National

Mathematics Textbook

Grade 5

Papua New Guinea

Department of Education
Dear Grade 5 Students,

I am honoured to give my message in this National Mathematics Textbook.

The Government of Papua New Guinea through The Department of Education

has been working to improve students’ learning of Mathematics. This textbook
was developed by our dedicated Curriculum Officers, Textbook Writers and Pilot
Teachers, who have worked collaboratively with Japanese Math specialists for
three years. This is the best textbook for grade 5 students in Papua New Guinea
and is comparable to international standards. In its development I would like to
thank the Government of Japan for its support in improving the quality of learning
for the children of Papua New Guinea.

I am excited about this textbook because it covers all topics necessary for learning
in grade 5. You will find many photographs, illustrations, charts and diagrams that
are interesting and exciting for learning. I hope they will motivate you to explore
more about Mathematics.

Students, Mathematics is a very important subject. It is also very interesting and

enjoyable to learn. Do you know why? Because mathematics is everywhere in our
lives. You will use your knowledge and skills of Mathematics to calculate cost, to
find time, distance, weight, area and many more. In addition, Mathematics will
help you to develop your thinking skills, such as how to solve problems using a
step-by-step process.

I encourage you to be committed, enjoy and love mathematics, because one day
in the future you will be a very important person, participating in developing and
looking after this very beautiful country of ours and improving the quality of living.

I wish you a happy and fun learning experience with Mathematics.

Hon. Joseph Yopyyopy, MP

Minister of Education
Greetings to Grade 5 Students of Papua New Guinea!

It is a great pleasure that the Department of Education of Papua New

Guinea and the Government of Japan worked together to publish national
textbooks on mathematics for the first time.

The officers of the Curriculum Development Division of the Department of

Education made full efforts to publish this textbook with Japanese math
experts. To be good at mathematics, you need to keep studying with this
textbook. In this textbook, you will learn many things about mathematics
with a lot of fun and interest and you will find it useful in your daily life. This
textbook is made not only for you but also for the future students.

You will be able to think much better and smarter if you gain more knowledge
on numbers and diagrams through learning mathematics. I hope that this
textbook will enable you to enjoy learning mathematics and enrich your
life from now on. Papua New Guinea has a big national land with plenty of
natural resources and a great chance for a better life and progress. I hope
that each of you will make full use of knowledge you obtained and play an
important role in realising such potential.

I am honoured that, through the publication of this textbook, Japan

helped your country develop mathematics education and improve your
ability, which is essential for the future of Papua New Guinea. I sincerely
hope that, through the teamwork between your country and Japan, our
friendship will last forever.

Satoshi Nakajima
Ambassador of Japan to Papua New Guinea
 Share ideas with your friend!

Lets learn Mathematics, its fun!

Dear students,

This is your Mathematics Textbook that you will use in Grade 5. It contains very
interesting and enjoyable activities that you will be learning in your daily Mathematics
lessons.

In our everyday lives, we come across many Mathematical related situations such
as buying and selling, making and comparing shapes and their sizes, travelling
distances with time and cost and many more. These situations require mathematical
thinking processes and strategies to be used.

This textbook provides you with a variety of mathematical activities and ideas that
are interactive that will allow you to learn with your teacher or on your own as
an independent learner. The key concepts for each topic are highlighted in the
summary notes at the end of each chapter. The mathematical skills and processes
are expected to be used as learning tools to understand the concepts given in each
unit or topic and apply these in solving problems.

You are encouraged to be like a young Mathematician who learns and is competent
in solving problems and issues that are happening in the world today. You are also
encouraged to practice what you learn everyday both in school and at home with
your family and friends.

I commend this Grade 5 National Mathematics Textbook as the official textbook for
all Grade 5 students for their Mathematics lessons throughout Papua New Guinea.

I wish you all the best in studying Mathematics using this textbook.
 Friends learning together in this textbook

Mero Naiko Sare Gawi Kapi

(Kapul)

Koko
Kekeni Ambai Vavi Yamo (Kokomo)

Symbols in this textbook

• Ice breaking activity as the lead up activity
for the chapter.

• Discovered important ideas.

• Important definition or terms.

• What we will do in the next activity?

• When you lose your way, refer to the page

number given.

• You can use your calculator here.

• Practice by yourself. Fill in your copy.

• New knowledge to apply in daily life.

• Let’s do the exercise.

Activity

• Let’s do mathematical activities by students.

• Let’s fill numbers in and complete the

6= ×
expression to get the page number.

VI
 What We Learned in Grade 4

Decimal Numbers

Area

The area of any rectangle is expressed as

Area of a rectangle = length × width.
This mathematical sentence like this is called a formula.
The area of a rectangle is also expressed as width × length.

Rectangular Prisms & Cubes

VII
 Table of Contents
Number and Operation
1 Decimal Numbers and Whole Numbers 2
(1) The System of Decimal Numbers and Whole Numbers 2

3 Multiplication of Decimal Numbers 24

(1) Operation of Whole Numbers × Decimal Numbers 24
(2) Operation of Decimal Numbers × Decimal Numbers 28
(3) Rules for Calculation 32

55 Division of Decimal Numbers 58

(1) Operation of Whole Numbers ÷ Decimal Numbers 58
(2) Operation of Decimal Numbers ÷ Decimal Numbers 62
(3) Division Problems 65
(4) What Kind of Calculation Would It Be? Draw 68
Diagrams to Help You Think

7 Multiples and Divisors 88

(1) Multiples and Common Multiples 89
(2) Divisors and Common Divisors 95
(3) Even Numbers and Odd Numbers 102

8 Fractions 106
(1) Equivalent Fractions 108
(2) Comparison of Fractions 110
(3) Fractions, Decimals and Whole Numbers 116

9 Addition and Subtraction of Fractions 122

(1) Addition of Fractions 122
(2) Subtraction of Fractions 126

Geometric Figures
4 Congruence and Angles of Figures 38
(1) Congruent Figures 38
(2) Angles of Triangles and Quadrilaterals 48

13 Regular Polygons and Circles 170

(1) Regular Polygons 172
(2) Diameters and Circumferences 175

14 Solids 182
(1) Prisms and Cylinders 184
(2) Sketches and Nets of Prisms and Cylinders 187

VIII
 Grade 6 (6) Operation of Decimals and (11) Ratio and its Application
(1) Symmetry Fractions (12) Enlargement and Reduction of Figures
(2) Mathematical Letters and (7) Calculating the Area of Various (13) Proportion and Inverse Proportion
Expressions Figures (14) How to Explore Data
(3) Multiplication of Fractions (8) Orders and Combinations (15) Quantity and Unit
(4) Division of Fractions (9) Speed (16) Summary of Grade 3 to Grade 6
(5) Multiples and Rates (10) Volume Mathematics

Measurement
2 Amount per Unit Quantity 10
(1) Mean 12
(2) Amount per Unit Quantity 15

6 Volume 74
(1) Volume 75
(2) Formula for Volumes 78
(3) Large Volumes 81

10 Area of Figures 130

(1) Area of Parallelograms 130
(2) Area of Triangles 137
(3) Area of Trapezoids 143
(4) Area of Rhombuses 145
(5) Think About How to Find the Area 146

11 Multiplication and Division of Fractions 150

(1) Operation of Fractions × Whole Numbers 150
(2) Operation of Fractions ÷ Whole Numbers 154

Data and Mathematical Relations

12 Proportions 162
(1) Quantities Changing Together 162
(2) Proportions 164

15 Rates and Graphs 192

(1) Rates 193 16 Summary of Grade 5 208
(2) Percentages 197
(3) Problems Using Rates 200
(4) Graphs Expressing Rates 203 Mathematics Adventure 217

Grade 4 (7) Division by 2-digit Numbers (14) Thinking about How to Calculate
(1) Large Numbers (8) Line Graph (15) Arrangement of Data
(2) Division (9) Decimal Numbers 1 (16) Multiplication and Division of Decimal Numbers
(3) Thinking about How to Calculate (10) Round Numbers (17) Fractions
(4) Angles (11) Expressions and Calculations (18) Rectangular Prisms and Cubes
(5) Division by 1-digit Numbers (12) Area (19) Quantities Change Together
(6) Quadrilaterals (13) Decimal Numbers 2 (20) Summary of Grade 4
1
1 Decimal Numbers and
Whole Numbers

The altitude of Kundiawa town is 1456 m above Simbu Province

sea level. 1456 m

One set of sets of Five sets of sets of

1 The System of Decimal Numbers and Whole Numbers

1 Let’s compare the two numbers in the pictures,

1456 and 1 ∙ 456
1 Fill the with set of numbers as above.
2 Look at the pictures of the blocks and discuss what you
have noticed with your friends. We can say that 1 ∙ 456 is
3 Express each number by the made up from set of 1,
1
sets of , sets of
expressions as shown below. 10
1 1
and sets of .
100 1000
1456 = 1000 + 400 + 50 + 6
= 1000 × + 100 × + 10 × +1×
1 ∙ 456 = 1 + 0 ∙ 4 + 0.05 + 0 ∙ 006
=1× + 0∙1 × + 0 ∙ 01 × + 0 ∙ 001 ×
Ambai
2= −
 1 ∙ 456 m

The length of the laplap (material) is 1 ∙ 456 m.

Let’s enlarge
to see one piece 1 ∙ 456 m
of a block!

One set of Four sets of sets of 6 sets of

4 Write each number in the table below.

Place Value Table
1 1 1
10 100 1000
Thousands Hundreds Tens Ones Tenths Hundredths Thousandths

Altitude of Kundiawa m

Length of laplap m

5 Compare the systems of decimal numbers and whole numbers

and discuss what you have noticed with your friends.

The systems For both systems,

are similar to when there are 10
each other. sets in a place…

Gawi Kekeni

÷ =3
 2 Let’s think about the system of numbers.

100 10 1 0.1 0.01 0.001

1 For whole numbers, how many numbers are needed in a place for
it to shift to the next higher place? Also, how many equal parts
must a number be divided for it to shift to the next lower place?
2 For decimal numbers, how many numbers are needed in a place
for it to shift to the next higher place? Also, how many equal
parts must a number be divided for it to shift to the next lower
place?

For both whole and decimal numbers, a number is shifted to the

next higher places when multiplied by 10 in every place and a
number is shifted to the next lower places when it is divided by
10 (multiplied by 1 ). This is the basic idea of the place value
10
system.
By using the place value system, any whole or decimal number
can be expressed using the ten digits 0, 1, 2, …, 9
and a decimal point.

3 Let’s compare the calculations 132 + 47 and 1 ∙ 32 + 4 ∙ 7

132 + 47 is a calcualtion of whole Similarly, 1 ∙ 32 + 4 ∙ 7 can

numbers in vertical form as shown be calculated in vertical
below. form. Yamo
132 1∙3∙2
+ 47 + 4∙7 I think, this
calculation is wrong.
Because...
What do you think of Yamo’s way of calculating?
Explain your opinions to your friends.

Mero
4= −
 Exercise
Let’s make numbers using the ten digits from 0 to 9 once each time
and a decimal point.
Write the smallest number. Write a number that is smaller than 1
and is nearest to 1.

10 Times and 100 Times of a Number

4 Let’s consider numbers multiplied by 10 and 100.

1 There are 10 stickers, each one is 1 ∙ 34 cm wide and are lined up
as shown below. How many centimetres (cm) is the total length?
1.34 cm

cm

Just add ten of It’s a lot of work

1 ∙ 34 together. to do repeated
addition of 1 ∙ 34
ten times.
Kekeni
Sare

Vavi’s Idea

It is ten times of 1 ∙ 3 4 , so we can solve it by doing 1∙ 3 4

× 10
1 ∙ 3 4 × 10 = .

2 There are 100 stickers, each one is 1 ∙ 34 cm wide and are lined up.
How many cm is the total length?

cm

÷ =5
 3 Write the total lengths when there are 10 stickers and 100 stickers
in the table below.

1 1
10 100
Hundreds Tens Ones Tenths Hundredths

1 3 4
times 10 × 10
10 times of 1.34 × 100
times 10
100 times of 1.34

4 What rules are there?

5 Write in the decimal points when 1 ∙ 34 is multiplied by 10 and 100.

1.3 4
× 10
1 3 4 × 100

1 3 4

If a number is multiplied by 10, the decimal point moves 1 place

to the right.
If a number is multiplied by 100, the decimal point moves to 2
places to the right.

Exercise
Let’s answer the following questions.
1 Write the numbers when 23 ∙ 47 is multiplied by 10 and 100.
2 How many times of 8 ∙ 72 are 87 ∙ 2 and 872?

6= −
 1 1 1
and of a Number
10 100 10 of 296 is as follows:
1
10 of 200 is 20
5 Let’s consider the numbers that 1
1 1 10 of 90 is 9
are 10 and 100 of a number. 1
10 of 6 is 0.6
20 + 9 + 0.6 = 29 ∙ 6
1 Calculate 1 and 1 of 296 and
10 100 1
then, 10 of 296 is 29 ∙ 6
write the answers in the table below.

1 1
Hundreds Tens Ones
10 100

1 1
2 9 6 1
of 296
10 10 10 1
1 1 100
of 296
100 10

2 What rules are there?

1 1
3 Write the decimal points of numbers that are and
10 100
of 296 in the below.

1
2 9 6 1
10
1
2 9 6 10 1
100
10
2 9 6

1
of a number moves the decimal point 1 place to the left.
10
1
of a number moves the decimal point 2 places to the left.
100

Exercise
Let’s answer the following questions.
1 1
1 Write the numbers that are and of 30 ∙ 84
10 100
2 What are 6 ∙ 32 and 0 ∙ 632 as a multiple of 63 ∙ 2?

÷ =7
 1 Let’s fill the with numbers. Page 2

1 86 ∙ 1 = ×8+ ×6+ ×1
2 0 ∙ 0072 = ×7+ ×2
2 Let’s summarise the common features with both decimal numbers
and whole numbers. Page 4

1 For both whole numbers and decimal numbers, when there are
sets of a number, it is shifted one place higher.
When a number is divided into parts, it is shifted one place
lower. Whole and decimal numbers are both, based on the place
value system.
2 Any whole or decimal number can be expressed by using the

digits from 0 to 9 and a decimal point. Pages 6 and 7

3 Let’s write numbers that are 10 times and 100 times of 36 ∙ 05 and
1 1
numbers that are 10 and 100 of 36.05
Red and blue
arrows are used
Summarise what you have learned on your
to show what
exercise book. we’ve understood.
1. Decimal numbers and whole numbers
(1) What I understood.
For both whole numbers and decimal numbers, when there are
10 sets of a number, it is shifted to the next higher place value.
× 10 × 10 × 10 × 10 × 10

100 10 1 0.1 0 . 01 0 . 001

1 1 1
1 1
10 10 10
10 10

(2) Some interesting facts.

1
A number that is 10 times or of a number can be made by moving
10
a decimal point.
1
10 times 1. 34 is 13 . 4 and of 1 . 34 is 0 . 134
10

8= −
1 Express the following quantities by using the units written in the ( ).
Changing denominations by using decimal numbers.

1 8695 g (kg) 2 320 mL (L) 3 3 ∙ 67 km (m) 4 67 ∙ 2 m (cm)

2 Let’s answer the following questions.
1 1
Understands numbers that are 10 times, 10 es, , of a number.
10 100
1 Times 0 ∙ 825 by 10. 2 Times 5 ∙ 67 by 100.
1 1 of 45 2
3 of 72 ∙ 3 4 ∙
10 100
3 Let’s find given numbers.
1 1
Understands the relationship between decimal numbers and times 10, times 100, and .
10 100
1 When a given number was multiplied by 10 and further multiplied
by 100, it became 307 ∙ 4
2 When a given number was multiplied by 100 and further divided by
1
10 , it became 20 ∙ 5
1
3 When a given number was divided by
10 and further divided by
1
100 , it became 0 ∙ 175

1 2 3 4 5 6 7 8 9

10 20 30 40 50 60 70 80 90

100 200 300 400 500 1000

Egyptian numeral system

1 When 176 is expressed in Egyptian numerals, it is as written below.

Able to investigate the system of whole numbers.

1 Write as a whole number.

2 Let’s compare the way of Egyptian numeral to the way you have
learned to express numbers and write them down.
176
3 Let’s calculate + 2 4 4 in Egyptian numerals.

÷ =9
2 Amount per Unit Quantity

I’m tired today,

tomorrow I will
run more laps. I can run 7
laps today

Every child in the classroom trained for the school carnival. They
ran around the field after class.
Sam and Yapi made tables of the number of laps they ran around
the field last week.
Sam trained for all 5 days and Yapi was sick on Friday so he ran
for 4 days only.

Number of Laps Sam Ran

Days Mon Tue Wed Thu Fri Total

Number of laps 9 7 11 6 7 40

Number of Laps Yapi Ran

Days Mon Tue Wed Thu Total

Number of laps 10 8 6 12 36

10 = +
 I’m going to
do my best
in today’s
run.

Who is more prepared for the sports carnival?

Is it Sam or Yapi?
But can we compare
by the total laps if the
If you look at the number of days are
total, Sam ran different?
more.

Naiko Kekeni
If Yapi ran 4 laps on the
If Yapi was not sick absent day, then the total
on Friday, how would have been 40
many laps would laps, which is the same
he have done? as Sam’s total.
Yamo
Sare
ra
Ph se

“If ~, then ~.”

These terms are used when something is assumed or estimated.
They are often used in mathematics when the conditions are
changed to get the conclusion.

× = 11
 1 Mean

1 If Sam and Yapi ran the same number of laps every

day, how many laps would it be per day?
1 Sam ran the same total number of laps as last week, how many
laps would he have run per day if he ran the same number of
laps everyday?
(laps) (laps)
12 12

10 ｛ 10

8 ｛ ｝ 8

6 6

4 4

2 2

0 0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 1 Day 2 Day 3 Day 4 Day 5
Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri
2 Yapi ran the same total number of laps as last week, how many
laps would he have run per day if he ran the same number of laps
everyday?
(laps) (laps)
12 12

10 10

8 8

6 6

4 4

2 2

0 0
Day 1 Day 2 Day 3 Day 4 Day 1 Day 2 Day 3 Day 4
Mon Tue Wed Thu Mon Tue Wed Thu
3 Which of them trained more?

The process of making different sized measurements to the new

measure evenly or equally is called averaging.

12 = +
2 There are some juice in the containers
on the right.
1 Let’s average them so that each container
has the same amount of juice.

4 dL 2 dL 1 dL 5 dL

Kekeni’s Idea Mero’s Idea

Pour all the juice together and

then divide the juice among the
｝ ｛ containers.

Move from larger to smaller

amounts of juice.

2 Think about how to calculate the averaged measure.

(4 + 2 + 1 + 5) ÷ 4 =
Total juice in 4 containers Number of Averaged juice per container
containers

To average the measure for 4 containers, we divide the total

amount of juice equally in all containers by the number of
containers.

The same number or measure which is averaged from some

numbers or measures is called mean of the original numbers or
measures.
Mean = total ÷ number of items

× = 13
 3 There were 2 chickens, one laid brown and the other laid white
eggs. The weights are shown below.
Which of the eggs are heavier? Compare by calculating the mean
weight of their eggs.

White eggs
56 g 58 g 56 g 61 g 54 g 57 g

Brown eggs
57 g 53 g 60 g 58 g 56 g 53 g 55 g

Even for things that cannot be averaged in real life, if the number
and amount is known, the mean can be calculated.

4 The table below shows the number of books 5 students read

in August. What is the mean number of books read by the 5
students?

Number of Books Read

Name Boni Yata Ken Sawa Yaling

Number of books read 4 3 0 5 2

Even for things that are impossible to be expressed in decimal

numbers, like number of books, the mean can be expressed in
decimal numbers.

14 = +
2 Amount per Unit Quantity

1 Students are standing on the mats. A 2 mats, 12 students.

Each mat is of the same size. Which B 3 mats, 12 students.
one of A , B and C is more crowded? C 3 mats, 15 students.
A 2 mats, 12 students.

B 3 mats, 12 students.

C 3 mats, 15 students.

Let’s think about how to compare crowdedness.

× = 15
 1 Let’s compare which one is more crowded?
Number of mats Number of students

A 2 12
A or B B 3 12

C 3 15

When the number of students are the same, the one with
mats is more crowded.

B or C

When the number of mats are the same, the one with
students is more crowded.

Compare A or C
If we make
Both the number of the number of
mats and students mats equal…
are different.

2 Let’s find out how many students are on each of the mats.

A B C

16 = +
3 The area of 1 mat is 1 m².
How many students are there in per 1 m² ?
A 12 ÷ 2 =
B 12 ÷ 3 =
C 15 ÷ 3 =
Number of Area Number of
students (m²) students per 1 m²

The level of crowding is expressed by 2 measures, the number

of students and the area.
Usually we compare the level of crowding by using the same
unit, such as 1 m² or 1 km².
When people are not grouped in an organised way, the number
of people per 1 m² expresses the mean of crowding.

Exercise
1 Two groups of children are playing in two different garden shelters.
One group has 10 children playing in a 8 m² garden shelter and the
other group has 13 children playing in a 10 m² garden shelter.
Which garden shelter is more crowded?

2 There are two communities. Samuel’s community with 7 km² and

1260 people and Robert’s community with 10 km² and 1850 people.
Which community is more populated?

× = 17
 2 The table on the right shows the Population and Area
Population Area
population and the area of (people) (km²)
East Town and West Town. East Town 273 600 72
1 Let’s calculate the number of West Town 22 100 17
people per 1 km². Which one is
more crowded?

The population per 1 km² is called population density.

The crowdedness of the number of people living in a country or
province is compared using population density.
Number of Number of
people ÷ Area (km²) = people per 1 km²

2 Let’s calculate the population density of each province

and make a table. Round the first decimal place and give
the answers in whole numbers. Find the relationship
between population density and area? Province Population Density

Sandaun Province East Sepik Province Manus Province Madang Province

Area: 35 920 km² Area: 43 426 km² Area: 2 100 km² Area: 28 886 km²
29 844 people 450 530 people 60 485 people 493 906 people

Autonomous Region
of Bougainville
Enga Province Area: 9 384 km²
Area: 11 704 km² 249 358 people
432 045 people

Hela Province
Area: 10 498 km²
249 449 people Morobe Province
Area: 33 705 km²
674 810 people

Western Province National Capital District Central Province

Area: 98 189 km² Area: 240 km² Area: 29 998 km²
201 351 people 364 125 people 633 881 people

18 = +
 3 A wire is 8 m long and weighs 480 g.
1 How many grams (g) does this wire weigh per 1 m? Let’s find the
relationship of the numbers from the diagram and the table.
÷8

0 480 (g) To make 8 into 1, we

Weight Weight (g) ? 480
divide it by 8.
Length (m) 1 8 So we can get the
Length
0 1 8 (m) answer by 480 ÷ 8.
÷8

Expression :

2 How many g will 15 m of that wire weigh?

Let’s develop an expression by drawing a diagram and a table.
×
0 (g)
Weight
Weight (g) ?
Length
0 1 15 (m) Length (m) 1 15

Expression : × 15

We know the weight of How are the numbers

1 m from question 1 . we already know
related to each other?

3 We cut part of the wire and it weighed 300 g.

How many metres (m) long is this piece of wire?
Let’s develop an expression by drawing a tape diagram and a table.
0 300 (g)
Weight Weight (g) 300
÷ ÷
Length Length (m) 1 ?
0 1 (m)

Expression :

Population density and weight per 1 m are called

amount per unit quantity.

× = 19
 4 Ayleen’s family grew sweet
potatoes in their garden.
They harvested 43 ∙ 2 kg of
sweet potatoes from a 6 m² at
east side and 62 ∙ 1 kg sweet
potatoes from a 9 m² at west side.
Which side of the garden is good harvest?
Compare by using the number of sweet
potatoes per 1 m².
÷6

East Side
0 43.2 (kg) Weight (kg) ? 43 ∙ 2
Weight
Area (m²) 1 6
Area
0 1 6 (m2)
÷6
West Side ÷9
0 62.1 (kg)
Weight Weight (kg) ? 62 ∙ 1
Area Area (m²) 1 9
0 1 9 (m2)

÷9
5 There are two brands of mobile phones.
Brand A phone costs 1200 kina for 10 mobile phones.
Brand B phone costs 1040 kina for 8 mobile phones.
Which one is more expensive?
Compare the cost per mobile phone.
÷ 10
Brand A phone
0 1200 (Kina) Costs (Kina) ? 1200
Cost
Number of Mobile phones 1 10
Number of
Mobile phones 0 1 10 (Mobile phones) ÷ 10
Brand B phone ÷8

0 1040 (Kina)
Cost
Costs (Kina) ? 1040

Number of Number of Mobile phones 1 8

Mobile phones 0 1 8 (Mobile phones)
÷8

20 = +
6 Brand A machine can pump 240 L of water in 8 minutes and Brand
B machine can pump 300 L of water in 12 minutes.
Which machine pumps more water per minute?
Brand A
Volume 0 240 (L)
of water Volume of water (L)

Time Time (min)

0 1 8 (minutes)

Brand B
Volume 0 300 (L) Volume of water (L)
of water
Time (min)
Time
0 1 12 (minutes)

7 Copier A copies 300 sheets of paper in

4 minutes and copier B copies 380 sheets
of paper in 5 minutes.

A
1 Which copier is faster? Number of sheets
2 How many sheets of paper can Time (min)
copier A copy in 7 minutes?
3 How many minutes does it take B
Number of sheets
for copier B to copy 1140 sheets
Time (min)
of paper?

Number 0 (sheets)
of sheets

Time
0 1 (minutes)

Exercise
A small tractor ploughs 900 m² in 3 hours.
How many square metres (m²) can it plough in 8 hours?

× = 21
 1 The table below shows the number of empty cans Anita collected
in 5 days. What is the mean number of cans she collected
per day? Page 14

Number of Empty Cans Collected

Days Day 1 Day 2 Day 3 Day 4 Day 5

Number of cans 6 7 5 8 8

2 There are two schools with same size classrooms.

Which school A or B is more crowded? Pages 15 to 17

A 1080 students in 6 classes.

B 1640 students in 8 classes.

3 A shop sells colour paints. The black paint costs 600 kina for
12 tins and the white paint costs 440 kina for 8 tins.
Which colour paint is more expensive? Page 19

4 A 180 m² plantation produced 432 kg cocoa.

How many kilograms (kg) of cocoa were harvested Page 20

per 1 m²?

Grades 3 and 4
Let’s calculate. Do you remember?

1 52 × 27 2 86 × 67 3 35 × 78
4 154 × 48 5 565 × 64 6 927 × 32
7 5∙4 × 4 8 6∙2 × 9 9 2∙5 × 8

22 = +
1 The population of a district in PNG is about 39 000 people and the
area is about 50 km². Calculate the population density of this district.
Understanding how to calculate the population density.

2 An optical fiber cable costs 480 kina per 4 m.

Understanding the meaning of measurements per unit.

1 How much does 1 m of this cable cost?

2 How much does 5 m of this cable cost?
3 A company IC Net bought the cable worth 1440 kina.
How many metres did the company buy?

3 A printer can print 350 sheets of paper in 5 minutes.

Understanding the meaning of amount of work per unit.

1 How many sheets of paper can it print in 1 minute?

2 How many sheets of paper can it print in 8 minutes?
3 How many minutes will it take to print 2100 sheets of paper?

4 Anton’s goal is to read 25 pages of a book per day.

He read an average of 23 pages for 6 days from Sunday to Friday.
To reach his goal over the 7 days from Sunday, how many pages
must he read on Saturday?
Understanding the relationship between mean, total and number of item.

5 The table below shows the duration of handstand and number of

grade 5 students at Joyce’s school. From this table, let’s calculate
the average duration of handstand per student in grade 5.
Understanding the meaning of mean and measurement per unit and applying it to solve problems.

