b correct f correct
b 8 e 12 h 10 c incorrect, 90 r 5 g incorrect, 92 r 6
c 10 f 12 i 7 d incorrect, 110 r 4 h correct

7 36 ÷ 3, 12 ÷ 1, 24 ÷ 2
6 FRACTIONS
8 a 6 42 c 9 81 e 4 464

b 9 27 d 2 127 f 3 721 Comparing Fractions

25 72 40 Page 102 – Example(s)
9 a 5 d 8 g 4
Example 3: six, 6
36 9 32 Example 4: two, 2
b 4 e 9 h 8
Page 102 – Your Turn
24 63 10
c 6 f 7 i 2 1 Adult to check
2 a 1 b 2 c 2
10 a 24 ÷ 3 c 49 ÷ 7 e 80 ÷ 8
b 42 ÷ 6 d 121 ÷ 11 f 90 ÷ 9 Page 103 – Practice
1 2 3 5 3 1
1 a 4 (1), 3 (5), 5 (3), 8 (4), 4 (6), 3 (2)
11 a 4 c 6 e 12 g 9
1 1 2 3 4 6
b 6 d 7 f 5 h 10 b 3 (2), 4 (1), 3 (3), 3 (6), 5 (5), 8 (4)

12 a 3 r 6 d 4r3 g 5r3 j 9r1 2 Adult to check

3 Adult to check
b 10 r 2 e 1r2 h 7r2 4 a > d < g = j <
c 3r0 f 5r1 i 4r0 b = e = h < k <
c > f < i >
236 146436—Catch-Up Math © Shell Education
 ANSWERS

Proper and Improper Fractions 2 a 33

1
d 42
1
g 54
1
Page 104 – Example(s) 2 2 2
Example 3: any number greater than 2 b 15 e 14 h 10 3
Example 4: any number greater than 2 2 2
c 13 f 110
Page 104 – Your Turn
8 7 10 9 2 4 5 1 4 5 3
Improper: 2 , 3 , 4 , 6 Proper: 8 , 9 , 10, 4 3 a 37 c 310 e 76
Page 105 – Practice 5 3
b 59 d 88
1 2 53
1 a 2 c 8 e 60
2
b 3
12
d 24 4 a 18 d 12 g 21
8
5 9
39 39
b e 7
2 a 85 c 5 e 53 8
3 24
c 20 f 36
b 31 d 81 3 5
41
3 Adult to check Add and Subtract Fractions with the Same
4 Adult to check Denominator
Page 110 – Example(s)
Mixed Numbers
Example 2: 4
Page 106 – Example(s) Example 3: 5
2
Example 3: 3 3 = 3 + 2 Example 5: 5
3
1 Example 6: 2
Example 4: 2 2 = 2 + 22
Page 110 – Your Turn
Page 106 – Your Turn a 3 c 4 e 4
b 4 d 7
1 a
Page 111 – Practice
2 5 4 7
b 1 a 3 d 10 g 5 j 8
5 2 4 8
b 8 e 2 h 6 k 10
c 5 8 9
c 8 f 10 i 10
4 5 2 4
2 a 10 d 10 g 8 j 8
Page 107 – Practice
3 1 2 4
b 8 e 3 h 5 k 12
1 a
4 1 6
c 8 f 4 i 10
b 7 2 3
3 a 10 c 4 e 4
7 1
c b 8 d 10

Fractions Review Page 112

4 2 1
2 a 45 b 58 c 13
1 a 3 b 4 c 5 d 3
4 5 8 6
Improper Fractions and Mixed Numbers
Page 108 – Example(s) 2 a 58 b 1 c 5 d 5
5 8 10
Example 2: 11, 11
3 a 6 e 1 i 4 m8
Example 4: 9, 2; 9, 2
b 5 f 6 j 1 n 4
Page 108 – Your Turn
c 4 g 1 k 8 o 5
2 5 1
a 18, 4 4 b 13, 1 8 c 11, 5 2 d 2 h 1 l 2

Page 109 – Practice 4 3 45

4 a 32 c 3 e 2 g 30
7 7 9
1 a 2 d 4 g 2
b 42 d 51 f 54 h 51
30
16 17 12
b 6 e 3 h 5
11 13
c 3 f 2

© Shell Education 146436—Catch-Up Math 237

 ANSWERS
5 a 4 a 1.27, 2.17, 2.71, 7.12, 7.21 c 1.8, 1.85, 5.18, 8.15, 8.51
b 0.30, 0.33, 3.03, 3.30, 3.31 d 3.67, 3.76, 6.37, 6.73, 7.63
b
Relating Tenths to Hundredths
Page 116 – Example(s)
c
Example 5: 7
7
d 10 = 0.70
15
Example 6: 1 tenth, 5 hundreths; 15, 100 = 0.15

