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Grade 6 Math Curriculum Guide

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Grade 6 Math Curriculum Guide

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COMPLETE GRADE 6

MATH CURRICULUM

questions ranging from easy to advanced

step by step guided examples
chapter tests included

HOMEWORK |
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GRADE 6 MATHEMATICS (ON EDITION) ISBN: 978-1-988243-75-7

WHY DYNAMIC MATH?

Dynamic Math workbooks are written by teachers directly for each
province. This ensures that you are getting the exact same material
that is being taught in the classroom. Our teachers also produce
engaging online content to further support and enhance learning.
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Copyright 2019 Dynamic Classroom Inc.

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Ontario Grade 6 Mathematics — Table of Contents

CHAPTER 1 -NUMBER CONCEPTS

1.1 Place Value 1.5 Improper Fractions and Mixed Numbers
1.2 Rounding Numbers 1.6 Ordering and Comparing Fractions and
1.3 Solving Problems with Large Numbers Decimals
1.4 Factors and Multiples 1.7 Ratio
1.8 Percent

CHAPTER 2 - NUMBER OPERATIONS

2.1 Addition and Subtraction of Numbers 2.5 Addition and Subtraction of Decimals
2.2 Mental Mathematics 2.6 Multiplying and Dividing Decimals
2.3 Multiplication Methods 2.7 Problem Solving with Decimals
2.4 Division of Numbers 2.8 Order of Operations

CHAPTER 3 — PATTERNS
3.1 Number and Symbol Patterns 103 3.3 Patterns in Tables and Graphs
3.2 Relationships with Tables of Values 107 3.4 Rules to Describe Relations and Predict
Patterns

CHAPTER 4 — VARIABLES AND EQUATIONS

4.1 Placeholders and Variables 126 |
4.3 Preserving Equality 137
4.2 Representing Generalizations 131

CHAPTER 5 —- MEASUREMENT
5.1 Perimeters and Areas of Rectangles 150 5.5 Perimeters of Polygons 173
5.2 Drawing Rectangles 158 5.6 Rectangular Prisms — Surface Area and 176
5.3 Units of Length 163 Volume
5.4 Volume and Capacity 169

CHAPTER 6 — GEOMETRY AND SPATIAL SENSE

6.1 Angles and Their Measures 192 6.6 Regular and Irregular Polygons il
6.2 Measuring and Drawing Angles 196 6.7 Congruent Polygons 214
6.3 Interior Angles in Triangles and 199 6.8 Transformations of 2-D Shapes 216
Quadrilaterals 6.9 Plotting Points and Transformations 219
6.4 Types of Triangles 203 in the First Quadrant
6.5 Sorting and Drawing Triangles 207

CHAPTER 7 — DATA MANAGEMENT

7.1 Collecting Data 29 7.4 Mean, Median and Mode 260
7.2 Line Graphs 248 7.5 Possible Outcomes and Experimental 262
7.3 Displaying, Graphing and Interpreting Data 254 Probability
7.6 Theoretical Probability 266

ANSWERS TO EXERCISES AND CHAPTER TESTS C5

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Ontario Grade 6 Mathematics CHAPTER 1 —- NUMBER CONCEPTS

thousands hundreds tens ones

CHAPTER 1

NUMBER CONCEPTS

Place Value

Rounding Numbers

Solving Problems with Large Numbers

Factors and Multiples

Improper Fractions and Mixed Numbers

Ordering and Comparing Fractions And Decimals

Ratio

Percent

tenths
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hundrfaths thodgandths

It is unlawful to photocopy or reproduce content without permission from Dynamic Classroom Inc.
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Ontario Grade 6 Mathematics CHAPTER 1 — NUMBER CONCEPTS 2

[.1 Place Value

Numerals Greater than 1 000 000

We use large numbers when we talk about distances in the universe, the number of cells or bacteria,
the memory in a computer, or the population of a country. For example, the population of Canada is
over 36 000 000 (thirty-six million) and the distance from Earth to the sun is about 146 000 000
kilometres (one hundred forty six million).

When these large numbers are written with digits, they are called numerals (example: 125 320 000).
When we read these numbers using words, they are called number words (example: one hundred
twenty five million three hundred twenty thousand).

To understand these large numbers better, it is important to know what the value of each digit is. We
do this with place value.

The number 2 538 094 is shown next with the place value for each of its digits.

tens, and 4 ones.

When we describe the numeral with a number word, we combine the millions, the thousands, and the
tens and ones. The number word is two million five hundred thirty eight thousand ninety four.

Examples with Solutions

1. In the numeral shown below, which digit is located in each of the following place values?
7 029 438
a. millions a. 7 which represents 7 million
b. ten thousands b. 2 which represents 20 thousand
c. thousands c. 9 which represents 9 thousand
d. hundreds d. 4 which represents 4 hundreds
e. tens e. 3 which represents 3 tens
f. units f. 8 which represents 8 ones

2. Write number words for the following numerals.

a. 235 608 There are 235 thousands (2 hundred thousands, 3 ten

thousands, and 5 one thousands), 6 hundreds, and 8
ones.
The number word is two hundred thirty five thousand
six hundred eight.
b. 3 065 240 There are 3 millions, 65 thousands (6 ten thousands and
5 one thousands), two hundreds, and 4 tens (or forty).
The number word is three million sixty five thousand
two hundred forty.

3. Write the following number words as numerals.

a. five million thirty thousand eight 5 030 847

hundred forty seven
b. seventy thousand fifteen 70 015

c. three million seven hundred five 3 705 034

thousand thirty four

REMEMBER: When we write numbers with more than 4 digits, we use a space instead of a comma to
separate groups of three.

Example 27 500 instead of 27,500

5 345 420 instead of 5,345,420
3540 instead of 3,540

Exercises 1.1A

1. What is the value of the digit asked for in each of the following numbers?

a. 405 632, Digit: 6 b. 1 040 670, Digit: 7

c. 9 840 035, Digit: 9 d. 1302 670 Digit: 3

e. 2 086 075, Digit: 8

2. Write the numeral for each number word.

a. three hundred ten thousand thirty b. two million five hundred three thousand four
hundred twenty one

c. seven million seventy thousand seventy d. five hundred thousand five

e. six million six thousand six f. forty thousand fifteen

g. one million twenty thousand three h. one hundred thousand one hundred one
hundred

3. Write the number word for each numeral.

a. 2506 320 b. 1035 028

c. 6060 060 da a)30 5055

e. 10010001 f. 3000033

g. 50001 001 h. 707077 007

4. The distance from Earth to the moon is about 384 403 kilometres. Write this numeral as a number
word.

5. A byte is a measure of information storage on a computer. A file in a computer takes up 1 250

344 bytes. Write this numeral as a word number.

6. The population of the United States is about three hundred million fifty thousand. Write this word
number as a numeral.

7. There are about fifty million four hundred twenty five thousand people in England. Write this
word number as a numeral.

8. A provincial park has about two hundred twenty three thousand six hundred trees in it. Write this
word number as a numeral.

Extra for Experts Who Am I?

9. Jama number with 6 digits. My ones digit is
6 and my tens digit is one less. My other four
digits are all one less than my tens digit.

10. [have 7 digits. All of my digits are the same

and their sum is 14.

11. Ihave 7 digits. Both my millions digit and

my ones digit are equal to 5. Each of the
digits in between are two less than five.

12. Ihave nine digits, each of which is equal. My

digits sum to 27.

13. I am greater than one hundred thousand but

less than one hundred thousand one hundred.
I have a total of six digits and all of them are
either zeros or ones. My digits sum to 2. What
possible numbers am I?

14. [have 7 digits. My millions digit is 3 and all

other digits to the right of it are one more than
the digit on its left. What number am I?

15. There are five digits in my number. The first

and the last are 1. The second is twice the
sum of the first and last, the third is half the
second and the fourth is one more than the
third. What number am I?

Numerals less than One Thousandth

Small Numbers

Small numbers are little when compared with the numbers we use in
everyday life. These small numbers occur in fields such as chemistry,
electronics, and quantum physics.

The Decimal Point

We can write numbers as large or as small as we want, using our decimal system of numbers. Digits
can be placed to the left or the right of a decimal point. Numbers to the left of the decimal point are
equal to or greater than one, and numbers to the right are less than one.

Place Value and the Decimal Point

To the right of the 1’s column is a decimal point, followed by the columns for the tenths, hundredths,
and thousandths place values.

The number 725.135 is shown with the place value for each of its digits below.

7 2 5 4 1 3 5

t ‘T t 1} A t
hundreds tens ones tenths #hundredt § thousand
hs ths

one hundred
thirty five
thousandths

Decimal point

The above numeral (number) has 7 hundreds, 2 tens, 5 ones, 1 tenth, 3 hundredths, and 5
thousandths.

The number word is seven hundred twenty five and one hundred thirty five thousandths.

Writing Decimal Numerals and Decimal Number Words

We use the word “and” to represent the decimal point.

Write each of the following numerals as a number word..

Numeral Number Word

to = seven and nine tenths
81.04 = eighty one and four hundredths
857.019 = three hundred fifty seven and nineteen thousandths
105.21 = one hundred five and twenty one hundredths
261.011 two hundred sixty one and_ eleven thousandths
500.007 five hundred and seven thousandths
205 000.04 two hundred five thousand and four hundredths

Examples with Solutions

1. In the numeral shown below, which digit is located in each of the following place values?
3005.267
a. thousands 3 which represents 3 thousands
b. hundreds 0 which zero hundreds
c. tens 0 which represents zero tens
d. units (ones) 5 which represents 5 ones
e. tenths 2 which represents 2 tenths
f. hundredths 6 which represents 6 hundredths
g. thousandths 7 which represents 7 thousandths

2. Write number words for the following numerals.

a. 30.501 The number is thirty and five hundred one thousandths.

b. 9.05 The number is nine and five hundredths.
c. 1033.054 The number is one thousand thirty three and fifty four
thousandths.
d. 23 006.03 The number is twenty three thousand six and three hundredths.

Exercises 1.1B

1. What is the value of each of the following digits for the number 23.468?

an) b.4

caeG d. 8

e. 3

2. Write each of the following numerals as number words.

ame 2-015 b. 250.006

c. 45.111 d. 2300.508

6.250.015 f. 3030.03

g. 1003.003 h. 7000.077

1. 205 000.29 j. 310 005.6

3. Write each of the following number words as numerals.

a. three hundred fifty and twenty nine

thousandths

MORE QUESTIONS

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Cia aad

b. forty five and forty five thousandths

c. two hundred five and two hundredths

d. seven thousand five hundred and seventy

five thousandths

e. one hundred thousand ten and one tenth

f. six hundred thousand six and six

hundredths

g. one hundred thousand one hundred one

and one hundredth

Extra for Experts

4. Find each of the following numbers based on their descriptions.

a. My thousandths digit is 8. My
hundredths digit is half my thousandths,
my tenths digit is half my hundredths,
and my ones digit is half my tenths
digit. I have four digits altogether. Who
am I?

b. Ihave 4 digits altogether. My

thousandths digit is the same as my
tenths and my ones digits. My
hundredths digit is zero. All of my
digits sum up to twenty one. Who am I?

c. Ihave a total of 5 digits. My ones digit

is 3. My tens digit, which is one more
than my ones, is twice my tenths digit.
My hundreds digit, which is two more
than my tens digit, is six times my
hundredths digit. Who am I?

1.2 Rounding Numbers

Estimating Answers
Estimation is used when we don’t need an exact answer. For example, we may want to estimate how
much money to bring to the store to buy groceries, how much lawn seed is needed for a lawn, or how
much paint is needed to paint the house.

Rounding Numbers
It is helpful to round numbers before we estimate. If we estimate how much the groceries in our cart
will cost, we may want to round each item to the nearest dollar and then find the sum.

Rules for Rounding

Rounding involves place value. Use the following steps to round numbers.

1. Go to the column immediately to the night of the digit representing the place value asked for.
2. Round up if the digit is 5 or greater (5 to 9) and leave it the same if it is less than 5 (0 to 4).
3. Replace digits to the right of the place value asked for with zero.

Round 234.637 to
Process Answer
a. the nearest ten Go to the ones column.
It is 4, so leave the tens digit the same and
replace digits to the right with zero. 230.000 or 230

b. the nearest one Go to the tenths column.

It is 6, so round the units digit up to 5 and
replace digits to the right with zero. 235.000 or 235

c. the nearest 10" Go to the hundredths column.

It is 3, so leave the 10ths digit the same
and replace digits to the right with zero. 234.600 or 234.6

d. the nearest 100" Go to the thousandths column.

It is 7, so round the 100ths column up to 4
and replace digits to the right with zero. 234.640 or 234.64

MORE QUESTIONS

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ON OUR WEBSITE

Examples with Solutions

1. Round 353.681 as follows:

a. to the nearest one Go to the tenths column (it is 6).
Round the ones column up to 4.
The answer becomes 354.
b. to the nearest tenth Go to the hundredths column (it is 8).
Round the tenths column up to 7.
The answer becomes 353.7.
c. to the nearest hundredth Go to the thousandths column (it is 1).
Leave the hundredths the same and replace digits
to the right with zero.
The answer becomes 353.680 or 353.68.

2. Round 709.163 as follows:

a. to the nearest one Go to the tenths column (it is 1).
Leave the ones the same and replace digits to the
right with zero.
The answer becomes 709.000 or 709.
b. to the nearest tenth Go to the hundredths column (it is 6).
Round the tenths column up to 2.
The answer becomes 709.2.
c. to the nearest hundredth Go to the thousandths column (it is 3).
Leave the hundredths the same and replace digits
to the right with zero.
The answer becomes 709.160 or 709.16.

Exercises 1.2

1. Round 53.458 as follows

a. to the nearest one

b. to the nearest tenth

c. to the nearest hundredth

2. Round 607.053 as follows

a. to the nearest hundred

b. to the nearest ten

c. to the nearest one

Qu.. to the nearest tenth

e. to the nearest hundredth

3. Rick estimated that there would be 127

people at the fall fair. If he were to round
this number to the nearest ten, how many
people should he plan for?

4. A total of 1872 people signed up to attend

the Fall Fair. If the planners rounded this
number to the nearest hundred, how many
people would they plan for?

5. Mrs. Jenkins spent $123.27 on groceries.

Rounded to the nearest ten cents (or tenth of
a dollar), how much did she spend?

6. Ralph used a calculator to determine that he

would need 35.807 wheelbarrows of dirt for
his garden. How many wheelbarrows of dirt
did he need, rounded to the nearest
hundredth?

Extra for Experts

7. Ifthe number 6? .23, were rounded to the

nearest ten, the number would be 70. What
digit(s) could go in place of the unknown?

8. Ifa number were rounded down to 280, what

number(s) could have been in the tenths
place?

9. Ifanumber were rounded up to 54 what

digit(s) could have been in the tenths place?

10. If anumber were rounded down to 87.2 what

digit(s) could have been in the hundredths
place?

1.3 Solving Problems with Large Numbers

Problems with Large Numbers

When we solve problems involving large numbers, we can use rounding to obtain an estimate of the
solution. We may wish to use a calculator to assist us.

Example
Over a 10-year period, the population of a country increased from 5 858 800 to 9 108 300.
Estimate how much the increase was by rounding each number (a) to the nearest million and
(b) the nearest 1000.
Answer
a. Round each number to the nearest 1 000 000.
Rounded to the nearest million: 9 000 000 — 6 000 000 = 3 000 000
The population, to the nearest million, increased by 3 000 000.

b. Round each number to the nearest 1000.

Rounded to the nearest thousand: 9 108 000 —5 859 000 = 3 249 000
The population, to the nearest thousand, increased by 3 249 000.

Steps to the Solution of a Problem

When solving word problems involving more than one step, use the following steps.
1. List the information that is important for the problem and re-state the question that is being
asked.
. Draw a picture or diagram if one applies.
3. Write a number sentence that uses the important information and identifies the question to
solve.
. Solve the number sentence.
5. Make a concluding statement that answers the question.
6. Check your work.

Approaches to Solving a Problem

Below are some of the methods that can be used with a word problem involving several steps.
Look for a pattern
Draw a diagram
Work backwards
Break the problem into simpler parts
Guess and check

Examples with Solutions

1. A company budgeted $2 130 890 for annual Restate the Question

expenses. By the end of the year, it had spent Expenses actually cost $2 225 724, but only
$2 225 724. $2 130 890 was budgeted. We want to find the
difference, first to the nearest 1000 dollars, and
then to the nearest 100 dollars.
a. Round each figure to the nearest thousand a. Rounding to the nearest 1000
dollars. Then estimate how much more Write a Number Sentence and Solve
was spent than budgeted for. 2 226 000 — 2 131 000 = 95 000
Concluding Statement
The company overspent by approximately $95
000.
b. Round each figure to the nearest hundred
dollars. Then estimate how much more b. Rounding to the nearest 100
was spent than budgeted for. Write a Number Sentence and Solve
2 225 700 — 2 130 900 = 94 800
Concluding Statement
The company overspent by approximaely $94
800.
2. Over a period of 5 years, the population of a Restate the Question
large city tripled. The population was 2 313 A population of 2 313 022 tripled over 5 years.
022 at the beginning of the 5-year period. Find the new population to the nearest hundred
First, round to the nearest 100 000 and then thousand.
estimate the population after 5 years.
Write a Number Sentence and Solve
2 300 000 x 3 = 6 900 000
Concluding Statement
The population increased to approximately
6 900 000 after 5 years.

Exercises 1.3

1. The population of the United States was 2. A paint company had sales of about $21 550
about 286 035 600 in the year 2000. In 2006, 800 in 2006. It expects to sell $25 600 200
it increased to about 300 050 700. To the worth of paint in 2007. To the nearest
nearest one million, by how much did the thousand, how many more dollars in sales does
population grow? it expect to make?

3. The number of copies of DVD games sold 4. The population of a city increased by a
by a large company decreased from 2 430 multiple of 4 between 1990 and 2000. If the
253 last year to 2 340 823 this year. Round population was 238 322 in 1990, round to the
to the nearest thousand and then estimate nearest ten thousand and then estimate its
how many fewer games were sold. population in 2000.

5. According to the most recent census, the

population of Canada is over 32 000 000.
This is an increase of about 1 280 155 over
the previous census. What was the
population, to the nearest thousand, at that
time?

Extra for Experts

6. Sales of TVs in a large department store

doubled between the 2005 sales year and the
2006 sales year. If sales for 2006 were $1
451 750, how much, to the nearest $1000,
were they for 2005?

7. One megabyte is 1 000 000 bytes of

information. If a computer diskette holds 1
440 000 bytes of information, how many
more bytes than 1 megabyte does it hold?

8. A computer diskette holds

1 440 000 bytes of information. Three files
on the diskette each take up 150 250, 210
100 and 65 900 bytes respectively. Round
each to the nearest 1000 and determine
approximately how many bytes of memory
are left on the diskette.

1.4 Factors and Multiples

When we multiply two numbers together, each of the numbers is called a factor. The answer is called
the product. When we divide one number by another, the number we divide into is called the
dividend, the number we divide by is the divisor, and the answer is the quotient.

Examples 1. 25 x 150 = 3750 2. 400 + 25 = 16

factor factor product dividend divisor quotient

When we multiply a whole number greater than zero by another, the product is called a multiple of
that number.

Example: 8x 2= 16-16 isa multiple of 8. 8 x 3 = 24 — 24 is also a multiple of 8.

Factor

A factor of a number is also a divisor of that number (a number that divides evenly into it).

Examples 1. Factors of 15 are 1, 3, 5, and 15 because they all divide evenly into 15.
2. Factors of 6 are 1, 2, 3, and 6 because the all divide evenly into 6.
3. Factors of 12 are. 12, 3,4, 6, and 12.

Prime Number
Prime numbers are numbers that have only two different factors (the number itself and 1).

Examples 1. 2 is a prime number because 2 and | are its only factors.

2. 43 is a prime number because 43 and | are its only factors.
3. 10 is not prime because it has factors of 5 and 2, as well as 10 and 1.
4. 1 is not prime because | and 1 are not different factors.

Factor each number into prime factors.

20 =2x2x5 (Note: I, 4, 10 and 20 are also factors but not prime.)

110=2x5x 11 (Note: 10, 22, 55 and 110 are also factors but not prime.)

Multiples
A multiple of a number is the product of that number times another non-zero whole number.

Example Multiples of 7 are:

(7x1)
= fe x2) — 14; (7 x3) = 2157 x4) = 285 etc.

A composite number is a non-zero whole number that is not a prime number and can be factored in
more than one way. All numbers that are not prime are composite (with the exception of 1 and 0).

Note: 1 and 0 are not prime and they are not composite.

| They are not prime because they cannot be shown as the product of only two different factors (1 can
be shown as 1 x 1, but they are not different factors, and 0 can be shown as the product of different
factors in more than one way 0 x 2,0 x 3, 0x 4, etc.).

1 is not composite because it cannot be factored in more than one way (1 can only be factored as 1 x 1
with non-zero whole numbers). Zero is not composite because zero times any whole number is zero,
which is not a non-zero number.

Examples with Solutions

1. Which of the following numbers

are prime?
7, 11, 13, and 29 are prime since their only factors are
17, 9, Lil 32 29°49 themselves and 1.
1 is not prime because it doesn’t have two different factors.
9 and 49 are not prime. 9 can be factored as 1 x 9 or 3 x 3; and
49 can be factored as 49 x 1 or 7x 7.

2. Which of the following numbers

are factors of 15? 1, 3, 5, and 15 are factors of 15 since each of them divide
evenly into it.
Lee 0, 12815
Only 3 and 5 are prime factors of 15.

3. Show each of the following

numbers as products of prime
factors.
lige BOG Pex xe
Dao25 oe. Glin ae HAG:
c. 500 2X See

4. Which of the following are

multiples of 7? 7, 28, and 35 are multiples of 7since 7x 1 =7; 7x 4= 28, and
1X35:
LP lS ils 2 tea

5. List all multiples of each number

that are less than 50.
a. 4 4,8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
b. 7]. 7, 14, 21, 28, 35, 42, 49
Caer. 11, 22, 33,44

Exercises 1.4

1. In each set, which numbers are prime?

at oo 622% Osean Dass 4a 2 leg

C.3,,53,502m0s elem. ied 2 es Ler

e110 313 323 78335643.553 18, AA TIRE, PaaS Re be

2. For each number, list the set of all factors and the set of prime factors.

Number All Factors Prime Factors

a. 40

ba 55

c= n/0

d. 100

E15

MORE QUESTIONS
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o|
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Ontario Grade 6 Mathematics CHAPTER 1 — NUMBER CONCEPTS 20

3. Which of the following numbers are multiples of each given number?

Number Multiples

245 1,356; 13, 93512413

Die2 1, 2, 4, 6, 8, 20,21

CaO 2,3; ORI2eLO 26a?

d. 8 1, 2, 4, 8, 16, 18

4. Identify each of the following numbers as either prime or composite.

aS b. 34

Carag da

e. 102 f. 1005

5. List all multiples of each of the following that are between each pair of given numbers.

a. all multiples of 7 between 43 and 80

b. all multiples of 9 between 100 and 140

c. all multiples of 20 between 210 and 275

6. List all prime numbers between 1 and 20.

Extra for Experts

7. List all factors that are common to each pair of numbers.

a. 25 and 75 b. 15 and 36

8. List all multiples less than 100 that are common to each pair of numbers.

a. Sand7 b. 3 and8

9. List all factors that are common to both of the

following numbers.