Duration of Handstand and the Number of Grade 5 students

Duration of handstand (second) 0 1 2 3 4 5 6 7 8 9 10

Number of students 3 0 2 4 5 16 9 10 4 6 1

× = 23
3 Multiplication of Decimal Numbers

I need a ribbon
less than 3 m
to wrap my
present box.

I think I will need

a ribbon longer
than 2 m.

1 Operation of Whole Numbers × Decimal Numbers

Moris is thinking about wrapping a present box with a ribbon

around it. He needs 2 ∙ 4 m of ribbon.

1 The price of the ribbon is 80 toea per 1 m.

Let’s find out how much it would cost for 2 ∙ 4 m.
1 Draw a number line with a tape diagram.

0 80 (Cost)
Price
Length of
ribbon 0 1 2 2.4 3 (m)

×
2 Write a mathematical expression.
Price (toea) 80 ?

Length of ribbon (m) 1 2∙4

× 2∙ 4
Expression:

24 = ×
3 Approximately, how much would the cost be?

2.4

It’s more expensive

than the price for 2 m It should be less than 2 ∙ 4 m is about a half
and cheaper than the the price between 160 of 5 m and 5 m costs
price for 3 m, so it toea (K1 ∙ 60) and 240 400 toea (K4), so
would be around 200 toea (K2 ∙ 40). half of it would be
toea (K2). around K2.

As shown with the length of the ribbon, when the multiplier is a

decimal number instead of a whole number, the expression is
the same as for multiplication of whole numbers.

4 Let’s think about how to calculate.

Activity

− = 25
 5 Let’s explain the ideas below.

Kekeni’s Idea
1 m = 80 toea
Price of 0 ∙ 1 m 80 ÷ 10 = 8 (toea)
Firstly, 2.4 m is 24 of 0.1 m, so,
I thought
about the price Price of 2 ∙ 4 m
of 0 ∙ 1 m.
8× = (toea)
1
10 ×
80 ÷ 10
0 80 8 × 24 (toea)
Price (toea) 80 8 ?

Length (m) 1 0∙1 2∙4

0 0.1 1 2 2.4 (m)
1 × 24
10

Vavi’s Idea
Suppose 2 ∙ 4 m is needed to wrap 1 box,
then 24 m is needed for wrapping 10 boxes.
I used the rules
of multiplication Cost for 1 ribbon 80 × 2 ∙ 4 =
for multiplying
by whole 1
× 10 10
numbers.
Cost for 10 ribbons 80 × 24 = 1920

toea for 1 person

× 10 means 10
0 1920 toea (K19.20) for 10 people 1
times and 10 means
1
10 of a number.
Activity

0 2.4 24 (m)

6 Let’s explain how to multiply 80 × 2 ∙ 4 in vertical form.

80 One 80 Which idea

× 2∙4 × 10 × 24 in 5 is the
320 320 same as
160 1
160 this?
1 9 2∙0 1920
One 10

26 = ×
 Multiplicaiton Algorithm of Decimal Numbers in Vertical Form
1 We ignore the decimal points
and calculate as whole numbers. 8 0
× 2 ∙ 4 …Number of digits
2 We put the decimal point of the 3 2 0
after the decimal
1 6 0
point is 1.
product in the same position from 1 9 2 ∙ 0 …Number of digits
after the decimal
the right as the decimal point of the point is 1.
multiplier.

2 What is the area in m² of a rectangular flowerbed that is 3 m wide

and 2 ∙ 5 m long?
1 Write a mathematical expression.

2 Approximately what is the area

(m)
in m²? 3
0.1 m2

I am thinking it 2
should be greater
than 3 × 2 = 6 m².
1
3 Calculate the answer in vertical 1 m2
form. (m)
1 2 2.5

6 of 1 m² is m²
15 of 0 ∙ 1 m² is m²
Total m²

Exercise
Let’s multiply in vertical form.
1 60 × 4 ∙ 7 2 50 × 3 ∙ 9 3 7 × 1∙6
4 6 × 2∙7 5 24 × 3 ∙ 3 6 13 × 2 ∙ 8

− = 27
 2 Operation of Decimal Numbers × Decimal Numbers

1 Hiro can paint 2.1 m² of wall with 1 dL paint.

How many m² of wall can he paint with
2 ∙ 3 dL?

1 Let’s draw a tape diagram and then write

a mathematical expression.
×

0 2.1 (m2)
Area Area able to paint (m2) 2∙1 ?
Amount of Amount of paint (dL) 1 2∙3
paint 0 1 2.3 (dL)

× 2∙3

Mathematical expression. ×
Area able to Amount of
paint with 1 dL paint (dL)

2 Let’s think about how to calculate.

Sare’s Idea Yamo’s Idea

We learned how to calculate Then, it’s better to change it into

(Decimal number) × (Whole number), (Whole number) × (Whole number).
thus using the rule of
multiplication. 2 ∙ 1 × 2 ∙ 3 =
1
× 10 × 10 100
2 ∙ 1 × 2 ∙ 3 =
× 10
1 21 × 23 =
10

2 ∙ 1 × 23 =
Activity

28 = ×
3 Let’s explain how to multiply 2 ∙ 1 × 2 ∙ 3 in vertical form.
One
2∙ 1 × 10 21
× 2∙ 3 One
× 10 × 23
63 63
42 1 42
4∙ 8 3 483
Two 100

2 What is the area in m² of a rectangular flowerbed that is 2 ∙ 4 m

wide and 3 ∙ 1 m long?

1 Let’s write a mathematical expression.

(m) 0.1 m2 0.01 m2
2.4
2
0.1 m2

2 Let’s multiply in vertical form.

1

1 m2
(m)
1 2 3 3.1

6 of 1 m² is m2
14 of 0 ∙ 1 m² is m2
4 of 0 ∙ 01 m² is m2
Total m2

The area of rectangles can be calculated by using the formula

even if the lengths of the sides are decimal numbers.

Exercise
Let’s multiply in vertical form.
1 1 ∙ 2 × 2 ∙ 4 2 8 ∙ 6 × 1 ∙ 3 3 6 ∙ 4 × 3 ∙ 5
4 2 ∙ 5 × 2 ∙ 8 5 0 ∙ 2 × 1 ∙ 6 6 0 ∙ 8 × 2 ∙ 5

− = 29
 3 Let’s think about how to multiply 5 ∙ 26 × 4 ∙ 8 in vertical form.

Two
5∙ 2 6 × 100 526
One
× 4∙ 8 × 10 × 48
4 208 4208
+ 21 0 4 1
+ 2104
2 5∙ 2 4 8 25248
Three 1000

When multiplying in vertical form, place the decimal point on the

product by adding the number of digits after the decimal point of
the multiplicand and the multiplier and count from the right end
of the product.

4 Let’s think about how to multiply 4 ∙ 36 × 7 ∙ 5

4∙3 6 × 4 3 6
× 7∙5 × × 7 5
2 1 8 0 2 1 8 0
3 0 5 2 3 0 5 2
3 2∙7 0 0 3 2 7 0 0

5 Let’s put decimal points on the products for the following

calculations.
1 2 3
5∙ 6 3 ∙2 7 1∙ 4 8
× 4∙ 3 × 1∙ 2 × 2 ∙5
168 654 740
224 327 296
2408 3924 3700

Exercise
Let’s multiply in vertical form.
1 3 ∙ 14 × 2 ∙ 6 2 4 ∙ 08 × 3 ∙ 2 3 7 ∙ 24 × 7 ∙ 5
4 1 ∙ 4 × 4 ∙ 87 5 4 ∙ 8 × 2 ∙ 87 6 8 ∙ 2 × 2 ∙ 25

30 = ×
 Multiplication of Decimal Numbers Smaller than 1

6 There is a metal bar that weighs 3.1 kg per metre.

What is the weight of 1.2 m and 0.8 m of this bar respectively?
0 3.1 (kg)
Weight
Length
0 0.8 1 1.2 (m)
× ×

Weight (kg) ? 3∙1 ?

Length (m) 0∙8 1 1∙2 3∙1

× 1∙2
× 0∙8 × 1∙2

1 Let’s find the weight of 1 ∙ 2 m metal bar.

2 Let’s find the weight of 0 ∙ 8 m metal bar.
3 Let’s compare the sizes of the products and the multiplicands.

When the multiplier is a decimal number smaller than 1,

the product becomes smaller than the multiplicand.
If the multiplier is a decimal number larger than 1,
Multiplicand < Product.
If the multiplier is a decimal number less than 1,
Multiplicand > Product.

7 Put decimal points on the products and compare the products and
the multiplicands.
1 2
25 25 0∙ 2 5 0∙2 5
× 6 × 0 ∙6 × 6 × 0 ∙6
15 0 150 1 50 150

Exercise
Let’s multiply in vertical form.
1 4 ∙ 2 × 0 ∙ 7 2 6 ∙ 8 × 0 ∙ 4 3 0 ∙ 8 × 0 ∙ 3
4 2 ∙ 17 × 0 ∙ 6 5 0 ∙ 14 × 0 ∙ 5 6 0 ∙ 07 × 0 ∙ 2

− = 31
 3 Rules for Calculation

1 Vavi and Kekeni calculated the area of the 3.6 m

rectangle on the right.

Compare their answers.
2.4 m

Vavi’s Idea Kekeni’s Idea

3∙6 × 2∙4 = (m²) 2∙4 × 3∙6 = (m²)

2 Problems A and B were calculated easily. Explain the reason why

the right hand side methods are appropriate.
A 3∙8 + 2∙3 + 2∙7 3 ∙ 8 + (2 ∙ 3 + 2 ∙ 7)
B 1∙8 × 2∙5 × 4 1 ∙ 8 × (2 ∙ 5 × 4)

Calculation Rule (1)

1 When 2 numbers are added, the sum is the same even if

the order of the numbers added is reversed.
+ = +
Addition

2 When 3 numbers are added, the sum is the same even if

the order of addition is changed.
( + )+ = +( + )

1 When 2 numbers are multiplied, the product is the same

Multiplication

even if the multiplicand and the multiplier are reversed.

× = ×
2 When 3 numbers are multiplied, the product is the same
even if the order of multiplication is changed.
( × )× = ×( × )

32 = ×
3 The answer to 1 ∙ 4 × 3 can be calculated by thinking as follows.
Let’s explain the method by using this diagram.

1 ∙ 4 × 3 = (1 + 0 ∙ 4) × 3
1∙4 1
= 1 × 3 + 0 ∙ 4 × 3 ×23
4∙2
1
0.4 × 3 0.4

1.4 2
1×3 1

4 The answer to 1 ∙ 8 × 3 can be calculated by thinking as follows.

Let’s explain the method by using this diagram.

1 ∙ 8 × 3 = (2 − 0 ∙ 2) × 3
= 2 × 3 − 0 ∙ 2 × 3

0.2

2
1.8

Calculation Rule (2)

( + ) × = × + ×
( − ) × = × − ×

− = 33
 5 Let’s explain how the calculation rules are used for easier
calculations.

1 3∙6 × 2∙5 × 4
= 3 ∙ 6 × ( × )
= 3 ∙ 6 × 3.6

=
2.5 2.5 2.5 2.5

2 7∙2 × 3∙5 + 7∙2 × 6∙5

= 7 ∙ 2 × ( + )
= 7 ∙ 2 ×
=
7.2

3.5 6.5

It is useful to remember the multiplications that have products

such as 1 and 10.
0 ∙ 25 × 4 = 1 1 ∙ 25 × 8 = 10 2 ∙ 5 × 4 = 10

Exercise
Let’s calculate using the calculation rules. Write down how you
calculated.
1 6 ∙ 9 × 4 × 2 ∙ 5 2 3∙8 × 4∙8 + 3∙8 × 5∙2
3 0 ∙ 5 × 4 ∙ 3 × 4 4 3∙6 × 1∙4 + 6∙4 × 1∙4

34 = ×
1 Let’s multiply in vertical form. Pages 29 to 33

1 50 × 4 ∙ 3 2 6 × 1 ∙ 8 3 26 × 3 ∙ 2 4 3 × 1∙4
5 31 × 5 ∙ 2 6 62 × 0 ∙ 7 7 0.6 × 0 ∙ 8 8 3∙5 × 0∙9
9 1∙5 × 3∙4 10 0 ∙ 3 × 0 ∙ 25 11 1 ∙ 26 × 2 ∙ 3 12 4 ∙ 36 × 1 ∙ 5

1
2 Let’s find the area of the rectangle. Pages 33 and 34

1.7 m

0.6 m

3 There is a wire that weighs 4 ∙ 5 g per 1 m. Page 31

Let’s find the weight of 8 ∙ 6 m and the weight of 0 ∙ 8 m of this wire.

4 Let’s fill the with equal or inequality signs. Page 31

1 3∙5 × 3∙5 3 ∙ 5 2 3∙5 × 0∙1 3∙5

3 3∙5 × 0∙9 3 ∙ 5 4 3∙5 × 1 3∙5

5 Choose numbers from the below and make problems for

multiplications of decimal numbers.
Exchange your problems with your friends and solve. Page 34

1∙5 7 0∙8 30 2∙3 5

Grade 4
Find the sizes of the following Do you remember?
angles A to D .
A D

60° B C 40°

− = 35
 1 Summarize how to calculate with decimal numbers.
Understanding how to calculate with decimal numbers.

To calculate 2 ∙ 3 × 1 ∙ 6 first multiply 2 ∙ 3 by and multiply

1 ∙ 6 by , then calculate × and then the answer
is of 368.

2 Let’s multiply in vertical form.

Multiplying decimal numbers in vertical form.

1 28 × 1 ∙ 3 2 19 × 1 ∙ 2 3 3 ∙ 2 × 1 ∙ 8
4 0 ∙ 4 × 0 ∙ 6 5 3 ∙ 5 × 0 ∙ 7 6 7 ∙ 6 × 0 ∙ 5
7 2 ∙ 87 × 4 ∙ 3 8 1 ∙ 08 × 2 ∙ 1 9 0 ∙ 07 × 0 ∙ 8

3 There is a copper wire that costs 90 kina per 1 m.

Estimating the product with multiplier should be larger or smaller than 1.

1 How much will it cost for 3 ∙ 2 m?

2 How much will it cost for 0 ∙ 6 m?

4 Let’s calculate in easier ways. Show how you calculated.

Using the calculation rules.

1 0 ∙ 5 × 5 ∙ 2 × 8 2 2 ∙ 8 × 15

5 Let’s put decimal points on the products for the following

calculations.
Using operations of decimal numbers × decimal numbers

1 0∙1∙5 2 6∙4∙3
× 0 2∙8 × 0∙2∙4
1∙2∙0 2∙5∙7∙2
3∙0∙0 1∙2∙8∙6∙0
4∙2∙0 1∙5∙4∙3∙2

36 = ×
 Mathematics Practices in Papua New Guinea
Topic 1: Counting to ten in three counting systems in PNG
Today in our modern society, we have the number system and standard units of
measurement for mathematical practices and applications in daily life.
For example, we use digits from 0 to 9 to count and express quantities.
For measuring we use rulers, tape measures, scales and many more.
These systems are world wide and adopted from the western societies. Do you
think in PNG, our ancestors used mathematical practices and applications?
Yes, traditionally, our ancestors used various ways of counting and expressing
quantities in their vernacular. They also used various oblects and methods to
measure. We have been practicing mathematical applications in our daily lives.
Let’s discover counting systems from the Wuvulu Island (East Sepik Province),
1. The Wuvulu counting system
Motuan villages (Central Province) and
Number Word
Unggai area (Eastern Highlands Province).
1 eai
2 guai
The word ‘pana’ (number 5) represents one
3 olumanu
4 obao
hand therefore every number that succeeds 5
5 eipana is one hand and that number. e.g. The number
6 eipana ma eai 6 exceeds 5 by 1 so that means that it is one
7 eipana ma guai hand and one. Hence, it is true to say that
8 eipana ma olumanu Wuvulu counting system uses base 5 which
9 eipana ma obao
10 hefua
corresponds to one hand.

2. Motu counting system

Number Word
In the Motuan culture, the counting system is
1 ta base 10 but every ten has a name of its own.
2 rua It depends on what you are counting.
3 toi For example, counting fish, coconuts, and
4 hani shell money is different from counting money,
5 ima
stones, heads and sticks. The ‘rabu’ is the
6 taura toi
7 taura hani word for 10 when counting shell money or
8 taura hanita coconuts and ‘ituri’ is the word for 10 when
9 hitu counting fish.
10 gwauta

3. Unggai counting system The base used in Unggai usually changes

Number Word after every 5 count. The word for 5, ‘ade’
1 mako
means one whole hand. Ade lowe (10) means
2 lowe
3 loweki mako
two hands. Further counting uses feet.
4 loweki loweki For example, the expression for 15 is ‘ade
5 ade mako loweki ika mako’, meaning two hands and one
6 ade makoki mako foot. 20 can be expressed in two ways; either
7 ade makoki lowe
‘ade loweki ika lowe’ (2 hands and 2 feet), or
8 ade makoki loweki mako
9 ade makoki loweki loweki
‘we mako’ (‘we’ means ‘person’), that is to say,
10 ade lowe 2 hands and 2 feet make one whole person.
Ethnomathematical Lessons for PNG by Mathematics students of UPNG-Goroka campus, 1993

− = 37
4 Congruence and Angles of Figures

Is it possible to tell the shape only by words?

Joyce drew a triangle on a 1 cm grid sheet.
In order for her friends to draw the same figure,
she is explaining the shape only by words on the board.

Let’s draw triangle ABC with

the following:
1. BC is 3 cm long.
2. Perpendicular line from A
to BC is 2 cm long.

Two figures are congruent if they fit by lying on top of one another.

1 Congruent Figures
A
1 Let’s think about how to
Let’s think about
draw a triangle congruent constructing a congruent
triangle with a compass
to triangle ABC as and a protractor.
shown on the right.
Activity

B C

Let’s explore how to draw congruent figures and their properties.

38 = ×
 What kinds of triangle can you draw from Joyce’s explanation?

A A A

B C B C B C

Ambai Naiko Yamo

A B C What are the conditions

for constructing the
same triangles?

B C A

Mero Vavi

1 Let’s think about how to use a compass and a protractor

to draw a triangle congruent to triangle ABC.

BB C
C

I drew the same Now we need to

line as BC. determine the
position of point A.
Activity

− = 39
 2 Let’s discuss how to locate point A to draw a triangle congruent to
triangle ABC.

Which sides and How many sides and

angles did you use? angles did you use?
Activity

3 If you know angle C and the length of sides AB and BC,

then you can draw triangle ABC easily.

You drew two

AA different triangles,
didn’t you?

AA

BB CC BB CC

4 Let’s summarise how to draw a congruent triangle.

40 = ×
 Let’s explain.

Yamo’s Idea

Measure the lengths of two sides and the angle between them for
drawing.
AA

8080 9090 100100 11 110

7070 100100 8080 7 070 12 120
110110 0 0
60 60 13 13
20 20 0
50 500
14 00 30
144 0
0 15300 20
4

150 16
160 170
20 10 0
170 180
10 180
0

BB CC BB CC BB CC

Sare’s Idea

Measure two angles and the length between them for drawing.
AA
80 80 90100 100
8090 90 100
110 11
1100 80 80 90100 100
8090 90 100
110 11
1100
70 7700100 100
100 80 80
80 70 7700100 100
100 80 80
80
110 11
1100 70 7700120 112200 60 6600110 11
1100 70 7700
20 2200 60 660013 1133 20 2200 6 66
50 05500 00 50 05500100 11
13 1133
14 0
14 0 150 20

180 170 20 1503 40

140 0
150 404
04 30
0
4

01
15 16200 170

0
180 170 20 3
0
30
160 10

10 160
160
170

10
10
180
180
0
0

0
0

BB CC BB CC BB CC

Ambai’s Idea

Measure all three sides for drawing.

A A A

B B B C C C B B B C C C B B B C C C

A
5 Let’s draw a triangle congruent
to triangle ABC as shown on
the right.
Activity

B C

− = 41
 2 Triangle DEF below is the reverse of triangle ABC.
Confirm that
triangle DEF is the
reverse of triangle
ABC.

AA FDF

G
EG FH
BB C H

1 Let’s confirm whether the two triangles match when they fit by
lying on one another.

Two figures are also congruent if they match by reverse.

In congruent figures, the matching points, the matching sides
and the matching angles are called; corresponding vertices,
corresponding sides and corresponding angles, respectively.

2 In the above triangles ABC and DEF, find the corresponding sides
and compare the lengths.
3 Find the corresponding angles and compare their sizes.

In congruent figures, the corresponding sides are equal in length

and the corresponding angles are also equal in size.
Congruent figure is a figure which is identical in shape, size and
angles. A F

reverse

B C G H

42 = ×
 Put the title on Date
Congruent Triangle top for showing Don’t forget to
what topic you write the date.
learned.
1 Findings
• Two figures are congruent if they
measuring
fit by lying on top of one another. places
measuring
• There are three ways for places
drawing a congruent triangle.
The diagrams on the right measuring
places
shows the place for measuring.
• Two triangles are also congruent if
they match by flipping over.
• Compass can be used as a tool to copy the same lengths.
• Matching sides and angles are called corresponding sides’
and ’corresponding angles’, respectively.
2 Interesting points
reverse
• The rotated or reversed figure is
also congruent.
• There are three conditions for rotated

congruence between two triangles. Are

there four conditions for quadrilaterals?
• It is interesting that two triangles with all three equal
angles are not always congruent.
3 What was difficult
• Finding corresponding sides and angles when the figure
is reversed.
4 Good ideas from Friends
• Ambai’s idea for drawing a congruent triangle requires
only a compass and does not need to measure angles.
If you recognised good ideas from
your friends, write them down.

− = 43
 Congruent Quadrilaterals

3 Let’s think about how to draw A

a quadrilateral which is
congruent to quadrilateral
ABCD as shown on the right. D

Can we adopt the way

on how to draw a
congruent triangle?
B C

1 If you measure four sides of the quadrilateral for drawing, can you
draw a congruent quadrilateral?

I measured the four sides and Using the diagonal, I split the
drew but I got various shapes. quadrilateral into two triangles.
Activity

44 = ×
2 Let’s discuss how to draw a congruent quadrilateral with your
friends. How can we locate the fourth point?

Mero’s Idea

Measure angles A and C and determine point D.

The same The same

length as length as
side AB angle A
The same size The same size
as angle B as angle C

The same
length as side BC

Kekeni’s Idea

Use Ambai’s idea (page 41) for drawing a congruent triangle to

determine point D on quadrilateral. Measure sides AD and CD.
A
The same The same
length as length as
side AB angle A
The same size The same size
as angle B as angle C

The same
length as side BC B C

Naiko’s Idea

Use Sare’s idea (page 41) for drawing a congruent triangle to

determine point D on quadrilateral. Measure angles which are
subtended by diagonals AC and sides.
A a
The same The same
length as length as
side AB angle A D
The same size The same size c
as angle B as angle C

The same B
Activity

length as side BC

3 Use the ideas above to draw a congruent quadrilateral for

quadrilateral ABCD.

− = 45
 4 Let’s draw a congruent quadrilateral to the one shown below.

3.7 cm
70˚
Which sides and angles
3.7 cm should we use?
140˚
2.4 cm

65˚ 85˚

4.7 cm

5 The two quadrilaterals below are congruent.

Describe the corresponding vertices, sides and angles.

D F
A
I

B C G H

1 The corresponding vertex to A is H.

Write down in your exercise book the other corresponding vertices.

2 The corresponding side to AB is HI.

Write down in your exercise book the other corresponding sides.

3 The corresponding angle to A is H.

Write down in your exercise book the other corresponding angles.

46 = ×
 Pages 39 and 40
1 Let’s draw a congruent triangle with the following
conditions.
1 A triangle with sides 4 cm, 7 cm and 8 cm.
2 A triangle with sides 5 cm, 8 cm and an angle of 75° between
them.
3 A triangle with angles 45°, 60° and a side with 6 cm between them.
4 Triangles a and b
a b

7 cm
7 cm

100˚
100˚ 80˚80˚
40˚40˚
5 cm
5 cm 7 cm
7 cm

2 Let’s draw a congruent

Pages 44 and 45
quadrilateral to the one on the right.

4 cm

50˚

4 cm

Grade 4
Let’s calculate. Do you remember?

1 120 + 60 2 243 + 29 3 684 + 55

4 254 + 523 5 675 + 167 6 493 + 728
7 180 − 70 8 383 − 47 9 742 − 68
10 947 − 816 11 657 − 219 12 526 − 338

− = 47
 2 Angles of Triangles and Quadrilaterals

1 Let’s explore the sum of two angles excluding A

the right angle.

The sum of the two angles are;
A °
B
B °

In the right triangle below, we are going to

move vertex B toward C.

A
1 How does the value of angle B change?
2 How does the value of angle A change?
3 Is there any relationship between the
changes in angle B and angle A?

B C

4 Look at the change in the sum of angle A and angle B.

Angle A (degrees) 60 50

Angle B (degrees)

Sum (degrees)

From the above table, what did you find about the sum of the
three angles in a right triangle?

Let’s explore the sum of three angles in a triangle.

48 = ×
 Angles of Triangles A straight angle is 180°, isn’t it?

2 Look at the sum of the 3 angles of a triangle in various ways.

A
1 Draw a triangle and measure the
angles with a protractor.
The sum of the 3 angles is °.
B C

2 Cut out the 3 angles and place them together as shown below.
A

B
B C A C

Since the 3 angles together make a straight line, the sum of

these angles is °.

3 Put together triangles with the same shape and size to make
E A
a continuous D

pattern without
any gaps.
F
B C
Since 3 angles at points A and B make a straight line,
their sums are °.

4 Fold a triangle to connect the 3 angles.

A A

A
B C
B C B C
Activity

Since the 3 angles make a straight line, the sum is °.

− = 49
 In any triangles, the sum of the three angles is 180°.

3 Let’s calculate and fill in the with appropriate numbers.

1 2 The sum of the

three angles is
85˚ 180°…
˚

30˚ 50˚ ˚
Right-angle triangle Isosceles triangle

3 4 5

˚ ˚ 70˚ ˚

Equilateral triangle Isosceles triangle Isosceles triangle

4 Look at the triangle below. Since,

a + b + 55o = 180o, …

1 Find the sum of angles a and b .

a
2 What is angle c ?
3 What can you conclude about the c
b 55˚
relationship among angles a , b
and c ?

5 Let’s calculate and fill in the with appropriate numbers.

1 2 3

30˚ 42˚
˚

140˚ ˚
80˚ ˚ 80˚ 88˚

50 = ×
 Angles of Quadrilaterals

D
6 Let’s explore the sum of four
angles in a quadrilateral in ˚
A
various ways. ˚

How did we find the sum of

three angles in the triangles?

˚ ˚

B C

1 Measure the four angles with a protractor.

2 Let’s calculate through dividing the quadrilateral by diagonals.

Vavi’s Idea Mero’s Idea

360˚

Divide by a diagonal. There Divide a quadrilateral into four

are two triangles inscribed. by diagonals.
Therefore, There are four triangles
°×2= °. inscribed, °×4= °
subtract the extra
°, so °.
Activity

3 Let’s think about and discuss other ways of finding the sum of
angles in a quadrilateral.

− = 51
 4 Let’s explore the sum of quadrilaterals through tessellation.

Let’s tessellate to find the

sum of angles using the four
congruent quadrilaterals.

5 Share your findings with your friends.

What have you learned?

Activity

In any quadrilateral, the sum of 4 angles is 360°.