Page 116 – Your Turn
3
6 a 22 b 34 c 2 48 d 3 35 1 a 9, 0.90 b 64, 0.64 c 33, 0.33
3
10 13 21
7 a 3
c 8 e 2 g 18 Page 117 – Practice
7
b 15 d 13 f 59 h 9 1 a b c
6 3 8 4
2 1 4
8 a 24 c 4 15 e 79 g 95
2 2 1
b 2 17 d 310 f 10 3 h 82
2 a 0.13 b 0.80 c 0.07

7 DECIMALS 3 Words Diagram Fraction Decimal

Writing Decimals a sixty hundredths

60
0.60
100
Page 114 – Example(s)
Example 3: 62 = 0.62
100
42
Example 4: 259 = 2.59 b forty-two hundredths 100 0.42
100
Page 114 – Your Turn
Fraction Decimal Out of 100 93
c ninety-three hundredths 100 0.93
32
a 100 0.32 32 out of 100
57 1
b 100 0.57 57 out of 100 d one hundredth 0.01
100
93
c 100 0.93 93 out of 100
22 18
d 100 0.22 22 out of 100 e eighteen hundredths 100 0.18
138
e 100 1.38 138 out of 100
Decimals and Fractions in Words
365
f 3.65 365 out of 100
100 Page 118 – Example(s)
Example 3: eighty-two; sixty-nine; hundredths; 8,269; eight; two; sixty-nine
Page 115 – Practice Example 4: zero; nine; nine; 99; ninety-nine
1 a 124 . 35 d 64 . 39 g 52 . 45
Page 118 – Your Turn
b 20 . 34 e 913 . 26 h 142 . 53 Fraction Fraction in Words Decimal
84
c 82 . 10 f 1 . 34 i 106 . 50 a 100 eighty-four hundredths 0.84
36
b 100 thirty-six hundredths 0.36
2 Tens Ones . Tenths Hundredths
1 3 . 7 8 139 one hundred and
a c 100 1.39
thirty-nine hundredths
b 4 6 . 2 4
c 5 1 . 0 3 Page 119 – Practice
3 0 . 0 8 1 a two and ninety-four d one and thirty-seven
d
hundredths hundredths
3 a 8 ones + 2 tenths + 3 hundredths b zero and eighty-two e two and forty hundredths
b 4 ones + 5 hundredths hundredths f t en and seventy-three
c 7 tenths + 6 hundredths c e ight and ninety-three hundredths
hundredths g twenty and two hundredths

238 146436—Catch-Up Math © Shell Education

 ANSWERS
h zero and sixteen hundredths j forty-three and forty-four 2 a 21.3
350 e 99.9
9999 i 17.3
32
hundredths
i twenty-nine and six b 71.4
4583 f 64.3
381 j 53.1
1
hundredths c 0.3
359 g 82.5
563 k 80.0
0019
6 102 701 d 54.9
9252 h 0.5
5034
2 a 100 e 100 i 100
Ten
23 712 547 3 Decimal Tens Ones . Tenths Hundredths Thousandths
b 100 f 100 j 100 Thousandths
a 43.246 4 3 . 2 4 6
42 963 800
c 100 g 100 k 100
b 74.9783 7 4 . 9 7 8 3
89 890 320 c 87.903 8 7 . 9 0 3
d 100 h 100 l 100
d 95.0902 9 5 . 0 9 0 2
Thousandths e 16.10 1 6 . 1 0
Page 120 – Example(s) f 24.649 2 4 . 6 4 9
Example 3: 8, 2, 9, 6 g 30.2587 3 0 . 2 5 8 7
Example 4: 4, 7, 6, 0, 9
h 61.082 6 1 . 0 8 2
Page 120 – Your Turn i 53.942 5 3 . 9 4 2
1 a 7, 3, 8, 2 d 8, 5, 3, 2
j 60.4365 6 0 . 4 3 6 5
b 5, 4, 1, 0 e 6, 5, 9, 3
c 9, 7, 3, 4 f 7, 1, 1, 3 Decomposing Decimals
Page 121 – Practice Page 124 – Example(s)
1 a 6 b 2 c 4 Example 2: 2, 4, 9, 3; 493
Example 3: 457; 5, 4, 5, 7
2 a 9 b 3 c 7 5, 457