20, 24

10. List all factors that are common to all of the

following numbers.

30, 42, 48

11. Which of the following numbers are multiples

of both 10 and 15?

2, 3, 5, 10, 15, 30, 45, 60, 90, 100

12. Iam a prime number less than 25. The

number which is one greater than me is also
prime. Who am I?

13. I am all numbers greater than 60 and less than

100 that are multiples of 2 and 3. Who am I?

WHO AM IT?
Tam a number who is a multiple Of both 3 and 5.

T am divisible by both 10 and 7.

lam the smallest number that meets the above Conditions.

Answer

1.5 Improper Fractions and Mixed Numbers

Proper Fraction
A proper fraction is a common fraction in which the numerator is smaller than the denominator.
l Spy DY
Example: 100° 5° 13 These fractions are all between 0 and 1.

Improper Fraction
An improper fraction is a common fraction, not equal to a whole number, in which the numerator is
larger than the denominator.
5 7
Examples (i) 3»
2 mee These are all improper fractions greater than 1.

(ii) :=4, -= 1 = 10; These are all whole numbers and are not

improper fractions.

Mixed Number
A mixed number includes a whole number and a proper fraction.

en
eden el sacRee
Aaa oe()

Relating Mixed Numbers and Improper Fractions

All improper fractions can be written as mixed numbers and vice versa.

Improper fraction written as a mixed number

Expand the improper fraction: ;= :+ ;=

Mixed number written as an improper fraction

You could use two methods.

(i) 1 canbe rewritten as Bah it Bie |.

4 4°44
OR
l 4el+1_ 5
ii) (short
(11) (short cut)
cut) 1—=
4 4 ‘

ae
The answer is 48

Examples and Solutions

1. Which of the following are proper fractions?

The numerator needs to be smaller than the
tho AA denominator.
Asse liteee Se 310
Answer is 4 AS, tA
4 11 10
2. Which of the following are improper
fractions? " The numerator needs to be larger than the
denominator.
ek ety
Sah se tae Ge] : Answer is am Js
peo ¥s
3. Write the following mixed number as an Meer 3)
improper fraction. (1) 1can be rewritten as 3

ie
eee.
337-3 3
o2
3 3x1+2 5
OR (11)
(il 3 = 3>

The answer is 3
4. Write the following improper fraction as a
mixed number. ae i oe ' a)
5 a Sih 59
$ OR (ii)
il Be =1]8=12
i ei
5 aE 10 5

5. Write the following improper fraction as a

mixed number. ee Ses
—— ei
3
10 LO GLO 10
93
10 OR
ee 9.3
(il) 10) 93 a
3

Any number located to the left of a given

6. On the number line below, which fraction, 7"
number on the number line is smaller and any
3 number to the right of a given number is
or > corresponds to point a and to point b? larger.

2 is smaller than 1 so it lies to the left of 1.

10
Point “a” corresponds to this number.

. : is smaller than 2 so it lies to the left of 2

and it is larger than 1 so it lies to the right of

1. Point “b” corresponds to this number.
Exercises 1.5

1. Identify the following fractions as proper or improper.

a. b.
2 5
5 3

Cc d.
4 9
5 7

e i
u 10
7 11

g h.
4 1
3 9

i if
9 P)
4 6

le
ate il
7 7

m. n.
101 99
100 100

2. Change each of the following to an improper fraction.

a b.
l 2
uD oe

Cc d.
1 l

e f.
a
10 10 20 1
5

g h
3 3
ons > 20

i if
3 l
100 10 21 a

k. l
3 5
15 4 88

m. n
1 mn 30 0b
11 20

3. Change each of the following to a mixed number.

a. b.
5
3 3
et d.
9 u
8 7

eC) f.
9 9
7 2

g h.
7 13
3 3
i if
8 31
3 10

k.
22 ay
.7. 13

m. n
50 1000
999

Extra for Experts

4. Iam an improper fraction with a single digit

numerator and denominator. My denominator
is greater than 5. If my numerator is two
greater than my denominator, what fractions
could I be?

5. Iam an improper fraction with a single digit

numerator and denominator. My numerator is
three more than my denominator. What
fractions could I be?

6. lama mixed number between | and 2. If I

lay exactly half way between 1 and 2 on the
number line, who am I?

7. Iam a mixed number between 3 and 4. If I lie

one quarter of the way between 3 and 4 on
the number line, who am I?

8. I ama mixed number between 7 and 8. If I lie

three quarters of the way between 7 and 8 on
the number line, who am I?

Special Project on
Proper and Improper Fractions

Use the following numbers to answer each question.

DEL ee Ore Omi cree

1. What is the largest proper fraction you can make using the above numbers?

2. What is the smallest proper fraction you can make using the above numbers?

3. What is the largest improper fraction you can make using the above numbers?

4. What is the smallest improper fraction you can make using the above numbers?

5. What is the largest mixed number you can make using the above numbers?
(Use numbers only once.)

6. What is the smallest mixed number you can make using the above numbers?
(Use numbers only once.)

MORE QUESTIONS

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1.6 Ordering and Comparing Fractions and Decimals

Use the following steps to order fractions and decimals from smallest to largest, or vice versa.

1. First, rewrite each fraction as a decimal.

2. Use place value to order them.
3. Re-write the fractions in their original forms.

Order the following fractions and decimals from smallest to largest.

1. Write all as decimals: 0.5, 0.6, 0.25, 0.7

2. Use place value to order the decimals: 0.25, 0.5, 0.6, 0.7
el
3. Write them in their original form: 4°92? 0.6, 0.7

Examples with Solutions

1. Order the following fractions and decimals from smallest to largest.

steel Write
as decimals
ae: = i 1.2 D2F06i125e1e2
Use place value to order
OED. O6l2 125
Write in original form

02: ay je i
5 4

1 3 Write as decimals
oe eae ve Z aes 25h 0 eS
Use place value to order
OF P05 3 ees
Write in original form

bers ea
4 4

2. Order the following fractions and decimals from largest to smallest.

3 3 Write as decimals
stare ye Fh 2.5, 2.75, 1.9, 1.75
Use place value to order
2 12 AAO MIS
Write in original form

Days: iy; ie
4 4

Exercises 1.6

1. Which is larger? Place the correct symbol between each pair of numbers.
“>” means greater than and “<” means Jess than.

a. 0.59 0.61 b. 0.4 0.39 dle Goriswie Fy

d. 0.55 0.49 ess eB 170.79 her

Oe he 20,5 i,0.08 =

el k= 0.32 1053

m. 2.1 ae a pee 1.09

aioeind (Clean
2. Order the following numbers from largest to smallest.

a. 0.45, 0.09, 0.54, 0.11 b. 0.05, 0.49, 0.19, 0.21

Lec. fas | 1 3
C. 45342 d.0.5, 4 ,0.7, |

e
1
0.2, 7, 0. 08, 0.1
marl4?
f. 5° 0.5

[een 3
g. IZ 4°>4 h. 0.4, 70 ° 0:39; 0.6

3 0.7,08
>, [a
10.090. abe
191.01

3. Order the following numbers from smallest to largest.

9 4 1 3
Ya WED) = b.0.4, 5, 0.08, 5

c. 0.25,
0.09, 0.3, 0.15 pees
8418.00

Sa +pys WEMUSEL.ie7 (0.6)

20,6)==220.59,
0.89, =5

4. Which of the following fractions and decimals

would lie between 1.5 and 3 on the number
line?

1.49, 2, Cae eae 5:

i ty oe
5. Which of the following fractions and decimals
would lie between 2 and 4 on the number line?

a oeeeg
5 4 \o
|

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aay
2|
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Ontario Grade 6 Mathematics CHAPTER 1 —- NUMBER CONCEPTS 31

1.7 Ratio

What is a Ratio?

A ratio is a comparison between two things. If we have a bowl of apples and oranges, we can talk
about the ratio of apples to oranges. Order is important, so whatever object comes first, its number
must also come first.

Suppose you have 3 apples and 5 oranges. The ratio of apples to oranges is 3 to 5, and the ratio of
oranges to apples is 5 to 3.

A Ratio as a Fraction

A ratio compares one number to another, showing a relationship between the two. It is usually shown
as a fraction where the first number is the numerator and the second number is the denominator.

te : ‘we : by
Example: Ratio of7 to 11 is 71> fatio of5 to 7 is 7» and ratio of 8 to3 is 3°

Sometimes ratios are shown with a colon between the numbers, where the first is the numerator and
the second the denominator.
a 11
7:9 > 9 OF ratio of 7 to 9 11:3 3 3 or ratio of 11 to 3

Ratio as a Part to a Whole or a Part to a Part

Let’s go back to the example above about apples and oranges.
= The number of apples was 3. (This is a part of the whole.)
= The number of oranges was 5. (This is also part of the whole.)
# All of the fruit in the bowl was the whole. It was equal to 3 + 5 = 8 pieces of fruit.
=" Possible ratios are as follows:

Ratio of ... Representation Relationship

apples to oranges Bie et 5 OF : ratio of a part to a part

oranges to apples 5 to 3, 5:3 or : ratio of a part to a part

apples to all of the fruit 3 to 8, 3:8 or : ratio of a part to the whole

oranges to all of the fruit 5 to 8, 5:8 or 2 ratio of a part to the whole

all of the fruit to apples 8 to 3, 8:3 or : ratio of the whole to a part

all of the fruit to oranges 8 to 5, 8:5 or : ratio of the whole to a part

Examples with Solutions

1. There are 11 boys and 9 girls in a local Karate club. Find the following ratios. Remember:
Whatever object comes first is the numerator and the one that comes second is the denominator.
a. ratio of boys to girls The number of boys is 11. It is the numerator.
The number of girls is 9. It is the denominator.
Vi
The ratio is 9°

b. ratio of girls to boys The number of girls is 9. It is the numerator.

The number of boys is 11. It is the denominator.
ahaa
The ratio is 11:

c. ratio of boys to all The number of boys is 11. It is the numerator.

members of the club The number of all members of the club is 20. It is the
denominator.
aly
The ratio is 0°

d. ratio of all members of The number of all members is 20. It is the numerator.
the club to girls The number of girls is 9. It is the denominator.
N20)
The ratio is 9°

Exercises 1.7

1. There are 12 students on the soccer team and 13 on the basketball team. Find the following ratios.

a. soccer team members to basketball team

members

b. basketball team members to soccer team

members

c. basketball team members to members of

both teams

d. all members of both teams to members of

the basketball team

e. soccer team members to members of both

teams

f. all members of both teams to members of

the soccer team

2. Sam has a collection of 39 baseball cards, 61 hockey cards, and 29 football cards. Find the
following ratios.

a. the ratio of baseball cards to hockey cards

b. the ratio of football cards to baseball

cards

c. the ratio of hockey cards to all cards

d. the ratio of baseball cards to both football

and hockey cards combined

Extra for experts

3. Brenda lives on a farm. The ratio of horses to

03
cows on the farm is 4: If there are 12

horses, how many cows are there?

4. Liz collects coins. She owns three times as

many from Canada as from all of the other
countries in the world. What is the ratio of
the number of coins from other countries
compared to coins from Canada?

5. Sue surveyed members in her class to find out

how many pets they owned. The ratio of cats
2
to dogs was 3° If her classmates owned 8
cats, how may dogs did they own?

6. What is the ratio of heads to legs of the

horses on Brenda’s farm?

7. Bill has 2 chickens and 1 dog as pets. What

is the ratio of heads to legs of all his pets?

1.8 Percent

Meaning of Percent
Percent means "out of 100." The percent symbol (%) is a handy way to write a fraction with a
common denominator of 100. For example, instead of saying "70 out of every 100 moviegoers like
adventure movies,” we can say "70% of moviegoers like adventure movies.”

Percent is used in everyday transactions like the following:

# discounts
= sales tax
= interest on a loan
= tips at a restaurant

A percent can also be thought of as a part of a whole, expressed in hundredths (the number of parts
out of 100).
LI 79
Example: 700 ~ LIM So ann = 19% Oa
2 ILO 10S
100

To change from a fraction (without 100 as a denominator) to a percent, either re-write the fraction
with 100 as a denominator or divide the denominator into the numerator to change to decimal form.

Example: i =25% ; 2 = we 60%

4 5 100
:=8)5 =0.625= 62.5% ; := 5)9 =1.8 = 180%

Finding a Percent of a Number

To find the percent of a number, change it to a decimal or common fraction first, then find the product
of the fraction and the number.
aU
Example: 30 % of 70 is 0.3 x 70 = 21 or 30% of 70 IS 09 x0 =22 1:

Exercises 1.8

1. Change each fraction or decimal to a percent.

eet
eat 0G
= * Aa
100
% %
17 ab.
c. 190 d. 70
% %
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Ontario Grade 6 Mathematics CHAPTER 1— NUMBER CONCEPTS

Bis 9:10 - 9
100
% %
g. 0.04 Daas

% %
ib AES) oe
J: 4
% %
foe 1
k 50 lS
% %
4 it 8 OS
)
% %
ovelea je eal)

% %

ie 20
% %

Ss jie - 12
o4 8
% %

2. Express each percent as a decimal.

A ee: hs

‘oleae aBeds
0 aie y She
q 155%
] ee

es ahs tok
e. 254% £ 150%
g. 125% h. 350%

weet j. 08%
1. 405 %

kee 2.5/0 118.5%

m. 130% Nat2 1%

3. Find the percent of each number.

a. 20% of 40 b. 15 % of 200

c. 75% of 80 d. 150% of 60

e. 10% of 1000 f. 35% of 300

g. 120% of 60 h. 105% of 70

1. 15.5% of 90 j. 25.1% of 400

30 percent of 60 is what number? 5. What number is 20% of 40?

6. What is one percent of 200? 7. 45 percent of 180 is what number?

A commercial fishing boat delivered 800 kg 9. Inaschool survey it was found that 30% of
of salmon. If 22 percent of the salmon was the students like to watch sports on TV. If
sockeye, what was the weight or mass of the 350 students were surveyed, how many of
sockeye? them like to watch sports on TV?

10. Six students in a class of 30 belong to a 11. Fifteen percent of the apples in Mr. Roger’s
soccer club. What percent of the class orchard were used for juice. If his orchard
belong to the club? produced a total of 2200 kg of apples, what
amount was used for juice?

12. Bill saved $40 to spend at Play land. He spent 13: Thirty percent of the students in Ralph’s
60% of this amount on rides. How much did class like to watch sports on TV. If there are
he spend on rides? 40 students in his class, how many of them
like to watch sports on TV?

14. Cyril earned $450 during the summer. He

managed to save 45% of it. How much did he
save?

Extra for Experts

1): Sandy read 65% of a book containing 300 16. In a class of 30 students, 12 are members of
pages. How many pages did she have left to the school cross country track club. What
read? percent are not members of the club?

ip In a survey of consumers, 25.5% of them 18. There are 400 students in Bill’s school. If
liked a Brand A soft drink. If 800 consumers 60.5% like soccer, how many do not like
answered the question, how many liked soccer?
Brand A?

19. There were 220 students in the school and

half of them were girls. If 40 percent of the
girls were older than 12, how many girls
were older than 12?

Place Value

1. What is the value of the digit asked for in each of the following whole numbers?

a. 23 056 digit 3=._

= ‘digit S= samme divit2= sue

b. 20 305 digit2= ———ésdigit33=————sésdigit' SS =

c. 503447 digit3=_———“<i«ésdigit' SS =~ —ts«édigit T=

d. 50271 digit2= ——=——s digit 7=_—s—ésdigitCdL =

e. 2010308 digiti= — digit3=_——ésdiggit Q=

f 7006539 digite6= = ~—S>s- digit 7=———s digit 3=

2. What is the value of the digit asked for in each of the following decimals?

ae 503 digits = ae ere rdifit.) =) Meee digit? =" Seaen

De O2a digsit2= ~— ) digit7=— 77 digit; ) =e

c. 45.09 digit'si= Vos Saws dicit 0 = Seen digit 4="""

d. 8.236 digit 2 =) 9)
9 SidicitG =a digits ss ae

©: .0:025 digit] = oe leeedigit? — oe ditit Si ae

(BAe he disit 3: psa digit 7 = SRS ir Sree

Numerals and Number Words

3. Write the numeral for each number word.

a. twenty thousand six b. one hundred two thousand thirty

c. three hundred five thousand nine d. seventy two thousand forty five

e. five million twenty thousand seven f. three million two hundred five thousand ten

g. twenty and seven tenths h. five hundred and nine hundredths

i. two hundred and twenty nine thousandths jj. ten and one hundred three thousandths

4. Write the number word for each numeral.

a. 42 905 b. 80 050

Ge IZ 1370 d. 340 067

Cx se 02150 f. 6 009 009

g. 32.08 Hae r03.05

1. 345.093 j. 72.143

5. The population of Canada is about 36 708 100. Write the number word for the population.

6. The distance around the world is about forty thousand six hundred thirty kilometres. Write the
numeral for the distance around the world in kilometres.

7. Lama whole number with 4 digits. My thousands digit is 4, my hundreds digit is half my
thousands digit, and my tens and ones digits are each one more than my hundreds digit. Who am
I?

8. Iam a whole number with 6 digits. All of my digits are the same number and their sum is 18.
Who am I?

9. Ihave 4 digits. My ones digit is 6 and each of my tenths, hundreds, and thousandths digits are half
my ones digit. Who am I?

10. Ihave 4 digits. My ones digit is half my tens digit, my tenths digit is half my ones digit, and my
hundredths digit is half my tenths digit. Who am I?

Rounding Numbers

11. Round each number as requested.

a. 469 tothe nearest 10=___——_—sto. the nearest hundred =

bw32.8 to the nearest |= to the nearest ten =

c. 190.928 to the nearest tenth=___———Ss' to. the nearest hundredth =

d. 50.63 tothenearest1=_ to the nearest tenth =

e. 343.087 tothe nearest tenth= __—_ to the nearest hundredth =

12. Cyril weighed a stone and found it had a mass of 2.47 kg. Rounded to the nearest tenth, what was
the mass of the stone?

13. Sue estimated that there were 560 people at the game. How many could there have been if she
rounded the exact number to the nearest 10?

Problems with Large Numbers

14. The population a country doubled between 1990 and 2005. Its population was
2 320 854 in 1990. Round to the nearest 1000 and then estimate its population in 2005.

15. A company had $3 750 310 in sales last year. One third of this amount was spent on materials.
Round to nearest $1000 and estimate how much it spent on materials.

Multiples, Factors, and Primes

16. Which numbers in each set are prime?

an Sly alOaL9 bil 25 2257533

(he PA Pep lish 1s) die 992 2391.9 349159

oh SRR A A feet 22523542

17. List the set of all factors for each number, then list those which are prime.

a. 20 Dae

Cs) d. 60

ela SE f. 45

18. List all multiples of each number that are less than 25.

ass Dae

Ca d. 6
19. List all factors that are common to each pair of numbers.

a. 15 and 20 b. 14 and 21

c. 8 and 12 d. 10 and 30

20. Find the following multiples.

a. all multiples of 5 between 34 and 56 b. all multiples of 3 between 100 and 110

c. all multiples of 20 between 30 and 110 d. all multiples of 7 less than 40

Proper and Improper Fractions

21. List all of the fractions in each set that are proper.

49 ul p. 3 Sela ig
351009 PA 32119108100
> 2

22. List all of the fractions in each set that are improper.

4 Bay
SG ee
1100
b, ©29 3121
5930132820

23. Change each improper fraction to a mixed number.

a. le b. 2
5 7

“i ania d. sa
9 2

5 ale fas
20 3

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24. Change each mixed number to an improper fraction.

asus Hinses
2 4

rape d 42.
3 5

@ 3 f 6
3 6
25. Iam an improper fraction with a single digit numerator and denominator. My denominator is
greater than | and less than 5. If my numerator is three greater than my denominator, what
fractions could I be?

Comparing and Ordering Fractions and Decimals

26. Order the following numbers from largest to smallest.

a. 0.33, 0.29, ihe WS he Oboe ee Ge

me 10” 10

Pokies iLe ene (ED 050 Or

2 4 2

27. Order the following numbers from smallest to largest.

a2 5 sl e2as
OS ee >Uo rh 2 ,2.45,22,2.51

RW Pees ied Uae dies 09nd flea gee

4 2 ie +

28. Which of the following fractions and decimals lie between 2 and 2.5 on the number line?
OH Poh SeSoy Lom.
10 4

29. Which of the following fractions and decimals lie between 0.5 and 2 on the number line?
ae 0.49
4 ai Bh

Ratio

30. There are 3 nickels, 5 dimes and 5 quarters in a jar. Find each of the following ratios.

a. nickels to dimes

b. quarters to all coins

Percent

31. What is 45 percent of 200?

32. 30% of 80 is equal to what number?

1. Given the following number, write the value for each digit.
5 043 207

a. value of the 4 digit c. value of the 3 digit

b. value of the 2 digit d. value of the 5 digit

2. Write each numeral as a number word.

a. 2350720 Dae eau) 2|

c. 2005 101 d. 210.08

e. 5000 035.08 f. 3005.234

3. Write each number word as a numeral.

a. six million two hundred twenty thousand b. one million twenty thousand six hundred
sixty

c. nine million six thousand seven d. two hundred and three thousandths

e. five thousand five hundred seven and f. ten thousand six and six hundredths
thirteen hundredths

4. A company budgeted $2 108 008 for advertising. Write this numeral as a number word.

5. Jim read that there were eleven thousand one hundred three bears in the province. Write this
number word as a numeral.

6. Round 456.173 as follows:

a. to the nearest one b. to the nearest tenth

c. to the nearest hundredth

7. Bob estimated that 3460 customers entered the mall one weekend. If he rounds his estimate to the
nearest hundred, how many customers would that be?