7 Let’s fill in the by calculations.

1 2 3
A D
A 80˚ 100˚
45˚
° ˚

D °
60˚
B C B C

52 = ×
 Angles of Polygons
A pentagon is a five sided figure.

8 Let’s explore how to find the

sum of 5 angles in a pentagon.

1 Can you tessellate?

For tessellation of figures, the sum of angles which meet at one

vertex is 360°. In the case of a pentagon, it cannot be tessellated.

Activity
2 Let’s divide a pentagon into triangles.

Yamo’s Idea

If I draw diagonals
from a vertex…

Draw diagonals and divide it into triangles.

Therefore,180° × = °.

− = 53
 Mero’s Idea
If I draw
a diagonal…

Divide a pentagon into a triangle and a quadrilateral.

Therefore, 180° + °= °.

3 Let’s think about other ways of finding the sum of angles and
Activity

discuss.

In any pentagon, the sum of 5 angles is 540°.

9 A hexagon is a six sided figure.

Let’s explore how to find the sum of 6 angles in a hexagon.

Write down how you

find the sum.

In any hexagon, the sum of 6 angles is °.

54 = ×
 A shape which is enclosed by straight lines, such as a triangle,
quadrilateral, pentagon, hexagon, etc., is called a polygon.
In a polygon, each straight line that connects any two vertices
other than adjacent sides is called a diagonal.

10 Summarise the relationships for the sum of angles in polygons by

filling in the table below.
Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon Nonagon
The number of triangles made by the
2 3 4
diagonals from one vertex in a polygon
The sum of angles 180° 360° 540° 720°

Heptagon
Heptagon
Heptagon Octagon
Octagon
Octagon Nonagon
Nonagon
Nonagon

180° × = ° 180° × = ° 180° × = °

The Opposite Angles of a Parallelogram

11 Let’s use what you have learned to explain that the opposite
angles of a parallelogram are equal. I’ve found a pair
of congruent
triangles.
Let’s draw
diagonals.

− = 55
 1 Let’s calculate and fill in the with numbers. Pages 49 to 54

1 2 3

15˚ ˚
˚
˚

70˚ 40˚ 70˚

40˚

4 5 A hexagon is developed by
6 equilateral triangles.
110˚
120˚

˚
˚

125˚

Grade 4
Let’s calculate. Do you remember?

1 24 ÷ 2 2 69 ÷ 3 3 96 ÷ 4
4 44 ÷ 11 5 72 ÷ 12 6 92 ÷ 23
7 168 ÷ 3 8 675 ÷ 9 9 464 ÷ 8
10 288 ÷ 48 11 333 ÷ 37 12 969 ÷ 17

56 = ×
1 Let’s draw a congruent quadrilateral to the one below.
Constructing a congruent quadrilateral.

2 Let’s fill in the with numbers.

Using the sum of angles in a polygon.

1 2 3
˚ 50˚

50˚
˚
Isosceles triangle 50˚
˚
Parallelogram
Isosceles triangle

4 5

˚
70˚

110˚
100˚
55˚

− = 57
5 Division of Decimal Numbers

This juice is sold

in 1 ∙ 6 L and 2 L
containers.
Which one
is cheaper
to buy?

80 toea 56 toea

1 Operation of Whole Numbers ÷ Decimal Numbers

1 Jane and Betu went to the supermarket to buy juice.

1 How much is the cost of 1 L in the 2 L container?
0 80 (toea)
Cost

Quantity
of juice 0 1 2 (L)
÷

A Write a mathematical expression. Cost (Kina) ? 80

Quantity of juice (L) 1 2

÷2
B Let’s calculate the mathematical expression in A

2 How much is the cost of 1 L for the 1 ∙ 6 L container?

0 56 (toea)
Cost

Quantity
of juice 0 1 1.6 2 (L)

58 = ×
 When we learned about amount per
unit, there was a problem comparing
the costs of 240 kina for 10 books
and 160 kina for 8 books.

For that problem, we

compared by the cost per
book.

I see! If we know the

costs of 1 L, we can
compare.

A Write a mathematical expression. ÷

Cost (toea) ? 56

Quantity of juice (L) 1 1∙6

÷ 1∙6
B Approximately how much would the cost be?

As shown with the quantity of juice, when the divisor is a

decimal number instead of a whole number, the expression is
the same as for division of whole numbers and means to
calculate the quantity per unit.

C Let’s think about how to calculate 56 ÷ 1 ∙ 6

Can we use the

If we find out the cost
rules of division?
of 0 ∙ 1 L first, then we
can find the cost of
Activity

1 L from that number.

− = 59
 D Let’s explain the ideas below.

Mero’s Idea
Cost of 1 ∙ 6 L is 56 toea.
1 ∙ 6 L is 16 sets of 0 ∙ 1 L so,
My idea uses
the cost of 0 ∙ 1 L
Cost of 0 ∙ 1 L is 56 ÷ 16 = 3 ∙ 5 (toea)
to calculate. 10 times of 0 ∙ 1 L is the cost of 1 L, so
Cost of 1 L is 3 ∙ 5 × = (toea)

÷ 16
56 ÷ 16
0 × 10 56 (toea)
Cost

Amount
0 × 10 1 1.6 (L)
0.1
÷ 16

Kekeni’s Idea

If I use the
If I buy juice 10 times of 1 ∙ 6 L, the
rules of price will also become 10 times more.
division… However, the cost per 1 L is the same.

Cost of 1 L when I buy 1 ∙ 6 L of juice 56 ÷ 1 ∙ 6 = (toea)

× 10 × 10
Cost of 1 L when I buy 16 L of juice 560 ÷ 16 = 35 (toea)
Activity

E Which idea corresponds to each of the two tables shown below?

Discuss what the two ideas have in common.

1 ÷ 16 2 ÷ 16 × 10
× 10
Cost (toea) 56 Cost (toea) 56

Quantity (L) 1 1∙6 Quantity (L) 1 1∙6

× ÷ ×
÷

60 = ×
F Let’s explain how to divide 320 ÷ 1 ∙ 6 in vertical form.

The rules of
1 ∙ 6 320 division can be
applied to division
× 10 × 10
of decimal
16 3200 numbers as well.

In division, the answer does not change if the dividend and

divisor are multiplied by the same number.
When we divide a number by a decimal number, we can
calculate by changing the dividend and divisor into whole
numbers by using the rule of division.

2 A rectangular flowerbed has a width of 2 ∙ 4 m and an area of

12 m². How long is the length in metres?

m
Approximately
how many metres
is it?
24 m 12 m2

2∙4 1 2
1 Let’s write a mathematical expression. × 10 × 10

2 Let’s think about how to calculate.

3 Let’s think about how to divide in vertical form.

Exercise
Let’s divide in vertical form.
1 9 ÷ 1 ∙ 8 2 91 ÷ 2 ∙ 6 3 6 ÷ 4 ∙ 8

− = 61
 2 Operation of Decimal Numbers ÷ Decimal Numbers

1 We used 5 ∙ 76 dL of paint to paint a 3 ∙ 2 m² wall.

How many decilitre (dL) of paint will we use to paint a 1 m² wall?

0 5.76 (dL)
Quantity of paint

Area
0 1 2 3 3.2 (m2)
÷

1 Let’s write a mathematical expression. Quantity of paint (dL) ? 5 ∙ 76

Area (m2) 1 3∙2

÷ 3∙2
2 Approximately how many dL will we use?
3 Let’s think about how to calculate.

How can we change it to

division of whole
numbers?

Naiko’s Idea

Paint needed for 0 ∙ 1 m² is 5 ∙ 76 ÷ 32 = 0 ∙ 18 (dL).

Paint needed for 1 m² will be 10 times of that, so 0 ∙ 18 × 10 = (dL).

× 10 ÷ 32
0 5.76 (dL)

0 0.1 1 3.2 (m2)

× 10 ÷ 32

Yamo’s Idea
5 ∙ 76 ÷ 3 ∙ 2 =
I will apply the rules of division to × 10 × 10
change the divisor into a whole
57 ∙ 6 ÷ 32 =
Activity

number.

62 = ×
4 Let’s think about how to divide in
vertical form. 3∙2 5∙7 6

How to Divide Decimal Numbers in Vertical Form

1 Multiply the divisor by 10, 100 or more to make it a whole

number and move the decimal point to the right accordingly.
2 Multiply the dividend by the same amount as
1∙8
the divisor and move the decimal point to the right
3∙2 5∙7∙6
accordingly. 3 2
2 5 6
3 The decimal point of the answer comes at 2 5 6
the same place as where the decimal point 0

of the dividend has been moved to.

4 Then, calculate as if this is the division of whole numbers.

2 There is a rectangular flowerbed that has an

area of 8 ∙ 4 m² and the length of 2 ∙ 8 m.
How many metres is the width?
1 Let’s write a mathematical expression.

2 Let’s calculate 1 in vertical form and find the answer.

Exercise
Let’s divide in vertical form.
1 9 ∙ 52 ÷ 3 ∙ 4 2 9 ∙ 88 ÷ 2 ∙ 6 3 7 ∙ 05 ÷ 1 ∙ 5
4 8 ∙ 5 ÷ 1 ∙ 7 5 7 ∙ 6 ÷ 1 ∙ 9 6 9 ∙ 2 ÷ 2 ∙ 3

− = 63
 3 A metal bar is 1 ∙ 5 m and weighs 4 ∙ 8 kg.
How many kilograms (kg) will 1 m of this bar weigh?

0 4.8 (kg)
Weight
Length
0 1 1.5 (m)

1 Let’s write a mathematical expression. ÷ 1∙5

Weight (kg) ? 4∙8
2 Let’s think about how to calculate.
Length (m) 1 1∙5
A By what number should we multiply
÷ 1∙5
the divisor and the dividend?

B Think of 48 as 48 ∙ 0 to continue
3∙
with the division. 1∙5 4∙8∙0
4 5
3 0

4 Let’s think about how to divide 3 ∙ 23 ÷ 3 ∙ 8 in vertical form.

0∙8 5
3∙8 3∙2∙3
Why is there no 3 0 4
quotient in the ones
1 9 0
place?
1 9 0
0

Exercise
1 Let’s divide in vertical form.
1 36 ∙ 9 ÷ 1 ∙ 8 2 3 ∙ 06 ÷ 4 ∙ 5 3 0 ∙ 49 ÷ 3 ∙ 5

2 There is a rectangular flowerbed that has an area of 36 ∙ 1 m2.

How many m is the width if the length is 3 ∙ 8 m?

64 = ×
3 Division Problems

Division with Remainders Left over L

(L)
1 I had 2 ∙ 5 L of juice and poured 0 ∙ 8 L into 2.5

each bottle. 0.80 L 2

How many bottles of 0 ∙ 8 L of juice do I

have now? How many Litres (L) of 0.80 L
1
juice is left over?
0.80 L

0
1 Let’s write a mathematical expression.

3∙
2 The calculation is shown on the right. 0∙8 2∙5∙
If the left over is 1 L in this case, what will 2 4
1
happen?
Write down what you think.
When we calculate, we are
3 Where should we put the decimal point assuming that 0 ∙ 8 L is 8 dL and
2 ∙ 5 L is 25 dL. That means the
of the remainder? remainder 1 is actually…

Dividend = Divisor × Quotient + Remainder

2 ∙ 5 = 0∙8 × 3 +

In division of decimal numbers, the decimal point 3∙

of the remainder comes at the same place as 0∙8 2∙5∙
2 4
the original decimal point of the dividend.
0∙1

Exercise
A 8 kg of rice is divided into bags of 1 ∙ 5 kg.
How many bags of 1 ∙ 5 kg rice will be filled and how many kg
of rice will be left over?

− = 65
 2 I weighed a 2 ∙ 4 m long metal bar and it weighed 2 ∙ 84 kg.
How many kg does 1 m of this bar weigh?

1 Let’s write an expression.

1∙1 8 3
2∙4 2∙8∙4
2 4
4 4
2 The calculation carried out is shown 2 4
2 0 0
on the right. 1 9 2
What will be the answer? 8 0
7 2
8
3 Round the quotient to the thousandths
place and give the answer to the nearest
hundredth.

When a remainder is not divisible by the divisor or when the

numbers become too long, the quotient is rounded.

Exercise
1 For answering the quotient at the nearest hundredths place, round
the quotient to the thousandths place.
1 2 ∙ 8 ÷ 1 ∙ 7 2 5 ÷ 2 ∙ 1 3 9∙4 ÷ 3
4 61 ∙ 5 ÷ 8 ∙ 7 5 0 ∙ 58 ÷ 2 ∙ 3 6 19 ∙ 2 ÷ 0 ∙ 49

2 A 0 ∙ 3 m wire weighs 1 ∙ 6 g. Approximately, how many g does 1 m

of this wire weighs? For answering the quotient at the nearest
tenths place, round the quotient to the hundredths place.

66 = ×
 Dividing by Decimal Numbers Smaller than 1

3 There is a thin wire that is 1 ∙ 2 m long which weighs 8 ∙ 4 g and a

thick wire that is 0 ∙ 8 m long and weighs 9 ∙ 6 g.
Let’s find the weight of 1 m for each wire.

Thin wire Thick wire

8.4 (g) 0 9.6 (g)
0
Weight Weight
Length Length
0 1 1.2 (m) 0 0.8 1 (m)

1 How many g does 1 m of the thin wire weigh? Write an

expression and calculate it.
2 How many g does 1 m of the thick wire weigh? Write an
expression and calculate it.
3 Let’s compare the quotients and dividends of each of them.
4 Let’s calculate 9 ∙ 6 ÷ by putting numbers into the apart
from 0 ∙ 8 Let’s talk about what you noticed.

9∙6 ÷ 1 = 9 ∙ 6 ÷ 0 ∙ 6 = 9∙6 ÷ 0∙2 =

9∙6 ÷ 0∙9 = 9∙6 ÷ 0∙5 = 9.6 ÷ 0.1 =
9 ∙ 6 ÷ 0 ∙ 8 = 12 9 ∙ 6 ÷ 0 ∙ 4 =
9∙6 ÷ 0∙7 = 9∙6 ÷ 0∙3 =

When a number is divided by a number smaller than 1,

the quotient becomes larger than the dividend.

Exercise
Let’s divide in vertical form.
1 4 ∙ 9 ÷ 0 ∙ 7 2 3 ∙ 2 ÷ 0 ∙ 4 3 1 ∙ 5 ÷ 0 ∙ 3
4 0 ∙ 9 ÷ 0 ∙ 6 5 0 ∙ 4 ÷ 0 ∙ 5 6 0 ∙ 2 ÷ 0 ∙ 8

− = 67
 4 What Kind of Calculation Would It Be? Draw Diagrams to Help You Think

1 Minie watered a 1 m² flowerbed with 2 ∙ 4 L of water.

How many L of water will she use to water a 1 ∙ 5 m² flowerbed?

Estimation : Water needed for 1 . 5 m2 will probably

be more than the water for 1 m2.

Amount of 1 unit Total Amount ×

Volume 0 2.4 (L)
Volume of
of water
water (L) 2.4 ?
Area
0 1 1.5 (m2) Area (m2) 1 1.5
Number of unit sizes
×1.5
Expression : 2 . 4 1. 5 = Answer L

2 Jack used 4 L of water to water 2 ∙ 5 m².

How many L will he use to water 1 m²?

Approach : We want to know the amount of 1 unit size,

so we use division.

Amount of 1 unit Total Amount ÷

Volume 0 4 (L) Volume of
of water water (L) ? 4
Area
0 1 2.5 (m2) Area (m2) 1 2.5
Number of unit sizes
÷2.5
Expression : ÷ = Answer L

68 = ×
3 Lyn used 2 ∙ 4 L of water to water 1 m² flowerbed.
How many m² can she water with 8 ∙ 4 L?

Approach : Use the amount of 1 unit size to

calculate the number of unit sizes.
Amount of 1 unit Total Amount
0 2.4 8.4 (L)
Volume of water
Area
0 1 (m2)
Number of unit sizes

Volume of
water (L) 2.4 8.4
÷ 2.4 ÷
Area (m2) 1 ?

Expression : Answer m2

4 Ben wrote the following questions.

There is a solar panel that weighs 2 . 5 kg for 1 m2 .

The weight of 3 . 8 m2 of this panel is kg .

Let�s fill in the with an appropriate number.

1 Fill in the .
2 Let’s make a multiplication problem by changing
the numbers and words.
3 Let’s make a division problem by changing the
numbers and words.

− = 69
 1 Let’s divide in vertical form. Pages 58 to 69

1 12 ÷ 1 ∙ 5 2 36 ÷ 1 ∙ 8 3 40 ÷ 1 ∙ 6
4 7 ∙ 2 ÷ 2 ∙ 4 5 9 ∙ 8 ÷ 1 ∙ 4 6 8 ∙ 1 ÷ 2 ∙ 7
7 7 ∙ 2 ÷ 0 ∙ 9 8 8 ∙ 4 ÷ 0 ∙ 6 9 0 ∙ 3 ÷ 0 ∙ 8
10 9 ∙ 1 ÷ 3 ∙ 5 11 5 ∙ 4 ÷ 1 ∙ 2 12 2 ∙ 2 ÷ 5 ∙ 5
13 0 ∙ 87 ÷ 0 ∙ 6 14 14 ∙ 8 ÷ 1 ∙ 6 15 0 ∙ 12 ÷ 0 ∙ 48

2 Let’s find the quotient within whole numbers and give

also the remainders. Pages 65 and 66

1 9 ∙ 8 ÷ 0 ∙ 6 2 6 ∙ 23 ÷ 0 ∙ 23 3 9 ∙ 72 ÷ 1 ∙ 6

3 I poured 3 ∙ 4 L of juice into cups of 0 ∙ 8 L each. How many cups of

0 ∙ 8 L juice will I have and how many L of juice will be left over?
Pages 58, 59 and 65

4 For answering the quotient to the nearest hundredths place,

round the quotient to the thousandths place. Page 66

1 0 ∙ 84 ÷ 1 ∙ 8 2 5 ∙ 18 ÷ 2 ∙ 4 3 8 ∙ 07 ÷ 0 ∙ 96

5 There is a wire 0.7 m long that weights 5.8 g.

About how many g will 1 m of this wire weigh?
To answer the quotient at the nearest tenths place, round the
quotient to the hundredths place. Page 67

Grade 4
Let’s find the area of the Do you remember?

following figures. 35 m

35 m
35 m
3
1 2 24 m
24 m
24 m
27 cm 27 cm
27 cm 25 m
25 m
25 m
12 cm 12 cm
12 cm
12 cm 12 cm 13 cm
12 cm 13 cm
13 cm 26 m
26 m
26 m

70 = ×
1 Let’s divide in vertical form.
Dividing decimal numbers by decimal numbers.

1 39 ∙ 1 ÷ 1 ∙ 7 2 6 ∙ 5 ÷ 2 ∙ 6 3 29 ∙ 4 ÷ 0 ∙ 3
4 4 ∙ 23 ÷ 1 ∙ 8 5 0 ∙ 99 ÷ 1 ∙ 2 6 0 ∙ 15 ÷ 0 ∙ 08

2 There is a rectangular flowerbed that is 17 ∙ 1 m² and the length is

3 ∙ 8 m.
What is the width in metres?
Calculating the length of sides from the area.

3 We distributed 3 L of milk into 0 ∙ 18 L per cup.

How many cups can we fill? How many litres of milk will be
left over?
Calculating the decimal number with remainder.

4 4 ∙ 5 L of paint weighed 3 ∙ 6 kg.

What are the meanings of the following expressions?
Considering relationship between the dividend and the divisor.

1 4 ∙ 5 ÷ 3 ∙ 6 2 3 ∙ 6 ÷ 4 ∙ 5

5 Which is greater?
Let’s fill in the with inequality signs.
Understanding the relationship between the divisor and the quotient.

1 125 ÷ 0 ∙ 8 125 2 125 ÷ 1 ∙ 2 125

6 Let’s explain how to calculate 6 ∙ 21 ÷ 2 ∙ 3

Why did you calculate like that?
Let’s write the reasons which you used.
Using calculation rules to explain.

− = 71
 Calculation
of
multiples
Comparing Lengths

1 There are 4 different sizes of Cassava.

B

A
50 cm D
40 cm
25 cm
20 cm

1 By how many times is the length of A compared to B ?

(multiple)
2
50 ÷ 25 =
Length of B Length of A Multiple
A B 1
cm 25 50
÷ 25 ÷ 25
Multiples 1 ?
0
B A

2 By how many times is the length of A compared to C ?

When C is measured with A there is a remainder.
Thus, we need to express the answer as
(multiple)
decimal number by dividing the length 2

between 1 and 2 into 10 equal parts.

A C 1

÷ = cm 25 40
÷ 25 ÷ 25
Multiples 1 ? 0
C A

3 By how many times is the length A to D ?

Since D is shorter than A , this multiple will be a number
(multiple)
that is shorter than 1.
1
A D

cm 25 20
÷ = ÷ 25 ÷ 25
Multiples 1 ? 0
D A

72 = ×
2 We are going to draw pictures of cassava based on cassava C .

1 If we draw a cassava twice the height of C , (multiple)

what will be the length of the new cassava? 2

40 × 2 =
Length of C Multiple Length of drawing
1

cm 40 ?

Multiples 1 2
0
Drawing C
×2

(multiple)
2 To make the drawing of the cassava 1 ∙ 5 times
2
the length of C , how many cm should it be?
The length of 1 ∙ 5 times is when the length 1.5

between 1 and 2 is divided into 10 equal parts.

1
×

× = cm 40 ?

Multiples 1 1∙5
× 1∙5 0
Drawing C

3 To make the drawing of the cassava 0 ∙ 6 times the length of C ,

how many cm should it be? The length multiplied by 0.6 will
become smaller than when it is multiplied by 1, so it will be
smaller than the original length.
(multiple)
1

× = × 0.6
cm 40 ?

Multiples 1 0∙6
0
Drawing C
× 0∙6

− = 73
6 Volume

Let’s draw the development of a rectangular

prism and a cube on a squared paper below.
How can you make the largest box?

Remember
development is
the same as net.

Whose box is the largest amongst the three?

A If you compare Sare’s and

Naiko’s boxes with the
total of height, width and
Sare length, are they equal?
Height
2 cm

Length 3 cm
Width
3 cm
C
B

Naiko Vavi
Height Height
2 cm 3 cm

Length
Width 4 cm Length
3 cm Width 3 cm
3 cm

74 = ×
1 Volume

1 Let’s compare the sizes of the boxes which the three children
prepared.

Compare Sare’s and

Naiko’s boxes.

This part will make

Naiko’s box larger than Compare Sare’s and
Sare’s. Vavi’s boxes.

This part will make

Vavi’s box larger
than Sare’s.
A
B

C
A

Compare Naiko’s and

Vavi’s box. In this way we
can’t see which is
larger.

We used the unit

square of 1 cm² for
knowing
C the area.
B

1 Let’s think about how to compare the sizes of the boxes.

Let’s explore how we can represent the sizes of rectangular

prisms and cubes.

− = 75
 2 We made the same solids by using 1 cm cubic blocks.
Let’s compare the number of cubes needed to make Naiko and
Vavi’s boxes.

B C

B needs boxes.
C needs boxes.
needs more boxes.

2 How many 1 cm cubes are needed for the following rectangular

prism and cube?

1 2 3

2 cm 2 cm
1 cm

2 cm 2 cm 2 cm 2 cm 3 cm
2 cm

The size of a solid represented by a number of units is called

volume.

76 = ×
 1 cm cube is used as a unit for volume. We represent volume by
counting the number of cube units.

The volume of a cube with 1 cm sides is

called 1 cubic centimetre and is written
1 cm
as 1 cm³.
1 cm
Cubic centimetre (cm³) is a unit of volume. 1 cm

3 Let’s find the volume of the following rectangular prism and

the cube.

1 2

4 cm
2 cm

3 cm 3 cm
4 cm 4 cm

Same Volume

Use 12 cubes of 1 cm³ and make different shapes.

A B C

− = 77
 2 Formula for Volumes

1 Let’s think about how to find the volume

of the rectangular prism on the right.
4 cm
1 How many 1 cm³ cubes are on the bottom
layer?
3 cm 2 cm

2 How many layers are there? 4 layer

3 layer

2 layer

1 layer

3 How many 1 cm³ cubes are there and

what is its volume? What do we need to
know in order to
calculate volume?
3 × 2 × 4 =
Number Number Number of Total
of length of width height number

The number of cubes used in length is equal to length,

the number of cubes used in width is equal to width and the
number of cubes used in height is equal to height respectively.

3 × 2 × 4 = (cm³)
Length Width Height Volume

78 = ×
 The volume of a rectangular prism is expressed in the following
formula using length, width and height.

Volume of rectangular prism = length × width × height

2 Let’s find the volume of the following prisms below.

1 2 3

8 cm

5 cm 3 cm 10 cm
8 cm 5.4 cm
4 cm 3 cm 2.5 cm

3 Let’s find the volume of this cube.

1 How many 1 cm³ cubes are there in

this cube?
3 cm
2 What is the volume?
3 cm 3 cm

Since the size of length, width and height of cube are equal, its
formula is the following:

Volume of cube = side × side × side

− = 79
 Exercise
1 Let’s find the volumes of the rectangular prism and the cube
below.

2 cm
8 cm 5 cm
4 cm
5 cm 5 cm

2 Let’s find the volumes of rectangular prisms and cubes from your
surroundings.

4 Fold the development below and find the volume.

5 cm

2 cm
2 cm

7 cm

5 cm 2 cm

Let’s Make a Box of 200 cm3

Make several boxes which have a volume of 200 cm3.

What is the length,
width and height?

80 = ×
3 Large Volumes

1 Let’s think about how to express the

volume of a large rectangular prism
such as this one.
2m
1 How many 1 m cubes are in this prism?
2m
3m

The volume of a cube with 1 m sides

is called 1 cubic metre and
expressed as 1 m³. 1m

1m 1m

2 What is the volume of the prism in 1 m³?

2 Let’s find how many cm³ equals to m³. 1m

1m
1 How many 1 cm³ cubes will line up for
1m
the width and the length of 1 m² base?
2 How many layers of 1 cm³ are there?
3 What is the total of 1 cm³ cubes and
the volume in cubic centimetre? 4 layer
3 layer
2 layer
1 cm
1 layer
100 × 100 × 100 = (cm³) 1 cm
1 cm
Length Width Height Volume

1 m is equal to how
1 m3 = 1 000 000 cm3 many cm?

− = 81
 3 Let’s find the volume of the rectangular
prism on the right.

1 Think about how to calculate.

2m
2 What is its volume in m³ and in cm³ ?

50 cm 3m

Exercise
1 What is the volume of this
rectangular prism? 20 cm
2m
20 cm

2 Find the volume of this

rectangular prism both in m³
and cm³. 1m
3m
0.5 m

The Volume of 1 m³ Cube

How many people can get

inside this 1 m³ cube?

82 = ×
4 Let’s check the relationship between the amount of water
and the volume.
10 cm 1m
10 cm
1m
1 cm
1 cm

1 cm 1 cm3
10 cm
1 m3
1m
1 mL
1L

1 1 L equals 1000 mL. 1 mL = cm³

How many cm³ is 1 L?

2 Find the volume in cm³ of the water 1 L= cm³

which would fill a 1 L container.

3 How many L of water will fill a 1 m³ = cm³

1 m³ tank? = L

The units for the amount of water are expressed by L,

dL and mL.