3 a 8.691 b 4.385 c 6.702 Page 124 – Your Turn

a 2, 7 c 43, 4, 3
4 a 1.672 f 1.085 k 5.000
b 3, 2, 7 d 103, 4, 1, 0, 3
b 5.381 g 1.006 l 6.100
Page 125 – Practice
c 9.035 h 6.952 m 7.467
d 8.354 i 2.010 1 Decimal Mixed Number Wholes Tenths Hundredths Thousandths
175 1 7 5
e 7.438 j 2.340 a 4.175 4 1,000 4 10 100 1,000
157 1 5 7
Place Value b 6.157 6 1,000 6 10 100 1,000
493 4 9 3
Page 122 – Example(s) c 1.493 1 1,000 1 10 100 1,000
Example 2: 3, 2, 5, 1, 9, 4 459 4 5 9
d 8.459 8 1,000 8 10 100 1,000
Example 3: 1, 4, 3, 1, 0, 9
237 2 3 7
Page 122 – Your Turn e 3.237 3 1,000 3 10 100 1,000
1 a 62.493 b 25.620 c 7.358 368 3 6 8
f 7.368 7 1,000 7 10 100 1,000
2 a 1.246 b 29.368 c 84.721 945 9 4 5
g 9.945 9 1,000 9 10 100 1,000
3 a 32.739 b 1.435 c 0.583
2 Decimal Mixed Number Wholes Thousandths
324 324
4 a 73.282 b 1.122 c 40.475 a 5.324 5 1,000 5 1,000
173 173
5 a 10.650 b 74.009 c 21.436 b 6.173 61,000 6 1,000
159 159
Page 123 – Practice c 4.159 4 1,000 4 1,000
1 a thousandths g hundredths 3.438
438
3
438
d 31,000 1,000
b tens h tenths
805 805
c hundredths i tens e 6.805 6 1,000 6 1,000
d tenths j hundredths 590 590
f 7.590 71,000 7 1,000
e tenths k ten thousandths 720 720
g 9.720 91,000 9 1,000
f thousandths

© Shell Education 146436—Catch-Up Math 239

 ANSWERS

Decimals Review Page 126 8 a six and five hundred ninety-three thousandths
b zero and seven hundred forty-two thousandths
1 a 24 . 20 d 58 . 37 c three and five hundred sixty-one thousandths
d zero and eight hundred three thousandths
b 63 . 58 e 70 . 59
e two and forty-one hundredths
c 0 . 30
9 a 5 c 3 e 6
b 9 d 0
2 Tens Ones . Tenths Hundredths Thousandths

a 3 5 . 6 5 1 10 a 4 c 6 e 8
b 0 8 . 5 6 2 b 7 d 3
c 6 9 . 8 3 9 11 a 4 b 2 c 9 d 8
d 7 6 . 5 8 6
12 a 3.768 c 52.834 e 64.085
e 3 9 . 1 5 6
b 69.178 d 80.927
f 1 0 . 4 9 7
3 a 4.32, 3.42, 3.24, 2.43, 2.34 13 a 5.935 d 2.872 g 3.7 j 8.034
b 7.317, 4.371, 3.174, 1.734, 1.473 b 6.710 e 4.731 h 5.49
c 8.965, 8.695, 6.895, 5.968, 5.698 c 8.423 f 6.481 i 4.907
d 9.34, 9.304, 9.034, 4.093, 3.904
e 9.529, 9.501, 5.243, 3.781, 3.331 14 a 0.2 c 1.47 e 7.33 g 8.43
4 a 8 ones + 2 tenths + 3 hundredths + 4 thousandths b 3.75 d 0.9 f 0.6 h 1.25
b 5 ones + 4 tenths
15 Decimal Tens Ones . Tenths Hundredths Thousandths
c 2 tens + 4 ones + 7 hundredths
d 5 tens + 1 one + 7 tenths + 8 hundredths a 15.723 1 5 . 7 2 3
e 4 ones + 7 tenths + 3 hundredths + 8 thousandths b 74.978 7 4 . 9 7 8
f 2 tens + 4 ones + 8 tenths + 2 hundredths + 5 thousandths
c 73.098 7 3 . 0 9 8
5 a 0.80 c 0.04 e 2.38 d 3.432 0 3 . 4 3 2
b 0.73 d 0.13 f 1.34 e 5.24 0 5 . 2 4 0
6 a d f 6.13 0 6 . 1 3 0
g 8.354 0 8 . 3 5 4
h 91.407 9 1 . 4 0 7
b e i 70.320 7 0 . 3 2 0
j 90.004 9 0 . 0 0 4
6 3 1 7
16 a 2 + 10 + 100 c 1 + 10 + 100
c f
3 0 0 8
b 7 + 10 + 100 d 5 + 10 + 100
28 3
17 a 6 + 100 c 4 + 100
48 50
7 Fraction Fraction in words Decimal b 8 + 100 d 3 + 100
29
a 100 twenty-nine hundredths 0.29 6 2 4 9 2 3
18 a 2 + 10 + 100 + 1,000 d 4 + 10 + 100 + 1,000
38
b 100 thirty-eight hundredths 0.38 1 8 3 4 0 9
b 8 + 10 + 100 + 1,000 e 15 + 10 + 100 + 1,000
197
c 100 one hundred ninety-seven hundredths 1.97 7 5 9 7 9 0
c 9 + 10 + 100 + 1,000 f 10 + 10 + 100 + 1,000
254
d 100 two hundred fifty-four hundredths 2.54
729 657
19 a 3 + 1,000 d 14 + 1,000
6,348 six thousand, three hundred forty-eight
e 1,000 6.348
thousandths 430
b 8 + 1,000 e 20 + 1,000
130
241
f 1,000 two hundred forty-one thousandths 0.241 745 429
c 5 + 1,000 f 39 + 1,000
6,846 six thousand, eight hundred forty-six
g 1,000 6.846
thousandths
483 8 PATTERNS AND ALGEBRA
h 100 four hundred eighty-three hundredths 4.83
Number Patterns
Page 132 – Example(s)
Example 5: Add 3
Example 6: Subtract 6