8. Jana weighs 62.08 kg. What is her weight to the nearest tenth of a kilogram?

9. Show each of the following numbers as products of prime factors.

a. 48 b. 70

c. 450

10. Write all multiples as follows.

a. all multiples of 4 less than 30 b. all multiples of 6 between 8 and 40

c. all multiples of both 7 and 5 less than 100 = d.._ all multiples of 2, 3, and 7 less than 100

11. Write each mixed number as an improper fraction.

12. Change each improper fraction to a mixed number.

13. Order the following numbers from largest to smallest.

UATE, ops bese

V9 eaby yMa tM ee peearteyispo1p
ed 4 4

14. Which of the following fractions and decimals lies between 1 and 1.5 on the number line?
L1aeosIe 80.9
4 DB

15. Three women, 2 men, 5 boys and 3 girls went on a camping trip. What was the ratio of females to
males?

16. A dinner at a restaurant cost $68.00. If Sue paid 40% of the bill, how much did she pay?

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CHAPTER 2

NUMBER OPERATIONS

Addition and Subtraction of Numbers

Mental Mathematics

Multiplication Methods

Division of Numbers

Addition and Subtraction of Decimals

Multiplying and Dividing Decimals

Problem Solving with Decimals

Order of Operations

2.1 Addition and Subtraction of Numbers

There are different ways of performing the operations of addition, subtraction, multiplication, and
division of numbers. To do this, first we will need to review some basic addition and subtraction
facts.

Addition and Subtraction Facts to 20

Basic addition and subtraction facts involve all combinations of 1-digit numbers. For addition, it
includes values for combinations such as 1+3, 5+4, and 13+7, and for subtraction, it includes values
for combinations such as 9 — 2, 15 — 8, and 19-1.

Recall the following addition properties:

1. Zero added to any number is equal to the original number.

4+0=4, 15+0=15,7+0=7

2. The order of numbers doesn’t matter.

6+8=8+6, 12+9=9+12

Now recall the following subtraction properties:

1. Zero subtracted from any number is equal to the original number.

8 —0=8, 19-0=19, 15-0=15

2. Any number subtracted from itself is equal to zero.

12-—12=0, 4-4=0

Questions on Addition Properties

Find the unknown number (?) for each of the following.

e a eee. prt Fast Maras A,

L440 = 7 6d Uirtadim Sut
8+? 8 se LOFT eg
wg) Wyet Siete Oe

Answers

eee ee) a teri sein

14+0=14 . 44+5=5+4
. 8+0=8 - 18+1=1+18
m0 tat esi 7 165647

Questions on Subtraction Properties

Find the unknown number (?) for each of the following.

Answers

Some tricks to remember when adding and subtracting

1. Begin with the larger number and then add on.
e For 7+ 2, begin with 7 and then add 2 more.
e For 3+ 12, begin with 12 and then add on 3 more.
e For 15 —2, think of 15 objects and then remove 2.

2. Use doubles and near doubles.

You should be familiar with the sum of doubles such as 4+ 4=8,5+5=10,
8+8=16, 10+ 10= 20, and 11 + 11 =22.

When you have numbers that are near doubles, you can make them into doubles by adding to or
subtracting rom one of them. After finding the total for the doubles, then add the amount you
subtracted or subtract the amount you added earlier.

The following examples should help to make this clearer.

a. 15+ 14: Add “1” to 14 to make the double 15 + 15 = 30, then subtract the “1” you added to
get 30 —1=29. (So 15+ 14=29.)

. 9+ 12: Add “3” to 9 to make the double 12 + 12 = 24, then subtract the “3” you added to get
24—3=21 (So9+12=21,)

17 — 12 : Subtract “5” from 17 to get the double 12 — 12 = 0, then add the “5” you subtracted to
getO+5=5 (So17-12=5.)

Enrichment Example:

Find 17 + 38+ 9.

Add “3” to 17, “2” to 38, and “1” to 9 to get 20 + 40 +10 = 70.
Then subtract “3 + 2 + 1 = 6” from the total to get 70 — 6 = 64.
So 17+ 38+ 9= 64.

Adding and Subtracting by Expanding Numbers

Addition
We can expand numbers using place value. For example, 235 is equal to 2 hundreds, 3 tens, and 5
ones. So 235 = 200 + 30 + 5.

We can add numbers by expanding them first, and then finding the sums of values with the same place
value.

432 35 Step 1: Write each number in expanded form.

423 + 235 = (400 + 20 + 3) + (200 + 30 + 5)
Step 2: Collect the same place values.
(400 + 200) + (20 + 30) + (3 + 5) = 600 + 50 + 8 = 658

2. 552+ 365 In this example, we need to carry a value.

Step 1: Write each number in expanded form.
552 + 365 = (500 + 50 + 2) + (300 + 60 + 5)
Step 2: Collect the same place values.
(500 + 300) + (50 + 60) + (2+ 5) = 800+ 110+7
Carry 100 from 110 forward to make 800 into 900.
= 900+ 10+ 7=917

377155037053 In this example, we need to carry a value.

Step 1: Write each number in expanded form.
1550 + 7023 = (1000 + 500 + 50) + (7000 + 20 + 3)
Step 2: Collect the same place values.
(1000 + 7000) + (500) + (50 + 20) + 3 = 8000 + 500 + 70 + 3 =
8573

Subtraction

We can also subtract numbers by expanding them first, and then finding the differences of values with
the same place value. Sometimes we need to borrow a digit with a higher place value.

1. 537-215 Step 1: Write each number in expanded form.

537 — 215 = (500 + 30 + 7) — (200 + 10 + 5)
Step 2: Collect the same place values.
(500 — 200) + (30 — 10) + (7 —5) = 300 + 20 + 2 = 322

2. 654-327 We will need to borrow with this example.

Step 1: Write each number in expanded form.
654 — 327 = (600 + 50 + 4) — (300 + 20 + 7)
Step 2: Collect the same place values.
(600 — 300) + (50 — 20) + (4-7) = 300 + 30 + (4-7)
Borrow 10 from 30 to make 4 into 14.
= 300
+ 20 + (14-7)
= 327

3. 5659 — 2324 Step 1: Write each number in expanded form.

5659 — 2324 = (5000 + 600 + 50 + 9) — (2000 + 300 + 20 + 4)
Step 2: Collect the same place values.
(5000 — 2000) + (600 — 300) + (50 — 20) + (9 — 4)
= 3000 + 300 + 30+ 5
= 3335

MORE QUESTIONS

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Examples with Solutions

1. 463 + 225 Write each number in expanded form.

463 + 225 = (400 + 60 + 3) + (200 + 20 + 5)
Collect the same place values.
(400 + 200) + (60 + 20) + (3 + 5) = 600 + 80 + 8 = 688

2mm 974 532 Write each number in expanded form.

197 + 532 = (100 + 90 + 7) + (500 + 30 + 2)
Collect the same place values.
(100 + 500) + (90 + 30) + (7 + 2)
= O07 120-9 Carry 100 forward.
= 700 + 20+ 9 = 729

ole OPA Wace2: Ie iio Bes: Write each number in expanded form.
321 + 243 + 158
= (300
+ 20 + 1) + (200 + 40 + 3) + (100 + 50 + 8)
Collect the same place values.
(300
+ 200 + 100) + (20 + 40+ 50) + (1 +3
+ 8)
= 600+ 110+ 12 Carry 100 forward.
= 700 + 20 + 2 = 722

4. 653-431 Write each number in expanded form.

653 — 431 = (600 + 50 + 3) — (400 + 30 + 1)
Collect the same place values.
(600 — 400) + (50 — 30) + (3 — 1) = 200 + 20 + 2 = 222

5. 743-552 Write each number in expanded form.

743 — 552 = (700 + 40 + 3) — (500 + 50 + 2)
Collect the same place values.
(700 — 500) + (40 — 50) + (3 — 2) = 200 + (40 — 50) + 1
Borrow 100 from 200 to make 40 into 140.
= 100 + (140 —-50) + 1 = 100+ 90+ 1 =191

Exercises 2.1A

1. Use the expansion of numbers to find each sum.

a. 58 7+34 b. 224+ 43+ 54

Cee meso 5 d. 872+ 542

C6 10-8502 f. 333+444+555

ge. 3245 +2050 h. 764+ 1023 + 458

1. 4050 + 2509 + 3367 j. 5055 +5505 + 5550

2. Use the expansion of numbers to find each difference.

a. 58-32 b: 31-19

c. 87-34 d93—67

e. 543 —331 f. 785 — 433

g. 3464 — 1033 ie D093 5

i. 4205 — 1234 j. 7333 —4444

Shortened Method for Adding and Subtracting Numbers

Steps in Adding Whole Numbers
1. Line up the numbers so place values are directly below each other.
2. Find the sum of the ones column. If it is 9 or less, write the sum in the same column. If it is
greater than 9, write the last digit of the sum in the same column and carry the tens digit over
to the left.
3. Repeat the process until the final sum is calculated.

Steps in Subtracting Whole Numbers

1. Line up the numbers so place values are directly below each other.
2. Find the difference of the digits in the ones column. If you subtract a smaller number from a
larger number, write the difference in the same column. If the number you are subtracting is
larger, borrow a ten from the top digit on the left and then find the difference.
3. Repeat the process until the final difference is calculated.

Examples with Solutions

1. Find the sum. Re-write the numbers vertically with the ones digits lined up.
2345
2345 + 603 + 603

Find the sum of the ones column. It is less than 10, so write the sum in
the same column and repeat the process.
2345
e003
2948

2. Find the sum. The numbers are already lined up with the ones columns directly above
or below each other.
346
4597 Find the sum of the ones column. Since it is greater than 9, write the last
digit of the sum in the same column and carry the tens digit over to the
left.
Repeat the process.

346
2
873

3. Find the difference. Line up the numbers (place the ones columns directly above or below
each other)
437 — 125 437
— 125
Find the difference of the digits in the ones column. Since you are
subtracting a smaller number from a larger number, write the
difference in the same column.
Repeat the process until the final difference is arrived at.
437
— 125
312
4. Find the difference. The numbers are already lined up.
Find the difference of the digits in the ones column. Since you are
356
138 subtracting a larger number from a smaller number, borrow 1
(a ten) from the top digit on the left and then find the difference.
Repeat the process until the final difference is arrived at
Al
356
= 138
218

Exercises 2.1B

1. Find each sum.

a, -124 bi 235
+ 35 + 566

c. 43 d. 1562
he 3421
22 728
91

e. 308 {676
1s 29 + 705

g. 42+ 36+ 67 h. 123+ 63+26

1.§52345 j. 8770
+ 5088 + 4099

k. 335 + 1056 + 999 1. 3072 + 5555 + 6008

2. Find each difference.

a. 528 b. 2341
—216 BOG

CaESO3 d. 2311
— 514 ~ 1501

e. 2045 f. 1005
41226 = 2306

g. 2308
— 962 h. 2338
—815

1055 e357
— 3262 EES 28

3. Find the sum of sixty six, one hundred eighty 4. Find the sum of two thousand fifty, and three
three, and twenty nine. hundred eighty one.

5. Find the difference between seven hundred 6. Find the difference between nine hundred
forty, and eighty three. three, and two hundred thirty eight.

7. Bill and Ryan collect hats. Bill has 23 and 8. At the beginning of the baseball season, the
Ryan has 32. How many hats do they have Princeton Wildcats owned 38 baseballs. By
altogether? the end of the season they had lost 7. How
many baseballs were they left with at that
time?

9. John and three of his friends decided to 10. One afternoon, Marie and her friend Sally
collect pull tabs from pop tins. By the end of decided to go jogging. They ran, in opposite
the first month, John had collected 234, and directions, for one hour. After one hour,
each of his friends had collected 302, 107, Marie had covered a distance of 1282 metres
and 88 respectively. How many pull tabs had and Sally had run for 978 metres. How far
they collected altogether? apart were they at this time?

11. Sumi rode her bicycle a distance of 74

kilometres. Then she turned around and rode
back toward where she had started from, for
a distance of 28 kilometres. By this time,
how far was she from where she had started?

Extra for Experts

12. Sue owned 12 stuffed animals and her friend 13. Jake began to play a golf game with 27 golf
Trisha owned 15. Betty, however, owned 35. balls. On the first nine holes he lost 5 golf
How many more stuffed animals did Betty balls and on the second nine holes he lost 7.
own than both of the other girls together? How many golf balls did he have left by the
end of the game?

14. Arnie and three of his friends collect pop LS: Sarah rode her bicycle every day for five
bottles. Arnie has 432, Bill has 309, Ahmad days. On the first day she rode for 57 blocks,
has 544, and Steve has 629. How many more on the second day 48 blocks, on the third day
pop bottles do Arnie and Steve have, than 22 blocks, on the fourth day 49 blocks, and
Bill and Ahmad? on the fifth day she rode for 66 blocks. How
many more blocks did she ride on the last
two days than on the first two days?

16. Fran rode her bicycle a total of 98 km over a

3-day period. If she rode 31 km on the first
day and 25 km on the second day, how far
did she ride on the third day?

2.2 Mental Mathematics (without a calculator)

To do mental mathematics to quickly arrive at an answer, you can use the following:
basic addition and subtraction facts
basic multiplication and division facts
expanding numbers
rounding numbers

Review of Addition and Subtraction Mental Math Strategies

Addition
1. Left to right strategy.
= Write each number in expanded form.
« Add digits with the same place values separately.
Example: 156 + 342 = 100 + 300+ 50+ 40 +6+ 2 = 498

2. Taking one addend to the nearest multiple of 10 strategy

» Add or subtract to round one addend to the nearest 10.
= Add or subtract the same number to keep the value the same.
# Find the sum or difference.
Example: 58 + 23 = 60 (adding 2) + 23 — 2 (subtracting 2) = 83 -2 = 81

3. Doubles strategy
* Round both numbers to obtain easy numbers to add.
= Add or subtract the same amount to keep the value the same.
= Find the sum or difference.
Example: 148 + 83 = 150 (adding 2) + 80 (subtracting 3) -2 + 3 = 150 + 80-2 +3 =231

Subtraction
1. Amount subtracted to the nearest multiple of 10 strategy
= Round the amount subtracted to the nearest 10.
= Add or subtract the same number and simplify.
Example: 1. 184-27 = 184 — 30 (rounding to the nearest 10) + 3 = 154+ 3 = 157

(11) Doubles strategy for the difference

* Round both numbers, and add or subtract the same amount to keep the value the same.
= Find the sum or difference.
Example: 98 — 17 = 100-20 -2+3=80+1=81

Examples with Solutions

Addition
Left to right strategy

1. 463 + 35 Rewrite using expanded notation.

463 + 35= 400 + 60+ 30+3+5
Find the sum of the hundreds, tens, and ones.
463 + 35 = 400 + 90 + 8 = 498

2134233251 Rewrite using expanded notation.

1342 + 3251 = 1000+ 3000 + 300 + 200+ 40+ 50+2+1
Find the sums of digits with the same place value.
1342 + 3251 = 4000 + 500 + 90 + 3 = 4593

Taking one addend to the nearest multiple of 10 strategy

De) fits 2 Round one addend to the nearest 10, then keep the same value.
857 + 32 = 860 + 32-3
Find the sum or difference
857 + 32 = 892 —3 = 889

DRY Sane tl Round one addend to the nearest 10, then keep the same value.
252i 37 250i 37 + 2
Find the sum or difference.
252 + 37 = 287 + 2 = 289

Doubles strategy.

ype Pian silee Round both numbers to obtain easy numbers to add and keep the same
value, then simplify.
395 + 306 =.600:+:300'—5 ti6= 900 awl 901

Subtraction
Take the amount subtracted to the nearest multiple of 10 strategy

1. 573 - 68 Round the amount subtracted to the nearest 10, and keep the same value.
Then simplify.
573 — 68 = 573 — 70 + 2 =503 +2 =505

Doubles strategy

2. 488 - 304 Round both numbers and keep the same value, then simplify.
488 — 304 = 480 — 300 + 8-—4= 180+ 4= 184

2.3 Multiplication Using a Variety of Methods

Multiplication of Whole Numbers

Multiplication and addition are related. We can write a multiplication sentence as an addition
sentence.

Examples 1. 7x 5=35 (five groups of 7) is the same as

7+7+7+7+7=35 (7 added to itself five times).
2. 25x 3=75 (three groups of 25) is the same as
25 + 25 + 25 = 75 (25 added to itself three times)

Multiplying by 1 and 0
Any number multiplied by one is equal to itself. Any number multiplied by 0 is equal to 0.
Examples 1. 32x 1 =32 (one group of 32)
2. 115 x 1=115 (one group of 115)
3. 28x 0=0 (no groups of28)
4. 59x 0=0 (no groups of 59)

Multiplying by 10, 100, and 1000

Look at the following patterns,

9x 1=9 (1 group of 9) 48x 1=48

9 x 10= 90 (10 groups of 9) 48 x 10 = 480
9 x 100 = 900 48 x 100 = 4800
9 x 1000 = 9000 48 x 1000 = 48 000

We can develop a rule for the above patterns that tells us to add one zero when multiplying by 10, two
zeros when multiplying by 100, three zeros when muliplying by 1000, etc.

Multiplying larger numbers

We can break apart numbers when we muliply. For example,
Examples 1. 5x 123=(5x 100)+(5 x 20)+(5x 3)=500+ 100+ 15=615
2. 8x57=(8x 50) +(8x 7) =400 + 56 = 456
Shortened method of multiplying

28 pes
x4 x 6
32 (4 x 8) 30(6x5)
_80 (4 x 20) 180 (6 x 30)
112 1200 (6 x 200)
1410

Examples with Solutions

1. You have 7 boxes with 20 crayons in each You have 7 groups of 20.
box. How many crayons do you have in
The answer can be found either of the following
total?
ways: 20x 7= 140
or 20. +20-F 20-7204 920 200020 = 140

2. What is the product of each of the following?

a. 456x 1 456 x 1 = 456 (any number multiplied by 1 is

equal to itself)
Derek 728x0=0 (any number multiplied by 0 is
equal to 0)
c. 34x 100 34 x 100 = 3400 (shortcut: add two zeros)

dee 2 tL xtl0 211 x 10 = 2110 (shortcut: add one zero)

e. 41x 1000 41 x 1000 = 41 000 (shortcut: add 3 zeros)

3. Multiply 3x3=9 (Put 9 under the ones column)

243 3 x 40 = 120
55a) 3 x 200 = 600
eer Sum
ited 9 + 120 + 600 = 729

4. Multiply 5x4=20
354 x0 250
XD 5 x 300 = 1500
ee Sum 20 + 250 + 1500 = 1770
er

Exercises 2.3

1. Rewrite each of the following addition sentences as multiplication sentences.

WPA Ne IA bo PALE, GPR tC b. 135+ 135+ 135 = 405

c. 42+42+42+42+42=210 d. 1024 + 1024 + 1024 = 3072

2. Re-write each of the following multiplication sentences as addition sentences.

aS X20 b. 7x 40 = 280

c. 5x 210 = 1050 d. 4x 1215

= 4860

3. Ryan had 5 cartons of pop bottles with 6 bottles in each carton. Write the total number of bottles
that he had using ...
a. an addition sentence. b. a multiplication sentence.

4. What is the product of each of the following?

ae | esa b. 59x0

Cae exe lin) dge2 1S sai

e. 1033x8

5. Multiply each of the following.

a. 43 b. 64
x7 x6

Cro 0 d. 246
x8 Keo.

€. Us f. 950
x6 x5

g. 808 ha3i12
x2 x 8

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Ontario Grade 6 Mathematics CHAPTER 2 —- NUMBER OPERATIONS 65

6. Students in Sumi’s class sold a total of 42 7. One day after school Cindy rode her bicycle
raffle tickets. In Erica’s class they sold 5 for a distance of 17 kilometres. The
times as many. How many tickets did Erica’s following Saturday she rode four times as
class sell? far. How far did she ride on Saturday?

8. Brenda collects pop bottles and keeps them in 9. Sally earned 7 dollars each day for a total of
cartons which can hold six. She has 8 full 28 days. How much did she earn altogether?
cartons of pop bottles, with two bottles left
over. How many pop bottles does she have
altogether?

Extra for Experts

10. Find each product.

a. 135 b. 506
x21 28
x

11. Ralph owned 24 comic books and his friend 12. Phyllis collected $24 on a bottle drive to help
Oliver owned 51. If Sarah owned twice as pay for a class trip. Bob collected twice as
many as Oliver, how many comic books did much as Phyllis and Erica collected twice as
all three own? much as Bob. How much did they collect
altogether?

2.4 Division of Whole Numbers

Dividing with Patterns

Lisa and her two friends were given 15 loonies to share equally among themselves. So they divided
them into three equal groups.

3d &
Each of them received 5 loonies. They had solved a division question that asked, “How many times
does 3 go into 15?” It can be shown with a division sentence.

15 +3=5

Lisa and her friends could also have used a number line to solve the problem. They needed to divide
$15 by 3. So they could keep subtracting 3 until there was no money left.

-3

They subtracted 5 groups of 3 until there was no money left. So the answer was 5. They received $5
each.

Parts of a Division Question

Lisa’s division question is shown again below. The result, when one number is divided by another is
called the quotient.

ISS

quotient

Division as the Opposite of Multiplication

Division can be thought of as the opposite of multiplication. For example, if 3 x 7 = 21 (three times
seven is equal to 21), then 21 divided by 3 equals 7 (how many 3’s are in 21?) or 21 divided by 7
equals 3 (how many 7’s are in 217).

Example

Bill has 15 hockey cards. If he wants to put them into groups of 5, how many groups does he
have?

no od woo yon)
fm
gg Ujuee nob
How many groups of 5in 15? OR 15+5=3 OR 5)15= 3

Writing Division and Multiplication Sentences

Since multiplication and division are inverse operations, we can write number sentences in either way.

For example, 5 x 12 = 60 is a multiplication sentence that could be written as either of the following
two division sentences:

60+12=5 or 60+5=12

Examples

Multiplication Sentence Division Sentences

4x 22=88 88 +22=4
88 + 4=22

6x 31=186 186 + 31=6

186+ 6=31

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Division with Remainders

When we divide one number into another, sometimes there is some left over. This left over number is
called a remainder.

Example
There were 14 buns in a basket. If they were to be shared equally by 5 friends, how many would
each get and how many would be left over?

= How many groups of 5 are in 14? How many would be left over?

» 5x2=10 and there are 4 left over.

= Everyone would get 2 buns each (5 x 2 = 10) and there would be 4 buns left
over (14-10 =4).

A Process for Division

To divide 20 by 3 (20 + 3), we

could follow the steps on the _ Write as 3)20
right.
. Estimate how many 3’s are in 20
and put it on the top.
. Multiply the top by 3 and subtract
from 20.
. The remainder equals 2.
5. -Gheck: 6x'3+ 218 +2
= 20

Examples with Solutions

1. Write two different division sentences that

could be used to replace the following
multiplication sentence.

12x 3.= 306 Se eet Ol 50 = 1235

2. Write a multiplication and a division sentence

to describe the following array of shapes.

YEO VS 5x3=15o0r 15+3=5

PEPPY
YY ODI
3. In each of the following situations, how many
would each get and how many would be left
over?

a. 3 friends share 10 apples 3 x 3 =9 and 10-9 = 1. Each would get 3 apples

and there would be 1 left over.

b. 4 friends share 11 cookies 4x 2=8 and 11 —8 =3. Each would get 2

cookies and there would be 3 left over.

c. 7 friends share 19 oranges 7x 2=14 and 19-14=5. Each would get 2

oranges and there would be 5 left over.