1000 L = 1 m³ 1 dL = 100 cm3 1 mL = 1 cm³

5 Let’s think about how to find the

volume of the solid on the right.
4 cm
8 cm

5 cm
Activity

7 cm 5 cm

− = 83
 Gawi’s Idea Ambai’s Idea
2 cm 5 cm
5 cm

8 cm 8 cm
8 cm
5 cm 5 cm
5 cm
4 cm
7 cm
2 cm

1 Write down expressions and answers by using their ideas.

Activity

2 Discuss with your friends about other ideas.

Exercise
Let’s find the volume of these solids below.
1 2
10 cm

10 cm
20 cm 3 cm
40 cm 3 cm 4 cm
30 cm
3 cm

30 cm 10 cm 4 cm
30 cm

6 We made an elephant by using a cubic and rectangular prism

clay below. Find the volume of the elephant.

5 cm 6 cm

6 cm
2 cm 2 cm 6 cm

84 = ×
 Volumes of Various Shapes
Physical objects have volumes. How can we find the volumes of
other objects that are not cubes or rectangular prisms?
For example, an uneven shape such as a rock can be calculated
by putting it in the water.

7 When you sink an object in the water, the level of water will be
increase by the volume of the object.
Let’s find the volume of the rock below.
10 cm
10 cm
1 cm
Mark deeper

10 cm

1 L container

8 Let’s measure the volume of various objects.

Let’s think about the

ways of using a
container to measure
the volume easily.

Before the
measurement
estimate the
volume!

− = 85
 1 Let’s find the volume of the rectangular prism and the cube below.
Pages 72, 78 and 79
1 2

12 cm
9 cm

9 cm 9 cm
6 cm 7 cm

2 What is the volume in cm³ and m³

for the rectangular prism on
the right? Pages 81 and 82

3m

6m

60 cm

3 What is the volume of 400 L water in cm³ and m³? Page 83

4 Let’s find the volume of the Pages 84 and 85

object on the right.
6 cm 4 cm

3 cm
8 cm 6 cm

Grade 5
Let’s calculate. Do you remember?

1 30 × 1 ∙ 2 2 5∙4 × 1∙2 3 2 ∙ 13 × 5 ∙ 4 4 0 ∙ 12 × 0 ∙ 5
5 9 ÷ 1∙5 6 4∙5 ÷ 2∙5 7 6 ∙ 12 ÷ 7 ∙ 2 8 1 ∙ 61 ÷ 0 ∙ 7

86 = ×
1 Let’s find the volume of the following rectangular prism and cube.
Using the formula.

1 2

12 cm
5m

5m 5m
5 cm 9 cm

2 Let’s find the volumes below.

Considering the ways.

1 2

3 cm 3 cm 1m 1m
3 cm

4 cm 4 cm 2m

5m
5m
9 cm 5 cm

4.8 cm
3 Let’s find the volume of a prism which
2.3 cm
could be made by the development
on the right. 6.2 cm
Calculating the volume from its development.

4 Let’s fill the rectangular prism tank below with water.

How many times do you need to pour
water with a 10 L bucket?
60 cm
Representing the volume of water by various units.
30
cm
20 cm

− = 87
7 Multiples and Divisors

For example,
Let’s think about number groups. let’s decide 3
as “clap number”.
First, decide the “clap number”.

Make a circle and say the number in the order from one. When the
count numbers is 3, each person claps, every 3rd person claps by
saying the “clap number”.

Until which number

can you continue?

I considered to add
I considered 3 for every third
how many student that claps.
students skipped
the clap.
Activity

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

88 = ×
 Let’s enjoy “Clap Number” game

1 Multiples and Common Multiples

Multiples

1 When the “clap number” is 3, let’s consider which numbers will

be clapped.

1 Write numbers in the table on the 1 2 3 4 5 6 7 8 9 10

right and put colours on the number 11 12 13 14 15 16 17 18 19 20
21 22
which will be clapped.
2 Put colours on the numbers
line below, too.
Let’s discuss what the
groups of coloured numbers are.
Activity

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

− = 89
 Multiples of 3 are whole numbers multiplied by 3 like
3 × 1, 3 × 2, 3 × 3, … .
3 × 0 = 0, but 0 is not a multiple of 3.

2 Clap by multiples of 2.
Let’s find the relationship of the numbers clapped.
Circle the clapped numbers on the number line below.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

Exercise
1 Stack the boxes of cookies with a height of 5 cm.
1 What is the total height of 6 boxes?
2 Which multiple gives the total height?

5 cm
2 Let’s write the first 5 numbers of the
following multiples.
1 Multiples of 8 2 Multiples of 9

90 = ×
 How Multiples Make Patterns in Numbers

Circle the multiples of 2 in the table below.

How do the multiples of 2 line up?
Let’s check the multiples of other numbers.

Let’s try the

multiples of
3 as well.

Multiples of 2 Multiples of 3

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

Multiples of Multiples of

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

− = 91
 Common Multiples

3 Let’s play “clap number game” by raising hands at the multiples of

2 and clapping at the multiples of 3.

2 3 4 1 2 3 4 5 6 7
1 5 6 7

1 2 3 4 5 6 6
7 2 3 4 5 7
1

For 6, raise hands Are there any other

and clap at the numbers which students
same time, right? raise hands and clap at the
same time like 6?
Activity

Multiples of 2 Multiples of 3 Multiples of both 2 and 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 …
1 Let’s find numbers that are multiples of both 2 and 3.

A number that is a multiple of both 2 and 3 is called a common

multiple of 2 and 3. The smallest of all common multiples is
called the least common multiple.

2 What is the number of the least common multiple of 2 and 3?

92 = ×
4 Let’s think about how to get the common multiples of 3 and 4.
Four friends found different ways to determine the common
multiples as follows. Let’s read their ideas and describe each
method in sentences. Explain the ideas to your friends.

Mero's note
multiples of 3 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36…
multiples of 4 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 …

I find the common numbers from the multiples of 3 and 4.

Yamo's note Sare's note Vavi's note

Think about multiples of 3... Write the multiples of 4
3, 6, 9, 12
then, circle the multiples of 4. then, circle the multiples of 3.
4, 8, 12
3, 6, 9, 12, 15 4, 8, 12, 16, 20,

12 × 2 = 24 , 12 × 3 = 36
18, 21, 24, 27 … 24, 28, 32, 36 …

Making Tapes of Multiples

Place the tape of multiples of 2 on top of the tape of multiples of 3.

The common multiples of 2 and 3 are where the holes on both tapes
overlap.

The holes
show the
multiples.

− = 93
 The least common multiple of 3 and 4 is 12. All common
multiples of 3 and 4 are multiples of 12.

5 Stacked are boxes of cookies with a height of 6 cm each and

chocolate boxes with a height of 8 cm each.

PNG Coconut PNG Cocoa

Cookies Chocolates
Coconut Cookies Chocolates
Coconut Cookies
Chocolates
Coconut Cookies
Coconut Cookies Chocolates
Coconut Cookies Chocolates
Coconut Cookies
Chocolates
Coconut Cookies
6 cm Coconut Cookies Chocolates 8 cm

1 The total height of the boxes of cookies are multiples of which

number?
2 The total height of the chocolate boxes are multiples of which
number?
3 What will be the least height that the cookie boxes and chocolate
boxes be equal? How many boxes are in each stack?
4 Write the first 3 numbers where the height of both stacks are equal.

Exercise
1 Write the first 4 common multiples for each of the following groups
of numbers. Find the least common multiples.
1 (5, 2) 2 (3, 9) 3 (4, 6)

2 Stack boxes with heights of 6 cm and 9 cm. What is the smallest

number where the total heights of the two stacks are equal?

94 = ×
2 Divisors and Common Divisors

Can we fit these squares

without any gaps?

Let’s try to fit the

squares vertically
and horizontally.

We want to put Let’s find out which

squares in this frame squares can fit in the
so there are no gaps. frame without any
gaps.

Divisor 18 cm

1 Place squares of the

same size in a 12 cm × 18 cm
rectangle. 12 cm

How long is each side

of the square?

Think of the length of the sides

of the squares when the
squares are lined up vertically
without any gaps.

1 How many cm is each side of the squares when they are lined up
vertically over a 12 cm length without any gaps?

− = 95
 The lengths of the sides of 1 cm 2 cm 3 cm 4 cm
1cm
2 cm
the squares when lined up 3 cm 4 cm

vertically over a 12 cm length

without any gaps are 1 cm, 12 cm

2 cm, 3 cm, 4 cm, 6 cm and

12 cm.

2 Divide 12 by 1, 2, 3, 4, 6 and 12 one by one to confirm that there

are no gaps. Are they divisible by 12?

The whole numbers by which 12 can be divided with no

remainder are called divisors of 12.

1, 2, 3, 4, 6, 12 ……Divisors of 12

3 What can you find when divisors of 12 are grouped as shown

below?

1 × 12 = 12
1 2 3 4 6 12 2 × 6 = 12
3 × 4 = 12

Any number is divisible by 1 and itself.

Think about the length of the sides

of the squares when the squares
are lined up horizontally without
any gaps.

4 How many cm is each side of the squares when they are lined up
horizontally over a 18 cm length without any gaps?

96 = ×
 The lengths of the sides of the 18 cm
1 cm
squares when lined up 1cm
horizontally over a 18 cm 2 cm
length without any gaps are 2 cm

1 cm, 2 cm, 3 cm, 6 cm, 3 cm

9 cm and 18 cm. 3 cm

18 cm is included because we
think only horizontally.

1, 2, 3, 6, 9, 18 ……Divisors of 18

Common Divisors

5 How many cm can the sides of the squares be, when lined up
vertically and horizontally without any gaps?
Height…… 1 2 3 4 6 12 (cm)
We get squares
Width…… 1 2 3 6 9 18 (cm) when the width
and height are
equal.

The numbers that are divisors of both 12 and 18 are called

common divisors of 12 and 18. The largest of all common
divisors is called greatest common divisor.

6 The common divisors of 12 and 18 are 1, 2, 3 and 6.

What is the greatest common divisor of 12 and 18?

Exercise
1 Find all the divisors of 6, 8 and 36 respectively.

2 Write all the common divisors of 8 and 36.

− = 97
 2 Let’s think about how to find the common divisors of 18 and 24.
Two friends calculated common divisors in different ways in their
exercise books but did not complete.
Complete their ideas by considering their thinking.

Divisors of 18, 1, 2, 3, 6, 9, 18
Divisors of 24, 1, 2, 3, 4, 6, 8, 12, 24

Divisors of 18 1, 2, 3, 6, 9, 18
24 ÷ 1 = 24, 24 ÷ 2 = 12, 24 ÷ 3 = 8, 24 ÷ 6 = 4,
24 ÷ 9 = 2 r 6, 24 ÷ 18 = 1 r 6

3 Let’s find all the common divisors and then find the greatest
common divisors.
1 (8, 16) 2 (15, 20) 3 (12, 42) 4 (13, 9)

There are some pairs of numbers like 4 , that have only 1 as

a common divisor.

Exercise
1 We want to divide 8 pencils and 12 exercise books equally
amongst the students.
What should be the appropriate number of students for
distribution?

98 = ×
 The Relationship between Multiples and Divisors

4 Let’s think about the divisors of 18.

1 Find the divisors of 18 by arranging 18 square cards to

make rectangles.

2 Is 18 a multiple of the divisors you found in 1 ?

6
• 3 and 6 are divisors of 18.
3 18
• 18 is a multiple of 3 and 6.

9
• 2 and are divisors of 18.
2 18
• 18 is a multiple of and 9.

Prime Numbers

Some numbers like 2, 3, 5 and 7 are divisible only by 1 and itself.

Find such numbers amongst the following numbers.
Divide by 2, 3, 4… in order to find them.

2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18 19 20 21
22 23 24 25 26 27 28 29 30 31
32 33 34 35 36 37 38 39 40 41

− = 99
 A number that can be divided only by one and itself is called a
prime number. One is not a prime number.

Using Prime Numbers

5 Let’s represent whole numbers by a product form of prime number.

1 Express 6 by a product form of a prime number.

2 Express 30 by a product form of a prime number.
30 = 5 × 6 Let’s find
divisors of 6.
=5× 3×2
3 Determine divisors of 30 by using the expression in 2 .

2, 3 and 5 are easily Divisor of 30 is the

found as divisors. product of the
combination of prime
numbers.

6 Let’s determine the greatest common divisor of 24 and 36 by using

a prime number.
24 = 4 × 6 36 = 6 × 6
=2×2×2×3 =2×3×2×3
=2×2×3×3
When the multiples representations of 24 = 2 × 2 × 2 × 3
prime numbers products are compared, 36 = 2 × 2 × 3 × 3
it is common to, 2 × 2 × 3 = 12.
Using multiple representation
Then, the greatest common divisor of prime number products,
let’s find the numbers that
is 12. should be multiplied to get
the same products?
24 × =2×2×2×3×
7 Let’s discuss how to determine
36 × =2×2×3×3×
the least common multiple of 24
and 36 by using a prime number.

100 = ×
 Sieve of Eratosthenes

Determine a prime number that is less

than 100 by the next procedure.
1 Erase 1.
2 Leave 2 and erase multiple of 2.
3 Leave 3 and erase multiple of 3.

Leave the first numbers and erase its multiples.

Using this method, a prime number like 2, 3, 5, 7, 11, etc, are left.

Using this method, find a prime number until 100.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
How many prime
41 42 43 44 45 46 47 48 49 50 numbers are there?
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Sieve of Eratosthenes is a method that was discovered by a

mathematician named Eratosthenes in ancient Greece.
He was born in BC (Before Christ) 276 and died BC 194.

− = 101
 3 Even Numbers and Odd Numbers

1 Divide numbers from 0 to 20 into 2 groups by writing them

alternately in the two rows below. Start with 0 in the upper row
and then 1 in lower row, upper row, lower row, ...sequentially.
0,

1,

1 Divide the numbers in each row by 2.

2 What did you notice when dividing numbers in each row?

2 Arrange the whole numbers into 2 groups as shown below.

A B
0, 18, 36… 1, 19, 37…
176, 212… 177, 213 …

3 In which group does 23 belong? How about 98?

4 What rule did you apply when dividing?

For the whole numbers, the numbers that can be divided by

2 without remainder are called even numbers and numbers
that can be divided by 2 and leaves a remainder 1 are called
odd numbers.

3 Identify some situations where we can use even and odd numbers?
Flight No Time Departure Arrival Time
The flight numbers such as PX240 and PX110
that depart from POM are even numbers. The
flight numbers such as PX241 and PX111 that
arrive in POM are odd numbers.

How about the

scores in sports?

102 = ×
1 Let’s think about numbers up to 50. Pages 88 and 98

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
1 Make a list of the multiples of 3.
2 Make a list of the multiples of 7.
3 Make a list of the common multiples of 3 and 7.
4 Make a list of the divisors of 28.
5 Make a list of the divisors of 32.
6 Make a list of the common divisors of 28 and 32.

2 Let’s write the first 3 common multiples of the following pairs of

numbers. Then, find the least common multiples. Pages 92 to 94

1 (3, 6) 2 (8, 10) 3 (3, 5)

3 Let’s find all the common divisors of the following pairs of numbers.
Then, find the greatest common divisors. Pages 95 to 98

1 (6, 12) 2 (18, 20) 3 (32, 42)

Grade 4
Express the next volume and length by Do you remember?
a mixed fraction and an improper fraction.
1
1 dL
2
1 dL 1 dL
0 1 2 (m)

dL dL m m

− = 103
 1 Let’s write 3 multiples of the following numbers from the smallest to
largest. Find all the divisors for them.
Finding multiples and divisors.

1 16 2 13 3 24

2 Let’s write 3 common multiples of the following pairs of numbers

from the smallest to the largest. Find the least common multiple
for them.
Finding common multiples and least common multiples.

1 (3, 7) 2 (12, 18) 3 (10, 20)

3 Let’s write all the common divisors of the following pairs of

numbers.
Find the highest common divisor for them.
Finding common divisors and the greatest common divisors.

1 (9, 15) 2 (4, 11) 3 (12, 24)

4 PMV bus A departs every 12 minutes and bus B departs every 8

minutes at 4 mile bus stop. Bus A and B both departed at 9 am.
What is the next time that bus A and B will depart at the same
time?
Solving problems by using common multiples or common divisors.

5 Start with a sheet of graph paper that is 30 cm wide and 12 cm

long. Cut out squares of the same size so that no paper is left over.
How many cm is each side of the biggest square? How many of
these squares can be cut out?
Solving problems by using common multiples or common divisors.

6 Let’s find the prime number that is bigger than 50 and closest to 50.
Understanding some numbers can be divided by only 1 and itself.

104 = ×
 Mathematics Practices in Papua New Guinea
Topic 2: Traditional Body Counting System Used in Okasapmin

Papua New Guinea is home to an extraordinary number of languages

and cultural groups. Traditionally, these communities have used
diverse and fascinating ways to count and communicate about number.
Prof. Geoffery Saxe researched the counting system in Oksapmin,
Sandaun province. Let’s find out the counting system of the Oksapmin
people.
Many groups count by pointing to positions on the body and the
Oksapmin people are a good example. As shown in the figure, a
person begins on the thumb on one side of the body and counts
around the upper body to the little finger on the opposite hand while
naming corresponding body parts. To count beyond 27, Oksapmin
people continue around the body back up the wrist of the second
hand.

In traditional life, Oksapmin people used their counting system in

several ways. For example, they counted important objects; they
indicated order, like points of arrival on a path; they tallied
contributions in a bride price exchange. You might be surprised to
learn that Oksapmin people did not use their body part counting
system to solve arithmetic problems in their traditional activities.
However, with the introduction of Australian currency (shillings and
pounds) in the 1960’s and in the shift to Papua New Guinea currency
(Kina and toea) with independence from Australia in 1975, Oksapmin
people developed new ways of using their body system to calculate
money when buying and selling goods.
Source: Professor Geoffery Saxe Ph.D., , University of California, Berkeley, 2013.

− = 105
8 Fractions

Let’s pour some orange juice in a fraction measuring container.

This is 1 litre container.
Can you see scales on the
side of the containers.

1 1
1 5 1
2 4 7
1 1 1 1
3 4 5 6

1
There is L of juice in the fraction measuring container.
2
If you draw dividing lines as shown below, how will the quantity
be represented?
Let’s use fractions to represent the quantity of juice.

L L L

106 = ×
 1
I can use 1 litre to see I can see
2
litre
2
the red measurement. represented.

1
2

1
3 1 1
1 9
6
8 1
1 2 1 1
9 7 8

You can represent the

same amount of juice in
many different ways in
fraction.

L L L

− = 107
 1 Equivalent Fractions

1 Let’s explore the equivalence of fractions by using the number line.

1
0 2 1

1
0 3 1

1
0 4 1

1
0 5 1

1
0 6 1

1
0 7 1

1
0 8 1

1
0 9 1

1
0 10 1

1
0 11 1

1
0 12 1

1
0 13 1

1
0 14 1

108 = ×
 1
1 Let’s find fractions, which are equivalent to .
2

12 = 4 = 6 = 8 = 5 = 6 = 14

2 Let’s find fractions, which are equivalent to 1 .

3

13 = 6 = 3 = 12

3 What numbers are multiplied to each denominator and numerator

of the fraction 1 in problem 1 ?
2

×
× ×
×
1× 2 3 4 5 6
= = = = =
2× 4 6 8 10 12
× × ×
×

4 What numbers are multiplied to each denominator and numerator

of the fraction 1 in problem 2 ?
3

× ×
1 × 2 3 4
= = =
3 × 6 9 12

× ×

Exercise
Let’s develop 4 fractions which
1
are equivalent to .
4

− = 109
 2 Comparision of Fractions
2 2 3
Let’s compare the sizes of , and .
4 3 4
2 3
and have same
4 4 How can we compare
denominator so we the sizes of
can compare them. 2 3
and .
3 4

Let’s think about how to compare the size of fractions with

different denominators.

2 3
1 Let’s think about how to compare and .
3 4
2
1 Let’s represent using various fractions.
3

2 1 1 1
A Let’s represent by , and as the units.
3 6 9 12
B What is the relationship between denominators and numerators of
equivalent fractions?

2× 8÷
2× 8÷
2 4 6 8 4 2
= = = =
3 6 9 12 6 3
3× 12 ÷
3× 12 ÷

The size of fractions does not change even if the numerator and
denominator are multiplied or divided by the same number.
= =

110 = ×
 3 1 1
2 Let’s represent by , and 1 as the units.
4 8 12 16

3 3× The same fraction can be

= =
4 4× 12 represented in many ways
by changing the units.

2 3
3 Let’s compare and by changing their representation
3 4
using the same denominator.
2 = , 3= therefore, 2 3
3 4 3 4

Let’s Fold a Paper to Compare the Size of Fractions

Let’s fold square papers to represent

2
and
3
as fractions with the
3 4
same denominator.

Both papers are

folded into 12
equal parts.

Fold into 3 Fold into 4

1
12
Fold into 4 Fold into 3
2 3
=
3 = 4

− = 111
 Common Denominators

2 Compare 3 and 4 by changing them to equivalent fractions with

4 5
a common denominator. Which denominators can the two fractions
below be compared with? Circle them.

3 6
4 8
9
12
12
16
15
20
18
24
21
28
24
32
27
36
30
40
....

4 8
5 10
12
15
16
20
20
25
24
30
28
35
32
40
36
45
40
50
....

Fractions with different denominators can be compared by

changing them to fractions with the same denominator.

Finding a common denominator means changing fractions with

different denominators into equivalent fractions with the same
denominator.

3 Compare 2 and 4 by changing them into fractions with common

3 7
denominators.

2 4 2 4
3
= ,
21 7
= 21
, then
3 7

We can find the common

denominator if we multiply
denominators of fractions
which we would like to
compare with.

112 = ×
 Finding Common Denominators

5 7
4 Let’s find the common denominator for and .
6 8

Mero’s Idea Yamo’s Idea

Multiply the two denominators to Choose 24, the least common

get the common denominator. multiple of 6 and 8, as the
common denominator.
5 5× 5×
= = 40 5
= = 20
6 6× 48 6 6× 24

7 7× 7×
= = 42 7
= = 21
8 8× 48 8 8× 24

5 Usually, you should choose the least common multiple as the

common denominator to use as the smallest common
denominator.
Let’s compare the following fractions using common denominators.
1 2
1 and The least common multiple of 4 and 7 is .
4 7

1 1× 2 2× 1 2
4
= = ,
7
= = , therefore
4 7
4× 7×
1 2
2 and The least common multiple of 3 and 9 is .
3 9

1 1× 1 2
3
= = , therefore
3 9
3×
3 11
6 Let’s compare 1 4 and 6 using a common denominator.

I changed mixed I changed improper

fraction to improper fraction to mixed
fraction. fraction.

− = 113
 Reducing Fractions

24
7 Lisa and Joy are looking for fractions that are equivalent to
36
and with denominators and numerators smaller than 36 and 24.

Lisa Joy

1 What rule of fraction are they using?

2 Lisa and Joy got different fractions. Explain their reasons.
ra
Ph se

Because
It is a word used to explain, by stating the conclusion first and
then explaining why by showing a reason.
“ is because ”.
For example: We reduce fractions because it makes calculation
easier.

Reducing a fraction means dividing the numerator and

denominator by a common divisor to make a simpler fraction.

114 = ×
 When we reduce a fraction, we usually divide until we get the
smallest numerator and denominator.

12
8 Steven and Alex reduced 18 . Let’s explain their ideas.

Steven Alex

1 What are the similarities in their ideas?

2 What are the differences between their ideas?

When you reduce a fraction, use the greatest common divisor to

reduce the denominator and numerator, just like Alex did in 8 .

Exercise
1 Let’s reduce these fractions to a common denominator and fill in
the with inequality signs.
2 4 1 3 5 8 7 5
1 2 3 4
3 5 2 8 6 9 12 8

2 Let’s reduce these fractions.

8 3 16 18
1 2 3 4
10 21 20 24

− = 115
 1 Fractions, Decimals and Whole Numbers

Quotients and Fractions

1 When we divide 2 L milk amongst

students equally, how many litres of
milk will each student receive?
2 ÷

1 Enter the numbers from 1 to 5 in the and calculate the answers.

2 ÷ , 2÷ , 2÷ , 2÷ , 2÷

2 Divide the above expressions into 3 groups based on the answers.

A Answers that are whole numbers.

( )
B Answers that are expressed exactly as decimal numbers.

( )
C Answers that are not expressed exactly as decimal numbers.

( )
2 ÷ 3 is 0 ∙ 666..., so this cannot be expressed exactly as a
decimal number because there is no end.

1L 1L
3 When 2 L is divided equally amongst
3 students.
A Colour the part for one student in
the diagram.
B How many L will each student receive?

Let’s see how to express the quotient of a division problem

when it cannot be expressed exactly as a decimal number.

116 = ×
 1L 1L 1L

L The amount
The amount for 1 L 1 L for one student
one student 3 3

The amount for one student when 1 L 1

I used L from the first 1 L
3
1
is divided into 3 equal parts… L. container and L from the
3
second 1 L container to fill up
The amount for one student when 2 L
the empty container.
is divided into 3 equal parts… L.

2 ÷ 3 =

2 Let’s find the length of one section when 1 m, 2 m and 3 m string

is divided into 4 equal parts?
1 Let’s write mathematical expressions for 1 m, 2 m and 3 m strings.
2 Let’s find the answers based on a 1 m string?
0 1 (m)
1÷4
1
m
4
0 1 2 (m)
2÷4

m
0 1 2 3 (m)
3÷4

The quotient of a division problem in which a whole number is

divided by another whole number
can be expressed as a fraction.

The quotient can be expressed

precisely as a fraction.

Exercise
Let’s represent the quotient using a fraction.
1 1 ÷ 6 2 5 ÷ 8 3 4 ÷ 3 4 9÷7

− = 117
 Fractions, Decimals and Whole Numbers

3 If we divide a 2 m tape into 5 equal sections, how many metres

long will be each section?
1 Let’s express the answer as a fraction and as a decimal number.

2 ÷ 5 = 2 ÷ 5 =

2 Let’s write this fraction and decimal number on the number line.
0 0.2 1 2 (m)

0 1 1 2 (m)
5

4 Which is larger 3 L or 0 ∙ 7 L?
5
3 1L
1L =3÷5= therefore,
5

3 0∙7
5

To represent a fraction as a decimal number or whole number,

we divide the numerator by the denominator.

5 Let’s express these fractions as decimal numbers or whole

numbers.

3 29
1 = 2 =
10 100

12 3 8
3 = 12 ÷ 4 = 4 1 = =8÷5=
4 5 5

118 = ×
6 Let’s express 2 and 5 as fractions.
2
2=2÷1= 5=5÷1=
1
4
2=4÷2= 5 = 10 ÷ 2 =
2
2=8÷ = 5 = 30 ÷ =

Whole numbers can be expressed as fractions no matter what

number you choose for the denominator.

7 Let’s express the decimal numbers 0 ∙ 19 and 1 ∙ 7 as fractions.

1 Since 0 ∙ 19 is 19 sets of 0.01,

1
we can think of this as 19 sets of 100 and get .

2 Since 1 ∙ 7 is sets of 0 ∙ 1,

we can think of this as 17 sets of and get .

Decimal numbers can be expressed as fractions if we choose

1 and 1 as the units.
10 100

Exercise
Fill in the with decimals and fractions.
Decimal
0 numbers→ 0.6 1 1.6 2

2 4 1
Fractions→ 1
5 5 5

− = 119
 8Let’s divide the following fractions into 3 groups.
8 1 4 3 3 1 6
10 1 2
2 11 5 1 3 3
A Whole numbers.

B Accurate decimal numbers.

C Other decimal numbers.

9 Let’s place these numbers on the number line below.

4 4 7 1 2
0∙6 1 2 1 ∙ 25
11 5 20 4 3

0 1

Whole numbers, decimal numbers and fractions can all be

expressed on one number line.
That makes it easy to compare numbers.