240 146436—Catch-Up Math © Shell Education

 ANSWERS

Page 132 – Your Turn Page 138 – Practice

a 16, 32, 64, 128 d 73, 79, 85, 91 1 a 4 d 4 g 9 j 20
b 132, 120, 108, 96 e 18, 54, 162, 486 b 16 e 34 h 10 k 5
c 48, 24, 12, 6 c 3 f 7 i 4
Page 133 – Practice 2 Adult to check
1 a 2,000, 1,000, 500, 250, 125 3 a 3 c 45 e 2 g 26
b 2,002, 2,004, 2,006, 2,008, 2,010 b 22 d 3 f 5
c 188, 191, 194, 197, 200
d 1,017, 1,025, 1,033, 1,041, 1,049 Equations and Patterns with Fractions and
2 a –3 c ×5 e ×6 Decimals
b ×2 d + 11 f ÷2 Page 139 – Example(s)
Example 5: 15
3 a 14, 26, 50, 98, 194 c 68, 36, 20, 12, 8 Example 6: Add 0.3
b 13, 25, 49, 97, 193 d 38, 62, 110, 206, 398 Page 139 – Your Turn
4 a 54, 45, 36. Rule: – 9 c 61, 57, 53. Rule: – 4 a 1.1 b 12 c 16 d 3.6
b 500, 2,500, 12,500. Rule: × 5
Page 140 – Practice
5 a – = d G÷H=L 1 a 3.2 d 1.1 g 2 j 4.8 m2
b D×E=F e X+A= b 1.2 e 4 h 2.2 k 8 n 4.1
c 2.4 f 1.5 i 3 l 0.9
c ÷ =
2 a 4 d 6 g 4 j 8
Pattern Grids
b 16 e 12 h 1 k 9
Page 135 – Example(s)
c 6 f 12 i 18
Example 3: (top row) 30, 24
(bottom row) 11, 9
3 a 3 b 12 c 20 d 6 e 10
Example 4: (top row) 99
(bottom row) 92, 96 4 a 1.8, 1.5, 1.2 e 4.9, 4.5, 4.1
Page 135 – Your Turn b 3.5, 3.7, 3.9 f 9.4, 9.0, 8.6
a 8, 16, 24, 32, 40 c 3, 6, 9, 12, 15 c 1.0, 1.2, 1.4 g 7.9, 7.6, 7.3
b 0, 5, 10, 15, 20 d 2.5, 2.7, 2.9
Page 136 – Practice
Patterns and Algebra Review Page 141
1 a 12, 14, 16, 18, 20, 24, 26
1 a 18, 54, 162, 486 c 1,250, 250, 50, 10
2 a D=B÷4 c = ÷3
b 104, 106, 108, 110 d 85, 79, 73, 67
b K = C × 11
2 a +7 c ×2
3 a 46, 106, 226, 466 c 68, 260, 1,028, 4,100
b –3 d –4
b 20, 28, 44, 76
3 a 10, 18, 34, 66, 130 c 16, 36, 76, 156, 316
4 a ÷ 3 9 6 1 3 4 21
+ 7 34 25 10 16 19 70 b 45, 18, 9, 6, 5
4 a A×B=C c D×F=E
b ÷ 5 5 1 13 2 12 4
+ 8 33 13 73 18 68 28 b – =
5 a 45, 35, 25, 15, 5, 0
c + 12 19 20 22 23 25 21
b 12, 32, 44, 60, 80, 88
–7 0 1 3 4 6 2
c ÷5 12 10 5 2 3
Equivalent Expressions +9 69 59 34 19 24
Page 137 – Example(s) ×7 35 49 63 77 42
d
Example 5: 8 –4 1 3 5 7 2
Example 6: 18
6 a 3 c 12 e 40
Page 137 – Your Turn
a 20 d 4 g 50 b 13 d 7 f 8

b 3 e 100 h 8 7 a 8 c 17 e 70
c 20 f 25 i 36 b 11 d 9 f 12

8 a 12 c 20 e 96
b 16 d 48 f 3

© Shell Education 146436—Catch-Up Math 241

 ANSWERS
9 a 6 c 9 e 2 Page 150 – Your Turn
b 1.2 d 8 f 4.8 a cm to m b ft. to in.
10 a 2.8, 3.1, 3.4 c 10.5, 13, 15.5 e 8.5, 10, 11.5 400 4 8 96
b 9.4, 9.0, 8.6 d 4.2, 5.2, 6.2 f 5.4, 4.3, 3.2 350 3.5 3M 42
680 6.8 12 144
9 LENGTH
1,200 12 1M 18