4. Divide: 22 + 7
. 772
21
R=1
Checksa] Xx 3.7e leaiag

5. Divide Steps
1. 7 goes into 12 (120) once (10 times). Place 1
7 Y120 7 )120 over the 2.
2. Multiply 10 x 7 and bring it down.
3. Subtract 70 from 120 to get 50.
4. 7 goes into 50 seven times. Place the 7 over
the 0.
5. Multiply 7 times 7 to get 49 and bring it down.

Check: 6. Subtract 49 from 50 to get 1.

exis =+1 20 7. 7 doesn’t divide into 1 so it is the remainder.

Exercises 2.4

1. Write two different division sentences that

could be used to replace the following
multiplication sentence.

11x4=44

2. In each of the following cases, how many

would each get and how many would be left
over?

a. 5 friends share 11 candies

b. Jana and her mother share 7 apples

c. Bob, Blanche and Mary share 11 cookies

3. Divide each of the following. In some cases, there is a remainder.

a. 35+7 b. 21 +3

c. 40 +8 d. 60 +3

Ca See) f. 37 +5

g. 7)38 h. 6)73

i. 9)120 j. 5144

k. 8)112 1. 4)224

m. 7)300 6)128

4. There were 145 tins of soup stacked in 5 rows. 5. June put 132 cookies into 6 boxes. How many
How many were in each row? were in each box?

6. Enrico had $25 to spend on socks. He bought 7. Ryan and six of his friends owned a total of
6 pairs that cost the same amount each and 161 hockey cards. If they were to divide
had $1 left over. How much did each pair them evenly amongst themselves, how many
cost? would each get?

8. David needed to carry 95 kilograms of 9. Liz, Cindy, and Rita plan to divide 105
firewood from a truck to his father’s candies evenly among themselves. How
woodshed. He carried 13 kilograms on each many candies will each receive?
trip. How many trips would he need
altogether to move all of the wood?

Extra for Experts

10. When I am divided into 28 I have a 11. When I am divided into 16 I have a remainder
remainder of 1. What possible numbers can I of 2. What possible number(s) can I be?
be?

12. Jack divided a number of candies among 13. Find all possible numbers that divide into 38
himself and 3 friends. Each friend received 4 with a remainder of 2.
candies and there were 2 left over. How
many candies did he have in the beginning?

. Daljit attended 27 hockey games during the 15. Gayle and two of her friends earned a total of
last season. Cory attended 42 games and $47 delivering flyers. Gayle received $5 for
Flavio attended half as many as Cory. If they finding the job and the rest was split evenly
had split the total number of games evenly among the three of them. How much did each
among themselves, how many games would girl receive for her share?
each have attended?

Practice with Multiplication and Division Facts

HOW QUICK AND ACCURATE ARE YOU?

Do one set of the following questions at a time.
Write each answer in a set on a separate piece of paper as quickly and accurately as possible.
Time yourself and write down your time.
Correct each set.

After all sets are completed, cover your answers and do them again.
di Try to improve your time and accuracy each time you do them.
pa
Fat
ree
AE
eS

MULTIPLICATION FACTS

Set 1 Set 2
Attempt #1: No. Correct Time Attempt #1: No. Correct Time

Attempt #2: No. Correct Time Attempt #2: No. Correct Time

Attempt #3: No. Correct Time Attempt #3: No. Correct Time

Set 3
Attempt #1: No. Correct Time Attempt #3: No. Correct Time

Attempt #2: No. Correct Time

MULTIPLICATION ANSWERS

DIVISION FACTS

Set 1 set 2
Attempt #1: No. Correct Time Attempt #1: No. Correct Time

Attempt #2: No. Correct Time Attempt #2: No. Correct Time

Attempt #3: No. Correct Time Attempt #3: No. Correct Time

Set 3
Attempt #1: No. Correct Time Attempt #3: No. Correct Time

Attempt #2: No. Correct Time

DIVISION ANSWERS

2.5 Addition and Subtraction of Decimals

Adding and Subtracting Decimals

There are many different occasions to add or

subtract decimals. For example, when we use plus
money it involves decimals. If you bought a
comb for $0.25 and a small package of 2) &
toothpaste for $0.40, altogether it would cost
$0.25 + $0.40 = $0.65.

In adding or subtracting decimals, we will look at the following three approaches:

# Front end estimation to estimate the sum
# Using both number and word statements to find the sum
= Using a process to find the sum

Using Front End Estimation

If we want to estimate the sum or difference of decimals, we could look at the sum of the whole
number parts only.

Examples 1.; 4.3 + 21.21 4,.120,2

Think 4 + 21 + 120 = 145 (adding whole number parts only).
The estimate is 145, but the exact value would be greater.
. 23-114
Think 23 — 11 = 12.
The estimate is 12, but the exact difference would be less as we are subtracting a
number greater than 11.
. 45.2-20
Think 45 — 20 = 25.
The difference is greater than 25, as we are beginning with a number greater than 45.

Using Word and Number Statements

By using number and word statements, we can find sums and differences for some decimals quite
easily.

Examples 1. Find the sum of 0.4 and 0.3.

Think: Four tenths plus three tenths equals seven tenths (0.3 + 0.4 = 0.7).
2. Find the difference between 0.45 and 0.15.
Think: 45 hundredths minus 15 hundredths equals thirty hundredths
(0.45 — 0.15 = 0.30).

Examples with Solutions

1. Use front end estimation to estimate the sum.

a. PA ee, aes 3 + 22 + 2 = 27 (use whole numbers)

The exact sum is greater than 27.

beeoS. 22820.| 33 + 120 = 153 (use whole numbers)

The exact sum is greater than 153.

Cael 92:1 45.231 8.05 152+45+8 = 205 (use whole numbers)

The exact sum is greater than 205.

2. Use front end estimation to estimate the difference.

a. 47-—30.2 47 — 30 = 17 (use whole numbers)

The exact difference is less than 17.

by, 55:3—21 55 — 21 = 34 (use whole numbers)

The exact difference is greater than 34.

3. Use word and number statements to find each sum or difference.

a. 0.4+0.5 four tenths plus five tenths equals nine tenths or

0.4+0.5=0.9

b. 0.31 + 0.44 thirty one hundredths plus forty four hundredths

equal seventy five hundredths or 0.31 + 0.44 =
0.75

Cee US te five and five hundredths plus twelve and twenty

two hundredths equal seventeen and twenty seven
hundredths or 5.05 + 12.22 = 17.27

Gand. 625223 twenty one and six tenths (which is the same as
twenty one and sixty hundredths) plus five and
twenty three hundredths equal twenty six and
eighty three hundredths or 21.6 + 5.23 = 26.83

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Using a Process for Adding and Subtracting Decimals

Adding and subtracting decimals is very much like adding and subtracting whole numbers. The most
important thing to remember when adding decimals is to line up all the decimal points in a column.

Use the following steps when adding and subtracting decimals.

. Line up the decimal points vertically.

2. Find the sum or difference of digits in the same column, beginning at the right.
. For addition: if the sum of digits in the same column is 10 or more, carry the tens digit to the
left.
. For subtraction: if the difference of digits in the same column is not sufficient, borrow from
left to right.

Line up the Line up the

decimal point decimal point

1
Examples: 1. 21.5 2. 42.8 3. 21.64 <4+7=11 socarry 1
gant PZ — 20.5 ree |:
535 22.3 26.91

fea |
4. 3.82 <2 hundredths is not large enough to take away 5,
— 1.65 so borrow 1 and leave seven tenths.
De lah

Examples with Solutions

1. Find the sum of the following numbers. 1. Arrange vertically and line up the 135.6
decimal points. eee 12
135.6523 72
2. Sum digits in the same column 135.60
and carry where needed. e2os/?
139332

2. Find the difference between the 1. Arrange vertically and line up the 205.29
following numbers. decimal points. — 23.35

205.29 — 23.35 2. Find the difference of digits inthe 205.29

same column and borrow where — 23.35
needed. 181.94

Exercises 2.5

1. Use front end estimation to estimate a whole number difference and state whether it is either
greater than or less than the exact difference.

hy We eee ee b...55.2 —21.6

c. 44-—31.3 d. 66.6—22.1

2. Use word and number statements to find each sum or difference. (Show your work)

re AUPE SA Oe b. 0.54+ 0.07

c. 0.64-—0.3 d. 33.55
— 20.32

3. Use the process for the addition of decimals to find each sum.

a. 3.9 +2.0 Dee Loree?

Cae), d. 130.09
28233 +2 62771

G) 22:06 447.93 f. 3.03 + 41.88

ees) ewes
4.17 3.07
1.66 30.05

i 2ueRsaLe 4.6 j. 32.6+1.4+9.06

k. 30.09 1. 40.9
218t Bab
45.1] 106.26

4. Use the process for the subtraction of decimals to find each difference.

a. 8.8-2.5 b. 182.33
— 76.24

om 85.29 d. 43.4-—33.3
— 21.22

Gu 35.07, f. 1000.33
— 38.55 — 67.22

g. 256.93 —38.27 h. 60.67

— 45.46

i. 200.05 j. 900.3 — 189.4

— 100.11

5. Add two and nine tenths, and twenty-seven 6. Add twenty-five and thirty-six hundredths,
and three tenths. and forty and seven hundredths.

7. Find the difference between seven and nine 8. Find the difference between eighty six and
tenths, and six and four tenths. four hundredths, and seventy and three
tenths.

9. How much less is 3.7 than 10? 10. How much more is 28.3 than 17.5?

11. Sam is 1.9 metres tall and his father is 2.1 12. Bill saved $24.50. He then spent $12.75.
metres tall. How much taller is his father? How much did he have left?

13. Ruth bought a pair of sunglasses for $8.25, a 14. Joel went on a 20 km hike. After walking for
magazine for $3.50 and a chocolate bar for 12.4 km, how much further did he have to
$0.85. How much, in total, did she spend? go?

15. Cindy has two cats. One is 40.5 cm long and 16. Jerry weighs 100.01 kg and his friend Ron
the other is 32.8 cm long. How much longer weighs 97.5 kg. How much more does Jerry
is the larger cat? weigh than Ron?

Extra for Experts

17. How much less is 145.54 than the sum of 18. Sue had a 20-dollar bill to spend at the
23.4, 45.7, and 100.9? movies. It cost her $5.25 fora ticket, $2.30
for popcorn and $1.75 for a drink. How much
should she have left over?

19. The sum of three numbers is 34.66. If two of 20. What must be added to six and seven
the numbers are 12.5 and 15.11, what is the hundredths to get a sum of twelve and five
third number? tenths?

21. Find the unknown digit. 22. Find the unknown digit.
23?.54 47.23
ee 143.7 — 20.45
376.24 27.18

23. Halle and two of her friends jumped a total

distance of 12.4m on sports day. Halle
jumped 3.2 m and her friends each jumped
the same distance. How far did each of her
friends jump?

2.6 Multiplying and Dividing Decimals

Multiplication of Decimals
Products of Decimals and Whole Numbers using Front-end Estimation
We can estimate a product of a decimal and a whole number by rounding to the nearest whole number
and then calculating the product of the whole numbers.
Examples 1. Estimate the product of 15.3 x 6. Think 15x 6 = 90 (rounding 15.3 down to 15).
The exact product is greater than 90 since 15.3 > 15.
2. Estimate the product of 19.7 x 8. Think 20 x 8 = 160 (rounding 19.7 up to 20).
The exact product is less than 160 since 19.7 < 20.

Finding Products of Decimals using the Expansion of Numbers

We can write the decimal numeral as an expanded number, separating the whole number and decimal
parts, and then multiplying each by the second factor.
Example 15.5
x 6. Think (15 + 0.5) x 6=15x6+0.5
x 6=90+3 =93

Multiplication of Decimals using Rules

First, multiply the numbers as you would whole numbers. Next, when multiplying a decimal or mixed
decimal by a whole number, count off the same number of decimal places in the answer as there are
in the factors being multiplied.
Examples 1. 3.25 < twodecimal places 2. 2.4 < one decimal place
tee < no decimal places x_3 < no decimal places
16.25 < two decimal places 7.2 < one decimal place

Examples with Solutions

1. Use front-end estimation to find the approximate value of each product.

A252: 28x 5= 140

The exact product is greater than 140.

DAI Sx. 41 x 7=287

The exact product is greater than 287.

C3593 x.6 60 x 6 = 360

The exact product is less than 360.

d. 78.9x3 80 x 3 = 240
The exact product is less than 240.

2. Use the expansion of one factor to find each product.

TY PRBS55) (28+ 0.2) 5

28x5+0.2x5=140+1=141

be 4153°xe/ (41+ 0.3) 7

41x 7+0.3 x 7=287+ 2.1 = 289.1

Cm 59'8.306 (59 + 0.8) 6

59 x 6+ 0.8 x 6 =354+ 4.8 = 358.8

(78+ 0.9) 3
d. 78.9x3 78x 3+0.9 x 3 =234+ 2.7 = 236.7

3. Use the rules for multiplying with decimals to find each product.

a. 31.3x4 31.3. < one decimal place

xe4
125.2 < one decimal place

b. 145.1 x 8 145.1 < one decimal place

x 8
1160.8 < one decimal place

c. 35.12x6 35.12 < two decimal places

x20
210.72 < two decimal places

Exercises 2.6A

1. Use front-end estimation to find an estimated value for each product and indicate whether it is
greater or less than the exact product.

We IP. G: Deo Zee ae

Cells 7 d. 344.9x 6

e. 219.8x4 fr LOOs xe

2. Multiply using rules of multiplication with decimals.

a 3.7x 8 b. 4.5x9

c.15.4x6 Onl 253 Xo

e. 20.45 x 7 f. 32.8x4

Pe lS2 EX] h. 40.03

iL O05 xa3 j. 10109.09

3. What is 12.6 times 7 equal to? 4. Jim picked 48.3 kg of strawberries each day
for 9 days. How many kilograms of
strawberries did he pick altogether?

5. It takes 20.5 litres of milk to produce 1 6. A truck was used to transport tomatoes to the
kilogram of butter. How much milk would it packing house. If the truck could hold a
take to produce 5 kilograms of butter? maximum of 25 550.5 kg of tomatoes, how
much could it transport in 8 trips?

Extra for Experts

7. Sheila bought 3 candy bars at 89¢ each, 2 bottles of pop at 65¢ each and a magazine for $2.95.
a. How much did she spend altogether? b. How much change would she receive from a
ten dollar bill?

Peter paid a total of $9.62 for a cap and three 9. A special lunch, consisting of a sandwich,
pens. If the cap cost $6.95, how much did soup, and juice cost $3.89. If you paid for 5
each pen cost? of these meals, how much change should you
get back from a 20-dollar bill?

10. Jean needed three pieces of string that were 18 Paper towels cost $1.05 for a single roll or
each 1.6 m long. If she began with a piece $2.85 for a package of three. If you wanted to
that was 10 m long, how much did she have buy 12 rolls, how much cheaper would it be
left over? to buy them by packages rather than by
single rolls?

12. Which is cheaper? How much would you save if you bought a dozen bottles of pop at the cheaper
price?

A single pop costs $0.75 or a six-pack of pop costs $3.90

Division of Decimals
Estimating Quotients with Front-end Estimation
We can estimate the division of a decimal by a whole number by rounding the decimal to the nearest
whole number and then calculating the quotient.
Example 1. Estimate the quotient for 24.3+ 6. Think 24 + 6 = 4 (rounding 24.3 down to 24).
The exact quotient is greater than 4.
2. Estimate the quotient for 64.8 +5. Think 65 + 5 = 13 (rounding 64.8 up to 65).
The exact quotient is less than 13.

Dividing Decimals Using Rules

When dividing a decimal by a whole number, place the decimal point in the quotient directly above
the decimal point in the dividend.
< line up decimal point
Example 24.5 + 5 > 5)24.5 =49

Perform the division as you would with whole numbers

Examples with Solutions

1. Use front-end estimation to find the approximate value of each quotient.

ari@3/182'7 Think 35 + 7=5

The exact quotient is greater than 5.

bigjoe) Think 55 + 5=11

The exact quotient is greater than 11.

c. 44.7 +9 Think45 + 9=5

The exact quotient is less than 5.

2. Use rules for dividing decimals to find the actual value of each quotient.

avg siS' 25 1531

5)75.5
7
b. 49.7 + 7 7)49.7

6.1
ees ladern ale) 6)36.6

Exercises 2.6B

1. Use front-end estimation to find the approximate value of each quotient and indicate whether it is
greater than or less than the actual value.

a. 64.3 +8 b. 66.2 + 3

c. 108.2 + 4 Gi2 29: 136

(oe MeBe) ge 16 AOE as bs!

2. Use rules for dividing decimals to find each quotient.

a. 18.4+ 8 b. 37.5+5

Cyan 9 d.°425.7+9

e. 6.64 + 8 f. 43.75 + 7

g. 3.04+8 h. 12.66 + 6

fre 20nL D47 j. 178.5

+ 25

3. What is 32.2 divided by 7? 4. How many times does 8 go into 36.8?

5. Jim cut a wooden stick which was 33.6 cm 6. Judy and two of her friends picked 63.9 kg of
long into 3 pieces of equal length. How long strawberries. If they shared the amount
was each piece? equally, how many kilograms would each
receive?

7. Mr. Brown purchased a new TV set for 8. Ralph paid $38.00 to see eight movies. How
$520.80. If he paid for it in 12 equal monthly much did each movie cost him?
payments, how much did he pay each month?

9. Three boxes of cereal cost $8.85. How much 10. Iam a number between 1 and 10. When you
would one box cost? multiply me by 7, I have a product of 47.6.
What number am I?

11. Iam a number between 50 and 100. When

you divide my by 8, I have a quotient of 7.5.
What number am |?

Extra for Experts

12. Five tins of soup cost $4.45. How much 13. Three oranges cost the same as two apples. If
would three tins cost? six apples cost $4.05, how much would one
orange cost?

14. Iam a number less than 10. If I were to add

4.4 to myself I would be three times my
original size. What is my original size?

2.7 Problem Solving with Decimals

Solving word problems is easier if you have an approach to use and a series of steps to follow as a
process to help you determine the solution. These are suggested next.

Approaches to Solving a Problem

Some of the methods that can be used with a word problem involving several steps include the
following.
Look for a pattern.
Draw a diagram.
Work backwards.
Break the problem into simpler parts.
Guess and check.

Steps to a Solution
The following steps are suggested for use when solving word problems involving more than one step.
List the information that is important for the problem and re-state the question that is being
asked.
Draw a picture or diagram if one applies.
Write a number sentence that uses the important information and identifies the question to
solve.
Solve the number sentence.
Make a concluding statement that answers the question.
Check your work.

Examples with Solutions

1. Jo worked 5 hours each day for two weeks. If she was paid a rate of $7.50 per hour, how much
would she have made at the end of that time?

= List relevant information. Number of hours worked: 5 x 14 = 70 and the

rate of pay $7.50 per hour
Question — how much did she earn?

» Draw a picture or diagram if one applies. Diagram not applicable for this question.
# Write a number sentence. » 5x14x75=n
# Solve the number sentence. » n=525
# Make a concluding statement. = Jo earned $525 for two weeks of work.

® Check your work. ® 525+ 7.50 =70 and 70 +14=5

Roger’s garden is shaped like a triangle. The lengths of its sides are 6, 7.5 and 8 metres. If fencing
costs $22 per metre of length, how much would it cost to enclose the garden with a fence?

List relevant information. Garden is shaped like a triangle.

It has 3 sides of 6, 7.5, and 8 metres.
Cost is $22 per metre to fence.
Question - How much would it cost to fence?
Draw a picture or diagram if one applies.

6m 8 m

if swaan

Write a number sentence. Perimeter of the garden is 6 + 7.5 + 8 = 21.5 m.

Cost is 21.5 x $22 =n.

Solve the number sentence. n= 473

Make a concluding statement. It would cost $473 to fence the garden.

Check your work 473 + 22 =21.5 number of metres

6+ 8+ 7.5 = 21.5 perimeter of the garden

Exercises 2.7

1 Cindy bought a T-shirt for $10.50 and two 2. In one week a restaurant sold 350 daily lunch
pairs of sunglasses for $4.25 each. If she paid specials for $7.50 each. If the same number
with a 20-dollar bill, how much change of sales continued for 3 weeks, how many
should she get back? dollars worth of daily lunch specials were
sold altogether?

Bob, Laura and David each received a 4. Three quarters of the students in Arlene’s
weekly allowance of $15.50. At the end of class each lunch at school and the rest go
four weeks how much in total did they home. If 7 students each lunch at home, how
receive for their allowances? many students are in her class?

ay. Jack paid $6.90 for 3 packages of cookies. At 6. Bill can throw a baseball a distance of 45 m.
this rate, how much would 10 packages cost? Jim can throw it 7.5 m further than Bill and
Earl can throw it 8 m further than Jim. How
far, in total, can all three of them throw a
baseball?

Phyllis paid $13.25 for a calculator and three It costs $5.50 to see a movie in the afternoon
pens. If one pen costs $1.50, how much did and $8.75 at night. How much cheaper would
the calculator cost? it be for Rollie to see three movies in the
afternoon instead of at night?

Ryan and Jerry were 4.3 km apart and then . One tree is twice as high as another. If the
began walking directly toward each other. sum of their heights is 12.75 m, how tall is
After 1 hour, Ryan had walked 1.8 km and each tree?
Jerry had walked 1.5 km. How far apart were
they at this time?

Extra for Experts

11. Ralph and Brenda each worked for 12 hours 12. Mrs. Pihl bought 15 eggs for $2.55. She paid
and were paid a total of $189.00. If Brenda $1.95 for a box of one dozen and then
was paid twice as much as Ralph, how much purchased the rest of the eggs separately.
per hour was each paid? How much did she pay for each of the
additional eggs?

13. Ona weekend trip, Mrs. Jenkins drove atan 14. Mr. Reynolds plans to harvest 125 kg of
average speed of 85 kilometres per hour apples from each tree in his orchard. He has
while on the highway and an average of 45 20 rows of trees with 25 trees in each row. If
kilometres per hour on back roads. If she he receives $1.25 for each kilogram of
travelled for 4.5 hours on the highway and apples, what would be the value of his crop?
2.4 hours on back roads, how far did she
travel?

15. Juice costs $3.90 for a package of six or

$0.75 each if bought separately. How much
would Millie save if she bought 3 packages
of six instead of each one separately?

2.8 Order of Operations

Rules for Order of Number Operations

In order to find the correct answer when number expressions have more than one operation, we have
to use the following rules.
1. First do all operations that lie inside parentheses (brackets).
2. Working from left to right, do all multiplication and division in the order it occurs.
3. Finally, working from left to right, do all addition and subtraction in the order it occurs.