Changing fractions to decimal numbers makes them easier to

compare.
2 = 2 ÷ 3 = 0 ∙ 666…about 0 ∙ 67
3

Exercise
1 Let’s line up these numbers starting from the smallest.
4 1 7 5
1 ∙ 3 0 ∙ 75 1
2 2 10 7
2 Let’s change decimals to fractions and fractions to decimals or
whole numbers.
3 24 2
1 0∙9 2 1 ∙ 25 3 4 5 1
4 6 5

120 = ×
1 Let’s change fractions using common denominators by filling
in the with inequality signs. Pages 110 to 111, 115

2 1 3 5 1 5 6 5
1 2 3 4
3 2 4 7 6 18 3 12

2 Let’s reduce these fractions. Pages 114 to 115

4 6 21 16 75
1 2 3 4 5
8 9 28 24 100

3 Let’s represent their quotients by fractions. Pages 116 to 117

1 1 ÷ 7 2 5 ÷ 9 3 11 ÷ 3

4 Let’s represent these fractions by decimals or whole numbers.

Pages 118 to 120
5 31 18 1
1 2 3 4 1
10 100 6 4
5 Let’s represent these decimals with fractions. Pages 119 to 120

1 0.3 2 1∙9 3 0 ∙ 61 4 1 ∙ 11

6 Let’s write ↓ for numbers on the number line. Pages 118 to 120

1 2 0∙7 1 5 1∙8 7
5 20 5

0 2

Grade 4
Let’s calculate. Do you remember?

1 + 1 2 + 5 2 + 3
1 2 3 1
5 5 7 7 4 4
5 – 6 3 – 4 5
4 1 5 2 1 6 2–
7 7 5 5 8

− = 121
9 Addition and Subtraction
of Fractions

1 Addition of Fractions
2 1
1 There are L and L of orange juice in the containers.
5 5
How many litres are there altogether?

+
1 1
1 7 1 7
4 1 1 4 1 1
5 6 5 6
2 1
L L
5 5

1 Let’s write a mathematical expression.

1L 1L

1
2
+ 5
L
L
5 1
5

We have learned the addition

Expression: of fractions with the same
denominator in grade 4.

2 Let’s calculate.

122 = ×
 1 1
2 There are L and L of orange juice in the containers.
3 2
How many litres are there altogether?

+
1 1
1 5 1 5
2 1 1 2 1 1
3 4 3 4
1 1
L L
3 2

1 Write the mathematical expression.

1L 1L 1L

+ 1
?
1 L
L 2
3 1
2
1
3

I can calculate
Expression: 2 1
5
× 5 , but…

2 Let’s think about how to calculate.

How do we mark
scales for finding
the answer.

Let’s think about how to add and subtract fractions

with different denominators.

− = 123
 1 + 1
3 Let’s explain how to calculate by using the following figure
3 2
below.

Since denominators We can represent the

are different, how can fractions to have the
I calculate to find the same denominators,
sum? and calculate.

1
1 1 3
3
+ 2
= + 6

1
= 2

If the denominators are

For adding fractions with different changed to the same
denominators, we can calculate the number, we can know the
number of times to
answer by changing the increase each numerator.
representation of fractions to have
the same denominator.

1 + 1
3 Let’s think about how to calculate .
10 6

3 1
10
+ 6
= +
If the answer can be
simplified, you should
=
simplify it to its simplest
fraction.
=

Exercise
2
1 + 1 2
1
+ 1 3
2
+ 1
3 4 2 5 5 6
1 + 1 5 + 1 1 + 3
4 5 6
2 10 12 3 4 20

124 = ×
4 Let’s think about how to calculate.
When the answer is an
improper fraction, we
1 5 1 should change it into a
3
+ 6
= + 6 3 mixed fraction. Then, it is
easier to compare
5
+ 6
with others.
=

1 2
5 Put 1 g of goods into a 1 g box.
3 3
How many kilograms are there altogether?
1 Vavi thinks about how to calculate as follows.
Let’s explain how she calculate.

Vavi’s Idea

Add the parts of whole numbers and 1

1
2
parts of proper fractions, respectively.
+ 1
2
3
1 1 +1 2 =1 +1
2 3 6 6

=
6

=
6

2 Kekeni first changed the mixed fractions into improper fractions,

and then added them.
Let’s calculate the fractions by using Kekeni’s idea.
Exercise
3
1 + 7 2 4 + 13 3 11 + 1
8 10 5 15 12 4
5
4 1 + 1 1 5 2 1 + 1 1 6 1 2 + 2 3
6 2 6 2 3 4

− = 125
 1 Subtraction of Fractions
3 5
1 There are L of juice and L of milk.
4 8
What is the difference in Litres between the juice and milk.
1 Find equivalent fractions and compare the volumes and then
write an expression.
3
3 3 5 4
4
= and then,
4 8
5
− 8
2 Let’s think about how to calculate.

3 − 5 = −
4 8
We should change
them to fractions with
= the same denominators.

To subtract fractions with different denominators, we can

calculate by changing the representation of fractions to have the
same denominator.

5
2 Let’s think about how to calculate − 3.
6 10

5 − 3 = −
6 10
How is it different
from 1 ?
=

126 = ×
 Exercise
6
1 − 3 2
5
− 1 3
2
− 1
7 4 8 4 3 6
3
4 − 7 5 2 − 1 6 7 − 3
4 10 5 15 15 10

7
3 Let’s think about how to calculate − 5.
5 6

7 − 5 = −
5 6 We can calculate
“improper fractions minus
proper fractions” in the
= same way.

1
4 Let’s think about how to calculate 2 −1 1 .
2 6

1
2 −1 1 =2 −1 1 1
2 6 6 2
2

1
= − 1
6

1 5
5 Yamo has 2 L of juice. In a week she drank 1 6 L.
2
How much juice is left?
1 Write an expression.
2 Let’s calculate.
Even if you reduced to
mixed fractions, you
I should change 5
cannot subtract
to improper 6
3
fractions. What from .
6
Activity

do you think?

− = 127
 Mero’s Idea

Change mixed fractions into improper fractions.

2 1 = ,1 5 =
2 2 6 6

Then, 2 1 − 1 5 = − = − =
2 6 2 6 6 6 6

Now simplify it, =

6

Ambai’s Idea

Calculate the parts of whole numbers 3

1 6
and proper fractions, respectively. 2
2

2
1− 5= 3− 5
2
1
6
2
6
1
6
− 1
5
6
9
We cannot subtract 5 from 3 , 6
6 6 9
3 9 1
6
Borrow 1 from 2. 2 = 1
6 6 5
− 1
6
9+ 5 = =
1 1
6 6 6
Activity

Exercise
7
1 4 − 1 1 2 7
3
− 2 1 3 5
2
−2 1
8 7 4 6 3 6
1
4 5 − 2 3 5 5
1
− 3 9 6 7
1
− 6 11
3 4 6 10 4 12

128 = ×
1 Let’s calculate. Pages 122 to 128

2
1 + 1 2
3
+ 4 3
1
+ 5
7 4 5 7 4 6
5
4 + 2 5 1
3
+ 1 1 6 2
5
+4 9
6 3 8 2 6 14
7
7 − 1 8
11
− 7 9
8
− 3
9 6 12 8 7 4
4
10 − 1 11 6
5
− 2 2 12 3
3
−1 5
3 4 7 5 4 6

3 4
2 Laka has
4
m rope. Ani has
5
m rope. Pages 123 to 125

1 Which is longer and by how many metres?

2 What is the total length when you put the two ropes together?

3 Is the following calculation correct? If it is wrong, explain why?

Pages 123 to 125
1 2
+ = 3
3 5 8

Grade 5
Let’s calculate. Do you remember?

1 4∙9 × 1∙3 2 3∙4 × 0∙7 3 0∙7 × 0∙4 4 3 ∙ 01 × 4 ∙ 2

5 24 ÷ 1 ∙ 2 6 3∙3 ÷ 5∙5 7 2 ∙ 45 ÷ 0 ∙ 7 8 3 ∙ 25 ÷ 1 ∙ 3

− = 129
10 Area of Figures

Lora made a frame out of cardboard as

shown on the right.
The frame can change freely by moving. A
Let’s think about the area of quadrilaterals
made by the frame.

1 Area of Parallelograms

1 There are quadrilaterals a , b and c .

1 Let’s measure the length of all sides of quadrilaterals respectively.

Are the lengths of 1 cm

all the perimeters 1 cm a
equal?

2 Let’s compare the areas of all

quadrilaterals a , b and c .

The areas look

different.

130 = ×
 Which shape has the larger
area of quadrilaterals A or
B?

I pulled the top corner

to my side

1 cm
b
1 cm

What does the area of a

parallelogram depend
on?

1 cm
c
1 cm

3 Let’s think about how to calculate the area of each parallelogram.

Activity

Let’s think about how to find the area of triangles and

parallelograms.

− = 131
 Vavi’s Idea

Since a is a rectangle, the area is 6 cm

calculated by the formula. a
Area of a = length × width
= × 5 cm

=
Answer cm²

Naiko’s Idea

Firstly, distribute
If we changea apack to each child.
parallelogram into a rectangle,we can calculate.
12 ÷ 3 = 4 A D A D
b b

B C B F C E
A
The area of the parallelogram ABCD is the same as the area of
rectangle AFED.
The area of parallelogram b = the area of rectangle AFED
= AF × FE
= ×
=
Answer cm²
I cut on this.
Activity

132 = ×
4 Check the lengths of the parallelogram used in c to find the height
and the area.

1 cm
C
1 cm

5 Which lengths do you use to find the area of quadrilaterals

a , b and c ?

A D
a E I
b J N
c

B C F G H K L M

Remember! Perpendicular
line intersected at right
angle (90o).

Mark one side of a parallelogram the base.

Lines AG, EF and other lines, A E D
which are perpendicular to base BC,
are all the same length. Height Height
The length of these line are called
height against the base BC. B G F C
Base

The area of parallelogram = base × height

− = 133
 2 Let’s find the area of the parallelogram below.

A Measure the
necessary lengths.

B D

1 When side BC is the base, find the area by measuring the height.
Area = × = (cm²)

2 When side CD is the base, find the area by measuring the height.
Area = × = (cm²)

The height depends on the base.

Exercise
Let’s find the area of the following parallelograms.
1 2
2.5 cm 2.5 cm
3 cm 4 cm

2 cm 4.5 cm

134 = ×
3 Let’s think about how to find the perpendicular height of the
parallelogram with side BC as the base.

1 cm
A D 1 cm

Where is the
height?

B C

1 Explain how to find the perpendicular height by looking at the

figures below.

Sare’s Idea Kekeni’s Idea

Height
Height

Base Base

Activity
2 What is the area of the parallelogram in cm²?

When side BC is the base, A

A D

the distance between lines

Height Height Height
A and B is the height of
parallelogram ABCD.
B
B Base C

− = 135
 4 Let’s find the area of each parallelogram below.

1 2 3

8 cm

4 cm 4 cm 4 cm

If the lengths of bases and heights of parallelograms are equal,

their areas are also equal.

5 We want to make a parallelogram with an area of 48 cm² and a

height of 8 cm. How long should be the base in cm?

We can make various parallelograms.

But all the lengths of their bases
are equal.

48 cm2 48 cm2 8 cm

cm cm

Let’s think about how to find the base by using the formula for the
area of parallelogram.

× 8 = 48 ×8= 48
Base Height Area = 48÷8

136 = ×
2 Area of Triangles

1 Let’s find the area of the triangle below.

1 Let’s think about how to find the area.

1 cm A
1 cm

B C

Can we change the triangle

to a known shape to find the
area?

Write down your idea.

Activity

− = 137
 2 Explain the ideas of the 4 children.

Are there any ideas that

are same as yours?

Ambai’s Idea Gawi’s Idea

A A

E F G D E
D H F

B H C B G C

Naiko’s Idea Kekeni’s Idea

D A E A D

B F C B C
Activity

3 Which of the ideas of the 4 children in 2 are similar or different?

A Whose idea changes the triangle into a rectangle?

B Whose idea changes the triangle into a parallelogram?
C Whose idea changes the triangle into another figure with
the same area?
D Whose idea changes the triangle into another figure with
2 times its area?

138 = ×
4 Look at the ideas that change the triangle into a rectangle or a
parallelogram and find the sides that have the same length as in
the original triangle.
5 Think about how to find the area of a triangle.

Ambai’s Idea Gawi’s Idea

Since the length of the Since the height of the

rectangle is half of AH, parallelogram is half of AG,
(AH ÷ 2) × BC Base × (AG ÷ 2)

Naiko’s Idea Kekeni’s Idea

Since the area of the triangle The area is half of the area of
is half of the area of rectangle parallelogram ABCD,
DBCE and the length of the Base × Height ÷ 2
rectangle is AF,
(AF × BC) ÷ 2

2 Measure the lengths needed to find the area of the triangle below
and then calculate the area.

1 cm
1 cm
Activity

− = 139
 Draw a perpendicular line AD from the vertex
A
A to the opposite side BC of the triangle.
Side BC is called the base and line
AD is called the height of the triangle. Height

B C
Area of triangle = ( base × height) ÷ 2 D
Base

3 Let’s find the area of the triangle below by measuring the

necessary lengths.

When each of the 3

sides is the base,
what are the heights of
the triangles,
B
respectively?

Exercise
Let’s find the area of triangle, as follows: A

1 when side BC is the base.

2 when side AB is the base. 9 cm
7 · 2 cm

6 cm

B C
7 · 5 cm

140 = ×
4 Let’s think about how to find the area A

of a triangle with side BC as the base

on the right. 10 cm

1 Explain Sare’s and Yamo’s ideas.

B 8 cm C 4 cm D

Sare’s Idea Yamo’s Idea

Subtract from

Activity
2 Find the area of triangle that has a base of 8 cm and a height of
10 cm by using the area formula and then compare with the result
obtained in 1 .

Draw a straight line A through vertex A and parallel to side BC.

The distance between A
A
line A and line B is the height
of the triangle when side BC Height Height Height
is the base. Height

B
B Base C

Exercise 1 2
7 cm
Let’s find the area of
these triangles. 6 cm
6 cm

13 cm
5 cm

− = 141
 5 In the figure below, straight lines AB and CD are parallel.
Let’s find the area of each triangles below.

1 2 3 4
3 cm
A B

6 cm

C D
3 cm 3 cm 3 cm

If the lengths of bases and heights of triangles are equal,

their areas are equal.

A
6 The figure on the right is a right
angle triangle. 6 cm 8 cm
cm
1 Let’s find the area.
2 When side BC is the base, B C
10 cm
calculate the height of the triangle.

10 × ÷ 2 = Area 10× ÷2= Area

Base Height 10× = Area × 2
= Area × 2 ÷ 10

Exercise C D
Let’s find the area of these 10 cm 5 cm

triangles when sides AD and BC 4 cm

are the base, respectively.

A 2 cm B

142 = ×
3 Area of Trapezoids

1 Let’s think about how to find the area of the trapezoid below.

1 cm A D
What known shapes can
1 cm be used to find the area?

B C

Vavi’s Idea How does she think after

that? Let’s explain Vavi’s
I changed a trapezoid into idea using expressions
a parallelogram. and figures.

Activity

− = 143
 1 Let’s explain the ideas of the 4 friends below and write
expression to find the area.

Ambai’s Idea Gawi’s Idea

Sare’s Idea Yamo’s Idea

Activity

2 Discuss how the ideas of

4 friends are similar or Mero’s Idea

different. Using the area formula of triangle,

3 Let’s think about a formula Base × Height ÷ 2

to find the area of the ( 2 + 6 ) × ÷2
trapezoid using the ideas
(lower side + upper side) × Height ÷ 2
in 1 .
Using other ideas,
how can the formula
be represented?

Upper base
The 2 parallel sides of trapezoid are
called the upper base and the lower base, Height
the distance between their sides is
called the height. Lower base

Area of trapezoid = (upper base + lower base) × height ÷ 2

144 = ×
4 Area of Rhombuses
E A H

1 Let’s think about how to find the area

6 cm
9 cm
of a rhombus. B D

F C G

Gawi’s Idea E A H

Divide a rhombus into 2 triangles, B D

9 × (6 ÷ 2) ÷ 2 × 2
Area of triangle F C G

Kekeni’s Idea E A H

Change a rhombus into the rectangle, since B D

the area can be calculate by length × width,
(6 ÷ 2) × 9 F C G

Naiko’s Idea E A H

Change a rhombus into the triangle, since B D

the base is FG and the height is AC,
9×6÷2 F C G

Activity

The area of rhombus can be found by Diagonals

using the length of 2 diagonals.

Area of rhombus = (diagonal × diagonal) ÷ 2

E A H
2 Let’s think about how to find a
3 cm
quadrilateral with diagonals that B D
4 cm 6 cm
have a perpendicular intersection, 4 cm

as shown on the right.

F C G

− = 145
 5 Think About How to Find the Area
D
1 How can we find the area of the A

quadrilateral as shown on the right?

Can I divide this

shape into other B C
known figures?

Let’s find the area by measuring the necessary lengths.

The area of quadrilaterals and D

A
pentagons can be found by
dividing into several triangles.
B C

2 Let’s find the area of pentagons below.

1 cm
1 2 1 cm
2 cm

6 cm

3 cm
5 cm

3 cm

Exercise 1 2

Let’s find the area of a 7m

6m 5m
quadrilateral and a pentagon 16 m

as shown on the right. 14 m 10 m

20 m 18 m

146 = ×
 1 Let’s find the area of these parallelograms. Pages 130 to 136

5 cm
1 2

4 cm

8 cm

2 cm

2 Let’s find the area of these triangles. Pages 137 to 142

1 2

3 cm 9 cm

6 cm 9 cm
4 cm

3 Let’s find the area of these figures. Pages 143 to 146

1 2
1 cm
1 cm

Grade 4
Let’s calculate. Do you remember?

1 32 ÷ 2 2 48 ÷ 4 3 60 ÷ 15 4 84 ÷ 21
5 258 ÷ 3 6 624 ÷ 4 7 306 ÷ 17 8 837 ÷ 31

− = 147
 1 Let’s find the area of these shapes.
Finding the base and the height, and using formula.

1 2 Which lengths
3 cm can we use?
3.5 cm 8 cm

5 cm
6 cm

Parallelogram 7 cm

3 4 3 cm

4 cm 8 cm
6 cm

2 cm

Parallelogram
6 cm

2 Let’s draw a triangle with an area

same as the area of the triangle on the right
and explain the reason why they are equal.
1 cm
Drawing a triangle with the same area.
1 cm

3 The triangle on the right has a height of 15 cm

and an area of 135 cm².
How many cm long is the base? 15 cm
Finding the height or the base when the area is given.
135 cm2

4 Let’s find the area of these shapes.

Finding the area.

6 cm
4 cm 5 cm
7 cm
5 cm

8 cm
10 cm
Trapezoid Rhombus

148 = ×
 Mathematics Practices in Papua New Guinea
Topic 3: Traditional Measuring System

In the past, people had no idea what the Metric System was. They did
not use modern means of measurement such as rulers or tape
measures to measure distances, watches or clock to measure time
and scale or balances to measure weights. In traditional mathematics,
people used simple materials. Nature and their body parts to measure
distances or length, time and mass. To measure time they used the
sun by reading their shadow, the chickens crowing and the sounds of
birds. They also used bush ropes to tie knots which represented the
days or months. When measuring distances or length they used ropes,
arm length and pacing. Pacing was very useful when building houses.
They measured the weight of something by lifting and comparing with
another thing which is heavy or light. There weren’t any units used for
length, time and mass. All these means of measurement in traditional
mathematics were simple and without cost.

Sticks used to measure area. Traditional ropes used in making bilums.

Although the metric system was introduced recently in our societies,

people still value and use these traditional measuring systems. The
application of the skills and knowledge are passed on to the next
generation for use. The skills involved develops the ability of a person
to make good estimations in calculations.

Let’s think of other ways to measure in which your people used in the
past.

Share what your people used in the past with your friends.
Source: Ethnomathematical Lessons for PNG by Mathematics students of UPNG-Goroka campus, 1993.

− = 149
11 Multiplication and
Division of Fractions

1 Operation of Fractions × Whole Numbers

×3
1 Flowerbeds are sprinkled with a bucket of
Area (m²) 2 ?
water. When we use a large bucket, we can Number of 1 3
sprinkle 2 m² for each time. When we use sprinkles(times)
2 ×3
a small bucket, we can sprinkle m² for each time.
5
1 If we sprinkle three times with a large bucket,
what m² can we sprinkle water?
Write an expression and find the number.
2 If we sprinkle three times with the small bucket, how many m²
can we get? Let’s colour in the figure below.
1m ×3

Area (m²) 2 ?
1m 5
Number of 1 3
sprinkles (times)
0 1 2 3 (times)
×3

3 Let’s write an expression of 2 .

Activity

4 Let’s think about how to calculate.

Let’s think about situations where you multiply fraction by a
whole number and how to calculate it.

150 = ×
 Sare’s Idea
1m

1m

1
m2
10
0 1 2 3 (times)

2 1 2
m² is 2 sets of m². × 3 is 3 sets of 2 m².
5 5 5 5
2
So, × 3 is (2 × 3) sets of
1
.
2
×3= 2×3 = .
5 5 5 5

Yamo’s Idea

Represent this fraction by division,

2 (2 ÷ 5) × 3 = 0.4 × 3 = 1.2
we get = 2 ÷ 5. (2 × 3) ÷ 5 = 6 ÷ 5 = 1.2
5
2 so, the ÷ 5 and × 3
× 3 = (2 ÷ 5) × 3 part can be switched.
5
= (2 × 3) ÷ 5
Represent this expression as one fraction,
2 2×3 =
we get × 3 = .
5 5

Activity

2 Sprinkling 4 times with the small bucket in 1 , how many m² can

you water? Let’s write an expression and calculate.
1m

1m

0 1 2 3 4 (times)

− = 151
 When we multiply a proper fraction by a whole number,
multiply the numerator by the whole number and leave
the denominator as it is.

3 Let’s compare method A with B for calculating 2 × 3.

9
1
2 ×3= 2×3 2 ×3= 2×3
A B
9 9 9 93
2

= 6 =
93
=

The calculation will be simpler if you simplify the fraction as you

calculate.

7 m long each.
4 We make 4 pieces of rope that are
5
What is the total length of the 4 pieces of ropes?
1 The diagram below shows this problem situation.
Fill in the ( ) with a number.

0 (m)
Length

Number of pieces
0 (pieces)

2 Let’s calculate the length of the rope.

Exercise
2× 5 × 3 × 7×
1 2 2 4 3 2 4 4
5 3 8 6

152 = ×
 2
5 We make 4 pieces of rope that are 1 m long each.
5
What is the total length of the 4 pieces of rope?
2
1
0 5 (m)
Length

Pieces of tape
0 1 4 (pieces)

1 Write an expression to find the total length

×4
of the rope.
2 Approximately how long is the length of the Length (m) 12 ?
5
Number
4 pieces of rope? of pieces 1 4

3 Let’s think about how to calculate. ×4

Gawi’s Idea Kekeni’s Idea

2 2
Calculate by splitting 1 into Calculate by changing 1 into
5 5
1 and 2 . an improper fraction.
5
1×4 1 2 ×4 = 7 ×4
2× 5 5
1 4 2 ×4
5 =
5

= =

Activity
It’s easy to estimate the To represent mixed
approximate value in fraction is simpler to
Gawi's idea. understand the size.

When multiplying a mixed fraction by a whole number, you

can calculate as same as proper fraction × whole number by
changing mixed fractions to improper fractions.

Exercise
3× 5× 2× 5×
1 1 2 2 1 4 3 2 15 4 2 12
7 8 3 6

− = 153
 2 Operation of Fractions ÷ Whole Numbers

1 When sprinkling flowerbeds with a bucket of water,

some buckets can sprinkle m² two times.
How many m² can these buckets sprinkle at once?

1 Complete the problem by filling in the .

It is easy if it is an even I can also calculate
whole number. 0.8 m² easily by 0.8 ÷ 2.
For example, if it is 4
m² you can calculate
4 ÷ 2.

Can we calculate in the case of

fractions?
If it is 4 m², what happens?
5
÷2
4 4
2 When is m², write an expression. Area (m²) ?
5 5
Number of
1 2
sprinkles (times)

3 Let’s think about how to calculate. ÷2

1m
Can we calculate How many 1 are in
the expression by 5
following the rule the diagram?
of division. 1m

We can calculate the

expression in the
0 2 (times)
same method as
multiplying fractions.
Activity

ra
Ph se

When we express a general

“For example, ~”
idea concretely, we use it.

154 = ×
 Ambai’s Idea
1m
1
The amount of is = m².
5×2
The amount sprinkled once is
1m
1
4 of 5 × 2 m² 1
m2
4÷ = 4 5×2
2 0 1 2 (times)
5 5×2
= 4 pieces of

Gawi’s Idea

In division, there is a rule that the quotient is changed if we

multiply divisor and dividend by the same number, respectively.
4
5 ( )
÷ 2 = 4 × 5 ÷ (2 × 5)
5
= 4 ÷ (2 × 5)
= 4 ÷ (5 × 2)
Represent the expression by the fraction,
4 4
÷2= ×
5 5 2
=

Vavi’s Idea

In multiplication of fraction × whole number, since we multiply a

numerator by whole number.
Using this idea, we divide a numerator by whole number.
4 ÷ = 4÷2
2 4 1
5 5 m² are 4 sets of m².
5 5
= Then, if we divided
it equally into, ….
Activity

− = 155
 2 To make a juice of 3 L, we need 5 oranges.
4
How much juice can we make with 1 orange? ÷5
1 Write a mathematical expression. 3
Amount of juice (L) ?
4
Number of oranges 1 5

2 Let’s calculate. ÷5
Whose idea
do we use?

We cannot divide
the numerator, 3 by We may apply Ambai and
5 in Vavi’s idea. Gawi’s idea in this problem.
5 oranges

Then, let the 1L

numerator be
1
divisible by 5. L
4×5
0 1 5 (oranges)

3 Calculate using Vavi’s idea on the left.

Change it into a fraction that has the same value
and the numerator is divisible by 5.

3 ÷5 = 3×5 ÷5
4 4×5
When we divide a proper
= 3 × 5 ÷ 5 fraction by a whole number,
4×5
3 we multiply the denominator by
=
4×5 the whole number and leave the
= numerator as it is.

156 = ×
 10
3 Let’s compare method A with B for calculating ÷ 4.
7

5
10 10
A ÷ 4 = 10 B ÷ 4 = 10
7 7×4 7 7 × 42
5
10
= =
2814
=

The calculation will be easier if you reduce the fraction as

you calculate.

8
4 There is a m long tape.
9
We make 6 ribbons which are all the same in length from this tape.
How many metres is each ribbon?
1 The diagram shown below expresses the situation.
Let’s fill in the ( ) with numbers.

0 (m)
Length

Number of ribbons
0 6 (ribbons)

2 Calculate the length of each ribbon.

÷6

8
Length (m) ?
9
Number of ribbons 1 6

÷6
Exercise
1÷ 3÷ 5÷ 7÷
1 4 2 2 3 4 4 5
2 4 6 8
2÷ 6÷ 7 ÷ 8÷
5 2 6 3 3 3 4 4
3 7 4 3

− = 157
 5 There is an iron rod which is 3 m long and
1
weighs 2 kg.
4
How much does 1 m weigh?
1
2 (kg)
0 4
Weight

Length
0 1 3 (m)

÷3
1 Let’s write a mathematical expression.
2 Is the weight per metre greater Weight (kg) ? 21
4
than 1 kg? Length (m) 1 3

3 Let’s think about how to calculate. ÷3

1÷ = ÷3
2 3
4 4
Where you can simplify
the fraction, please do so.
=
4×3

= 4

When you divide a mixed fraction, you can calculate in the same
way as proper fraction ÷ whole number by changing a mixed
fraction to an improper fraction.