Meters and Feet Page 151 – Practice 1

1 a 72 d 5 g 22
Page 144 – Example(s)
blue: b, d, e b 1 e 18
red: a, c, f c 120 f 3
Page 144 – Your Turn 2 a 300 cm d 4 cm g 17 cm
Adult to check b 50 mm e 10 cm
Page 145 – Practice c 12 cm f 8m
1 Circle: car, plane, cruise ship, kayak
2 Circle: house, boat, tree, pool 3 a No d Yes g No
3 Adult to check b Yes e No h No
c Yes f Yes i Yes
Centimeters and Inches
4
Page 146 – Example(s)
Mark a, c, e, f a mm to cm b ft. to in. c in. to ft. d m to cm
60 6 8 96 72 6 24 2,400
Page 146 – Your Turn 130 13 2M 30 66 5M 56 5,600
a 6 b 9 280 28 11 132 24 2 740 74,000
Page 147 – Practice 1,490 149 5M 66 78 6M 153 15,300
1 Adult to check
2 a 1 in. b 3 in. c 2 in. d 5 in. Kilometers and Miles
Page 152 – Example(s)
3 a 9 cm b 12 cm c 8 cm
Mark: a, c, d, f
4 a green Page 152 – Your Turn
b orange 1 a 7,000 m c 14,000 m e 315,000 m
c orange, blue, pink, green
b 10,560 ft. d 21,120 ft.
Millimeters and Quarter-Inches
2 a 9 km c 34 km e 537 km
Page 148 – Example(s)
b 1 mi. d 2 mi.
a 45 b 83 c 121
Page 153 – Practice
Page 148 – Your Turn
3 1 1 1 Adult to check
1 a 2 4 in. b 4 4 in. c 5 4 in. 2 a 5,000 c 1,000 e 5,280 g 22,000

2 b 10,560 d 15,840 f 8,000

a b c
3 a 6.25 km c 3.5 km e 53 km
b 2,000 m d 4,500 m
Page 149 – Practice Perimeter
1 Adult to check
2 a 44 mm b 126 mm c 13 mm d 95 mm
Page 154 – Example(s)
18
3 13 mm, 44 mm, 95 mm, 126 mm Page 154 – Your Turn
1 1 3 3
4 a 3 2 in. b 5 4 in. c 4 4 in. d 1 4 in. a P = 5 in. + 1 in. + 5 in. + 1 in. b P = 4 m + 2 m + 5 m + 5 m
= 12 in. = 16 m
3 1 3 1
5 1 4 in., 3 2 in., 4 4 in., 5 4 in. Page 155 – Practice
Converting Measurements 1 a P = 10 in. c P = 8 ft. e P = 12 ft.

Page 150 – Example(s) b P = 20 cm d P = 15 m f P = 32 cm

b 4 d 72 f 1,600 h 8
2 Adult to check
c 6 e 1,200 g 240
3 a 26 m b 20 m c 18 m

242 146436—Catch-Up Math © Shell Education

 ANSWERS

Page 163 – Practice

4 a Yes b No c Yes d Yes
1 Adult to check
5 1 Trees and herbs 5 Roses 2 a 4, 3, 5, 2, 1 b 2, 1, 4, 5, 3 c 1, 5, 2, 4, 3
2 Palms 6 Pots and planters 3 Adult to check
3 Succulents 7 Outdoor furniture Right Angles
4 Citrus 8 Indoor plants
Page 164 – Example(s)
6 a 4 ft. d 18 in. g 17 mm a right c right e right
b 30 mm e 8m b not right d not right f right
c 8 in. f 18 ft.
Page 164 – Your Turn
7 a P = 26 ft. b P = 28 cm c P = 20 in. d P = 40 cm Adult to check

Length Review Page 158 Page 165 – Practice

1 Adult to check
1 a 10 cm b 14 cm c 2 cm d 8 cm
2 Adult to check
3 a = c > e = g <
2 2 cm, 8 cm, 10 cm, 14 cm
b < d = f =
3 Adult to check
4 a c e
4 a cm c mm e mm
b cm d cm f cm


5 a 14 b 42 c 95 d 133
b d
6 Adult to check
7 a 4 in. c 300 ft. e 6 in.
b 6m d 1 mm
Acute and Obtuse Angles
8 a 7 e 600 i 5 ft.
Page 166 – Example(s)
b 40 f 13.6 j 36 in.
c e g i
c 2,000 g 24 in. k 30 in.
1
d 1 h 4 ft. l 3 2 ft.

9 a 6,000 c 17,000 e 15,840

b 8,000 d 5,280 f 10,560 d f h

10 a 7 c 2 e 1
b 11 d 2

11 a P = 12 ft. c P = 14 cm e P = 20 ft.
Page 166 – Your Turn
b P = 16 cm d P = 17 in. f P = 22 cm
Adult to check
12 Adult to check Page 167 – Practice
13 a 11 d 10 g 70 j 102 1 a ∠DEF or ∠FED, Acute d ∠PMN or ∠NMP, Acute
b 28 e 13 h 22 b ∠PQR or ∠RQP, Obtuse e ∠IHG or ∠GHI, Obtuse
c 16 f 12 i 10 c ∠CAT or ∠TAC, Obtuse
14 a P = 28 m b P = 18 in. 2 a 4, 3, 2, 1, 5 c 4, 3, 5, 1, 2
b 5, 1, 2, 3, 4
10 ANGLES
3 a c
O O O A
O O
Angles O O A O
Page 162 – Example(s) O O
Adult to check
b d
Page 162 – Your Turn O O A
O O
Adult to check O O A O
O