If there are no brackets (parentheses), perform all multiplication and division in the order they appear,
before any addition or subtraction.
Examples
1, 243x354 6-243 XD Oss ee)
on On
2. 15+9+34+2x4=154+9+3+2x4=15+3+8 =26

If there are brackets (parentheses) perform all operations inside the brackets before any other
operations.
Examples
L(+ 6) x 3i ix 3% 33
2. 7+(8=—2)x4=7+6x4 =7+24=31
3. 12+(2+4)+7=12+6+7=2+7=9
4. 12+2+(4+7)=12+2+11=6+11=17

1. Do things in parenthesis first (ij) 5x(4+7) = 5x11=55

(li) 6x (8-5)= 6x3=18
(iii) 9+ (3x 2)= 9+ 6=15

2. Multiply or divide before you add or subtract. (i) 2x5+8 =10+8=18

(ii) 9+-4x%3=9+ 12-21
(iii) 8 +4+6x2=2+12=14
(iv) 15-9 + 3=15-3=12

3. Combinations (i) 714+ 9)-8=7x 13-8 =91-8=83

Remember to clear parentheses first, perform (ii) 5x3 +(8-2)22=5x 3+6 +2
multiplication and division next, and then Ghee eae
addition and subtraction. Always work left to
right. (iii) 12 + 4x5-3=3x5-3
=15-3=12

Examples with Solutions

1. Simplify
Since there are no brackets, perform the
2+3x4 multiplication first.
2t3x 4252

. Now add. 2+12=14

2. Simplify
. Perform operations inside of brackets first.
(2+3)x4 (2+3)x4=5x4
. Now multiply. 5x4 = 20

3. Simplify
. Perform operations inside of brackets first.
32+ 4-(3 x 2) 32+ 4-—(3.x 2) =32+ 4-6

. Next perform division before adding or

subtracting.
32+4-6= 8-6

. Now subtract. 8-6 =2

4. Simplify
. Perform operations inside of brackets first.
1.3 +2(5 + 0.25)
—4 1.3 +2(5. + 0.25) —4= 1.3 +26.25)—4

. Next perform multiplication before adding or

subtracting.
1.3+10.5-4

. Now add and subtract. 7.8

5. Simplify
. Perform operations inside of brackets first.
(2:5 41)2—5 640132 (A5)2— 62012
. Next perform multiplication and division
before subtracting.
7-5

. Now subtract. 2

Exercises 2.8

Simplify each of the following statements. Show your work for each step.

Lee AX to) Doe 4 Xs (Je5)

Ses On ame Che |PBR Belse bye oe

Smee (le) 6.7) 24-2776x3

7. 2x4+4-(2-3) oh D8e, eS PAS

9. 7-(3+2)-6 10. 3+3+2(4+5)

11. 4x4+6x0 12. 8—(6+1)+3

Mer NA Page bessAN) 14D Xe ea)

MORE QUESTIONS

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amen iS")

Extra for Experts

13s 3.6 +2(2+1)+8-2.5 16. 5.3(2.5) —4.5 +5

Lis (12.4+2.6)+3-1.5 18. (2.5+5+6)—(1.5

x2)

Ibe (7-2x 1.4)+(4-2x

0.5)

20. Find the missing number in each number sentence.

a. 2x5+0=4 bo
3 xi+T=10

ead Ura Digs oP

RF dey ko Lee ann G

e. 8+0x2=16

EXTRA PRACTICE — CHAPTER 2

Addition and Subtraction of Decimals

1. Find each sum.

a. 35.6 + 22.8 b. 43.03 + 125.6

c. 123.45 + 40.65 d. 43.006 + 3.235

6,745.0-4232-24er 227 feel USt3a-2e 220505

2. Find each difference.

a. 34.6 —22.3 b. 40.67 —6.2

c. 5.802 — 3.445 d. 20.7- 11.34

e. 32.04 —21.3 f. 135.32 — 100.27

3. Add five and three tenths and fifty-two and four tenths.

4. Add one hundred twelve and four hundredths and thirty-one and thirty-seven hundredths.

5. Find the sum of twenty and fifteen thousandths and two hundred forty-two and three
hundred twenty-seven thousandths.

6. Find the difference between twelve and eight tenths and six and three tenths.

7. Find the difference between twenty-nine and seven hundredths and nineteen and three
tenths.

8. How much less is 8.12 than 12?

How much more is 145.3 than 12.4?

10. Jane threw a ball a distance of 12.3 m. Jack threw one for 10.5 m. How many metres further
did Jane throw the ball?

11. Marie saved $43.56. She then spent $14.24 on a pair of sunglasses. How much did she have
left?

2 Susan bought a pair of socks for $2.45, a pair of jeans for $23.45 and a hat for $9.42. How
much did she spend altogether?

ee Rory bought a DVD for $18.55. If he paid with a 20-dollar bill, how much change should he
have received?

14. How much less is 405.3 than the sum of 230.5, 145.23, and 155.06?

133 The sum of three numbers is 52.9. If two of the numbers are 14.2 and 18.5, what is the third
number?

Multiplication of Decimals

16. Find each product.

a: 22x24 b. 48 x 2.2

Coal aes d. 250x 4.5

e@, 48:2 x 2.3 f. 108.4x 0.8

17. Find the product of 28.5 and 3.2.

18. Find the product of 40.2 and 2.65.

19. Bob bought $8.95 worth of peanuts and cashews for a party. He bought 2.5 kg of peanuts and 1.5
kg of cashews. If the peanuts cost $1.90 per kilogram, how much did each kilogram of cashews
cost?

20. Karen’s dog weighs 2.5 times as much as Julie’s dog. If the total weight of the dogs is 42 kg, how
much does Karen’s dog weigh?

Zi If the product of 42.3 and another number is equal to 317.25, what is the other number?

Pas I am a number that, when multiplied by 1.2, is equal to four-fifths of myself plus 40. Who am I?

Pu Jim bought 12 CDs for $12.95 each. How much did they cost him?

24. Ron needed 6 boards of complete a bookshelf he was making. If each board was 3.25 m long,
what was the total length of the boards needed?

May Apples cost $1.35 and peaches cost $1.65 per kilogram. How much would 5 kg of apples and 12
kg of peaches cost?

26. What is the product of 6.5, 32.2, and 20.8?

Division of Decimals

27. Find each quotient.

a. 235.2+6 b. 145.8 +6
c. 109.2 +2 d. 247.8+6
e. 234.5+7 f. 209.6+4
Patt 2.5 +9 h. 136.8 +3

28. What is 182.4 divided by 8?

29. 55.5 divided by 5 is equal to what number?

30. Iam a number that, when divided by 1.5, is equal to myself minus 12. Who am I?

31. Cindy had 8.8 kg of candy that she was going to divide evenly among 22 children at a birthday
party. How much candy should each child receive?

32. Mr. Ramos paid $29.50 for 25 kg of potatoes. How much did he pay for each kilogram?

33. Jack purchased 5 tickets to a hockey game. The tickets cost a total of $293.75. If each ticket cost
the same, how much did each one cost?

34. What is the product of 7.5 and 5, divided by 0.5?

35. What number, when divided by 5.5, is equal to 132?

Order of Operations

36. Simplify each of the following statements using the correct order of operations.

a. 3x3-—J Deo
Ais Eke

Rea teyeSecor
ayee, d. 7x2+21+7

e. 43+ 11)-2(2 +3) f.. 53 -1)+2(3

+4)

g. 11+2x6x0-7 Te a) 3

Ot ss 008 SM, ot a j. 12 + 6+4(1 +2.5)

CHAPTER 2 TEST

1. Find each sum or difference.

a. 152.4+2.09 b. 74.8 + 2.51

c. 42-—2.6 d. 22.1-—10.5

N . Find each product or quotient.

a. 22.4x 1.5 b. 105'°+2.5

3. Mrs. Lau bought 9 kg of steak from the store. If she paid $8.50 per kilogram, how much did the
steak cost her?

4. George bought five candy bars at $0.69 each, two packages of gum at $0.89 each, and one set of
hockey cards for $4.95. How much did he spend altogether?

5. A dump truck can carry 3.65 tonnes of dirt in one load. How much dirt can it carry in 12 loads?

6. A fisherman sold three kinds of salmon. Pink salmon sold for $2.20 per kilogram, coho for $4.40
per kilogram and sockeye for $7.50 per kilogram. If he sold 5 kg of pink, 12 kg of coho, and 25
kg of sockeye, how much was the total value of the sales?

7. Find each quotient.

a. 4)21.2 b. 6)43.5

c. 48 + 2.5 d. 1.44+1.2

8. Dex bought 8 kg of apples at the fruit market. If he paid $9.28 for the apples, how much did he
pay for each kilogram?

9. Myrna wanted to divide a package, containing 7.2 kg of grass seed, into 6 packages of equal size.
How much grass seed would go into each package?

10. Simplify each of the following statements using the correct order of operations.

a. 5+3x7-4 b. 2(4+ 8)-11

c. 10+2+3x7 d. 6x9+4+2-6

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Ontario Grade 6 Mathematics CHAPTER 3 — PATTERNS 102

CHAPTER 3

PATTERNS

3.1 Number and Symbol Patterns

3.2 Relationships with Tables of Values

3.3 Patterns in Tables and Graphs

3.4 Rules to Describe Relations and Predict Patterns

(8, 4), (10, 5), (30, 15), (t, 25)

Serna Mya eh ee

3.1 Number and Symbol Patterns

What is a pattern?
In math, a pattern is a series or sequence of numbers, symbols, or objects that repeat according to a
rule.

Example: 4 as LT,

Figure 1 Figure2 Figure 3

We can add additional figures to the above pattern. For example, Figure 4 would contain 7 objects
and Figure 5 would contain 9.

A set of figures or numbers form a pattern when there is a common relationship between pairs or
groups of them.

Below are examples of number and symbol patterns where the relationship of the pattern and the next
term or figure is shown.

Examples of patterns The relationship The next term or figure

s ‘The numbers’3; 5, 7, 9, 11, ... Each number is 2 greater The next number
than the one before it. would be 11 +2 = 13.

= Symbols such as the following Every set of symbols has one The next set would
ie Yow me pe we ye more than the set before it. contain 4 symbols in it.

« The pattern can involve position *® Each symbol is rotated 90° The next symbol
Eee Sues youbees clockwise from the one would be <.
before it.

Growth in Patterns

If a pattern increases more in number or size each time a new term appears, it is growing.

Examples Je 6, 8, 10, 12, 14, ... Each new number increases or grows by 2.
oh Ee BR 8 edohne.
The difference between the first and second terms is 1. The difference between
the second and third terms is 2. The difference between the third and fourth
terms is 3. Each time the difference grows one more than the time before.

Examples with Solutions

1. Find the next number in the following

pattern. (i) Examine successive pairs of numbers.
(ii) Each number is 4 greater than the one before it.
Seon seiye?
(iii) The next number is 17+ 4= 21.

2. Find the next set of symbols in the

following pattern. (i) There are 2 circles in the first set, 3 in the second set,
and 4 in the third set.
9

8s ae ats es (11) Each set has one more circle than the preceding set.
(ii1) The next set will have five circles in it. So the
answer is OOO.
OO

3. Draw the next symbol in the following

pattern. (1) Each subsequent figure has been rotated one-quarter
turn (90°) to the right.
4 }|: qe ? (11) Rotate the last figure one-quarter turn to the right.
(iii) The next figure is as follows:

Exercises 3.1

1. Find the next number in each pattern that follows.

a. 4od5h0, 1339? bie Gwbl. 17, 2397

C2, 485 16 32a) ee i 13?

es183; 2OR2SONR? f. 80,40, 20, 10, ?

2.0:0.572:05 325, 108 7 Tees 27, oe

2 What figure comes next in each pattern?

a > Vv, €? RAL Sipe

<a oe oe
é

>
mat exe % d.
0,0.0.0e:

“b=ahh==ahilbe * 3.6.9,6.9,2

Extra for Experts

3. How much is each pattern growing by?

anise)
lylass ro By)
b. Oe L 2?

oe Salle ee Lower
shees 3°34.

e. 1 2a
-—,- > ae
Lo]
LO):
AiG PU ele Leelandes

po 225,458 Onl gee

Solution
4. The first term in a pattern is 3. If each
subsequent term increases by 2.5 times as
much, what is the third term?

5. The third term in a pattern is 11. If each

subsequent term increases by 3.5, what is the
first term?

6. Each term in a pattern is | less than twice the

one that precedes it. If the second term is 4,
what is the fourth term?

7. The third term in a pattern is 2, the fourth term

is :, and the fifth term iss. What is the first

term?

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3.2 Relationships with Tables of Values

Patterns in Tables

Sometimes patterns of numbers can be found in tables, when there is a common rule (relationship)
between numbers in columns or rows.
Examples

Relationship
ecaneS Oat " Look at each pair of numbers in Column 1 and
in Column 2.
= Notice that 8 is 4 times 2, 12 is 4 times 3, 16 is
4 times 4, and 20 is 4 times 5.
The rule between each pair of numbers is that
the numbers in Column 2 are 4 times the value
of those in Column 1.

| Rowl | 9 | 8 | 7 | 6 | 5 | Relationship
SRow/28/ ina iG BS EA] aR = Look at each pair of numbers in Row 1 and in
Row 2.

= Notice that 7 is 2 less than 9, 6 is 2 less than 8,

CLCs

The rule between each pair of numbers is that

numbers in Row 2 are 2 less than the value of
those in Row 1.

3. The following table shows the relationship between the number of magazines and their cost.

Magazines
$5.00

?
a. What is the rule between column | and Each number in column 2 is 2.5 times the
column 2? number in column 1.

b. What is the value of the missing number The missing value is 2.5 x 5 = $12.50
(the cost of 5 magazines)?
c. How much does one magazine cost? One magazine costs 5 + 2, 7.5 + 3, or 10 + 4.
One magazine costs $2.50.

Exercises 3.2

1. What are the missing values in each table?

r a a’

1 Seer ae a ee
ove Caan, |aude, 80SIR
Ce
Number of
Candy Bars

tae ery

(1) How much do 5 bars cost? (1) Kea eaane soe

(ii) How many bars cost $6.75? (i) (eee

2. Describe the rule between the first column or row and the second column or row in each table.

a. Rule

Rule

3. Complete the table on the right with the missing values for each of the following rules. Some
values are given, fill in the rest.

a. The second row is two thirds the first row.

b. The second column is one and one half

times the first column.

seo Pow TTT

c. The first row is one more than twice the

ieee
d. The first column is one less than three
times the second.
i
NetpaesaG |RMN 2 a
ee Pee eee
eee Ee
Losietehotebel naPol2s
Extra for Experts
4. Find the rule between the first column and the second.

a. Rule

Ps FRA RUA AS BH SABi

RaiHl 24
Sess
eee 322a
b. Rule

5. Complete the table below with the missing values for the following rule. Some values are given,
fill in the rest.
Rule. The second row is 5 more than 3 times the first.

3.3. Patterns in Tables, Ordered Pairs, and Graphs

Tables, Ordered Pairs, and Graphs

As shown in the previous section, relationships between pairs of numbers can be shown in tables.
They can also be shown as ordered pairs and in graphs.

Using a Table to Represent a Pattern

1“ number > rhe 2a ee aie| Ta LO = The 2™ number is one larger

2™4 number > 3 Se |S |0 ee than thes seinreach pair.

If there was the same relation between pairs of numbers as shown above, find each unknown.
1. If the 1‘ number were 21 find the 2". Answer: 22
2. If the 2" number were 45 find the 1°. Answer: 44

Using Ordered Pairs to Represent a Pattern

(a, b) is an example of an ordered pair of numbers, where a always represents the first number and b
always represents the second number. For example, (2, 6) is an ordered pair. Other ordered pairs with
the same relationship between the first and second numbers could be (3, 9), (5, 15) or (7, 21). In each
case, the second number is 3 times the first.

Example

The following ordered pairs have the same relationship between the 1‘ and 2" numbers:
i) AO) san LOCI) (ear),

1. What is the relationship? Answer: The 24 number is 4 more than the 1".
2. What is the value of r? Answer: r=21+4=25

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Using Graphs to Represent a Pattern

Ordered pairs can be shown on a grid, where the first number corresponds to the number of units right
and the second to the number of units up from the starting point on the lower left side of the grid.

The ordered pairs (2, 5) and (4, 7) are shown in the example below.

Pag a aa
Cy adEP ee)
Point (2, 5) is 2 units right and iosrrr |Ei
5 units up from the starting point. SAF
bal

Starting Point Point (4, 7) is 4 units nght and 7 units up from the
starting point.

Note: The ordered pairs shown above have the same relationship. The 2"! number is 3 more than
the 1“. From the line joining the points, we can see other ordered pairs with the same
pattern, such as (3, 6).

Graphing Ordered Pairs

Ordered pairs can be used to describe a location on a grid. The first number of each pair identifies the
number of units right of the starting point and the second number is the number of units up from the
starting point. For example, the point “T” has an ordered pair that tells us its location.
T(3,. 5)
wore
units right units up
The following points are graphed below: A (1, 3), B (2, 6), C (3, 9)

Starting

Examples:
1. The following ordered pairs have the same relationship. Find each unknown.

ae (29) AonOl ee LUy. (Lear) The 2"? number in each ordered pair is 3 more
than the 1**,
Sor=12+3=15.

b. (8, 4); (10, 5) 2602 19). (25) The 2™ number in each ordered pair is one half
the 1°.
x 25 = 50.
Sot=2

2. The table below shows a pattern between the 1“ and 24 numbers. What are the values of r and t?

The 2"! number is one more than twice the 1°.

iS
and c
Sor=2x20+1=41 : andt a
=5 G1—-1)=25 -

3. Find the location of points A, B, and C on the grid below.

A is | unit right and 2 units up from the starting

point. So its location is at (1, 2).
B is 4 units right and 4 units up from the starting
point. So its location is at (4, 4).
C is 6 units right and 2 units up from the starting
point. So its location is at (6, 2).

Exercises 3.3

1. Find the missing values in the following tables.

Cc.
|Istnumber_|
2
[2nd
number |4
Lele Sale
d.
jistnumber | 80 | 60 | 20 | 10 | t | 2

Cae t=

2. Each set of ordered pairs has the same relationship between the 1° and 2" numbers. Find each
unknown.

B. (15.6) (Se8)5(5210)9(x532)

b. (16, 8), (8, 4), (4, 2), C1, y)

c. (240). (35.9), (6,18): (x, 21); (9, y)

3. Find the coordinates (location) for each point in the graph below.

Re)
Si€ nije fo)
ea,
CEOS Te)

4. The points shown in the graph below all share the same relationship between the 1‘ and 2™4
numbers. Answer the questions.

a. If point P(6, y) shares the same relationship as

points L, M, and N, what is the value of y?

b. If point P(x, 8) shares the same relationship as

points L, M, and N, what is the value of x?

0
Extra for Experts

5. Each set of ordered pairs has the same relationship between the 1°‘ and 2"! numbers. Find each
unknown.

ae (Ges) (Gr2)> (Sel eCieey)

1 5 di
PQ eahtb He a Ney

c. (1.2, 3.6), (1.5, 4.5), (2, 6), (x, 9.9)

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gsi
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Ontario Grade 6 Mathematics CHAPTER 3 — PATTERNS 115

3.4 Rules to Describe Relations and Predict Patterns

So far we have found rules in patterns of numbers by inspection. Next, we will use a more orderly
approach using a set of rules.

To Find a Relationship among a Set of Numbers

1. Look for a pattern between successive numbers or sets of numbers.

2. Use more than one pair at a time (1 and 24, 2™ and 3", 3 and 4", etc.) or, if there
is no apparent relationship between successive pairs, look for sets of numbers that
are repeating in some pattern.

3. Once the relationship is identified, describe it with rules and then use it to predict
other pairs of numbers with the same pattern.

Examples

1. Find the rule to describe the pattern below ® Look at 2 and 5,5 and 11, 11 and 23, etc. to
and then use it to predict the next two find the rule for the relationship.
terms. Rule

= In each case, the second number is one more

2,5, 11, 23,47, ... than twice the one that comes before it.

Next 2 numbers
es 2x47+1=95, and2x95+1=191
# The next two numbers are 95 and 191.

2. Find the rule for the following pattern and Look at 81 and 27, 27 and 9, 9 and 3 to find
then use it to generate the next 3 terms. the rule for the relationship.
Rule
81, 27, 9, 3, ... = In each case, the second number is one-third
the one that comes before it.

Next
3 numbers
1 1
2 3x3=Il,and1x3

3. Find the rule for the following pattern, and 8 There doesn’t appear to be a relationship
then use it to predict the next two terms. between successive pairs of numbers, so look
at what happens to the 2’s and 3’s in each set
353352 O3322e ol lle ee or cycle of numbers
953990 95532219 55222 See
Rule
= In each cycle or set of numbers (sets of 3’s
and 2’s) the number of 3’s decreases by 1 and
the number of 2’s increases by 1.
Next two numbers
= The number of 3’s will drop to two and the
number of 2’s will increase to four in the next
cycle.
The next two numbers in the cycle are 332222
and 322222.

Exercises 3.4

1. Find the rule that describes the relationship between numbers in each set of ordered pairs.

as (225)) (7p IDV AG) Cie) Daa ep ao), ost JC LL ae)

GH(S).0))\aLU).{ 1.) ere d5(324.5)) (5, 6-0), (3.9), LOSI)

2. Given the rule, determine the unknown variable in each set of ordered pairs.

a. Rule: The first term is twice the second.

(xt)

b. Rule: The second term is 2 less than half the first.

(44, y)

c. Rule: The second term is 5 more than twice the first.

(x, 9)

d. Rule: The first term is 1 less than half the second.

Cs:y)

e. Rule: The second term is 3 less than one half the first.

(22, y)

3. Find the next 3 numbers or symbols in each pattern.

51755777, 5557117 055 OOO Oe mmEe)

c. 1, 22, 333, 4444, 5555... PE PBF Lox:

CRD eee Ore

Extra for Experts

4. Solve each of the following.

a. Rule: The second term is 3 more than half the first.

5M)

b. Find r and ¢ in the following pattern of ordered pairs.

(12 ale) eae 4a) 52) 20.1)

c. Find the next two numbers in the pattern shown below.

VEV2, 22.25, 3534s Ae tes

d. If the rule is that the second number is 3 less than one half the first, find each of the unknowns.

(6, y) and (x, 9)

e. What is the rule for the following ordered pairs?

(9) ooh Le dorDedizsd Pek yunded)

Number and Symbol Patterns

1. Find the next number in each pattern that follows.

Ee eh a be23. 21 mlO ei ee

Citezy Ol On tees OR LURS) PRB YOR IRS a4

Cas / Once) ee fe 1SS0n2 gee

2. What figure comes next in each pattern?

mao IGS ae Se atest

3. How much is each pattern growing by?

Boe oa) een Jenene bia3h9

42 ieee

CRU tel oot: lee Sez,

4. The second term in a pattern is 5, the third is 7, and the fourth is 9. What is the first term?

5. The first term in a pattern is 7. If each term grows by 1.5, what is the fourth term in the pattern?

Patterns in Tables
6. What are the missing values in each table?