4 Let’s calculate by splitting into whole number and fraction.

2÷3 = 2
1÷ 3 2+ 1 =
2 3 +
4 1÷ = 1 = 1 3 12
3
4 4×3 12 =

Exercise
2÷ 5÷ 2÷ 1÷
1 1 4 2 2 6 3 2 8 4 3 7
3 8 7 2

158 = ×
1 Summarise how to calculate fraction × whole number and
fraction ÷ whole number. Pages 152 and 156

1 2
2× = × 5÷ =
3 3
7 7 ×
= =
2 Let’s calculate. Pages 152 and 153
2 × 7× 7× 3×
1 5 2 6 3 8 4 2 12
5 9 6 4

5 × 3× 9 × 3 ×
5 3 6 28 7 7 8 3 30
12 7 14 10

5
3 Gilbert drinks L of milk each day.
6
How many litres will be drank in 3 days? Page 152

4 Let’s calculate. Pages 152 to 158

5÷ 4÷ 3 ÷ 2÷
1 4 2 2 3 6 4 7
6 7 10 5

3 ÷ 10 ÷ 3÷ 5÷
5 2 6 10 7 1 3 8 2 3
2 7 8 8

7
5 Divide L of pineapple juice equally into 3 bottles.
6
How many L will there be in each bottle? Page 158

Grade 5
Let’s find a volume of the figures below. Do you remember?
3m
1 2 3

2.5 cm 6m
2 cm 3m
6 cm
2.5 cm
4 cm 2.5 cm 7m 5m

− = 159
 1 Find wrong calculations below and correct them.
Understanding how to calculate.
1
2× = 2 = 1
1 10
5 5 × 105 25
1
7 ÷ = 7×4 = 7
2 4
8 82 2

2 Let’s calculate.
Calculating fraction × whole number and fraction ÷ whole number.

1× 5× 7×
1 5 2 6 3 12
6 8 6

4÷ 12 ÷ 10 ÷
4 3 5 4 6 6
9 13 9

7
3 There is a
10
m long tape. Divide the tape equally among
5 students. How many m of the tape will each student receive?
Writing an expression of fractions and answering.

11
4 The length of a rectangle is
6
cm and the width is 3 cm.
Find the area of the rectangle.
Finding the area with fraction.

1 Let’s represent time as a fraction.

Represent the time using fractions.

1 How many hours are there in 20 minutes? Express as a fraction.

Write the reason.

2 How many days are there in 8 hours? Express as a fraction.

3 How many minutes are there in

15
seconds? Write an expression
4
and calculate.

160 = ×
 Take a break with Mathematics for fun

Square Calculation
1 Fill in the table below.

Calculate horizontal number Remember what we

learned in grade 3 on
with the vertical number, rules of multiplication?
(multiplier × multiplicand).

× 0 1 2 3 4 5 6 7 8 9 10

0 0 0 0 0 0 0

10 0 20 40 60 80 100

2 0 4 8 12 16 20

5 5 15 25 35 45

8 0 16 32 48 64 80

3 3 9 15 21 27

6 0 12 24 36 48 60

7 7 21 35 49 63

4 0 8 16 24 32 40

9 9 27 45 63 81

1 1 3 5 7 9

2 Think about what rules are there and discuss with your friend.
3 If there are differences in the order of multiplication, discuss and

compare.
4 What happens to the products when the multiplicands and the

multipliers are reversed?

− = 161
12 Proportions

(1) The length and the width of rectangles (2) The length and weight of wires.
which are made by the same rope.

1 Quantities Changing Together

There are quantities when one quantity changes, the other
quantity also changes together in our surrounding.
1 Yawa transferred 100 oranges from a box to a basket sent by his
grandmother.
1 Let’s illustrate to explain the situation.
2 Write down the number of oranges in a box, the number of
oranges in a basket and the total in the table.
Numbers of Oranges in a Box and in a Basket
Number of oranges in a basket 0 20 40 60 80 100

Number of oranges in a box 100 80

Total 100 100

3 When they transferred oranges from a box to a basket, which

quantities changed together?
Which quantities remain unchanged?
4 Put the number of oranges in a basket and the number of
oranges in a box , write a mathematical sentence with the
relationship between and .

162 = ×
 When one increases
and which one
decreases?

90 toea per m

Red Blue Green

(3) The length and the width of rectangles which (4) The length and the cost of
have the same area. ribbons.

2 There are many boxes of the same shapes and sizes.

Pile up the boxes on a stand with a 10 cm height table and
measure the whole height.
1 Let’s illustrate to explain the situation.
2 Write down the number of boxes, the height of boxes piled up and
the whole height on the table.
Number of Boxes and Height
Number of boxes 0 1 2 3 4 5 6 7

Height of boxes (cm) 0 6 12 18

Whole height (cm) 10 16 22 28

3 When we pile up 1 box, how many cm does the height increase?

4 When we pile up 7 boxes, what cm is the whole height?
5 When we pile up boxes, which quantities change?
Which quantity remains unchanged?
6 Put the number of boxes and the whole height cm, then write
a mathematical sentence with the relationship between and .
7 Let’s calculate the whole height in 8 boxes by using the
mathematical sentence.

− = 163
 2 Proportions

1 In Port Moresby, a hotel has 19 floors and people use elevators

to move up and down.
The height of the building is 60 m from ground level.
When the elevator moves up, we recorded the time and the height
on the table.

(seconds) (m)
20 60

18
50
16

14
40
12

10 30

8
20
6 c
4 b 10
2
a
0 0

164 = ×
 The Time and the Height
Time (seconds) 0 3 5 9 10 16 18 20

Height (m) 0 9 15 27 30 48 54 60
a b c

1 When the time is 3 seconds, we represent it with an arrow ( )

that the height is 9 m as shown in b in the diagram on page164.
Its height is 9 m.
2 How many metres does the elevator rise in one second?
3 How can you tell the heights when the times are 12 seconds and
15 seconds respectively?

Think about how

Since it rises 9 m in 3 many metres it
seconds from 0 seconds rises for each
to 3 seconds, it rises second.
9 ÷ 3 = (m)
for each second.

In 12 seconds, it rises
× 12 seconds.

4 Draw a table between the time spent from the start and the
height risen by the elevator.

The Time and the Height

Time (seconds) 0 1 2 3 4 5 6 7

Height (m)

The time spent from the start is seconds and the height
risen is m. When the time increases, then the height also
increases.

− = 165
 5 When the time seconds increases 2 times, 3 times,
4 times and so on, we record how the height changes together.
Fill in the with a number.
Let’s think about a
4 times table on previous
page, except to 0.
3 times
2 times

Time (sconds) 1 2 3 4 5 6 7 8

Height (cm) 3 6 9 12 15 18 21 24
times
times

times

6 When the time seconds increases 2 times, 3 times, 4 times and

so on, how does the height change?

If there are 2 changing quantities and , changes 2 times,

3 times and so on and also changes 2 times, 3 times and
so on, then is proportional to .

Exercise
The cost of laplap that cost, 15 kina each is kina.
1 When are 1, 2, 3 and more, find the corresponding values and
write the results in the table.

The Number of Laplap and Their Cost

The Number of laplap 1 2 3 4 5 6 7 8

Costs (kina) 15

2 What is the cost of laplap proportional to?

166 = ×
2 There are some congruent parallelograms that have 3 cm base
and 5 cm height.
Make larger parallelograms by connecting them as shown below
and find their areas.

5m

3m

1 Write the formula for the area of parallelogram

= ×
Let’s investigate which 2 quantities change together and which
quantity remains unchange?
2 Write the mathematical sentence by using cm as the base and
cm² as the area.
3 Write down the relationship between the base and the area of
parallelogram on the table.
The Base and the Area of a Parallelogram
Base (cm) 3 6

Area (cm²)

4 Is the area of parallelogram proportional to the base?

Let’s write the reason.

Exercise
The height of a parallelogram is increased as
shown on the right. 6 cm
1 Write the relationship between the height and
4 cm
the area on a table.
2 cm
2 Let’s write what you have learned from
3 cm
the table.

− = 167
 3 The height of the triangle is increased in steps
of 1 cm as shown on the right.
Find the area of each triangle.
(cm)
4
1 Write the formula for the area of the triangle 3
2
and investigate which quantities change 1

together. What remains unchanged? 6 cm

= × ÷

2 Write down the relationship between the height and the area
of the triangle on the table.

The Height and the Area of the Triangle

Height (cm) 1 2 3

Area (cm²) 3

3 Is the area of triangle proportional to the height? Let’s write the

reason.
4 Write a simpler expression using cm as the height and cm² as
the area in 1 .
5 When the area of the triangle is 30 cm², what is the height in cm?

Exercise
The base of the right triangle on the right is extended
in the steps shown below.
1 Write the relationship between the
base and the area of the triangle on
4 cm
a table.
2 When the area of the triangle is
1 2 3 4 5 6 (cm)
16 cm², what is the base in cm?

168 = ×
1 In the 2 quantities in 1 , 2 and 3 , which quantity is proportional to
the other?
If 2 quantities are proportional, write the mathematical sentence as
the relationship of and .
Understanding the meaning of proportion.

1 cm as the side and cm² as the area of a square.

2 cm as the length and cm² as the width of rectangle with
26 cm long around.
3 balls and its total cost kina when we buy balls that cost
30 kina each.

2 Let’s investigate the relationship between length in metres and

weight in grams of wire that weights 20 g for 1 m.
Representing expressions as quantities which are directly proportional.

1 Write down the relationship m long and g weight on the table.

The Length and the Weight of the Wire

Length (m) 1 2 3 4 5 6

Weight (g)

2 What will be directly proportional to what?

3 When increases by 1, by how much does increase?
4 Write the mathematical sentence as the relationship of and .
5 When the length is 2.4 m, find a corresponding weight.

− = 169
13 Regular Polygons and Circles

Let’s fold papers as follows, cut and spread to make shapes.

Fold into 4 parts

Same length
2

Fold into 2 parts more

Same length
Activity

1 Have you seen the shapes in 1 to 4 ?

Let’s look for those shapes around you.

170 = ×
 Japanese lunch box

3
Fold into 2 parts

60° 60° 60°

Same length
Same length
4

60°

Fold into 2 parts more

Same length
Activity

2 What is common amongst the 4 shapes 1 to 4 ?

What are the differences?

− = 171
 1 Regular Polygons
1 The polygons below were made in the previous pages.
Let’s look at their sides and the angles.

a b

1 How many sides and angles are there, respectively?

2 Measure the length of sides of these polygons.
3 Measure the size of the angles of these polygons.

A polygon with all equal sides and all equal size of angle is
called regular polygon.

Equilateral triangle Regular quadrilateral Regular pentagon Regular hexagon Regular octagon
(square)

Let’s investigate properties of regular polygon and how

to draw them.

2 Summarise the number of sides and the size of an angle of

regular polygons.
Regular
Equilateral quadrilateral Regular Regular Regular
triangle pentagon hexagon octagon
(square)
Number of sides

Size of angle

172 = ×
3 Let’s investigate the regular polygons.
When the size of angle
1 Draw three regular polygons with increase, what shape does
it close?
2 cm sides and the following sizes
of angles.
2 cm
A 90° B 120° C 135°
135°

135° 2 cm

2 cm
2 In regular polygons drawn, draw
diagonals by connecting the
opposite vertices. Diagonals Vertex
3 Compare the lengths between
point A and vertices : Point A is
a
the intersection of diagonals.
4 What kind of triangle is formed by A

diagonals? Are they congruent?

5 What is the size of an angle a
of a regular octagon on the right?
6 Divide the angle around the center of
circle into 8 equal parts, draw a regular octagon.

What is the size of an angle

formed in the centre?

− = 173
 4 Let’s draw a regular pentagon by dividing the
c
angles around centre of circle into 5 equal parts. b
a
1 What is the size of angle a ?
2 Find the size of angles b , c and d . d
3 Write down the properties of a regular
pentagon in your exercise book.

5 Let’s think about how to draw a C

regular hexagon.
B
1 Draw a regular hexagon by dividing the
angle around the centre of the circle
A
into 6 equal parts.
What kind of a triangle
is formed by ABC?

2 Draw a regular hexagon by dividing the circumference by the

length of radius, using a compass below.

Radius

The length of radius

3 Explain the reason why we can draw by using a compass.

4 Write down the properties of a regular hexagon in your exercise
book.

174 = ×
2 Diameters and Circumferences
1 Draw a regular hexagon into which a circle with a 2 cm radius fits.

1 How many times is the length around a

regular hexagon to the diameter of the circle ?
2 Let’s compare the length around a circle
with the length around a regular hexagon.

2 Draw a square into which a circle with 2 cm radius fits.

1 How many times is the diameter of the circle

to the length around the square?
2 Let’s compare the length around the circle
with the length around the square.

The distance around of a circle is called a circumference.

The line that bends like a circumference is called the curve.

Let’s investigate the relationship between the diameter of the

circle and its circumference.

3 From 1 and 2 , what do we know about the relationship

between the diameter of the circle and its circumference?
Fill in the with an inequality sign.
Diameter × 3 Circumference
Diameter × 4 Circumference
What do they mean above?
Let’s explain by writing in your exercise book.

− = 175
 4 Cut a piece of cardboard to make circle a , b and c which have
diameters of 10 cm, 20 cm and 30 cm respectively. Then, roll them
one complete rotation and investigate how far they advance.

a
b
c

1 Talk about the distance of the circle rolled and what does
it relate to.
2 Estimate how many centimetres a circle with a 40 cm diameter
will advance in one rotation.
3 Make sure how many centimetres a circle with a 40 cm diameter
advance.
4 Write the results in the table.

a b c

Diameter (cm) 10 20 30 40

Circumference (cm)

5 When the diameter increases by 2 times, 3 times and 4 times,

Activity

how does the circumferences change?

176 = ×
5 Let’s investigate the relationship between the circumferences and
diameters of various circles.
1 Measure the circumferences and diameters easily.

Measure the circumference. Measure the diameter.

2 Write the results on the table.

Cardboard a Cardboard b Cardboard c Can Packing tape

Circumference (cm)

Diameter (cm) 10 20 30

3 Is the circumference and the diameter proportional?

If the diameter If the diameter increases

increases by 2 by 3 times and 4 times,
times, then the then the circumference
circumference also increases by….
also increases It seems that 2 quantities
by 2 times. are proportional.

4 What do we have to know ÷ 10

to find the circumference Circumference (cm)

Diameter (cm) 1 10
from the diameter?
÷ 10
I can find it, if I know For example, divide
the circumference the circumference with
with 1cm diameter. 10 cm diameter by 10.
I can find the
circumference
with 1cm diameter.
Activity

− = 177
 5 Approximately, how many times is the diameter to the
circumference? Calculate to the nearest hundredth
by rounding the thousandth.

Cardboard a Cardboard b Cardboard c Can Packing tape

Circumference (cm)

Diameter (cm) 10 20 30
Activity

Circumference ÷ Diameter

Circumference ÷ Diameter is the same number regardless

of a circle’s size.

The above number is called ratio of circumference.

Ratio of circumference = circumference ÷ diameter

The ratio of circumference is a number that continues infinitely

like 3 ∙ 14159 ……, we usually use 3 ∙ 14.

6 Let’s write an expression of the relationship between and ,

where the circumference is cm and the diameter is cm.

6 How many cm long is the circumference of the circle with the

diameter of 8 cm?

Circumference = diameter × 3 ∙ 14

Exercise
Let’s find the circumference of these circles.
1 A circle with a 15 cm diameter.
2 A circle with a 25 cm radius.

178 = ×
7 The circumference of a figure as shown on the picture is 62 ∙ 8 cm.

1 If the diameter of the figure is cm, write the mathematical

sentence by using the formula in 6 .
2 What is the diameter of the figure in cm?
× 3 ∙ 14 = 62 ∙ 8

Exercise

1 Let’s find the diameter of a circle with these circumferences.
1 28 ∙ 26 cm 2 31 ∙ 4 cm 3 37 ∙ 68 cm

2 The photograph on the right shows

an image of the mining site at
Porgera Gold Mine in Enga Province.
The circumference of this opencast
mine is 1550 m. Let’s find the
diameter to the nearest whole
number by rounding to the tenths.

How Many Metres is the Diameter of this Rain tree?

Six students formed a circle around a

big rain tree as shown in the picture on
the right.
Approximately, how many metres is the
diameter of this tree?
Each student covers a length of about
1 ∙ 4 m. Let’s calculate the diameter by
3 instead of 3 ∙ 14 as the ratio of
circumference.

− = 179
 The History of the Ratio
of Circumference Can you remember the
ratio of circumference
shown above
continuously?

The ratio of circumference is represented as decimal

numbers 3 ∙ 14159265358979…, which continues without end.
Nowadays, this number has been computed to the 1 trillion
241 billion and 100 million digits by the supercomputer. But
it was very difficult to calculate this number in ancient times.

(1) Many years ago, 3 was used as the ratio of

circumference.
1 31
(2) About 4000 years ago, 3 and 3 were
8 81
used in Egypt and some other countries.
(3) About 2000 years ago, Archimedes in
Greece found that the ratio of circumference
10 1
is larger than 3 and smaller than 3 .
71 7
(4) In China about 1500 years ago, Zu Chongzhi
22 355 Archimedes
used the fractions and .
7 113
(5) In Japan about 300 years ago, Takakazu Seki
calculated the ratio of circumference that
was slightly smaller than

3. 14159265359
Takakazu Seki

Let’s change the fractions in (2) to (4) into decimal numbers.

180 = ×
1 Let’s draw regular polygons based on a circle. Pages 173 to 175

1 Regular hexagon 2 Regular pentagon

Radius Radius

2 Let’s find the circumferences of these circles. Pages 176 to 178

1 A circle with a 6 cm diameter.

2 A circle with a 5 cm radius.

3 Let’s find the diameters of these circles. Pages 175 to 179

1 A circle with a 6.28 circumference.

2 A circle with a 12.56 circumference.
Pages 176 to 178

4 There are 2 circles A and B as shown on the right. B

One has a 2 cm radius, and the other has a radius A

1 cm larger than the radius of circle A. 2 cm 1cm

How many cm is the circumference of circle B

larger than the circumference of circle A?

Grade 5
Let’s calculate. Do you remember?

1 5 × 1 ∙ 6 2 28 × 3 ∙ 5 3 17 × 0 ∙ 78
4 1 ∙ 2 × 2 ∙ 3 5 7 ∙ 6 × 4 ∙ 3 6 3 ∙ 18 × 6 ∙ 2

− = 181
14 Solids

There are faces of I can understand

triangle and a figure by sharp
quadrilateral. points.
…?

There are 6
sharp points.

Play a shape guessing game.

Let’s explore shape in the box by using hints.

A B C D E F
Activity

The surface that bends and is not plane is called a curved

surface. The shape that is covered by planes or curved
surfaces is called a solid.

182 = ×
 1 2

It can be rolled.
It’s not sharp!

I choose this box.

There is a solid in the box. Leader: Give hints by touching

without looking in the box.

3 F 4
Did you find the
So, I gave you answer using
the answer. the hints?

Yes, I have.

Students: Write down Let’s discuss together the hints you

expectations in the exercise book. used to guess the shape.

Let’s categorise solids A to F in various ways. Write “how to

categorise” and “the reason”.

I can categorise I can

by the shape that categorise by
are sharp and the shape of
are not. plane.
Activity

Let’s investigate properties of solids.

− = 183
 1 Prisms and Cylinders

1 In solids covered by planes only, let’s look at the following

solids that have parallel faces.
A B C D

1 For each solid, what is the shape of the coloured parallel faces?
Compare the sizes of each pair, respectively.
2 What is the shape of the faces that are not coloured? How many
are there?
3 Which faces are perpendicular?

The solids like A , B , C and D are

Base
Edge
called prisms.
The 2 parallel congruent faces of
prism are called bases and the Vertex

rectangular faces around the bases Side face

are called side faces.

Base
When the bases are triangles,
quadrilaterals or pentagons, their prisms are called triangular
prism, quadrilateral prism or pentagonal prism, respectively.
Cubes and rectangular prisms are types of prisms.

184 = ×
4 Say the names of the shapes A , B , C and D .
5 Summarise the vertices, edges and faces of prisms.

Triangular prism Quadrilateral prism Pentagonal prism Hexagonal prism

Shape of bases Triangle

Shape of side faces Rectangle

Number of vertices 3×2=6

Number of edges 3×2+3=9

Number of faces 2+3=5

Are there any rules?

Let’s look at each row of the table made in 1 , 5 above.

2 Put primes as triangular prism, quadrilateral prism and so on

side faces in prism, the number of vertices is represented as
follows.
Number of vertices = ×2
1 Represent the number of edges by using .

If we distinguish the
sides on the bases and
on the side faces….

2 Represent the number of faces by using .

Any prism has

two bases.
Skytower West Tokyo
(Nishi-Tokyo City, Tokyo)
3 Check expressions to find the number
whether they one correct, in the case Octa means 8.
of octagonal prism.

− = 185
 3 Let’s look at each column of the table made in 1 and activity 5

on page 185.
Let’s discuss what the relationships are among the numbers of
vertices, edges, faces and side faces in the prisms.

In the triangular prism,

the sum of the number
of vertices 3 which
corresponds to 3-sides
prism is the number of
Activity

edges.

4 Let’s investigate the shapes below.

1 What types of faces are they covered by?

2 Compare the shapes and the sizes of the 2 parallel faces.

Base
The shape shown on the right is called
a cylinder.
The 2 parallel congruent faces shaped Side face

as circle of a cylinder are called bases

and the curved surface around the Base
bases is called side face.
The length of the line that are between
the 2 bases and perpendicular to the
Height

2 bases of prism or cylinder is called

height of prism or cylinder,
respectively.

186 = ×
2 Sketches and Nets of Prisms and Cylinders

Sketch

1 Let’s draw a sketch so that you can see the whole triangular
prism at once.

Exercise
Let’s draw the sketch of these solids. 3 cm
1 2

5 cm 7 cm

4 cm 3 cm

− = 187
 Net
5 cm

2 Let’s draw the net (development) on the 4 cm 3 cm

cardboard to make a triangular prism as 8 cm
shown on the right.

A J H G

Think of other
B C E F nets to make a
triangular prism.

1 Which parts are the bases and the side face in a net?
2 Where does the height correspond in a net?
3 How many cm are the lengths of side AB, BC and DE?
4 When you make the shape, which points does point A overlap?
5 Fold the net.

Exercise
The solid on the right shows 3 cm 3 cm

a hexagonal prism with the 3 cm 3 cm

base of a regular hexagon. 3 cm 3 cm

4 cm
Let’s draw the net and make it.

188 = ×
3 Let’s think about how to draw the
3 cm
net of the cylinder as shown on
the right.
7 cm

3 cm

1 First roll up a sheet of paper with side

face as shown on the right and then 7 cm

spread the paper to draw the net.

What is the shape of the net of the
side face?
2 Which are the height of a cylinder
equal to in a net. A D
How many cm is it?
3 Which part of the base is the length
of line AD equal to? B C
4 Fold the net.

The net of side face of a cylinder is rectangular, the length is

equal to the height of a cylinder and the width is equal to the
circumference of the base.

Exercise
4 cm
Let’s draw the net of the cylinder on
the right and fold it.
3 cm

− = 189
 Pages 184 to 186
1 There is a solid as shown on the right.
D
1 What type of shape is it?
2 How many faces and edges are A
E F
there respectively?
3 Which faces are parallel to face ABC
B C
and are perpendicular to face ABC,
respectively?
4 Which sides of the solid are used to measure the height?

2 Let’s summarise prisms in the table below. Page 186

Heptagonal prism Octagonal prism Nonagonal prism Decagonal prism

Number of vertices

Number of edges

Number of faces

3 Let’s look at the solid shown on the right. Pages 186 and 189

1 Name the solid. 2 cm

2 Find the width of side face when you draw
the net. 5 cm

Calculate the number using 3 ∙ 14 as the ratio

of circumference and round this to the nearest
hundredth. What is the difference
3 Draw a net. to the net on what we
learned?

Grade 5
Let’s calculate. Do you remember?

1 8 ÷ 0 ∙ 5 2 18 ÷ 4 ∙ 5 3 56 ÷ 1 ∙ 6
4 6.4 ÷ 0 ∙ 8 5 8.06 ÷ 3 ∙ 1 6 45.9 ÷ 5 ∙ 1

190 = ×
1 What solids can we make the shapes from these nets?
Imagine the solid from a net.

1 2

4 cm
2 Let’s draw the following net.
Drawing the net.
6 cm
1 A triangular prism that has the base
of an equilateral triangle with 4 cm side
and 6 cm height.
3 cm

2 A cylinder that has the base of a circle

5 cm
with 3 cm radius and 5 cm height.

3 Using a rectangular cardboard as shown below,

make a cylinder by overlapping sides AB and CD.
How many cm is the diameter of the circle to make the bases?
Calculate using 3 ∙ 14 as the ratio of the 32 cm
A D
circumference and round this to the
nearest hundredth. 20 cm
Finding a diameter of circle of the base.

B C

− = 191
15 Rates and Graphs

A group of students played a netball game The table below shows

the shooting data of Jaydan and others.
Jaydan × × ×
Tom × × × × × Scored shots
Madu × × × × × missed shots
Let’s think about how to compare the results and discuss about
your opinions.

If I compare the Although the

numbers of number of shots is
scored shots,… different, is this
Activity

enough?

Let’s think about how to compare the result of shots.

192 = ×
1 Rates

1 Let’s compare the Jaydan Tom Madu

shooting record on Number of score 5 5 6
page 192 by expressing Total Number of shots 8 10 10
as numbers.
1 Compare Jaydan’s results with Tom’s.
2 Compare Tom’s results with Madu’s.
3 Think about how to compare the Jaydan’s with Madu’s.

Mero’s Idea Yamo’s Idea

Express them on graphs of the Change fractions to decimal

same length. numbers.
5
Jaydan Jaydan =5÷8
5
―
8
8 = 0 ∙ 625
Madu 6
6 Madu = 6 ÷ 10
― 10
10 = 0∙6

Kekeni’s Idea

Reduce fractions.
5 = 25 6 = 24
Jaydan Madu
8 40 10 40 Activity

4 Explain the ideas of the 3 students by Number of shots (Total quantity)

using words. Number of baskets (Part of the total)

5 Express the Tom’s result as number.

If we put the total number as the number of
shots, the number of scores will be one part of this total.

Shooting result = Number of scores ÷ Number of shots

Part of the total Total quantity

− = 193
 2 The table below shows the record of Sandra’s shot.
Express the result as numbers.

Game 1
Game 2 × × × × × × ×

The number expressing the result of the shots is between 0 and 1.

3 Let’s investigate the number of passengers on

planes in a day.
Which plane is more crowded?
Number of Passengers and Seats
Small plane Large plane
Number of 117 442
passengers
Number of seats 130 520

The degree of crowding is represented as a number that allows

comparing the number of passengers when the number of seats
is made 1.
1 Let’s find the degree of crowding for the small plane.
Compared quantity Base quantity

Number of 0 117 130

passengers Number of 130 117
passengers
Degree of ÷ 130 ÷ 130
Degree of
crowding 0 0.5 1 1 ?
crowding

117 ÷ 130 =

2 Let’s find the degree of crowding for the large plane.

Compared quantity Base quantity

Number of 0 442 520

passengers Number of 520 442
Degree of passengers
÷ 520 ÷ 520
crowding 0 0.5 1 Degree of 1 ?
crowding
÷ =

194 = ×
 The result of the shots in 1 is expressed by how many the derived
quantities when the base quantity is made 1.

A number that is expressed by the derived quantity when the

base quantity is made 1, like a shooting result or crowding, is
called rate.