© Shell Education 146436—Catch-Up Math 243

 ANSWERS

Straight, Reflex, and Revolution Angles Angles Review Page 177

Page 168 – Example(s) 1 a turn, arms
b straight c reflex d revolution b right, ninety
2 Adult to check
Page 168 – Your Turn 3 Adult to check
Adult to check
4 a d
Page 169 – Practice
1 Reflex angles: c, d, g
Straight angles: a, f
Revolutions: b, e
2 Adult to check b e
3 a A b E c B d D e C
4 Adult to check
5 Adult to check

Using a Protractor c f
Page 170 – Example(s)
Adult to check

Page 170 – Your Turn

a Inside b Inside 5 Adult to check
6 a ∠ABC or ∠CBA, Acute d ∠FGH or ∠HGF, Acute
Page 171 – Practice b ∠CDE or ∠EDC, Obtuse e ∠STU or ∠UTS, Obtuse
1 a 105° c 15° e 145°
c ∠PQR or ∠RQP, Obtuse f ∠VWX or ∠XWV, Straight
b 170° d 65°
7 Acute: a, f; Obtuse: c, h; Reflex: e; Straight: d; Revolution: b, g
2 a 25° c 160° e 30° g 155° 8 a A b C c D d B e E
b 45° d 117° f 142° 9 Adult to check
10 Adult to check
3 Adult to check 11 Adult to check
12 a 50° b 165° c 140° d 90°
Angle Sum of a Triangle
Page 173 – Example(s) 13 a 135° b 170° c 90° d 115° e 45°
b right c isosceles d equilateral 14 Adult to check
15 a 60°, equilateral c 90°, right e 30°, isosceles
Page 173 – Your Turn
b 50°, scalene d 60°, scalene f 20°, right
a 70° b 50° c 50°
16 a 131° c 90° e 105°
Page 174 – Practice
1 a 40°, isosceles c 60°, equilateral e 60°, right b 141° d 67° f 233°
b 50°, right d 115°, scalene
11 SHAPES
2 a 200 c 180 e 180
b 190 d 180 Shapes
Page 182 – Example(s)
Angle Sum of Quadrilaterals d e f
Page 175 – Example(s)
Adult to check—each figure should have a line connecting two opposite
vertices.
Page 175 – Your Turn Page 182 – Your Turn
1 a 135° c 90° e 75° a square (regular quadrilateral) d rectangle (irregular
quadrilateral)
b 85° d 80° b irregular pentagon
e regular triangle
c irregular triangle
Page 176 – Practice f irregular hexagon
1 a 55° e 242° i 78° Page 183 – Practice
b 61° f 42° j 30° 1 a regular pentagon c irregular hexagon
c 34° g 100° k 112° b rectangle (irregular d irregular octagon
d 90° h 120° quadrilateral) e regular hexagon

244 146436—Catch-Up Math © Shell Education

 ANSWERS

Letters that Polygons

2 Name help identify Angles Sides
polygon Page 190 – Example(s)
a triangle tri 3 3 b irregular octagon d regular pentagon
b pentagon pent 5 5 c irregular heptagon
c hexagon hex 6 6 Page 190 – Your Turn
d heptagon hept 7 7 a 7 (irregular heptagon) c 9 (regular nonagon)
e octagon oct 8 8 b 10 (irregular decagon) d 12 (regular dodecagon)
f nonagon non 9 9
Page 191 – Practice
g decagon deca 10 10
1 Adult to check
Types of Lines 2 a regular pentagon e irregular hexagon
Page 184 – Example(s) b irregular hexagon f regular pentagon
b horizontal d perpendicular c regular hexagon g irregular pentagon
c vertical d regular triangle
Page 184 – Your Turn 3 a regular heptagon d regular octagon
1 Vertical lines: a, d, g; Horizontal lines: b, c, i; Parallel lines: b, f, g; b irregular octagon e regular heptagon
Perpendicular lines: e, h
c irregular heptagon f irregular octagon
Page 185 – Practice 4 a regular decagon e regular nonagon
1 Adult to check 2 Adult to check 3 Adult to check
b regular dodecagon f regular decagon
Triangles c irregular decagon g irregular dodecagon

Page 186 – Example(s) d irregular nonagon

a b c d e Symmetry
Page 192 – Example(s)
b c d e

Page 186 – Your Turn

Equilateral triangles: c, d, g
Isosceles triangles: f
Scalene triangles: a Page 192 – Your Turn
Right triangles: b, e a b c
Page 187 – Practice
1 a equilateral d scalene g isosceles
b scalene e right
c right f equilateral
2 Adult to check
Page 193 – Practice
3 Adult to check
1 Adult to check
Quadrilaterals 2 Adult to check
Page 188 – Example(s) 3
b irregular d irregular
c regular
Page 188 – Your Turn
a trapezoid c square
b kite d parallelogram
Page 189 – Practice
1