Using Rules to Describe Relations and Predict Patterns

7. Find the rule that describes the relationship between the first and second numbers in each set of
ordered pairs.

a. (3, 9), (4, 12), (6, 18) C, (81027); (278) parton)

b. (2, 7), (4, 9), (12, 17), (14, 19) d. (1, 3.5), (3, 5.5), (7.5, 10), (10, 12.5)

8. Given the rule, determine the unknown variable in each set of ordered pairs.

a. Rule: The first term is three times the c. Rule: The second term is 2 more than one
second. half the first.
(x, 4.2) (10, y)

b. Rule: The second term is 5 less than half d. Rule: The first term is 3 less than half the
the first. second.
(14, y) (9, y)

9. Find the next 3 numbers in each pattern.

a. 4.2, 8.4, 16.8, ... SRL AVAS RD eel

10. Describe the rule between the first column or row and the second column or row in each table.

a. Rule

Rule

11. Complete the table on the right with the missing values for each of the following rules. Some
values are given, fill in the rest.

hn eosinte per TT
a. Terms in the second row are three more

b. Terms in the second column are two and

one half times those in the first.

c. Terms in the second row are | less than

half those in the first.

d. Terms in the second column are one third

those in the first.
lieNedea haa ae,Cd
PE ee
er ee a
aren

Patterns in Ordered Pairs and Graphs

12. Each set of ordered pairs has the same relationship between the 1‘ and 2"¢ numbers. Find each
unknown.

a. (3,8), (5, 10), (11, 16), (x, 22) b. (50, 25), (10, 5), (8, 4), (4, y)

c. (1.5, 3), (3, 6), (2.5, 5), (x, 7) d. (12, 9), (10, 7), (8, 5), (6, y)

1
e. (20, 16), (11, 7), (7, 3), (x, 0), (3, y) f. (5 +2), @, SiG Gel a21y)

13. Find the coordinates for each point in the graph.

i ae)
5
Ce)
Di{e~ i)

14. Plot the following points on the grid.

a. R(3, 1)
bes a7)
c. T(7, 3)
d. U (6, 6)

15. Find the relationship (rule) between the ordered pairs in each of the following.

am (le O)e( Soya leet) Ll ge)

b. (227 19) 517, 14) 012, 9) 7-4)

] Lit
C. (8, 4), (4, 2) Oe (7>9)

Om (led (ore srt oye Lee)

e. (20, 9), (18, 8), (10, 4), (8, 3)

1. Find the next number in each pattern.

Weed bt heck
bed ell oe t theogh
d. Dae I5, 25355?

bw.42p5 laze fie e= 0:2,.0.5, [Link] lular?

c. 11, 22, 33, 44, 7 £ 224.22 39

apes)

2. Which letter or number comes next in each pattern?

a. 2a3b4c5d6e7f 2 c. alb22c333d444?

b. abbcccddddeeeeeff? d. 9a8b7c6d2

3. By how much is each term in the pattern growing?

ne Meld Wa Pe pe Oe EPA at ol ee

1 1 1 1
Ciel 4 , 8, 115,15, ... d. 2, 35,5, 6 Ney

4. Find the missing values in each table.

a.
Estes | ed a a ed
|2ndnumber | 6 | 12 | r? | 18 | 36 _|
ie ae [se
b.

adnumber | PGW OES al[sire | 20 |mI50 S|

i =
Ce
istrumber b|S3 149 [05 bir? pore
/2ndnumbers (PILE 2 [43 1| fo lpg
Dae ea

d.
Tis mas ea ae ae
ad numbers le Sn ELON nL | 26s etre
a) II

5. What are the coordinates of each point on the grid below?

Rese) Ae es|pa | ee [oat Se | a

ako aniris|wend ort || eee
Ee ee
Led cm oa Kt ba be ana a
POS Ee ee
nee ae A NC | | ae

6. Place each of the following points on the grid below.

a. A (3, 7) b. B (6, 6) c..C (5, 8) da (91)

7. Describe the rule for each of the following relationships.

Ordered Pairs Rule

a. (L377); (699), (4, 10) SOnLy 12s t8) The second term in each ordered pair is equal to:

Dn leo)a(227), 339) (4elly(5.13) The second term in each ordered pair is equal to:

cP (974;5);.(824), (6.3), (3.13) The first term in each ordered pair is equal to:

1 ae.
rn (5 1), (1, 3), (2, 6), (4, 12) The first term in each ordered pair is equal to

Tables
€. Each term in the second row is equal to:
Set now | |03 185 SED E

ie, Each term in the second row is equal to:

— —N N So N 2ES

3xt+1=x+5
3x -—1=20
Saieeaias 5x=35
A+3=12

CHAPTER 4

VARIABLES AND EQUATIONS

4.1 Placeholders and Variables

4.2 Representing Generalizations

4.3 Preserving Equality

P=21+2W A=Ixw

ed
eee
éi x

4.1 Placeholders and Variables

Questions to Address
What is a place holder? What is a variable? What does an equal sign mean? What is an expression?
What is an equation?

Finding answers to these and other questions will help us to develop thinking in the area of algebra.

What is a Place Holder?

A placeholder is a symbol, a sign, or a blank that stands in the place of a value that has a specific
meaning. In mathematics, a placeholder usually stands for a number, figure, or object that has
meaning when combined with other terms.

Following are several examples of place holders used with word sentences and mathematical
sentences. Symbols (boxes and triangles) are used as placeholders with these examples.

Word Sentence Mathematical Sentence

Twelve plus a number is equal to 15. 12+[ ] = 15

Fifteen minus a number is equal to 7. IS-— A 7

Four times a number is equal to 12. 12

A number plus seven is equal to 10. 10

In the above examples we used the word “number” as a place holder in the word sentences and the
symbols “[_]” or “A” as place holders in the mathematical sentences.

If we replaced each place holder with a correct number we would have a true and complete sentence.

Examples

Word/Mathematical Sentence True and Complete Sentence

Twelve plus a number is equal to 15. Twelve plus three is equal to 15.

12+] = 15 12+B)=15
> 15=15
Four times a number is equal to 20. Four times five is equal to 20.

43a 12 4x|5]=20
> 20=20

What is a Variable?

A variable is a placeholder waiting for a value. However, instead of using a symbol such as a box or
triangle, a variable is usually represented by a letter.

Example: Instead of (| + 4=9, we would use x +4=9 ory+4=9

Why switch from symbols to letters? Jt is because letters are better. For example, boxes come in only
a few shapes while there are many more letters to choose from. Not only that, but we can have the
letters stand for something.

Example:

The formula for the area of a rectangle is A = L x W (A stands for area, L for length, and W for
width). This makes more sense than using [ ]=Ax 00 for the area of a rectangle.

As mentioned in the previous example, the letter A stands for area, L for length, and W for width.
Using these letters instead of symbols provides more meaning to the formula, making it easier to
understand and to remember.

Now that we have variables, what do we do with them? Let’s think of several word and mathematical
sentences.

Following are examples of word sentences and two versions of mathematical sentences for each: one
with symbols as placeholders and the other with variables.

Mathematical Sentences
Word Sentences Symbols Variables
Two apples plus six apples is equal to eight 2[ ]+6[_] =8[ ] 2a + 6a= 8a
apples.

Eight dollars minus three dollars is equal to five 8$—3$=5$ 8d—3d=5d

dollars. Or $8 — $3 = $5

A number minus twelve is equal to twenty. A-12=20 n—12=20

Two times a number plus seven is equal to the D Ake i aA 2x PSK

number plus two.

Note: we can’t combine different variables in the same sentence at this stage.

Three apples plus four oranges is not meaningful. 3x +4y=?

Two different variables in the same sentence will have meaning with different applications later
in this chapter.

Examples with Solutions

1. Several examples of mathematical sentences are shown below on the left. Corresponding word
sentences and answers are shown on the right.

Aa2—) = A number plus 2 is equal to 5.

« The placeholder for this number is the symbol A.
= A=3 because 3+2=5

Palen ee W) = 21 plus a number is equal to 40.

" The placeholder for this number is a blank.
=» _=19 because 21 + 19 = 40.

t-3 =12 =» A number minus 3 is equal to 12.

= The placeholder for this number is the letter t.
=» t= 15 because 15-3 =12.

Ax3=15x4 =» A number times 3 is equal

to 15 x 4.
# The placeholder for this number is A.
» Ax 3=60 (simplifying the right side).
=» A= 20 because 20 x 3 = 60.

r+r+5=15 » A number plus itself plus 5 is equal to 15.

" The placeholder for this number is r.
=" Weare looking for the same number added to itself plus 5
to be equal to 15.
® $+5+5=15,sor=5

2. For each word sentence on the left, the mathematical sentence and answer are shown on the right.

A number plus twenty is equal § The mathematical sentence is x + 20 = 35.

PLE nes The placeholder is x.
We are looking for a number to add to 20 to get a sum of 35.
x = 15 since 15 + 20 = 35 — 35 = 35

Twenty five minus a number is The mathematical sentence is 25 — x = 15.

RO ES The placeholder is x.
We are looking for a number to subtract from 25 to get 15.
x = 10 sinte 25—10=15 > 1315

Two times a number is equal to The mathematical sentence is 2x = 22.

NEAR The placeholder is x.
We are looking for a number that, when multiplied by 2, is
equal to 22.
x = 11 since2e¢11 =22
— 22=22

Exercises 4.1

1. Write a word sentence that describes each of the mathematical sentences shown below.

a. a—20=12 b. b+ 21=40

c. 15-a=2 d- 2x+3=22

e. 12—3x=2 Po2Vie oy 20

g. 3n=n+8 h. 22-—r=20

2. Write a mathematical sentence for each of the word sentences listed next.

a. anumber plus five is equal to nine b. anumber minus three is equal to seven

c. fifteen minus a number is equal toseven d. twenty five plus two times a number is equal
to seven

e. three times a number plus four is equal tof. anumber plus itself is equal to ten
itself plus thirty

g. twenty two minus three times anumber —h. one half of a number minus three is equal to
is equal to one and one third seven

i. anumber plus nine is equal to one half of j. two thirds of a number minus one third is
the number minus four equal to five

3. Find the number that goes in place of each variable or symbol to make a true sentence. Use trial
and error for each of these questions.
a. A+11=14 b. 22-t=17

Cb] —52 d. yty+1=29

en A zh] =2 f-3xli=2?

g. r+r=22 h. n—21 =(5)(5)

i. 8A=4 j. 20-x=15

ke2y 7535 [e384 eye

4. For each word sentence, write a mathematical sentence that represents it and then find the number
that goes in place of placeholder or variable.
a. Two times a number is equal to eighteen.

b. A number less fifteen is equal to twenty one.

c. Three times a number minus ten is equal to the number.

d. Twenty minus a number is equal to nine.

e. Two times a number plus one is equal to the number plus six.

f. One half of a number plus five is equal to nine.

g. A number divided by three is equal to thirty.

h. A number minus eight is equal to twelve.

4.2 Representing Generalizations

In this section we will use variables in real applications. In this case, we will work with rectangles.

What is a Rectangle?
A rectangle is a four-sided shape with line segments as sides. The interior angles are right angles and
the opposite sides are of equal length. Several examples follow.

Notice the following two properties of the

eae rectangles on the left.

1. Opposite sides are of equal length.

pal 2. Sides meet at right angles.

Perimeter of a Rectangle
The perimeter of any figure is the distance around it. To find the perimeter, we add the lengths of the
sides. Since the opposite sides of a rectangle are of equal length, we could look at the perimeter as
follows.

length = Inarectangle, the lengths are equal and the

widths are equal. So the perimeter of Figure 1
is equal to the sum of the length plus the
length plus the width plus the width.
length
Figure 1 In Figure 2 we have used variables for the
length and the width
(1 = length and w = width)

Ww Ww So the perimeter becomes | plus | plus w plus

w. This is twice the length plus twice the
] width. A mathematical sentence for this is
Figure 2 P=21+2w

Perimeter = 2 times length + 2 times width

Examples

Use the formula for the perimeter of a rectangle to find each perimeter.

Solution
20 cm
= Perimeter = 2xlength + 2xwidth
e P=21+2w
8 cm 8 cm e P=2¢20+2¢8=56
= The perimeter is 56 cm.
20 cm

8.5 cm = Perimeter = 2 x length + 2 x width

es P=21+2w
3 cm e P=2085+2¢3=23
= The perimeter is 23 cm.

Area of a Rectangle
You might recall that area is a measure of the amount of “coverage” of a figure. It tells us how much
room a figure takes up. Examples include the area that a backyard takes up and the area that the top of
your desk takes up.

To find the area of a rectangle, we need to find out how many square units of “coverage” it has.

In the rectangle to the right, notice that one

square unit is shaded. If we were to count the
number of squares we could say its area is so
many square units.

Let’s count the squares. There are 5 in the first

row and there are 3 rows, for a total of 15 square
units.

Notice that the length is 5 units and the width is 3

units. We could have multiplied these to get the
ared..) Xl)

In general, the area of a rectangle can be found by finding the product of its length and width.

Area = Length x Width (or A =1 x w)

Examples

Use the formula for the area of a rectangle to find each area.

Solution
20 cm
Area = length x width
A=Ixw
8 cm 8 cm A=20x 8= 160
The area is 160 square centimetres.
Note: square centimetres can be shown as cm’,
so Area = 160 cm”.

Area = length x width

A=l1xw
oS) QO = A=8.5x3=25.5
The area is 25.5 cm”.

Some Properties of Numbers and Variables

Next, we will look at some patterns with numbers that allow us to use addition and multiplication to
say the same thing in two different ways.

Look at the following examples.

Addition

3+4=7and4+3=7 So3+4=4+3
9+ 20 = 29 and 20 + 9 = 29 So9+20=20+9
2.5+6=8.5 and 6+2.5 =8.5 So 2.5+6=6+2.5

The above examples show that when we add numbers we can change the order. It is called the
commutative property of addition. In general, using variables, we can say thata+b=b+a.

Example, | xo) Dot x

Multiplication
3x4=12 and 4x3=12 So3x4= 4x3
9x 20= 180 and 20x 9= 180 So 9x 20=20x9
2.5x6=15 and6x2.5=15 SO OO ke)

The above examples show that when we multiply numbers we can change the order. It is called the
commutative property of multiplication. In general, using variables, we can say thatax b=bxa.

Example: xe5=5ex

Using Tables with Variables

We can use mathematical sentences with variables to show the relationship between numbers in
tables. By using this approach, we can generalize the relationship between pairs of terms in the tables
and generate additional pairs of numbers sharing the same relationship.

Examples

Look for the relationship between pairs of numbers in the following tables.

Solution
= Numbers in the 2" row are 3 times those in
the first.

If we let the variable x represent numbers in

the first row and the variable y represent those
in the second row, the relationship becomes
y = 3x (y is equal to 3 times x).

Solution
= Numbers in the 2™ row are 1 more than 2
times those in the first.

If we let the variable a represent numbers in

the first row and the variable b represent those
in the second row, the relationship becomes
b=2a+1 (bis equal to 1 more than two
times a).

3. Numbers in the second row are 5 more Solution

than three times those in the first row.
If the variable for the first row is n and [isrow_n [1 [3 [5 [8 [10 |
the variable for the second row is d, drow d_ [8 | 14 [20 |29 |35|
complete part of a table and show it as a
mathematical sentence. di=30 365

Exercises 4.2

1. Find the perimeter and area of each rectangle below.

a. 8 cm

5 cm
Perimeter Area

b. 4cm

37> nl
Perimeter Area

ron Ci

aie
Perimeter Area

d. 12m

3.1m
Perimeter Area

2. Write a mathematical sentence that describes the relationship between pairs of numbers shown in
each table (notice the variables shown in each table).

MORE QUESTIONS

d. [Link]
eae oe ell |15 202 | ON OUR WEBSITE

feebeepee S=|19+|~34-]+29

3. Complete each table on the right with numbers reflecting the word sentence on the left and write
the mathematical sentence for the relationship.

a. Each number in the second row is four

times the number in the first row. First
row xX
Second
row

b. Each number in the second row is 5 more

than the number in the first row.
TOW
a X aA

TOW
. ae ee a ee

c. Each number in the second row is two

more than three times the number in the
first row. TOW
ms X ee ee

TOW
4 Pale aiedk:|

4. A square has an area of 49 cm’.

a. How long and wide is it?

b. What is its perimeter?

5. A rectangle has a perimeter of 26 cm. If its length is 8 cm, what is its width?

6. A rectangle has an area of 44 cm7. If its length is 11 cm, what is its width?

7. Jana has a rectangular shaped back yard. Its length is 12.2 m and its width is 8.5 m. If it costs
$8.00 per metre for fencing, how much would it cost Jana to put a fence around her back yard?

8. Bruce has a rectangular shaped sundeck with a length of 12 m and a width of 5 m. It costs $12.50
per square metre for tile. How much would it cost to tile his sundeck?

4.3 Preserving Equality

Expressions and Equations

A mathematical expression is a statement describing some relationship between terms or numbers.
Examples 2x, x-—3, 2x+9
Notice that none of the expressions above include an equal sign.

A mathematical equation is a complete sentence where one expression is equal to another

expression.
Examples.
2x =8, x-—3=10, 2x+9=x+5
Several examples of word expressions and equations with their corresponding mathematical
expressions and equations are shown next.

Word Expression (a statement) Mathematical Expression

Five times a number plus six 5x + 6
A number minus twelve x—12
Two times a number minus three 2x —3

Word Equation (complete sentence) Mathematical Equation

Five times a number plus six is equal to 5x +6=17
seventeen.

A number minus twelve is equal to five x—-12=5

Two times a number minus three is equal to 2x-3=x+1
the number plus one.

The Concept of Equality

An equation is a mathematical sentence involving equality. It states that the left hand side (LHS) of
the equation is equal to the right hand side (RHS).

Example

A Leek Ss « The equation to the left states that the

|is equal to expression on the left hand side of the equal
sign 1s equal to the expression on the right
expression = expression hand side.
onthe LHS’ onthe RHS = That is, 4x + 2 is equal tox + 8.

Several other ways of showing equality are shown next.

The balance scale on the left shows that the

yA a ey’ mass of 2 birds is equal to the mass of one
dog.

The coins show that the value of a quarter on

= the left of the equal sign is equal to the value
of one dime and three nickels on the right.

Preservation of Equality
Above we showed that the mass of two birds was equal to the mass of one dog, and we showed that
the value of one quarter was equal to the value of one dime and three nickels (10 + 5 +5 +5 =25¢).

Equality Under Addition and Subtraction

If we were to add or subtract the same mass to each side of the balance scale or add the same number
of cents to each side of the money equation, we would still have a true statement. This is called the
preservation of equality under addition or subtraction.

Examples

The illustration on the left shows that, by

adding the mass of one bird to each side of the
balance scale, the total masses are still equal.
The same thing could be said for subtracting
the same mass from each side.
]

In general, if we are given an equation with variables, we could add the same quantity to both sides of
the equal sign, or we could subtract the same quantity, and the equality relation is preserved.

Examples 2x +5 = 20 is the same as 2x +5+10=20+10

And 2x + 5 = 20 is the same as 2x +5 —7=20-—7

In general: if a= b, thena+c=b+c and a-—c=b-c.

Equality Under Multiplication and Division

If we were to multiply or divide each side of the money equation by the same number, we would still
have a true statement. This is called the preservation of equality under multiplication or division.

Examples

5¢+5¢+ 5¢+ 10¢ =25¢ The money equation on the left shows that
25¢ = 25¢.
2G eree ¢ + 10¢) = 2(25¢) Multiplying both sides of the equation by 2
50¢ = 50¢ preserves the equality (50¢ = 50¢).
(5¢+5¢+5¢ + 10¢)+5 =(25¢)+5 Dividing both sides of the equation by 5
S¢=5¢ preserves the equality (S¢ = 5¢).

x = 25 is the same as 2x = 2(25)

2x= 50 is the same as 2x +5 = 50+5

In general: ifa=b, thenaec=bec and a+c=b~+c,ifc 40.

Equivalent Forms of a Given Equation

We can use the preservation of equality under addition, subtraction, multiplication, and division to
write equivalent forms of equations. As long as we perform the same operation, using the same
quantity, on each side of the equation. Remember that division by zero is undefined.

Examples

Original Equation Equivalent Form of the Equation

a—20=31 a—20+ 20=31+20

a=5l

b+11=20 b+11—11=20-11
b.=9

Exercises 4.3

1. Use the preservation of equality under addition and subtraction to find the value for each variable.

a. x+9=11 b. x-7=4

c aber d. (ae
22 3a

e. r—1.2=11.5 f. a+ 4.5=9.5

Tex 0 5 =) h. b—21=2.5

eno ea j. n-12.2=1.4

2. Use the preservation of equality under multiplication and division to find the value for each
variable.

a. 4x
= 44 b. 5x
= 80

ee ba? Ws ei)
2 3

e. 2lr=7 f. 15w
= 30

g. os eka h. Uvans
3 3 2

i. 17x
= 68 j. 4.5b= 18

3. Match each equation on the left with an equivalent form of it on the right by drawing an arrow
from left to right. The first one is done for you.

a+3=15 a=15

b-—10=20 n=30

Sta = 12 a+6=18

5a = 30 He Hep

r—0.2=2 3a+2=8

ea aa a=)
2
15+a=20 b-—5=25

3a = 45 a=6

3a—1=5 Sta
= 17

as r=2.2
2

Who Am I?

4. After adding 12 to both sides of my equation, I became x = 20. What was my original equation?

5. After subtracting 7 from both sides of my equation, I became x = 8.5. What was my original
equation?

6. After multiplying both sides of my equation by ;, [became r = 6. What was my original

equation?

7. After dividing both sides of my equation by 7, I became t = 2. What was my original equation?

Placeholders and Variables

1. Write a word sentence that describes each of the mathematical sentences shown below.

a. b—7=55 b. n+2=3

c. 2l1-a=9 diesy sal 15

e. 7.5—2a=20 f. 7t-S=t+]1

2. Write a mathematical sentence for each of the word sentences listed next.

a. A number minus eight is equal totwenty b. Two times a number plus four is equal to fifty
five. five.

c. Ten minus a number is equal to forty. d. Seventeen plus five times a number is equal
to fifteen.

3. Find the number that goes in place of each variable or symbol to make a true sentence. Use trial
and error for each of these questions.

a. A—22=7 b. 51-—n=30

GI i2—26 dry ty +3.=23

e. A+ 8=4 f. 2n+1=31

4. For each of the following word sentences, write a mathematical sentence that represents it, and
then find the number that goes in place of the variable.

a. Five times a number is equal to forty.

b. A number less twenty is equal to fifteen.

c. Two times a number minus five is equal to the number.

d. Forty five minus a number is equal to thirty seven.