Rate = compared quantity ÷ base quantity

The degree of crowding for the small plane in the previous page is
117 ÷ 130 = 0 ∙ 9
A degree of crowding for the 0.9 means that the number of
passengers is 0.9 when we make the total number of seats 1.

Small Plane Large Plane

Number of Number of Number of Number of
seats passengers seats passengers
Number of Number of
130 117 520 442
passengers passengers
÷ 130 ÷ 130 ÷ 520 ÷ 520
Rate 1 0.9 Rate 1 0.85

To make130 become
1, we should divide
by 130.
Exercise
1 Let’s find the rates.
1 A rate of correct answer, when 6 out of 10 problems were
answered correctly.
2 A rate of games won when a team won 6 out of 6 soccer games.
3 The rate of winning goals, when Tali missed 7 goals out of 7 shots.
2 There are 75 students at a party including Ben. There are 15
students from the grade 5. Let’s find the rate of the grade 5
students based on the total number of the students at the party.

− = 195
 The Rate of two Quantities
We can express the proportion between two quantities even if one
of them is not a part of the other.
4 There are 16 boys and 20 girls in Kuman’s class. Let’s find the rate
of the number of boys to the number of girls.
Compared quantity
Base
Boys 16 Boys quantity Boys Girls
Girls 20 Girls Number of 16 20
Ratio students
÷ 20 ÷ 20
0 0.5 1 Rate ? 1

16 ÷ 20 =
Compared quantity Base quantity Rate

5 In Kuman’s class in 4 , let’s find the rate of the number of girls to

the number of boys.
Base quantity Compared
Boys Girls
Boys 16 Boys quantity Number of 16 20
students
Girls 20 Girls ÷ 16 ÷ 16
Ratio Rate 1 1.25
0 0.5 1

20 ÷ 16 =
Compared quantity Base quantity Rate

The rate will change if we change the base quantity. In some

cases, the rate will become larger than 1.

Exercise
A 50 m building was constructed across the street from a 20 m building.
1 Find the rate of the height of the 20 m
building based on the 50 m building.
2 Find the rate of the height of the 50 m
building based on the 20 m building.

196 = ×
2 Percentages
1 There are 40 passengers in a bus
that has 50 seats.

1 Find the degree of crowding in

the bus. 40 ÷ 50 =
2 times
2 Let’s express this rate by making the
basic quantity 100. 40 ÷ 50 = ÷ 100

times

We often express a rate by making the basic quantity 100.

This expression is called percentage.
1 2
The rate 0.01 is a decimal number, which is 3

called 1 percent and is written as 1%.

Percentage = Rate × 100

3 If we multiply a rate that is expressed as a decimal number by 100,

it will become a percentage.
Let’s express the degree of crowding of the bus as a percentage.
0 40 50 (people)
Passengers
0 1
Percentage
0 100 (%)

Number of passengers 40 50
(people)
÷ 50 ÷ 50
Rate ? 1
(decimal numbers)
× 100 × 100
Percentage ? 100
(%)

40 ÷ 50 × 100 = (%)

− = 197
 2 Patrick and his friends kept a record of the vehicles on the road in
front of their school for 20 minutes.
Record of Type of Vehicles
Number of Percentage
1 Let’s express the rate of each vehicles (%)
Cars 63 45
type of vehicle to the total
Trucks 35
number of vehicles.
Buses 21
2 What is the total of all the
TAXI 7
percentages?
Others 14

Total 140

Exercise
Let’s change the following rate from decimal numbers to percentages,
and from percentages to decimal numbers.
1 0 ∙ 75 2 0∙8 3 0 ∙ 316 4 16 % 5 2%

Rates Larger than 100 %

3 Conference rooms in Steven’s guest house can hold 120 people.

Let’s find the degree of crowding in each conference room.

1 Find the degree of crowding for the Kumul

Today’s Number
conference room.
of guests in
108 ÷ 120 × 100 = (%) conference rooms.
2 Find the degree of crowding for the Muruk
Kumul : 108 guests
conference room. Muruk : 144 guests
144 ÷ 120 × 100 = (%)

When the number of guests is more than the capacity, the

percentage is larger than 100 %.

198 = ×
 Exercise
Investigate the degree of crowding on the bus for one day.

Number of Passengers and Capacity of the Bus

AM 8:00 AM 10:00 Afternoon

Number of passengers (people) 65 18 26

Capacity (people) 50 50 50

1 Let’s express the degree of crowding at each time.

2 At what time is the bus most crowded?

4 Henry made 1 run in 4 turns at batting in a softball game.

The rate of the total number of runs to bats is called
batting average.

1 Let’s find Henry’s batting average. Result of Softball

Bats Runs
Runs Bats Batting average
Henry 4 1
…

1 ÷ 4 = Takale 5 2

Sam 5 5
2 Let’s find the batting average for
Takale and Sam’s batting average.

Batting average is to use one

of the evaluation criteria for
softball or baseball players.

− = 199
 3 Problems Using Rates

Problems of Finding Compared Quantities

1 Jonah is painting a wall that has an

area of 24 m².
He has painted 25 % of the wall.
How many m² did he paint?
1 Let’s find by using these ideas.
1 If he painted 24 m², Base Compared
1%
quantity quantity
it would be 100 % of Area 24 0.24 ?
(m²)
the total area. Percentage 100 1 25
(%)
2 1 % of the area is
1 2 3
24 ÷ 100 = 0 ∙ 24
3 25 % of the area is 0 ∙ 24 × 25 = .
0 24 (m2)
Area
Rate 0 1
Percentage
01 25 100 (%)
2 Find by changing 25 % to a decimal number. × 0.25

24 × 0 ∙ 25 = Area (m²) 24 ?
Base quantity Rate Compared quantity Rate 1 0 � 25

× 0.25
Compared quantity = Base quantity × Rate

Exercise
1 In a lottery, 5 % of the tickets are prize winning tickets.
If they make 80 tickets, how many prizes will be needed?
2 A conference room has a capacity of 80 guests in each row. When
the degree of crowding is 110%, how many guests are there in
each row?

200 = ×
2 A home centre is having a clearance sale.
1 Sonia’s father bought a water tank at a
20 % discount that had an original price
of 1500 kina.

How much did he pay less than the

original price?

0 1500 (kina)
Rate
0 0.2 0.5 1
Percentage
0 20 50 100 (%)
× 0.2

1500 × 0∙2 = Cost 1500 ?

Base quantity Rate Compared quantity
Rate 1 0.2

× 0.2
2 If the original price of the water tank was 1500 kina,
how much did he pay?
Find the cost by using the ideas of these 2 students.

Vavi’s Idea Naiko’s Idea

Since it is a 20 % discount, Since it is a 20 % discount, he

1500 × 0 ∙ 2 = can buy the water tank at 80 %
of the original price.
is the amount discounted.
1500 × (1 − 0 ∙ 2)
1500 − = = 1500 × 0 ∙ 8
=

Exercise
When we buy something from the store, we have to pay a GST
(Goods & Services Tax) that is 5 % of the sales price. When we buy
a bicycle for 500 kina, how much do we have to pay in total?

− = 201
 Problems Finding Basic Quantities

3 Namari’s family has a flower garden that is part of a large field.

The area of the garden is 60 m²,
which is 20 % of the total area
of the field.
How many m² is the field? × 100 ÷ 20
1 Let’s find the area by using Base Compared
1%
quantity quantity
these ideas.
Area ? 3 60
1 20 % of the area of the (m²)
Percentage
field is 60 m². 100 1 20
(%)
3 2 1
2 1 % of the area is × 100 ÷ 20

60 ÷ 20 = 3
03 60 (m2)
3 100 % of the area is Area
Rate 0 0.2 1
3 × 100 = Percentage
0 1 20 100 (%)

2 Put the total area of the field in m². Write a mathematical

expression to calculate the area of the flower garden and then find
the correct number for using the calculation of 3 , 1 .
1 Since 20 % of the area is 0 ∙ 2, × 0∙2 = . ÷ 0.2
2 60 ÷ 0∙2 =
Area (m²) ? 60
Base quantity Rate Compared quantity
Rate 1 0�2

÷ 0.2
Exercise
1 There is a fundraising where 15 % of the tickets sold are winning
tickets. If there are 30 winning tickets, how many tickets are
needed in all?
2 A boat carried 122 passengers on Friday. The degree of crowding
was 120 %. What is the required number of passengers the boat
should carry?

202 = ×
 Biscuit Bread Scone Noodles

4 Graphs Expressing Rates

Band Graph

1 The graph below shows the result of breakfast taken by students

in grade 5. Breakfast
0 10 20 30 40 50 60 70 80 90 100 (%)

Biscuit Bread Scone

Noodles Others
1 What is the percentage of biscuit compared to the total number
of students?
2 What percentage is bread, cereal and noodles compared
to the total number of students, respectively?
3 There are 50 students in the grade 5.
Let’s find the number of students for each type.

A graph that expresses the total as a rectangle-like band is

called band graph.
With a band graph, it is easy to see the rate of each part of the
total because the size of each part is shown by the area of its
rectangle.

− = 203
 How to Draw a Band Graph

2 The tables below show the types of traffic accidents

causes by students in Eriku, Lae.
Let’s draw band graphs to express these numbers.

Causes of Accidents in Grade 1 Causes of Accidents in Grade 5

Number of Percentage Number of Percentage
Cause Cause
students (%) students (%)
Running out Running out
11 8
on the street on the street
Crossing the street Crossing the street
4 9
outside a crosswalk outside a crosswalk
Crossing the street Crossing the street
3 4
on a red light on a red light
Walking behind and Walking behind and
3 2
in front of cars in front of cars
Others 2 Others 5

Total 23 Total 28

1 Let’s find the rate of each cause of accidents to the nearest

hundredth by rounding to the thousandth.
Then find each percentage and write them in the table.
2 Draw a band graph of the grade 5.
Other is drawn last even if it is a large number.

Number of Children by Cause of Accident

0 10 20 30 40 50 60 70 80 90 100 (%)

Crossing the Crossing the Walking

Grade 1 Running out on the street street outside street on behind and in Others
a crosswalk a red light front of cars

Grade 5

3 Let’s discuss your findings based on the two band graphs.

204 = ×
 Circle Graph

3 The graph below shows the

types of library books at
Ray’s school and their rates.

Library Books

0 (100)
90 10

80 20
Others
Literature
Which subject has
the most books?
70 Social 30
science Natural
science

60 40
50

1 What is the percentage of literature compared to the total

number of books?
2 What are the percentages of natural sciences and social
science books compared to the total number of books?
3 There are 3 600 books at the library.
How many books are there in each field?

A graph that is drawn as a circle is called a pie graph.

With a pie graph, it is easy to see the rate of each part of the
total because the size of each part is shown by its area.

− = 205
 How to Draw a Circle Graph

4 The table below shows the types of injuries that

occurred during a year at Asaro Primary School.
Draw a pie graph to show these numbers.

Types of Injuries
1 Let’s find the total rate of each
Injuries Number Percentage (%)
injury to the nearest tenth by
Cuts 250
rounding to the hundredth.
Bruises 202
Then find their percentages
Scratches 176
and write them in the table.
Sprains 75
2 Let’s draw the pie graph.
Fractures 58
“Others” is drawn last even
Others 89
if its rate is large. Total 850

Fill in the
pie graph by Types of Injuries
starting at
the top and 0 (100)
moving 90 10
clockwise.

80 20

70 30

Check these
numbers at
your school.
60 40

50

206 = ×
1 Let’s find the following rates. Page 195

1 When there are 7 correct answers for 10 problems,

what is the rate of correct answers?
2 They played 4 games and won all 4.
What is the rate of winning games?

2 Rose has a 15 m tape. Albert has a 12 m tape. Page 196

1 Let’s find the rate of the length of Albert’s tape to the

length of Rose’s tape. 0 15 m
Rose
0 12 m
Albert
Ratio
0 0.5 1

2 Let’s find the Rate of the length of Rose’s tape to Pages 200 and 201

the length of Albert’s tape. 0 15 m

Rose
0 12 m
Albert
Ratio
0 0.5 1

3 Mikes buys a bicycle that has a price of 600 kina, he has to pay
630 kina because of the Good & Service Tax.
What percentage of the selling price is the money you pay?

4 There are 300 eggs, 4 % of the eggs are broken.

How many eggs are broken? Page 197

Grade 5
Let’s calculate. Do you remember?

1 + 7 5 + 2 1 + 1 3 + 5
1 2 3 1 2 4 2 1
5 10 6 9 2 4 8 12
3 − 1 9 − 3 7 − 2 1 − 4
5 6 7 8 5 2
4 2 10 4 6 3 7 5

− = 207
16 Summary of Grade 5

Applying mathematics in daily life

Different types of garbage come from the
kitchen every day. There is much more
garbage than packing materials and
vegetables. Water used to wash rice, leftover
That’s a lot of waste
noodle soup, tea and the oil used to fry fish from the kitchen.
will all eventually reach rivers, seas and the ocean.
As bodies of water are polluted, fish and other living
things will no longer be able to survive.

1 When I wash rice, I wash it four times and pour away the rice
water. When this rice water is poured the first time down the drain,
it must be mixed with water to make it clean. I use water from 0.9
cup of a bathtub which contains 300 L of water to make the water
clean. The table below shows the amount of water to make the
water clean. When the rice water is poured down four times, how
many L do we need to make the water clean?

Amount of Water to Clean Rice Water

Number of washing of rice 1 2 3 4

Amount of water to clean rice water(cups) 0∙9 0∙9 0∙6 0∙5

Amount of water (L)

Swimming pool,
Port Moresby, NCD Bigger bathtub
about 4000 L

Fish tank
about 40 000 L

Swimming pool
about 400 000 L

208 = ×
 Camp Welch River,
Central Province

Jais Aben,
Madang Province

2 A bowl of noodle soup is poured down the kitchen sink.

About 750 L of water is needed to make the leftover soup clean
enough for fish to survive. If a person pours a bowl of noodle soup
down the drain every day for a year, how much is the amount of
water needed to make the soup clean?

3 A table spoon of oil is 15 mL. When this oil is poured down the
drain, it must be mixed with about 5100 L of water to make the
water clean.
1 How much water is needed as multiple of the oil?
2 If we use 450 mL of cooking oil in a pot and pour it directly down
the drain, how much water will be needed to clean this oil?

Let’s think about what we can do to keep the water clean.

− = 209
 Numbers and Calculations
1

1 Let’s calculate 100 times and 1 of the following numbers.

100
1 5 ∙ 18 2 0 ∙ 407 3 13 ∙ 4 4 3600

2 Let’s calculate. 3 5 8 11

1 8 × 1 ∙ 6 2 5 × 2 ∙ 2
3 32 × 6 ∙ 4

4 2 ∙ 4 × 1 ∙ 5 5 5 ∙ 72 × 8 ∙ 1
6 0 ∙ 4 × 0 ∙ 28

7 9 ÷ 0 ∙ 5 8 48 ÷ 1 ∙ 6
9 54 ÷ 1 ∙ 8

10 1 ∙ 2 ÷ 0 ∙ 3 11 8 ∙ 05 ÷ 3 ∙ 5
12 0 ∙ 03 ÷ 0 ∙ 15
3 + 1 2 + 3 1 + 5
13 14 15 2 1
4 8 5 7 8 12
5 − 2 8 − 4 3 − 7
16 17 18 3 1
6 3 15 9 16 8
3 × 3 × 2 ×
19 2 20 3 21 3
7 2 9
3 ÷ 4 ÷ 8 ÷
22 2 23 2 24 4
5 7 9

3 Let’s summarise the properties of whole numbers. 7

1 How many common multiples of 4 and 6 are there between 50 and

100?
2 Let’s find the least common multiples and greatest common divisor
of the following pairs.
A (12, 18) B (8, 16)
3 What is the biggest prime number between 1 and 100?
8
4 Arrange the following fractions and decimal numbers from the
smallest to the largest.
4 17 3
0 ∙ 7 1 ∙ 6 1 3 ∙ 08
5 8 4

210 = ×
5 A 7 ∙ 2 cm wire weighs 3 ∙ 6 g.
1 How many g is the weight of

1cm of this wire?

2 How many g is 3 ∙ 6 m of this wire?

3 5

The Secret of ÷7

Write whole numbers in order in the of ÷ 7 and

calculate the numbers.

1÷7=
0 ∙ 1428571
2÷7= 7 1∙0
  7
  30
3÷7=   28
   20
4÷7=    14
    60
5÷7=     56
     40
6÷7=      35
      50
      49
7÷7=        10
        7
8÷7=         3

9÷7=
…

The aligned dots

indicate to continue.

What do you see?

− = 211
 Measurement
2

1 There are 966 students playing in the large field that has an area
of 1680 m².
There are 105 students playing in the small field that has an area
of 200 m². Which field is more crowded?

2 Let’s find the volume of these figures. 6

1 2
8 cm
3 cm 2 cm
3 cm
5 cm 4 cm
2 cm
4 cm

4 cm 6 cm 6 cm

3 Let’s find the area of these shapes. 10

1 2 3

12 cm 6 cm
10 cm 14 cm 14 cm
11 cm 4 cm
8 cm 14 cm
Parallelogram

4 5 6
16 cm

9 cm 18 cm
12 cm 10 cm

4 cm
10cm
Parallelogram
Rhombus Trapezoid

212 = ×
 3 5

Let’s Find the Area of Various Shapes !

Let’s find the area of the following shape by using

what we learned.
Let’s draw a line to
connect vertices.

What lengths should

we measure?

− = 213
 Shapes and Figures

1 Let’s find the congruence figures. 4

a b c

d e
f

2 Fill the with a number. 4

2 3

1
70°
30°

°
100° °
20° °
40°

13
3 We draw a regular octagon by dividing
the angle around the centre of the
circle into 8 equal parts.
1 What is the size of angle a ?
a
2 What is the size of angle b ?
c
b
3 What is the size of angle c ?

214 = ×
4 Let’s find the circumference of these circles. 13

1 A circle with 4 cm diameter.

2 A circle with 5 cm radius.

5 Let’s draw the net of these solids. 14

1 2
3 cm

5 cm 7 cm

4 cm 3 cm

Circles Separated by 1 m

1m
Draw a circle with a 10 m diameter and
then draw another circle that is 1 m
outside that circle. 10 m

How many metres longer is the

circumference of the outer circle than
the inner circle?
1m
Try to guess
the answer first.

100 m
Draw a circle that is 1 m outside a
circle with a 100 m diameter.
How many metres longer is the
circumference of the outer circle than
the inner circle?

− = 215
 Relationships among Quantities

1 Fill in the with a number. 15

1 36 kg is % of 48 kg.
2 80 % of 2 ∙ 5 m is m.
3 35 % of Kina is 1400 Kina.

15

2 There are 160 books on a shelf.

This graph shows the ratio of each type of books.
How many story, biography and comic books are there?

Each Type of Books

0 (100)
90 10

80 Others 20
Story
Comic
70 30
Biography
60 40
50

216 = ×
 Part 1

All over the world. people are trying to keep valuable

buildings and natural environment as ‘World Heritage’.
Now, let’s go on a journey by plane to clear up
mysteries in the world.

Professor Steven

1 Cathedral from Birds’ Eyes

2 World Heritage Site – Comparing Height
3 Sinking Islands
4 Roman Empire Cities with Water Supply
5 Pentagon by Fractions

5
1

4 3

Let’s go to the places to find the fragments of the key !

217
 1 Cathedral from Birds’ Eyes
Old city area in Florence,
Italy, is approved as one of the
World Heritage Sites.
The building which can be seen
from anywhere in this city is
St. Maria del Fiore Cathedral.

This Cathedral’s appearance varies differently depending on the position of the

viewer. What kind of shape can we see from the top view?
The most Christian church’s top view is cross-shaped. Appearances of buildings
is dependent upon the viewer’s positions.

The figure of
St. Maria del Fiore Cathedral

Yes, there is a story that the A cylinder also has a circle

number of chimneys is viewed shape from the top view,
as one, but actually there are but a rectangle from the side
two. view.

I will give you a problem now. If we create a solid which consists of the front view
“ ”, the side view “ ” and the top view “ + ” using cubic blocks, you can
access the fragment key.
The design of solid is on the next page.

218
 Design
A. Front view B. Side view
5 1 1 1 1 1
3 1 1 1
1 5 1 1 1 3 1 1
1 3 1 1 3 1
1 1 5 1 1 1 1 5 1 1
C. Top view
5
3
3 1 5 1 3
3
5

The numbers in the design We can imagine the shape,

indicate the number of blocks can’t we?
used for the corresponding slots. Let’s make those shapes.

I got the answer without

We did it!
calculation!

Well done. So, divide the numbers

of all blocks by the number of
slots with numbers in each A, B,
and C to get the average for one
slots of each.

Why did she get the answer A B C

without calculation? Write your
reasoning in your exercise book.

Let’s cut out fragments on page 246 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

219
 2 World Heritage Sites – Comparing Height
The Eiffel Tower in Paris, France, was
built in 1889, when the Paris
International exhibition was held. Its
roof top height is about 300 metres.

I want to go up there one day.

A Eiffel Tower
But, Tokyo Tower is a little bit taller.

Let’s find out the heights of the following buildings in World Heritage sites. In this
activity, there is a hint to get to another key fragment.

B The Leaning Tower of Pisa in Italy: C Big Ben in the England

It has a lean of 5° towards the south.

D King Khufu’s Pyramid in Egypt

E The Statue of Liberty in the United States of America

(the height included a part of plinth)

220
There are 4 sentences below. If the heights of B to E is represented by ,
write expressions for calculating their heights.
The height of the ‘Eiffel Tower is known.
1 The height which is 1 metre less than the Leaning Tower of Pisa is 0 ∙ 18 times
of the Eiffel Tower.
2 The height which is 4 times the Statue of Liberty is 72 metres higher than the
Eiffel Tower.
3 The height of Big Ben is 0 ∙ 72 metre less than the height which is 1 ∙ 04 times
the Statue of Liberty.
4 If we add the heights of King Khufu’s Pyramid and the Leaning Tower of Pisa,
it is twice the height of Big Ben.

If the height of the Leaning Tower of Pisa is m, the height which is 1 metre
less than m is ( − 1) m.
The height which is 0 ∙ 18 times as high as the Eiffel Tower is expressed as
300 × 0 ∙ 18, therefore, we can make the expression,
− 1 = 300 × 0 ∙ 18
Using this expression, we can get .

If the height of The Statue of Liberty is m, the height which is 4 times is the
same as the answer of the addition between 72 and the height of the Eiffel Tower.
Therefore, we can represent it as follows × 4 = (The height of Eiffel Tower) + 72

Likewise, calculate the heights of the

B C
4 buildings and in the order of their
A
heights from tallest, draw lines.
E D
What kind of shapes can we make?

1 2 3 4

Let’s cut out fragments on page 246 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

221
 3 Sinking Islands
It is said that Global warming leads to the rise in sea level. It is also predicted by
some researchers that the sea level will rise to a maximum of 59 cm in the 21st
century. In Maldives, in the Indian Ocean, 4 of their land has only less than 1m
5
altitude from the sea level.
It might sink forever if the sea level continuously rises.
The area of the sea on earth is about 361000000 km².
If we think of the area as a square, the length of one side is about 19000 km.
If we think of the following rectangular prism using this square, what km³ of water
is necessary for the sea level to rise by one metre? Let’s calculate it.

361000000 km3 1m

19000 km
19000 km

A large amount of water is necessary. If the sea level rises by one metre,
most lands of Maldives will sink.
I wonder where this large amount of water comes from. Is it because of Global
Warming? It might be as a result of ice melting in the Arctic Ocean.

So, let’s experiment! Let’s add water and ice in a glass and check the surface of
the water.

Check on the Leave the glass

surface of water. until the ice melts.

Ice floats on water

in a glass.

Ah, the surface of water has not risen.

222
In fact, it is said that one of the causes of the rise in the sea level is “Expansion
of the seawater because of Global Warming”.

Right. Water expands when it is heated.

When it is heated…

Another cause of rise in the sea level is “Decrease of glacier”.

It means that ice on land melts and it flows into the sea.
Let’s search how much glacier actually melts.
The glacier on Padagonia icy field in Chile and Argentina melts at a faster speed
than any other glacier on the earth.
It is said that in the past 7 years,
42 km² of ice is lost every year.
How many 1 m³ ice cubes have melted
over the past 7 years?
This is a hint to find a fragment.
Padagonia icy field

A : 200 billion or less than 200 billion

B : more than 200 billion and less

A : than 250 billion or equal to 250 billion

C : more than 250 billion and less

A : than 300 billion or equal to 300 billion
the size of 1 m³

Let’s cut out fragments on page 246 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

223
 4 Roman Empire Cities with Water Supply
There was a country named the Roman Empire
in the Mediterranean area more than 2000 years
ago. This country constructed water bridges
combining roads connecting to various places
with water pipes to send water. One water bridge
of these constructions still exists in France and is
Roman aqueduct (France)
approved as a part of World Heritage.

I am surprised that there were The length of this Water Bridge

water pipes in such far past! is 275 m, the height is 49 m and
it has 3 levels. The 1st level is
It is amazing that it was supported by 6 arches, the 2nd by
constructed by piling stones 11 and the 3rd by 35.
which enabled water to flow!

I will tell you a hint to find the key fragment. If you design a water bridge with a
length of 24 m, you will find the place of the fragment.

How to design
The number of arches begins from one in the 1st level and then it increases
gradually as the level goes up.
The width of the arches in each level is the same size and so the total length
of every level should be the same.
The width of the arches should be expressed by a whole number with a unit
of “metre”.
The width of the arches in each level is a divisor of 24.
The shapes of the arches are semicircles and the difference
between the highest point of the
Every starting point Every end point
semicircles in each level and the is exactly the same. is exactly the same.
bridge of the next level is 1 m. 1m 1m

Draw the design 1m 1m

using a compass.

224
1C
1C

You can find a fragment at the number which is an answer of multiplication

between the number of arches in 3rd level and the number of arches in 6th levels.

1 22 2 23 3 24 4 25

Let’s cut out fragments on page 246 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

225
 5 Pentagon by Fractions
The shape of stars is frequently used in the national flags in the world.
The United States, which has “The Statue of Liberty” as a part of World Heritage
also use stars indicating each state in their national flag.
In Japan, Nagasaki city also has stars in their flag.

The Statue of Liberty Peace Statue (Nagasaki city, Japan)

The national flag of the USA Nagasaki city’s flag

There is an interesting way to At first, the numerator (5) indicates

5
draw a star. It is . that drawing 5 points divides a
2
circle equally into 5 sectors.
What? How can we draw stars
by fractions? A circle has 360 degrees, so
360 ÷ 5 = 72, we can divide by 72
The denominator and the degrees for each.
numerator indicate the way to
draw it, right?
72°

You have an eye on good

points. I will show you the way
now, so let’s do it together.

226
Next, I will explain the meaning of the denominator (2). Decide a starting point
and then draw a line connecting the starting point and a point (end point) locating
2 points after the starting point and line connecting the end point with a point
locating 2 points after the point again, and continue
1 point
until it reaches the starting point!

Oh, Yes! We can draw a star.

2 points

I want to try it by
another fraction. How
9
about the case of ?
2

9
Awesome! If we use , we can
3
draw a triangle!

9 3
reduces to . We divide a circle to 3 sectors and draw a line one by one, so it
3 1
will surely be a triangle.

So, to find the fragment of the key, we should find it by which enable us to draw
a “square”. The line between the denominator and the numerator is found in the
following diagram. The fragment can be found on the line you drew.

1 2 3 4 5 6 7 8 9

A B C D

1 2 3 4 5 6 7 8 9

Let’s cut out fragments on page 246 and paste on the last page and make the key
completed.