2 Adult to check
3 Adult to check

© Shell Education 146436—Catch-Up Math 245

 ANSWERS

4 a b
12 AREA
Square Centimeters and Inches
Page 198 – Example(s)
b 10 c 9
Page 198 – Your Turn
a 8 cm2 b 18 cm2
Shapes Review Page 194 Page 199 – Practice
1
1 a irregular octagon i regular nonagon 1 a 10 cm2 d 9 2 cm2 g 11 cm2
b regular hexagon j irregular octagon 1
b 8 2 cm2 e 12 cm2
c regular dodecagon k regular pentagon
c 12 cm2 f 14 cm2
d irregular dodecagon l square (regular quadrilateral)
1
e regular decagon m irregular pentagon 2 a 7 c 3 2 cm2 e 5
f regular triangle n irregular heptagon b 4 and 6 d 7 f 42
1

g rectangle (irregular o regular octagon

3 Adult to check
quadrilateral)
h regular heptagon Square Meters and Feet
2 a horizontal f parallel Page 200 – Example(s)
b parallel g vertical b 12 c 15
c horizontal h perpendicular Page 200 – Your Turn
d perpendicular i parallel a 12 sq. ft. b 4 sq. ft.
e vertical j vertical Page 201 – Practice
3 Adult to check 1 Circle: door, screen, bed, fence
2 Adult to check
4 a right c equilateral
3 a 12 m2 c 12 m2 e 2 m2
b isosceles d scalene
b 24 m 2
d 9m 2
5 Equilateral triangle: All sides the same length, All angles the same size
Isosceles triangle: Two sides the same length, Two angles the same size 4 No
Scalene triangle: All sides different lengths, All angles different sizes
Square Kilometers and Miles
Right triangle: One right angle
Page 202 – Example(s)
6 a parallelogram d kite
Mark a, b, d
b rhombus e trapezoid
Page 202 – Your Turn
c square f rectangle
Adult to check
7 a parallelogram, rhombus, square, trapezoid, rectangle
b square, rectangle Page 203 – Practice
1 a 12 c 8 e 7 g 6
8 a 8 d 12 g 5 j 3
1
b 9 e 10 h 6 b 92 d 10 f 8
c 7 f 4 i 7 2 a Australian Capital Territory
9 half, reflection (or mirror image) b Western Australia
10 Adult to check c Western Australia

11 a b c d e Area – Using Multiplication

Page 204 – Example(s)
length, 5 in., 15
Page 204 – Your Turn
12 a b c a Area = length × width
= 2 ft. × 4 ft.
= 8 ft.²
Page 205 – Practice
1 a Area = length × width c Area = length × width
= 5 ft. × 4 ft. = 4 in. × 3 in.
= 20 ft.² = 12 in.²
b Area = length × width
=6m×1m
= 6 m²
246 146436—Catch-Up Math © Shell Education
 ANSWERS
2 a Area = l × w d Area = l × w g Area = length × width h Area = length × width
= 7 in. × 7 in. =6m×6m = 4 in. × 3 in. = 6 cm × 6 cm
= 49 in.² = 36 m² = 12 in.² = 36 cm2
b Area = l × w e Area = l × w 11 a P = 3 m + 5 m + 3 m + 5 m
= 3 cm × 6 cm = 1 in. × 1 in. = 16 m
= 18 cm² = 1 in.² b P = 4 in. + 4 in. + 4 in. + 4 in.
c Area = l × w = 16 in.
= 5 ft. × 2 ft. c P = 4 m + 4 m + 1 m + 3 m + 1 m + 3 m + 1 m + 3 m + 1 m + 7 m
= 10 ft.² = 28 m
d P = 2 ft. + 2 ft. + 2 ft. + 2 ft.
Perimeter = 8 ft.
Page 206 – Example(s) e P = 6 cm + 3 cm + 6 cm + 3 cm
= 18 cm
18
f P = 8 ft. + 6 ft. + 3 ft. + 3 ft. + 5 ft. + 1 ft. + 5 ft. + 1 ft. + 5 ft. + 1 ft.
Page 206 – Your Turn = 38 ft.
a P = 4 ft. + 1 ft. + 1 ft. + 1 ft. + 1 ft. + 1 ft. + 1 ft. + 1 ft. + 1 ft. + 4 ft. g P = 10 cm + 2 cm + 3 cm + 5 cm + 3 cm + 2 cm + 1 cm + 2 cm + 3
= 16 ft. cm + 7 cm
= 38 cm
Page 207 – Practice
1 a P = 2 in. + 4 in. + 2 in. + 4 in.
= 12 in. 13 VOLUME AND CAPACITY
b P = 1 cm + 2 cm + 1 cm + 4 cm
= 8 cm Volume
c P = 2 ft. + 2 ft. + 2 ft. + 2 ft. + 2 ft. Page 213 – Example(s)
= 10 ft.
a 3, 3 b 8, 8
d P = 1.5 cm + 3 cm + 1.5 cm + 3 cm
= 9 cm Page 213 – Your Turn
e P = 1.5 m + 1.5 m + 1.5 m + 1.5 m a 5 b 11
=6m
f P = 2.5 m + 2.5 m + 2.5 m + 2.5 m + 2.5 m + 2.5 m Page 214 – Practice
= 15 m 1 a 7 cu. in. c 32 cu. in.
g P = 5 in. + 2 in. + 1 in. + 1 in. + 1 in. + 1 in. + 3 in. + 2 in. + 6 in. + b 7 cm3 d 32 cm3
6 in.
= 28 in. 2 a 3 b 22
h P = 4 ft. + 7 ft. + 4 ft. + 1 ft. + 3 ft. + 1 ft. + 3 ft. + 3 ft. + 3 ft. + 1 3 object 4
ft. + 3 ft. + 1 ft.
= 34 ft. Capacity
Page 215 – Example(s)
Area Review Page 208
1
1 a 8 b 7 c 8 d 72
2 Adult to check c
3 Mark: a, c, d, g, h
4 a 20 c 12 e 20 g 11
b 10 d 11 f 18 h 11
Page 215 – Your Turn
5 a D, G, H c A, E e 10 m2 Adult to check
b A, E, F d F Page 216 – Practice
1 a 1, 2, 4, 3, 5 c 4, 5, 3, 2, 1
6 a 24 ft.² c 5 ft.² e 3 ft.² g 6 ft.²
b 5, 3, 1, 2, 4
b 9 ft.² d 9 ft.² f 9 ft.² h 6 ft.²
2 a 15 gal. d 7L
7 71 ft.²
8 Adult to check b 13 gal. e 14 gal.
9 a 24,429 km2 c 11,075 km2 c 14 L
b 5,455 km2 d 19,054 km2
Liters and Gallons
10 a Area = length × width d Area = length × width
=1m×1m = 3 cm × 5 cm Page 217 – Example(s)
= 1 m2 = 15 cm2 b 1 c 1 d 5
b Area = length × width e Area = length × width Page 217 – Your Turn
= 1 in. × 7 in. = 8 ft. × 2 ft.
= 7 in.² = 16 ft.² a 12 c 6 e 6 g 8
c Area = length × width f Area = length × width b 9 d 8,000 f 500,000
= 3 ft. × 3 ft. = 5 cm × 5 cm
= 9 ft.² = 25 cm2