Perimeter and Area of Rectangles

5. Find the perimeter and area of each rectangle below.

10 cm

5.5cm

a. Perimeter Area

3 cm

3.3 cm
Perimeter Area

Generalizing Patterns with Mathematical Sentences

6. Write a mathematical sentence that describes the relationship between the pairs of numbers shown
in each table (notice the variables shown in each table).

acs] HPSat8288) 11 |1209 17328)

yo] 95/125 1616.3] 24st 36)
b.
ii 1f8 rgB49 |bOW pHa (P58
CE ee
C. MORE QUESTIONS

PRISE 56 Bee vowsMath-Help.a

eesCame aera 38 |25.4 3104 ON OUR WEBSITE

7. Complete each table on the right with numbers reflecting the word sentence on the left and write
the mathematical sentence for the relationship.

a. Each number in the second row is six

times the number in the first row.

b. Each number in the second row is 3 less

than the number in the first row.

c. Each number in the second row is five

more than four times the number in the
first row.
Second
row

8. A square has an area of 9 cm”.

a. How long and wide is it? b. What is its perimeter?

9. A rectangle has a perimeter of 42 cm. If its length is 8 cm, what is its width?

10. A rectangle has an area of 35 cm”. If its length is 7 cm, what is its width?

11. Rita is making a rectangular shaped blanket. Its length is 3.5 m and its width is 2 m. If it costs
$8.00 per square metre for material, how much would it cost her?

12. Cindy has a rectangular shaped garden. It has a length of 8.5 m and a width of 4 m. If it costs
$8.50 per metre for fencing, how much would it cost her to build a fence around the garden?

Preservation of Equality

13. Use the preservation of equality under addition and subtraction to find the value for each variable.
a. 1-9 = 31 Deca a

e. t-5.6=2.4 fats/:
= 1155

14. Use the preservation of equality under multiplication and division to find the value for each
variable.

a. 9x
= 45 b. 25x = 175

a he qe t= 13
ps: 3

e. 17r= 34 f. 8w=24

Who
Am I?

15. After adding 31 to both sides of my equation, I became x = 38. What was my original equation?

16. After subtracting 12 from both sides of my equation, I became x = 12.5. What was my original
equation?

17. After multiplying both sides of my equation by -, [became r = 18. What was my original

equation?

MORE QUESTIONS

[Link]
ON OUR WEBSITE

ay gia

1. Write a word sentence that describes each of the mathematical sentences shown below.
a. 8—-n=3 b. b+ 21 =30

c. 2n+3=17 d. 2y+5=yt+l

2. Write a mathematical sentence for each of the word sentences listed next.
a. A number plus two is equal to forty. b. Five times a number minus three is equal to
twenty two.

c. Ten plus three times a number is equal to d. Twelve times a number minus two is equal to
the number plus twenty. seventy seven.

3. Find the number that goes in place of each variable or symbol to make a true sentence. Use trial
and error for each of these questions.
a. A—11=12 b. 12-—n=5

c. r+ 15=S0 d. nt+n+8=20

e. A+3=42 f. 3A+1=16

4. For each of the following word sentences, write a mathematical sentence that represents it, and
then find the number that goes in place of the variable.
a. One third of a number is equal to seven.

b. A number less fifteen is equal to seventy.

c. Five times a number minus two is equal to the number.

5. Find the perimeter and area of each rectangle below.

a. 21 cm Perimeter:

6 cm
Area:

b. 15.5 cm Perimeter:

6 cm
Area:

Generalizing Patterns with Mathematical Sentences

6. Write a mathematical sentence that describes the relationship between pairs of numbers shown in
each table (notice the variables shown in each table).
a.

py | 1 38)1521189
298

er Pee Ee ae ee
pab Meo 0 om is iS 68
7. Complete each table on the right with numbers reflecting the word sentence on the left and write
the mathematical sentence for the relationship.

Each number in the second row is two more First row x

than five times the number in the first row. /Secondrowy |__|

8. A rectangle has a perimeter of 32 cm. If its length is 10 cm, how long is its width?

9. A rectangle has an area of 24 cm”. If its length is 3 cm, how long is its width?

10. Use preservation of equality to find the value for each variable.
a. N= d= 15 b. a+ 5.5=8

c. 3r=21

11. When both sides of my equation was multiplied by :, | became the equation a = 6. What was my

original equation?

12. When 7.3 was added to both sides of my equation, I became the equation r=10.5. What was
my original equation?

Width 3

Length 4

CHAPTER 5

MEASUREMENT

5.1 Perimeters and Areas of Rectangles

5.2 Drawing Rectangles

5.3 Units of Length

5.4 Volume and Capacity

5.5 Perimeters of Polygons

5.6 Rectangular Prisms — Surface Area and Volume

5.1 Perimeters and Areas of Rectangles

Perimeter and Area

Perimeter is the distance around a shape and area is the amount of space inside the shape. The
following examples, using a rectangle, show the difference between these two concepts.

length length

Area

length

Perimeter is the distance around the rectangle. Area is the amount of space inside the rectangle.

Perimeter = length + width + length + width Area = length x width

Perimeter

Again, the perimeter of a figure is the distance around it. To find the perimeter, add the lengths of
each of the sides.

Examples _ Find the perimeter of each of the following figures.

1. Rectangle

Length = 5 cm Perimeter = length + length

+ width + width

Width
= 3 cm Width=3cm OR
= 2x length + 2 x width
ate) Nee Pane howd Regeser!
Length
= 5 cm

2. Triangle
Perimeter = sum of lengths of sides

= 4+7+5= 16cm

3. An irregular figure with straight line sides

7m 8m

Perimeter = sum of the lengths of the sides of the outside edges

=7+10+8+7+6
=38m

Area

Area involves two dimensions. It can be thought of as the number of units that can be contained
within a shape.

Examples

1. How many squares are needed to cover the following rectangle?

Length 3

Answer: Counting the squares, we get 6. We can say the area is 6 square units.

2. How many squares are needed to cover the following rectangle?

Length 4

Answer: Counting the squares, we get 12. We can say the area is 12 square units.

Let’s look at the previous examples again.

Width 2

Length 3

Length 4

We counted the squares to get 6 and said the area |We counted the squares to get 12 and said the
was 6 square units. If we had multiplied the area was 12 square units. If we had multiplied the
number of squares in the first row by the number | number of squares in the first row by the number
of rows, we would also get 3 x 2 = 6 square units. | of rows, we would also get 4 x 3 = 12 square
units.

In general, we can say that the area of a rectangle is equal to the number of units in one row times the
number of rows. Another way of saying this is that the area of a rectangle is equal to its length times
its width or:
A = length x width.

Examples Find the area of the following two rectangles.

11
Solution: Solution:
Area = length x width Area = length x width
= 8 x 4= 32 square units = 11 x 5=55 square units

Units for Area

Remember that area involves two dimensions. As a result, we talk about square units. If we used
units such as centimetres or metres, the area would have been in square centimetres (cm”) or square
metres (m7).

Find the areas of the following two rectangles, using the correct units.

5 cm 8m
Solution: Solution:
Area = length x width = 5 x 3=15 Area = length x width = 8 x 3 = 24

Units are in centimetres, so area = 15 cm”. Units are in metres, so area = 24 m’.

Looking at Perimeter and Area Together

Let’s look at some side-by-side examples with the perimeter and area of squares to make sure we
understand the difference. Remember that perimeter has one dimension and area has two.

Perimeter Area

Width

Length 1 cm Length 1 cm

Perimeter=1+1+1+1=4 Area=1x1l1=1
Perimeter
= 4 cm Area= 1 cm?

5cm cnt

Perimeter = 5+5+5+5=20 Area=5x5=25

Perimeter = 20 cm Area = 25 cm?

Exercises 5.1

Perimeter

1. Find the perimeter of each of the following shapes. Be sure to use the correct unit of measure.

a. Triangle b. Rectangle

B25) Cill 4cm 5 cm

17 cm
225°C

c. Composite Figure d. Rectangular Figure

1.5m

7m
3m 3m
2m 3m

2.5m Zo deitl

2. A rectangle has a length of 8 cm and a width of 3 cm. What is its perimeter?

3. A rectangle has a length of 6.5 cm and a perimeter of 20 cm. What is its width?

4. A square has a perimeter of 44 cm. What is the length of one of its sides?

5. Joe has a garden that is in the shape of a rectangle. The length of his garden is 5m and the width
is 3.3 m. If Joe leaves 1.5 m open for a gate, how many metres of fencing does he need to go
around the garden?

6. Mrs. Roth owns a lot that is in the shape of a triangle. The sides of her lot measure 33.5 m, 25 m,
and 18.2 m. How many metres of fencing would be needed to enclose the lot?

7. The perimeter of a rectangle is 12 cm. If its length is 4 cm, what is its width?

8. The perimeter of a square is 24 cm. How long is each of its sides?

9. Jake can ride his horse a total distance of 33 km in one day. The ranch he works on is in the shape
of a rectangle, with a length of 25.5 km and a width of 40.5 km. How long would it take him to
ride once around the outside edge of the property?

10. It costs $5.50 for one metre of fencing. How much would it cost to put a fence around a
rectangular shaped schoolyard if it is 175 metres long and 110 metres wide?

Area

11. Determine the area of each of the shaded figures in terms of the number of square units needed to
cover them.

12. Find the area of each of the following rectangles and rectangular shapes. Be sure to use the
correct units.
a. b.

2m 35 cm

8m 2cm

Cc d 10m

2m
3m 5m

6m 3m

13. Find the approximate area of each of the following shapes, using square units.

14. The area of a den, shaped like a rectangle, is 28 m7. If its length is 7 m, what is its width?

15. Jan’s garden is in the shape of a rectangle. The length is 3.5 m and the width is 8 m. What is the
area?

16. If the length and width of a square were doubled, by how much would the area increase?

17. A living room shaped like a rectangle, has a length of 8m a width of 6 m and a height of 3 m. If
Shaun plans to paint the four walls, about what area should he plan to paint?

18. Mr. Ready has a rectangular shaped kitchen that has a length of 6 m and a width of 3 m. He plans
to cover the floor with tile that costs $24 per square metre. How much would the tile cost?

19. The perimeter of a rectangle is 22 cm. If one of its sides is 6 cm long, what is its area?

20. The area of a rectangle is 36 cm?. If one of its sides is 18 cm, what is its perimeter?

MORE QUESTIONS

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5.2 Drawing Rectangles

Drawing Different Rectangles with the Same Perimeter

Using graph paper and a ruler, we can draw rectangles with various perimeters and areas.

Examples

1. Draw a rectangle with a length of 5 and a width of 3.

Solution:
We know that both lengths are 5 units long and both widths are 3 units long, and that the
angles formed by the sides are right angles (90°).
Use graph paper and a ruler to draw a line segment that is 5 units long.
At both ends of the line segment, and at right angles to it, draw line segments that are 3 units
long.
Join the ends of the new line segments to complete the rectangle.

Beeee sess G2.)

Step 1: Draw a line Step 2: Draw line Step 3: Join the ends of the
segment 5 units segments, at right new line segments.
long angles to the ends
of the segment,
each 3 units long.

If the lengths had been in centimetres, instead of units on the graph paper, you would have
measured the lengths in centimetres with your ruler and drawn the rectangle in the same way.

2. Suppose you want to draw rectangles with a perimeter of 10 that have different lengths and
widths, each of which are whole numbers.

Solution:
= Twice the width plus twice the length is the perimeter, so the length plus the width is equal to
one half the perimeter. Look at different ways you can get lengths and widths that add up to 5.
" We could have rectangles with the following dimensions: 1 and 4 or 2 and 3.

ade 4
3
Perimeter = 2x 1+2x4=10 Perimeter
= 2x2+2x3=10

Drawing Different Rectangles with the Same Area

Using graph paper and a ruler, we will draw examples of different rectangles with the same area.

Example Draw three different rectangles with areas of 12 square units.

Solution:
= We know that the area of a rectangle is equal to the length times the width.
= There are a number of different ways we can find the product of two numbers that is equal to
PZ Cte eo x 025%4).
= Use graph paper and a ruler to draw each of these rectangles.

Example Draw three different rectangles with areas of 16 square units.

Solution
= There are a number of different ways we can find the product of two numbers that is equal to
16 (1 x 16,2 x 8,4x 4).
= Use graph paper and a ruler to draw each of these rectangles.

a eee ee
ne ee
ar omefeat |mae|||
— ei
rl inn en feats
4 —--.
eee
baalGar Se
SS ela
If the lengths had been in centimetres, instead of units on the graph paper, you would have
measured the lengths in centimetres with your ruler and drawn the rectangles in the same way.

SUMMARY: Finding Different Dimensions of Rectangles with the same Perimeter or Area

You can use the following steps will help you to find rectangles that have the same perimeter or area,
but have different dimensions (lengths and widths).

Same Perimeter but Different Dimensions

Find three different rectangles that have a perimeter of 20 cm.
Step 1: The perimeter is equal to twice the length plus twice the width, so the length plus the
width will equal 10 cm.
Find different pairs of numbers with a sum of 10.
Some pairs of numbers that have a sum of 10 are 1 and 9, 2 and 8, 4 and 6. There are
many possibilities.
lcm

Perimeter =2x9+2x 1 Perimeter =2 x8 +2 x2 Perimeter =2x6+2x4

= 20 cm = 20cm = 20cm

Same Area but Different Dimensions

Find three different rectangles that have an area of 20 cm’.
Step1: The area is equal to the length times the width.
Step2: Find different pairs of numbers with a product of 20.
Step 3: Some pairs of numbers that have a product of 20 are 1 and 20, 2 and 10, 4 and 5. There
are many possibilities.
lcm 2cm

20 cm 20 cm

l cm

Area = 1 x 20 =20 cm? Area = 2 x 10 = 20 cm? Area = 5 x 4=20 cm?

Exercises 5.2

1. Find all possible whole number dimensions of rectangles with the following perimeters.
a. 8cm b. 6cm

Cael U chi dei cm

e. 18cm f--+22-cm

2. Find all possible whole number dimensions of rectangles with the following areas.
a. 4cm? b. 8 cm?

c. 12cm? d. 30cm?

e. 33cm? f. 50 cm?

3. Draw and label all possible rectangles with whole number dimensions on the grid below.

a. Rectangle A: length 5,width 3 b. Rectangle B: length 7, width 2

c. Rectangle C: perimeter 6 d. Rectangles D: perimeter 8

4. Draw and label all possible rectangles with whole number dimensions on the grid below.

a. Rectangle A: Area =5 square units b. Rectangle B: Area = 7 square units

c. Rectangles C: Area = 10 square units d. Rectangles D: Area= 8 square units

5. Sarah has a walkway, 1 m wide, around her rectangular shaped garden as shown below. If her
garden has dimensions of 8 m by 6 m, what is the area of her walkway?

Garden 6m

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em TAD

5.3 Units of Length

Length
Length involves only one dimension. It is a measure of distance, or of how long a figure or object is.
Examples
How many arms lengths long is a piece of rope?
How many footsteps long is a living room?
How many thumb widths wide is this page?

These measures are rough estimates of length, as people of different sizes have different lengths for
their arms, feet, and thumbs. A more accurate way to measure length is to use standard units that are
the same for everyone. In Canada, we use the metric system to measure length.

Units of Measure for Length

Commonly used metric units of length are the metre (m), centimetre (cm), millimetre (mm), and
kilometre (km). The metre is the standard unit of length.

The Metre

The basic unit of length is the metre (m). You can think of the following measures of length in terms
of about one metre.
About half the height of a door
The length of the top of your desk
The height of your dinner table
The width of a twin bed

The Kilometre

The kilometre (km) is another common measure of length. It is equal to 1000 metres. The following
distances can be thought of in terms of a kilometre.
The length of 9 or 10 football fields
A distance of about 6 blocks
The distance covered in a brisk 10-minute walk

The Centimetre

Another common measure of length is the centimetre (cm). It is one hundredth of a metre. The
following objects can be thought of in terms of centimetres.
The length of a pen is about 15 cm.
The width of a quarter is about 2.5 cm.
The width of a loonie is about 3 cm.
The length of a 5-dollar bill is about 15 cm.

The Millimetre
The smallest standard unit of length that we will work with is called the millimetre (mm). It is one
tenth of a centimetre. The following objects can be thought of in terms of millimetres.
= The thickness of the lead in a pencil is about 1 mm.
= The height of the letters printed on this page is about 3 mm,
= The thickness of a quarter is about 2 mm.

Converting Units of Length

Look at the picture of the ruler below. It is enlarged (not shown to scale) so that you can see the
numbers and marks more easily.

OR PAA PLP PL A

The numbers correspond to centimetres and the small marks to millimetres. We can see that there are
10 marks between each pair of numbers. There are ten millimetres to one centimetre (10 mm = | cm).

Examples Answer

1. How many millimetres are in 2 cm? There are 20 marks in 2 cm, so 2 cm = 20 mm.

2. How many millimetres are in 5 cm? There are 50 marks in 5 cm, so 5 cm = 50 mm.

3. How many centimetres are in 30 mm? There are 30 marks in 3 cm, so 30 mm = 3 cm.

4. How many centimetres are in 70 mm? There are 70 marks in 7 cm, so 70 mm = 7 cm

Converting between Centimetres and Millimetres

There are 10 mm for every centimetre.
To convert from centimetres to millimetres, multiply by 10.
Examples 1 cm=10mm, 2 cm=20 mm, 15 cm= 150 mm

To convert from millimetres to centimetres, divide by 10.

Examples 10mm=1cm, 50 mm=5cm, 120 mm=12cm

Complete the following: Answer

le3) cn = mm 1. 35 x 10=350mm
2.4cm= mm 2. 4x 10=40mm
3. 80mm= cm 3. 80 +10=8cm
4. 160mm=__
cm 4.160 +10=16cm

Converting between Centimetres and Metres

There are 100 cm in a metre.
To convert from metres to centimetres, multiply by 100.
Examples 5m=500 cm, 12 m= 1200 cm, 122 m= 12 200 cm

To convert from centimetres to metres, divide by 100.

Examples 200 cm =2 m, 1000 cm = 10 m, 600 cm=6m

Complete the following: Answer

13 om =) 2 om 1e73.%100 =300-cm
2.1), 1) Sec 2. 15x 100=1500cm
3. 500cm==m 3. 300 +100=5m
4. 1300cm=> -—_ m 4.1300 +100=13m

Converting between Metres and Kilometres

There are one thousand metres in one kilometre.

To convert from kilometres to metres, multiply by 1000.

Examples 3 km = 3000 m, 15 km = 15 000 m, 48 km = 48 000 m

To convert from metres to kilometres, divide by 1000.

Examples 2000 m = 2 km, 5000 m=5 km, 21 000 m=21 km

Complete the following: Answer

l.2km=
___m 1. 2x 1000 = 2000 m
2. likm=—om 2. 11 x 1000 =11 000m
3. 2000m=___—ikm 3. 2000 +1000
=2 km
4. 12000m=__
km 4.12 000 +1000
= 12 km

Summary of Metric Units of Length

Kilometre (km) “kilo” stands for 1000 1km=1000m AND Im=——

“centi” stands for one

hundredth

1m=1000mm AND 1mm=_——m

1000

Millimetre (mm) Bue re oeas OR

lcom=10mm AND 1mm=
1 cm

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Exercises 5.3

1. Use a ruler to measure the length, width, and height of the following figure to the nearest centimetre.

height Length cm

Width cm
width
length
Height cm

2. What common unit of length would most likely be used to measure each of the following lengths
or distances? Choose from millimetres, centimetres, metres, and kilometres.

a. length of the a driveway b. length of your forearm

c. distance from Montreal to Vancouver d. width of this page in the book

e. height of a tree f. thickness of a quarter

g. depth of a swimming pool h. distance from the earth to the sun

i. length of a river j. thickness of a piece of cloth

3. Convert each of the following units of length.

a, 120 km = 325m Di) Dl ea

c 1Scm= mm d.2m=_ «7s cm

eo2icm=
- m £1100 m5 2% e*km

g 23m= mm h.755mm=_ scm

i. 2200m=
_ — km j. 425km=_ sm

4. Brenda walked for a total distance of 8 km.

a. How many metres did she walk? b. How many centimetres did she walk?

5. Ralph is exactly 2 metres tall.

a. How many centimetres tall is he? b. How many millimetres tall is he?

6. Charlene purchased a board from a lumber yard to make shelves in her closet. The board she
purchased was 3 m long and she needed to cut shelves from it that were each 40 cm long.

a. How many shelves could she cut from the b. After cutting all of the shelves that she could,
board? how much of the board was left over?

7. Rod had a piece of rope that was 5 m long. How many pieces, each 80 cm long could he cut from
the rope? How much of the rope was left over?

8. Sue needed 20 pieces of ribbon, each 10 cm long, for a costume she was making. If ribbon is $2.50
per metre, how much would it cost her?

9. Jamie ran two thirds of the distance in marathon that was 30 km long. How many metres did she
run?

5.4 Volume and Capacity

Volume

The volume of an object can be thought of as the amount of space it takes up. It is a measure
involving three dimensions. A solid object which has all faces shaped like rectangles is called a
rectangular prism.

Examples

1. The object (rectangular prism) below is made up of 6 blocks. It has a volume of 6 cubic units.

isjerpaniealis(*J
2. The object (rectangular prism) below has 6 blocks in each layer and it is 2 layers high. The
volume is 6 x 2 = 12 cubic units.

In order to determine the volume of a rectangular prism, we can either count the blocks or multiply
the length times the width times the height. Some units of measure for volume are cubic metres (m°),
cubic centimetres (cm*), and cubic millimetres (mm’).

Example Find the volume of the rectangular prism shown below.

Volume = length x width x height

=7x2x3= 42
Units are in 3 dimensions.
Answer = 42 cm?

Capacity
Capacity is the amount that a container can hold. This amount is equal to the volume of the substance
that will go inside the container. It can be thought of as a measure of the amount of liquid that can be
poured into a container.

Measuring Volume and Capacity

Dry units of volume or capacity use cubic centimetres (cm?) or cubic metres (m*) as units of measure
while liquid units of volume or capacity use litres (L) or millilitres (mL) as units of measure. Dry
substances that can be poured, such as sugar or flour, frequently use mL as a unit of measure.