Let’s go to the next place to find the fragments of the key!

227
 Let’s always consider
our friends sincerely!
nds hi p !
y of frie
g ot the ke
You

We made a lot
of effort!
We got the friendship
key, wow!

Value of Toral Shell Money (Tabu)

Papua New Guinea had the practice of buying and selling using their own traditional money
before the introduction of Kina and Toea in 1975. Different province and regions in Papua New
Guinea have their own way of paying for goods, we call Barter system. When there is need for
payments such as bride price ceremony or compensation, the people pay using the goods they
produce or raised or pay with the traditional money they have. The Rabaul people use Tabu or
shell money as shown in the picture. During a ceremony, rings of Tabu are displayed. The value of
Tabu is 10 toea for 12 tabu beads per stick. One arm span is 5 kina. In a bundled ring Tabushell,
there are 40 rings with a diameter of 80 cm. If 70 cm of tabu (one arm length) is 5 kina, what is
the total value of this bundle ring?

228
 Part 2

There are phenomena (things) which make us wonder why

they happen on earth. We sometimes think ‘why did they make
this kind of things. What did the ancient people see and think
about while they were making these things?

6 The Oldest Scroll of Mathematics

7 Ayers Rock the Center of the Earth
8 A Mysterious Circle of Stones
9 World Heritage – Comparing Areas of the Lakes
10 Disappearing Lake from Map

10
8

6 9

Let’s go to the places to find the fragments of the key !

229
 6 The Oldest Scroll of Mathematics
There are many sites of the ancient Egyptian Royal Dynasty in Egypt. These
huge pyramids are all royal sites.

Pyramids (Egypt)

About 3700 years ago, the scribe Ahmose, who worked under a pharaoh,
recorded the mathematics knowledge of that period on a papyrus paper scroll.
In 1858, an English explorer Alexander Henry Rhind found the scroll and it was
deciphered 20 years later.
The scroll shows questions about various fractions which are written as the sum
of different unit fractions.

For example, you express 2 as addition of unit fractions as;

3

2 = 1 + 1
Put different numbers in and .
3

2
So, we need to express as a sum of different unit fractions.
3
A unit fraction is a
How about putting any number in the blanks. fraction where the
See if it's right or not. numerator is 1.

2
Imagine a circle. How many degrees is ? 2
3
3
One circle means 360° so dividing it by 3 and two
2
pieces of that are .
3 240°

Then, 360 ÷ 3 × 2 = 240 so, it is 240°.

230
 240° is 180° + 60°, right?
180° 1
180 = 1 60 = 1 2
Oh, 180° is, . 60° is .
360 2 360 6
60°
2=1+1 1
I see! The answer is .
3 2 6 6

This is a quiz to find the key fragment. 2 = 1 + 1

You can find the hint to the hiding place 5
by expressing 2 as unit fractions.
5

Let’s study the relationship between fractions and angles. You can calculate the
addition of fractions by the addition of angles after we study fractions by dividing
a circle and the angle.

Fraction 1 1 1 1 1 1 1 1 1 1
2 3 4 5 6 8 9 10 12
Angle 360° 180° 120° 90° 72°

1 1 1 1 1
15 16 18 20 24
14.4° 12° 10° 9° 8°

6° 5° 4° 3° 2° 1°

2 The column represents the denominator of

is 114° so,
5
the bigger angle and the row represents the
I see!
denominator of the smaller angle.

Let’s cut out a fragment

on page 247 and paste on
the last page.

Let’s go to the next place to find the fragments of the key!

231
 7 Ayers Rock the Center of the Earth
There is a famous rocky mountain called
Ayers Rock in Australia.

How big is it?

I can see how big it is as I’m getting closer.

It is a huge monolith. It is said that the monolith is 9 km around, 348 m in height,

3 ∙ 6 km in length and 2 ∙ 4 m wide.

Let’s consider Ayers Rock to be a trapezoid looked from straight above.

The upper base is 3 ∙ 6 m and the lower base is 1 ∙ 7 m as shown below.

2.3km 3.6 km

1.7km

232
The location of the key fragment is shown on the following map. The area of
Ayers Rock seen from straight above defines a number of the horizontal line and
the volume defines a number of the straight lines. (The number of horizontal lines
shows an approximate area of Ayers Rock seen from straight above and the
number of vertical lines shows the approximate volume.) Round off the value of
the volume to three decimal places.
6 6 ∙ 1 (Km²)
You can find out the location
with these two answers. 2 ∙ 12

(Km³) 2 ∙ 13

I see, the point where two lines intersect is the place of the fragment!

But, how can we find the approximate area and volume?

Imagine a figure as shown below. 3.6 km

2.3 km
Oh yeah, joining two of these
shapes together it becomes a
rectangular prism! 348 m

1.7 km

Let’s cut out a fragment on page 245 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

233
 8 A Mysterious Circle of Stones

At the Stonehenge in the southern part of the England, there are ruins composed
of a circle of large stones.
This was built about 3600 to 5000 years ago.
The weight of a stone pillar is about 25 tonnes and there is another stone which
weighs 7 tonnes on the top of this.
It seems that these stones were carried from a place about 38 km away from this
place. It is said that it took 600 people and 1 year to carry 1 stone.
If there were 1800 people to carry stones, how many years did it take to carry
120 stones?

1800 people could carry 3 stones in 1 year.

Then, 120 ÷ 3 = 40 so, it takes 40 years.

But how did they carry these stones?

Even in modern science it cannot be explained.

234
The key fragment is hidden near this stone circle. You will find the
location when you go half way round the circumference from the
centre of the stone-circle facing North. The stone-circle is 30 m in diameter but in
this quiz let the diameter be 5 cm. Draw a figure then find the answer.

×A
North
×B

×C West East

×D
South

At first we have to find the Suppose this length is 30 m,

center of the stone-circle. find the location.

30 m

A B C D

Let’s cut out a fragment on page 245 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

235
 9
9 World Heritage – Comparing the Areas of the Lakes

Lake Baikal, Russia Lake Malawi, Malawi

Lake Baikal in Russia and Lake Malawi in Africa are both far away from each
other but their shape is similar. This is because the two lakes were made in the
same way.

There are many other lakes in the World Heritage list. Lake Ohrid in
Macedonia and Yellowstone Lake in the United States are famous. Let’s compare
the areas of these lakes.
While Lake Ohrid is 350 km² big, Lake Baikal is 90 times bigger. The area of
Yellowstone Lake is 1 ∙ 2 % of Lake Malawi, 360 km².

Lake Ohrid and Yellowstone Lake are approximately the same in area.
The areas of Lake Baikal and Lake Malawi are almost the same.
Let’s calculate their areas.

You can calculate the area You can divide the area of
of Lake Baikal by using the Yellowstone Lake by 0 ∙ 012 to
area of Lake Ohrid. find the area of Lake Malawi.

Count the squares on the next page to find the approximate areas of Lake Baikal
and Lake Malawi. Compare the calculated value and the counted value of each
lake. Which pair has less difference?
Choose the right pair to get a broken piece of the key (The key fragment is
hidden in the one with the closer area.).

236
A：Lake Baikal

B：Lake Malawi

The side of each square is 20 km for each figure.

Both lakes look equal.

The incomplete squares are counted as half an area.

To begin with, put x on incomplete squares and o on complete squares.

Then calculate.

We can calculate area of 1 square as 20 × 20 = 400 (km2).

A B

Let’s cut out a fragment on page 245 and paste on the last page.

Let’s go to the next place to find the fragments of the key!

237
 10 Disappearing Lake from Map

The Aral Sea is a salt lake that lies

Kazakhstan
between Kazakhstan and Uzbekistan.

Lakeshore
in 1850s

Uzbekistan
in 2003

An abandoned ship that was once at the

bottom of the lake.

This lake used to have a water volume of 1090 km³ containing 10 g salt per litre in
1960. However, the water volume has been reducing because of the
constructions of canals for agricultural water supply.
Consequently, the amount of salt per litre has been increasing. In short, the salt
water is more concentrated. In 1989, the lake separated into the South Aral Sea
and the North Aral Sea and in 2003, the total volume of water in the two lakes
decreased to 109 km³. Even at the locations of low salt concentration in the South
Aral Sea it contains 80 g of salt per litre.

1960 1996
North
Aral Sea

Eastern
Sea

Western Sea

What is the percentage of the You can apply the knowledge of

volume of water in 2003 compared proportion to find the answer.
to the volume of water in 1960?

238
The chart below shows how the salt concentration has increased since 1987.
Study when (from what year to what year) the salt concentration became equal to
that of the sea and you can find the key fragment.

How many grams of salt does the sea water contain?

It is 35 g per litre in average.

The Change in the Concentration of Salt in Aral Sea

Year 1987 1988 1989 2003

The salt per litre (g) 27 ? ? 80

Suppose that the concentration of salt increases at the constant rate every year
from 1987 to 2003…

The amount of salt per litre in 1987 is 27 g per 1 L and the salt per 1 L in 2003 is
80 g per 1 L. So, there is an increase of 53 g in 16 years.
16

1987 1988 2003 (year)

Year
0 1 1
Salt per L
27 35 80 (L)
53

There are four jars with the key fragment inside. The final key fragment is in the
jar made in the same year as the salt concentration was 35 g per litre.

A 1989 B 1992 C 1995 D 1997

Let’s cut out a fragment on page 245 and paste on the last page and make the
key completed.

Let’s go to the next place to find the fragments of the key!

239
 You must not tell a lie
at anytime!
a b ili t y !
y of reli
g ot the ke
You

We got the key

of reliability! What kinds of problems
can we challenge
at grade 6!

Area of Lake Kutubu

Papua New Guinea has many lakes. The two largest lakes are Lake Murray and Lake Kutubu.
Lake Kutubu is famous because of its location which is near to the Kutubu Oil Project, in the
Southern Highlands Province. The water is clear and the lake reaches a depth of 70 m (230 feet)
and is about 800 m above sea level.

The picture shows the map

21Kmm
of Lake Kutubu. For each
square grid, the area is
10 km2. Find the total area
of the Lake using the
method of calculating the
approximate area learned
in this grade.

240
Answers
Chapter 1 Excercise: Page 8 7 110 8 336 9 674 10 131 11 438 12 188
1 1 10, 1, 0.1 2 0.001, 0.0001 Chapter 4 Excercise: Page 56
2 1 10, 10 2 ten 1 1 70 2 25 3 110 4 95 5 120
3 10 times of 36.05 is 360.5 Do you remember?: Page 56
100 time of 35.05 is 3605 1 12 2 23 3 24 4 4 5 6 6 4
1
7 56 8 75 9 58 10 6 11 9 12 57
10 of 36.05 is 3.605
1 Chapter 4 Problems: Page 57
100 of 36.05 is 0.3605
1 See teacher
Chapter 1 Problems: Page 9
2 1 80 2 65 3 130 4 80 5 125
1 1 8.695 kg 2 0.32 L 3 3670 m 4 6720 cm
2 1 8.25 2 567 3 7.23 4 0.452 Chapter 5 Excercise: Page 70
3 1 0.3074 2 2.05 3 175 1 1 8 2 20 3 25 4 3 5 7
1 1 132 2 See teacher 3 See teacher 6 3 7 8 8 14 9 0.375 10 2.6
11 4.5 12 0.4 13 1.45 14 9.25 15 0.25
Chapter 2 Excercise: Page 22
2 1 16 remainder 0.2 2 27 remainder 0.02
1 1 6.8 cans per day
3 6 remainder 0.12
2 B is more crowded.
3 4 cups of 0.8L and 0.2 L is left
3 White paint 4 2.4 kg
4 1 0.47, 0.467 2 2.16, 2.158 3 8.41, 8.406
Do you remember?: Page 22
5 8.3g
1 1404 2 5762 3 2730 4 7392 5 36160
Do you remember?: Page 70
6 29664 7 21.6 8 55.8 9 20
1 144 cm² 2 351 cm² 3 24 m²
Chapter 2 Problems: Page 23
Chapter 5 Problems: Page 71
1 780 people
1 1 23 2 2.5 3 98 4 2.35 5 0.825 6 1.875
2 1 120 kina 2 600 kina 3 12 m
2 4.5m 3 16 cups and 0.12L left
3 1 70 sheets of papers
4 1 Amount of paint per 1 kg
2 560 sheets of papers 3 30 min
2 Weight of red paint per 1 L
4 37 pages 5 5.6 second
5 1 > 2 <
Chapter 3 Excercise: Page 35 6 See teacher
1 1 215 2 10.8 3 83.2 4 4.2
Chapter 6 Excercise: Page 86
5 161.2 6 43.4 7 0.48 8 3.15
1 1 504 cm³ 2 729 cm³
9 5.1 10 0.075 11 2.898 12 6.54
2 10800000 cm³, 10.8 m³
2 1.02 m² 3 38.7g, 3.6g
3 400000 cm³, 0.4 m³ 4 216 cm³
4 1 > 2 < 3 < 4 =
Do you remember?: Page 86
5 See teacher
1 36 2 6.48 3 11.502 4 0.06
Do you remember?: Page 35
5 6 6 1.8 7 0.85 8 2.3
A 120° B 60° C 40° D 140°
Chapter 6 Problems: Page 87
Chapter 3 Problems: Page 36
1
1 1 540 cm³ 2 125 m³
1 10, 10, 23, 16, 100 2 1 225 cm³ 2 48 m³
2 1 36.4 2 22.8 3 5.76 4 0.24 5 2.45 3 68.448 cm³ 4 4 times
6 3.8 7 12.341 8 2.268 9 0.056
Chapter 7 Excercise: Page 103
3 1 288 kina 2 54 kina
1 1 3, 6, 9, 12, 15, 18, 21, 24, 27,
4 1 20.8 2 42 5 1 0.42 2 15.432
30, 33, 36, 39, 42, 45, 48
Chapter 4 Excercise: Page 47 2 7, 14, 21, 28, 35, 42, 49
1 1 , 2 , 3 and 4 See teacher 3 21, 42 4 1, 2, 4, 7, 14, 28
2 See teacher 5 1, 2, 4, 8, 16, 32 6 1, 2, 4
Do you remember?: Page 47 2 1 6, 12, 18 LCM: 6 2 40, 80 120 LCM: 40
1 180 2 272 3 739 4 777 5 842 6 1221 3 15, 30, 45 LCM: 15

241
 1
3 1 1, 2, 3, 6 GCD: 6 2 1, 2 GCD: 2 7 42 8 99
3 1, 2 GCD: 2 1
3 22 L
Do you remember?: Page 103 4
5
1 24 2 7 3 20 4 35
2 1 2
2 8 2 7
1 23, 3 2 15, 5 3 1 11 7
5 4 6 7 7 24 8 8
Chapter 7 Problems: Page 104 7
5 18 L
1 1 16, 32, 48 Divisors: 1, 2, 4, 8, 16
Do you remember?: Page 159
2 13, 26, 39 Divisors: 1, 13
1 48 cm³ 2 15.625 cm³ 3 150 m³
3 24, 48, 72 Divisors: 1, 2, 3, 4, 6, 8, 12, 24
Chapter 11 Problems: Page 160
2 1 21, 42, 63 LCM: 21 2 36, 72, 108 LCM: 36
7
3 20, 40, 60 LCM: 20 1 1 4 2 32
5 3 4 3 5
3 1 1, 3 GCD: 3 2 1 GCD: 1 2 1 6
2 3 4 3 14 4 27 5 13 6 27
3 1, 2, 3, 4, 6, 12 GCD: 12 7 1
3 50 m 4 5 2 cm²
4 9 : 24 am 5 10 sets of 6 cm squares 6 53 1 1 1
1 1 3 hours
2 3 days 3 16 minutes
Chapter 8 Excercise: Page 121
Chapter 12 Problems: Page 169
1 1 > 2 > 3 < 4 >
1 2 3 2 3 1 1 Not proportional 2 Not proportional
2 1 2 2 3 3 4 4 3 5 4
3 Proportional = 30 ×
1 5 11 2
3 1 7 2 9 3 3 (3 3 ) 2 1 20, 40, 60, 80, 100, 120
4 1 0.5 2 0.31 3 3 4 1.25 2 Length is directly proportional to weight.
3 19 9 61 111 11
5 1 10 2 10 (1 10 ) 3 100 4 100 (1 100 ) 3 20 4 = 20 × 5 48 g
6 2 5 7
0.7 1 1 20 5 1.8 Chapter 13 Excercise: Page 181
5
0 2 1 See teacher
2 1 18.84 cm 2 31.4 cm
Do you remember?: Page 121 3 1 2 cm 2 4 cm
2 9 1 6 4 11 3 4 6.28 cm
1 5 2 1 3 4 (2 4 ) 4 7 5 5 6 8 (1 8 )
Do you remember?: Page 181
Chapter 9 Excercise: Page 129 1 8 2 98 3 13.26 4 2.76 5 32.68 6 19.716
15 6 1 1 7 10
1 1 28 2 1 35 3 1 12 4 1 2 5 2 8 6 7 21
11 1 11 1 11 11 Chapter 14 Excercise: Page 190
7 18 8 24 9 28 10 1 12 11 4 35 12 1 12 1 1 Triangular Prism 2 5 faces and 6 edges
4 1 11
2 1 5 m rope with 20 m longer 2 1 20 m 3 Parallel to face DEF, Perpendicular to faces
3 1 Wrong, not calculated making same dinominator. ACFD, BCFE and ABED
Do you remember?: Page 129 4 AD, BE and CF
1 6.37 2 2.38 3 0.28 4 12.642 2 Number of vertices 14, 16, 18, 20
5 20 6 0.6 7 3.5 8 2.5 Number of edges 21, 24, 27, 30
Number of faces 9, 10, 11, 12
Chapter 10 Excercise: Page 147
3 1 Cylinder 2 12.6 cm 3 See teacher
1 1 32 cm² 2 10 cm² 2 1 6 cm² 2 40.5 cm²
3 1 16 cm² 2 20 cm²
Do you remember?: Page 190
1 16 2 4 3 35 4 8 5 2.6 6 9
Do you remember?: Page 147
Chapter 14 Problems: Page 191
1 16 2 12 3 4 4 4
1 1 Pentagonal prism 2 Cylinder
5 86 6 156 7 18 8 27
2 See teacher 3 10.2 cm
Chapter 10 Problems: Page 148
1 1 18 cm² 2 20 cm² 3 12 cm² 4 18 cm² Chapter 15 Excercise: Page 207
2 See teacher 3 18 cm 1 1 0.7 2 1
4 1 40 cm² 2 14 cm² 3 20 cm² 2 1 0.8 2 1.25
3 105% 4 12 eggs
Chapter 11 Excercise: Page 159
2×3 6 5 5 Do you remember?: Page 207
1 1 7 , 7 2 7 × 3 , 21 9 1 3 19
1 10 2 1 18 3 34 4 3 24
2 1 1
2 1 2 2 4 3 3 9 3 4 33 5 1 4 6 12 1 3 1 12
5 4 6 20 7 2 8 2 35

242
Glossary
Addition is the process of calculating the total of two or more numbers
or amounts. · · · · · · · · · · · · · 5 & 32
Approximately is when a number or measure obtained from given numbers
which is closer to the actual number or measure · · · · · · · · · · · · · · · · · 25
Averaging is the process of making different sized measurements to
the new measure evenly or equally. · · · · · · · · · · · · · · · · · 13
Band Graph is a graph that expresses the total as a rectangle-like band.
· · · · · · · · · · · · · · · · 203
Circumference is the surrounding length of a circle. · · · · · · · · · · · · · · · · 175
Congruent is a figure which is identical in shape, size and angles.· · 38 & 42
Corresponding is the side, vertex or angle of a figure which is simmilar or
identical to another congruent figure. · · · · · · · · · · · · · · · · · 42
Denominator is the number below the line in a fraction. · · · · · · · · 109 & 110
Diameter is a straight line that passes through the centre of a circle that
halves the circle into two equal parts. · · · · · · · · · · · · · · · · 175
Division is the process of sharing or dividing a number or a quantity
by another. · · · · · · · · · · · · · · · · · 58
Divisors are whole numbers by which a number can be divided with
no remainder. · · · · · · · · · · · · 59 & 61
Estimate is a measure or number obtained by guessing from given numbers
which is almost the same as the actual answer. · · · · · · · · · · · · · · · · · 11
Even numbers are whole numbers divided by 2 without a remainder. · · · 102
Improper fraction is a fraction expressed that has a numerator larger than
its denominator. · · · · · · · · · · · · · · · · 103
Mean is the same number or measure which is averaged from some
numbers or measures. · · · · · · · · · · · · · · · · · 13
Mixed fraction is a fraction that includes both a whole number part and
a fractional part. · · · · · · · · · · · · · · · · 103
Multiples are whole numbers multiplied by a certain number. · · · · · · 7 & 29
Multiplication is the process of combining a number or quantity by another
to obtain its product. · · · · · · · · · · · · · · · · · 24

243
 Net is the plane shape that is developed that when folded, it gives an
enclosed solid. · · · · · · · · · · · 187 & 188
Numerator is the number above the line in a fraction. · · · · · · · · · · · · · · · · 109
Odd numbers are whole numbers divided by 2 that leaves a remainder of 1.
· · · · · · · · · · · · · · · · 102
Percentage is the quantity obtained in expressing a ratio by making
the basic quantity 100. · · · · · · · · · · · · · · · · 197
Polygon is a plane figure with at least three straight sides and angles and
are typically five or more. · · · · · · · · · · · · · · · · · 55
Population Density is the population measured in per 1km2. · · · · · · · · · · 18
Prime is the number of sides of base in polygons. · · · · · · · · · · · · · · · · 100
Prime Number is a number than can be divided only by 1 and itself. · · · · 100
Proportion is when a quantity changes and the other quantity also changes
at the same amount. · · · · · · · · · · · 165 & 166
Quadrilateral is a shape with four sides, vertex and angles. · · · · · · 43 & 44
Quotient is the result or measure obtained by dividing one quantity
by another. · · · · · · · · · · · · 64 & 66
Ratio is the result or measure obtained when compared quantity is divided
by a basic quantity. · · · · · · · · · · · · · · · · 178
Regular Polygons are polygons that have all sides and angles equal. · · · 172
Solids are the shapes that are covered by planes or curved surfaces. · · · 182
Subtraction is the process of taking away one number or amount from
the other. · · · · · · · · · · · · · · · · 122
Volume is the size of a solid represented by a number of units. · · · · · · · · 76

244
Attachments
Let’s paste the fragments on the last page
Cathedral from Birds’ Eyes (Page 219)
A B C

World Heritage Site - Comparing Height (Page 221)

A B C D

Sinking Islands (Page 223)

A B C

Roman Empire Cities with Water Supply (Page 225)

A B C D

Pentagon by Fractions (Page 227)

A B C D

245
 Let’s paste the fragments on the last page
Ayers Rock the Centre of the Earth (Page 233)

A B C D

A Mysterious Circle of Stones (Page 235)

A B C D

World Heritage - Comparing the Areas of the Lakes (Page 237)

A B

Disappearing Lake from Map (Page 239)

A B C D

246
The Oldest Scroll of Mathematics (Page 231)

247
 National Mathematics Grade 5 Textbook Development Committees

The National Mathematics Grade 5 Textbook was developed by Curriculum Development Division (CDD),
Department of Education in partnership with Japan International Cooperation Agency (JICA) through the
Project for Improving the Quality of Mathematics and Science Education (QUIS-ME Project). The following
stakeholders have contributed to manage, write, validate and make quality assurance for developing quality
Textbook and Teacher’s Manual for students and teachers of Papua New Guinea.

Joint Coordinating Committee members for QUIS-ME Project

Dr. Uke Kombra, Secretary for Education - Chairperson, Mr. Walipe Wingi, Deputy Secretary - Deputy Chairperson, Mr. Baran
Sori, Mr. Samson Wangihomie, Mr. Titus Romano Hatagen, Mr. Godfrey Yerua, Mrs. Annemarie Kona, Mr. Camilus Kanau, Mr.
Joseph Moide, Mr. Peter Kants, Late Mr. Maxton Essy, Mr. Steven Tandale, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Packiam
Arulappan, Mr. Allen Jim, Mr. Nopa Raki, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Alex Magun, Ms. Mary
Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Colette Modagai, Ms. Dorothy Marang, Mr. Dan
Lyanda, Representatives from Embassy of Japan and JICA PNG Office, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka and other
Project Experts

Steering Committee members for QUIS-ME Project

Mrs. Annemarie Kona, First Assistant Secretary - Chairperson, Mr. Steven Tandale - Assistant Secretary, CDD - Deputy,
Chairperson, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Alex Magun, Ms.
Mary Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Mary Phillips, Mr. Nopa Raki, Mr. Geoff Gibaru,
Ms. Jean Taviri, Mr. Glen Benny, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka, Mr. Satoshi Kusaka, Mr. Ryuichi Sugiyama, Mr.
Kenichi Jibutsu, Ms. Masako Tsuzuki, Dr. Kotaro Kijima and Representatives from Textbook writers and JICA PNG Office

Curriculum Panel
Mr. Steven Tandale, Assistant Secretary - Chairperson, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Anda
Apule, Mr. Alex Magun, Ms. Mary Norrie, Mr. Gilbert Ikupu, Mr. John Wek, Ms. Betty Bannah, Ms. Mirou Avosa, Mr. Rupuna
Pikita and Ms. Clemencia Dimain

Editorial & Contents Supervisors

Prof / Dr. Masami Isoda, Mr. Satoshi Kusaka, Ms. Kyoko Kobayashi, Mr. Katsuaki Serizawa and Mr. Akinori Ito, MPS,
Ms. Mary Norrie, Prof. Hiroki Ishizaka, Prof. Yoichi Maeda and Prof. Takeshi Sakai

Writers & Proofreaders (Curriculum Officers & Textbook writers - Math working group)
Ms. Mary Norrie - Math Working Group Leader, Mr. James Namari, Ms. Kila Tau, Mr. Anda Apule, Ms. Hilda Tapungu,
Ms. Ileen Palan, Mr. Armstrong Rupa, Mr. Gibson Jack, Ms. Pisah Thomas and Ms. Michelle Pala

Chief Proofreader, Illustrators, Photos & Desktop Publishing

Ms. Clemencia Dimain (Chief Proofreader), Mr. Micheal John (Illustrator), Mr. David Gerega, Mr. Vitus Witnes (Graphic
designers), Mr. Armstrong Rupa, Mr. Gibson Jack, Mr. Satoshi Kusaka, Ms. Yoshiko Osawa and Ms. Michiyo Ueda
(Desktop Publishing), Mr. Chiko Yamaoka (Photographer) and Gakko Tosho Co.,Ltd. (Photos and illustrations)

Validation Team (Math working group & Teachers from pilot schools)
Ms. Mary Norrie, Mr. Anda Apule, Ms. Hilda Tapungu, Mr. Gibson Jack Ms. Pisah Thomas, Ms. Aiva Koia,
Ms. Lee Kalinoe, Ms. Linda Wami, Mrs. Theresa Paisoi and Ms. Lucy Paul

Cooperation
Japan International Cooperation Agency (JICA), Department of National Planning & Monitoring (DNPM), Bank of
PNG, Centre for Research on International Cooperation in Education Development (CRICED) - University of Tsukuba,
Naruto University of Education, Gakko Tosho Co.,Ltd. , Gaire Primary School, Iobuna Kouba Primary School, Koki
Primary School, Koiari Park Primary School, St. Therese Primary School, Sogeri Primary School and Tubuseria
Primary School, South Pacific Post Ltd, QUIS-ME Project Staff; Ms. Rose Leveni, Mr. Samuel Masa, Ms. Angela Koso,
Mr. Robert Silovo, Mr. Benstead Talania and Mr. Pascarl Sury

Department of Education