© Shell Education 146436—Catch-Up Math 247

 ANSWERS
Page 218 – Practice 3 a 4,000 mL e 1,750 mL
1 a 4 c 15,000 e 16 b 26 fl. oz. f 24 fl. oz.
b 4 d 8 c 3,500 mL g 6,750 mL
2 Adult to check d 10 fl. oz. h 44 fl. oz.
3 Adult to check 4 a c e
4 a 10 b 27
5 a b c 1000 mL 8 fl oz 8 fl oz
800 6 6
2L 600
3L 4 4
400
200 2 2
2 5L 1
4
1 3
2
Volume and Capacity Review Page 223
1 1 space
2 a 7 b 18 c 15 d 50
6 a 10 c 4 e 3 g 6
b 1 d 3 f 1 3 a 3 cm3 b 43 cu. in.
4 a left b left c right d left
7 a b c
5 a 1, 3, 5, 4, 2 b 2, 1, 3, 5, 4 c 5, 3, 2, 1, 4
6L
5L
3L
5
4 6 a 8 b 6 c 21
4
2 3 3 7 Adult to check
2 2
1
1 1 8 Adult to check
9 a b c d
8 a c b a c b d a
5L 2L 9L
4L 8
9 a 2 gal. b 5 gal. c 4 gal. d 1 gal. 3 4
7
2 3 1
6
1 2
10 a 20 containers c 48 oranges 1
5
4
b 30 buckets of water d 10 gal. of juice 3
2
1
Milliliters and Fluid Ounces
Page 221 – Your Turn 10 a 1 gal. c 4 gal.
b 2 gal. d 5 gal.
a c e
fl oz fl oz
11 a 13 L c 11 buckets of water
mL
1000 8 8
6 6
b 11 times
3
500 4 4 12 a 1 b 4 c 500 d 2
2 2

13 a b c d
b d

mL fl oz 1000 mL 1000 mL 8 fl oz 8 fl oz
1000 8
750 750 6 6
6
4 500 500 4 4
500
2 250 250 2 2

14 b, f
Page 222 – Practice 1 1 1
15 a 3 2 L c 12 L e 94 L
1 b, c, f, g
1 1 1
2 a 1L d 12 c g 10 L b 2c d 22 c f 32 c
1 1
b 2c e 82 L h 22 c 16 a 8,000 mL c 6,500 mL e 9,000 mL
3
c 94 L f 3c b 26 fl. oz. d 22 fl. oz. f 24 fl. oz.

17 a 5, 4, 2, 3, 1 b 1, 4, 3, 5, 2 c 4, 2, 3, 5, 1

248 146436—Catch-Up Math © Shell Education

 Help your child catch up to grade level
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