1000 mL = 1 L (litre) and 1 L= 1000 mL

Examples 3 L=3 x 1000 = 3000 mL

200 mL = 200+ 1000 = 0.2 L

Exercises 5.4

1. Find the volume of the rectangular prisms shown below. Be sure to include the correct units.

a.
12 cm

2cm

4.5 cm

8.5m

2m
eT

2. Change to millilitres.

as 2G mL bb ESE Seg amt

c. 7.3L= mL d03.25 Dee Le

80.65. 13=9 0h mL f.0.04L=

3. Change to litres.

a S000mL =iilousioA LU b. 4500 mL = L

c. 750 mL = iE d. 260 mL = ii,

4. Barry dug a rectangular shaped hole for a 5. Charlene filled three containers with water.
swimming pool in his back yard. If the hole She put 250 mL in the first one, 405 mL in
was 12 m long, 7 m wide, and 2 m deep, how the second, and 655 mL in the third. How
much earth was dug out? many litres of water did she put in the
containers altogether?

6. Fourteen bowls of gravy were eaten at a fle David bought a container that held 6 L of oil.
community dinner. If each bowl held 350 How many empty tins of oil, each holding
mL, how many litres of gravy was eaten 500 ml, could he fill with oil from the
altogether? container?

8. A boat had 325 L of water in its hold. If its

pump could take out 6.5 L of water per
minute, how many minutes would it take to
pump out all the water?

Extra for Experts

9. A box, shaped like a rectangular prism has a 10. Gasoline costs $0.90 per litre. How much
volume of 1155 cm’. If its length is 20 cm would 25 litres cost?
and its width is 10.5 cm, what is its height?

11. A glass holds 250 mL of milk and a jug holds 12. A speedboat uses up 4.5 L of gasoline an
1.5 L. How many litres of milk would 5 hour. If the gasoline costs $0.80 per litre,
glasses and 3 jugs hold? how much would the gasoline cost for a 3-
hour trip?

13. One millilitre of expensive perfume is worth

$1.55. How much would 1.5 L ofthe
perfume be worth?

5.5 Perimeters of Polygons

A polygon is a closed figure made up of straight lines.

Examples

Three-sided polygons

Triangles

A square

A rectangle

A parallelogram

A six-sided polygon A hexagon

The perimeter of a polygon is the distance around it. It is equal to the sum of the lengths of each of
its sides. Common units of measure are the millimetre (mm), centimetre (cm), metre (m), and
kilometre (km)

Example Find the perimeter of the following figure.

Perimeter = 3+2+2+4+1+6=18

Exercises 5.5

1. Find the perimeter of the following figure.

2. The following figure is a pentagon with sides of equal length. If the length of one side is 2.4 cm,
what is its perimeter?

3. The following figure is a hexagon with sides of equal length. If the perimeter is 33 cm, what is the
length of each side?

4. A rectangle has a length of 6.5 cm anda 5. A triangle has sides that are 4.5, 3, and 2.8
width of 4 cm. What is its perimeter? centimetres long. What is its perimeter?

6. The side of a square is 8.5 m long. What is 7. What is the perimeter of a pentagon with
its perimeter? equal sides, if each side is 12 cm long?

8. Two sides of a hexagon are each 5 m long.

The other 4 sides are each 3.5 m long. What
is its perimeter?

Extra for Experts

9. The perimeter of a rectangle is 40 cm. If it 10. A triangle has a perimeter of 39 cm. If two
has a length of 16 cm, how wide is it? sides are of equal length and the third side is
3 cm longer than either of the other two, how
long is the longest side?

11. A football field, shaped like a rectangle, has 12. It costs $7.75 for one metre of fencing. How
a perimeter of 320 m. If its length is 110 m, much would it cost to put a fence around a
how wide is it? lot, shaped like a rectangle, if its length is
40.5 m and its width is 16.5 m?

5.6 Surface Area and Volume of Rectangular Prisms

Surface Area of a Rectangular Prism

The surface area of a rectangular prism is equal to the sum of the areas of each of its faces.
Example The following rectangular prism has 6 faces.

Each face is a rectangle and its area can be found by finding the product of the length and the width.
The front and back faces are each 8 units long and 2 units high (wide).
The two side faces are 4 units long and 2 units high (wide).
The top and the bottom are each 8 units long and 4 units wide.

The total surface area is the sum of the areas of these 6 faces.

2x (8x2) = 32 (front and back)

+ 2x (4x2) = 16 (two sides)
+ 2x (8x4) = 64 (top and bottom)
Total surface area = 32 + 16 + 64 = 112 square units

Volume of a Rectangular Prism

Volume is a measure involving three dimensions. The volume of an object can be thought of as the
amount of space it takes up.
Example The object below is made up of 6 blocks. It has a volume of 6 cubic units.

MSs
The volume of a rectangular prism is equal to the length times the width times the height.

The figure above has 4 x 2 = 8 cubic units in the 1“ row and it is 3 rows high. Its volume is equal to
(4 x 2) x 3 = 48 cubic units.

Volume of a rectangular prism = length x width x height

Exercises 5.6

1. For the following cube, find each of the following measures.

a. Perimeter of the top

3 cm
b. Area of the top
3 cm
3 cm

c. Surface area of the cube

d. Volume of the cube

2. Find the surface area and the volume of the following object.

a. Surface area =

4 cm

2cm b. Volume =

3. Find the surface area and the volume of the following rectangular prism.

a. Surface area =

G5. Cm b. Volume=

3cm
4cm

4. A rectangular prism has a length of 10 cm, a width of 6 cm, and a height of 3 cm.

a. Find its surface area. b. Find its volume.

A rectangular prism with a volume of

308 cm? has a length of 8 cm and a width of
7 cm. What is its height?

Extra for Experts

6. One litre of paint can cover 15m”. How 7. Laura wanted to paint the four walls and
many litres would it take to paint all six sides ceiling of her recreation room. A painter
of a rectangular garbage container which is 9 quoted her a price of $ 3.25/ m?. The room is
m long, 4 m wide, and 3 m high? 8 m long, 5 m wide, and 3 metres high. How
much would it cost to have the painter do the
job?

It costs $4.20/m? to buy top soil for a lawn

or garden, delivered to your house. A dump
truck which is used for delivery has a
rectangular box or container which measures
4.5m, by 3 m, by 2.5 m. How much would it
cost for one load of top soil?

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FORMU

Perimeter of a Rectangle
Perimeter = 2x Length + 2x Width (P=2L+2W)

Example

Perimeter
= 2x 3+2x5=16cm

5cm

Area of a Rectangle
Area = Lengthx Width (A=Lx W)

Example

3cm Area = 3x7 =21 cm?

7cm

Volume of a Rectangular Prism

Volume = Length x Width x Height (V=Lx Wx H)

Example

2cm

3com Volume
= 4 x 3 x 2=24 cm?
4cm

It is important to use the correct units of measure.

= Perimeter: Linear units such as mm, cm, m, km (1 dimension is involved)

= Area: Square units such as cm’, m?, km? (2 dimensions are involved)
= Volume: Cubic units such as mm’, cm*, m? (3 dimensions are involved)

Examples:

1. What are the perimeter and area of the

following rectangular figure?
The sides of the figure are 1 cm, 1 cm, 5.5 cm
and 5.5 cm.
The perimeter tSelets Vee sei lS Ca

55 cm The area is 1 x 5.5 =5.5 cm’.

2. What is the volume of the following

rectangular object?

The length, width, and height are 8 cm, 2 cm, and

3.5 cm respectively.
The volume is] x wx h=8 x 3.5x2=56cm’.
3.5 cm
2cm

3. What are the perimeter and the area of the

following figure?
The figure is made up of two adjoining
rectangles.
6 cm
To find the total area, sum the areas of each
2cm separate component.

Total area = (6 x 2) + (2x 1)=14 cm?

To find the perimeter, we want the distance
around the outside of the entire figure.
Sum only the outside dimensions
2+.6 (2+ |) 2 eeLs CO

EXTRA PRACTICE — CHAPTER 5

Perimeter

1. Find the perimeter of each of the following shapes. Be sure to use the correct unit of measure.

a. Triangle b. Rectangle

4.2 cm 5 cm 5.4 cm

1253cor
3.5 cm

c. Composite Figure d. Composite Figure

PAW 2cm

[Link] Jecm
4cm 4cm

lcm

2. A rectangle has a length of 12 cm and a width of 4.5 cm. What is its perimeter?

3. A square has a perimeter of 88 cm. What is the length of one of its sides?

4. It costs $12.50 for one metre of fencing. How much would it cost to put a fence around a
rectangular shaped back yard that is 18 m wide and 22 m long?

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Area
5. Determine the area of each of the shaded figures in terms of the number of square units needed to
cover them.

6. Find the area of each of the following rectangles. Be sure to use the correct units.

a b.

llm 8 cm

7. The area of a living room, shaped like a rectangle, is 48 m2. If its length is 8 m, what is its width?

8. Ifthe length and width of a square were tripled, by how much would the area increase?

9. The perimeter of a rectangle is 40 cm. If one of its sides is 2 cm long, what is its area?

10. The area of a rectangle is 48 cm?. If one of its sides is 12 cm, what is its perimeter?

Drawing Rectangles
11. Find all possible whole number dimensions of rectangles with the following perimeters.

a. 4cm b. 14cm

Gs cm d. 16cm

12. Find all possible whole number dimensions of rectangles with the following areas.

a. 6cm? b. 14cm?

c. 26cm? d. 40 cm?

13. Draw and label all possible rectangles with whole number dimensions on the grid below.

a. Rectangle A: perimeter 4 b. Rectangle B: perimeter 10

c. Rectangle C: area 10 d. Rectangles D: area 12

Length
14. Use a ruler to measure the length, width, and height of the following figure to the nearest
centimetre.

height

width
length

15. What common unit of length would be used to measure each of the following lengths or
distances? Choose from millimetres, centimetres, metres, and kilometres.

a. length of your pencil b. length of a baseball field

c. dimensions of the province d. thickness of the lenses in a pair of glasses

16. Convert each of the following units of length.

a. 40 km = m b. ll m= cm

c. 30 cm= mm d. 12m= mm

e. 800 cm = m f. 9000
m= km

17. Cindy cycled for a distance of 12 km.

a. How many metres did she cycle? b. How many centimetres did she cycle?

18. Brenda bought 8 m of ribbon. How many pieces of ribbon, each 40 cm long can she get from it?

19. Marion walked three quarters of the distance along a mountain road that was 3 km long. How
many metres did she walk?

Volume

20. How many cubic units are in the rectangular prism below?

21. What is the volume of each of the objects below, in cubic units?

te
a b.

22. Find the volume of each object below. Use the correct units.

a. b.

icin:

3m
2m 3cm

9m vec

Capacity
23. Complete the following conversions.

a. 9L= mL b. 2.5L= ml

c. 3000 mL = LG d. 350 ml = ib

24. A large bottle of juice contains 1 L and a small bottle contains 125 mL. How many small bottles
will be needed to fill one large bottle?

25. A large tea kettle holds 3 L of water. If a teacup holds 150 mL of tea, how many teacups would be
needed to fill the kettle?

Volume and Surface Area

26. The rectangular prism below has a length of 11 cm, a width of 5 cm, and a height of 6 cm. Find its
surface area and volume.

11 cm

a. Surface area = b. Volume =

CHAPTER 5 TEST

1. Measure the length of the bull from his head to his tail as shown below to the nearest centimetre.

2. What is the perimeter of the figure shown below?

6.2 Se)

3:5 Sie

8.2
Answer

3. The perimeter of the figure shown below is 14.6 cm. What is the length of missing side?

a cm 32 CM

Sag ite 2.7 cm

b4 Answer

4 Mrs. Wong wanted to pave her driveway with blacktop. She was told it would cost $77.25 for
each metre of length. If her driveway was 8.8 m long, how much would it cost to pave it?

Answer

5. The perimeter of a rectangle is 42 cm. If its length is 12 cm, how long is the width?

6. Draw the following rectangles on the grid below.

a. Rectangles A: all rectangles with whole b. Rectangles B: all rectangles with whole
number dimensions that have a perimeter of 12 number dimensions with an area of 10
units. square units.

7. Convert each of the following measures of length.

a. 3km= m b. 35 m= cm

c. 20 mm = cm d. 500 cm = m

8. Convert each of the following measures of capacity.

a. 25L = mL b. 12500 mL= L

CG.) ke mL d. 500 mL = L

9. Mary filled three containers with water. The first one held 3.5 L, the second 500 mL and the third
1 L. How much more water did the first container hold than the total amount in the other two?

10. Milk cost $1.60 for one litre. At this rate, how much is 250 mL worth?

11. What is the volume, in cubic units, of each of the following objects?

a b.

12. Find the volume of each of the following objects and be sure to use the correct units of measure in
each case.

8 2cm 12 cm
m
30m he cin

ci d.

4cm 8 cm 35m

25 cm

13. Garden soil costs $15.00 per cubic metre. How much would it cost to cover a rectangular shaped
garden with a length 11 m and a width of 8 m to a depth of 2 m?

14. Find the surface area and volume of the rectangular prism shown below.

2cm 5cm

7cm

a. Surface area = b. Volume =

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CHAPTER 6

GEOMETRY AND SPATIAL SENSE

6.1 Angles and Their Measures

6.2 Measuring and Drawing Angles
6.3 Interior Angles in Triangles and Quadrilaterals
6.4 Types of Triangles
6.5 Sorting and Drawing Triangles
6.6 Regular and Irregular Polygons
6.7 Congruent Polygons
6.8 Transformations of 2D Shapes
6.9 Plotting Points and Transformations in the First
Quadrant

6.1 Angles and Their Measures

What is an Angle?
Two rays that share the same endpoint form an angle. The point where the rays intersect is called the
vertex of the angle. The two rays are called the sides of the angle. In some cases, the rays are shown
as line segments without an arrow on one end.

Ray (side of angle)

Vertex —

Ray (side of angle)

Several examples of angles follow.

“ee
Angles Around Us
We can see many examples of angles in everyday life. For example, the wall
of a room forms a right angle with the floor, and two walls in a rectangular
shaped room meet at right angles. The angle between the horizon and our line
of sight to the top of a tree is an angle somewhere between 0° and 90°. The
angle between a blackboard and the floor or ceiling is 90°.

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Names of Different Types of Angles

Names for several special types of angles are listed below.

An acute angle is one with a measure between 0° and 90°.

a
A right angle has a measure of 90°.

An obtuse angle is one with a measure between 90° and 180°.

se
Sere
A straight angle has a measure of 180°.

Cn
A reflex angle is one with a measure between 180° and 360°.

Angles and Revolutions

An angle is made up of two sides. If we start with an initial side and then rotate it to form the other
side of an angle, we can relate the measure of that angle with the amount of a revolution it has made.
One complete revolution is 360°.

Angle Measure and One Revolution

® One full revolution
= Measure 360°

One half revolution (straight angle)

Measure :e 360 = 180°

One quarter revolution (right angle)

One eighth revolution

Measure :e 360 = 45°

Estimating Angle Measures

Use the above angles as reference angles to estimate measures of angles.
Reference Angles Estimated measures of angles below

Between 270° and 360°

“ae
Between 90° and 180°

an
Between 45° and 90°

sie
Between 0° and 45°

Exercises 6.1

1. Classify each of the following angles as acute, right, obtuse or reflex.

ae =

Lo >
2. Estimate the measure of each of the angles below and classify its measure in the following ranges.
0°-45°, 45°—90°, 90°-180°, 180°-270°, or 270°-360°

oe
=
g— aes

6.2 Measuring and Drawing Angles

Measuring Angles with a Protractor

Following is a series of steps to use when measuring an angle using a protractor.

Il Place the vertex of the protractor on the vertex of the angle.

2. Line up one side of the angle with the 0° measure on the protractor.
3. Read off the value on the protractor that lines up with the other side of the angle. Be sure to
begin at 0 to read off the correct number.

Examples
1. The example below shows an angle measuring 130°.

VU RULE) LLL) 1)
Ro a409 taleloys
90 t0 4

Le
Th o
vette

wil
i. wt \ |
90

My7:

29°

/
7"Ny
Z
°o
iY,
’
wen
-
pittitooe

Exercises 6.2A

1. Find the measure of each angle

a. b.

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Constructing Angles with a Protractor

Listed below are the steps on how to construct an angle with a protractor.

To construct an angle with a protractor:

Draw a horizontal straight line with a ruler on a piece of paper.
Mark a point on the end of the line (on the left side).
Place the line on the bottom of the protractor on top of the line drawn on the paper.
Slide the vertex of the protractor (where the perpendicular lines on the protractor meet) on top
of the mark.
Put a mark on the paper at the number that gives you the angle you want.
Remove the protractor and draw a line between the two marks.

Exercises 6.2B

1. Use a protractor to construct angles with the following measures.

a. 65° be l105

Ca20" d. 160°

e. 40° POS S2

6.3 Interior Angles in Triangles and Quadrilaterals

Review of Triangles and Quadrilaterals

Triangle

A triangle is a 3-sided polygon. Each side is a line segment and each pair meets at a vertex.

Examples
TT VGioe mote

Vertex V erfex= => «Vertex

Quadrilateral

A quadrilateral is a four-sided polygon. Each side is a line segment and each pair meets at a vertex.

ce eau Loeb

Drawing Triangles Using a Protractor

You can use a protractor to draw a triangle by using the following steps.

1. Start with a line segment. line

| segment
seat
use the protractor to draw
2. At one end of the segment
an acute angle.
3. At the other end, draw another acute angle.

4. Extend the sides until they meet at a point. This is

the 3" vertex of a triangle

This process will also work with a right triangle or an obtuse triangle, but only one angle ina
triangle can be right or obtuse (the others are acute).

The Sum of the Angles in a Triangle

We will use a protractor to draw several triangles and then try to find the sum of the interior angles in
a triangle.

Examples
ie
Start with a line segment.
Use a protractor to draw an angle at one end of 60°.
Next, draw an angle of 40° at the other end.
Extend the sides until they meet at the third vertex. The measure of the 3™ angle is 80°.
What is the measure of the angle at the 3 vertex?
The sum of the measures of the 3
What is the sum of the 3 angles? angles is 60 + 40 + 80 = 180°.

Start with a line segment.

Use a protractor to draw an angle at one end of 90°.
Next, draw an angle of 20° at the other end.
Extend the sides until they meet at the third vertex.
What is the measure of the angle at the 3" vertex? The measure of the 3 angle is 70°.
What is the sum of the 3 angles? The sum of the measures of the 3
angles is 90 + 20 + 70 = 180°.

In general, the following is true. The sum of the interior angles of any triangle is 180°.

Example Find the unknown angle in each of the following triangles.

Solution
75 + 75 +? = 180
2=30
The unknown angle is 30°.

» 90+35+7=180
» ?=55
The unknown angle is 55°.

The Sum of the Angles in a Quadrilateral

Several examples of different kinds of quadrilaterals are shown below. In each case, a diagonal has
been drawn from one vertex to the one opposite. Notice that the diagonal has created two triangles
from each of the different types of quadrilaterals.

St NI
We know that the sum of the angles in each triangle is 180°. So the sum of the interior angles of each
quadrilateral is 180 + 180 = 360°.

The sum of the interior angles of any quadrilateral is equal to 360°.

Exercises 6.3

1. What is the measure of the unknown angle in each triangle?

b.
a 2 44°

90° 40° 68° z

Cc d.

= f.

2. What is the measure of the unknown angle in each quadrilateral?

a: b.

123

3. Jane has a garden in the shape of a quadrilateral. If three of its interior angles are 95°, 81°, and
115°, what is the measure of the fourth interior angle?

4. Kim built a sun deck in the shape of a triangle. If two of its interior angles were 65° and 70°, what
was the third interior angle?

5. The sum of the measures of two interior angles in a rectangular shaped back yard is 205°. What is
the sum of the measures of the other two interior angles?

6. A tree forms an angle of 90° with the ground. If the top angle of the triangle shown below has a
measure of 65°, what is the measure of its third angle?

6.4 Types of Triangles

Classifying Triangles
Triangles can be classified according to their size and shape. The properties that determine size and
shape include the sizes of their angles and the lengths of their sides.

Classifying Triangles by the Measures of their Sides

Names of triangles based on lengths of sides

e A triangle in which all three sides are of equal length is called equilateral.
e A triangle in which at least two sides are of equal length is called isosceles.
e A triangle in which no sides are of equal length is called scalene.

Examples

= KEquilateral (3 sides equal) # Isosceles (2 sides equal)

=
esis
Scalene (no sides equal)

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Sorting Triangles by Measures of Angles

Names of triangles based on measures of their angle

e A triangle in which all three angles are less than 90° is called an acute triangle (an acute
angle is an angle less than 90°).
A triangle that contains a right angle (angle of 90°) is called a right triangle. Since the sum of
the measures of interior angles in a triangle is 180°, a triangle cannot have more than one 90°
angle.
A triangle in which one angle is greater than 90° is called an obtuse triangle (an obtuse angle
is an angle greater than 90°).
A triangle in which all angles are equal is called an equiangular triangle. Since the interior
angles sum to 180°, each equal angle measures 180+3 = 60°.

Acute triangle: A triangle that has 3 acute angles (all less than 90°)

ena
Right triangle: A triangle that has exactly one right angle

oe
Obtuse triangle: A triangle that has exactly one obtuse angle (greater than 90°)

atta
Equiangular triangle: A triangle that has all three angles with the same measure

ie
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Ontario Grade 6 Mathematics CHAPTER 6 —- GEOMETRY AND SPATIAL SENSE 205

Exercises 6.4

1. Name each triangle according to the measures of their sides (equilateral, isosceles, or scalene).

: -
2. Name each type of triangle based on the given lengths of the sides.

a. 2cm,5cm,4cm Daeloims) 2m.) mi

bY 24)5cm)235 cnij23 Chi d. 6.1 m, 6.01 m, 6.11 m

1 f 1
= 35 Ciniggssyci 7 em f6.255cms 5.5 cn, 67 cm

3. Name each of the following triangles based on the measures of their angles (acute triangle, right
triangle, obtuse triangle, or equiangular triangle).

a
/\t
4. Name the type of triangle based on the given measures of the angles.

ams eS. b. 112°, 34°, 34°

c. 60°, 60°, 60° d237- 907.017

5. Jan had 9 straws of different lengths and each was used as a side of a triangle. Three straws were
5 cm long, three were 4 cm long, and 3 were 3 cm long.

a. How many different equilateral triangles | b. What are the perimeters of the equilateral
could she make? triangles?

c. How many isosceles triangles with only d. What are the perimeters of the isosceles
two of the 3 sides of equal length could triangles?
she make?

6.5 Sorting and Drawing Triangles

Sorting Triangles
You can sort triangles and quadrilaterals in several ways. One of the most popular ways is using a
table and another is using Venn Diagrams.

Using Tables
Suppose we wanted to sort the following triangles using tables.

aa CS
SCE eagera
Table 1 shows the triangles sorted in columns by lengths of sides.

Table 1 — Triangles Sorted by Sides

Equilateral

Table 2 shows the triangles sorted in columns by lengths of sides and in rows by sizes of angles.

Table 2 — Triangles Sorted by Sides and Angles

Venn Diagrams
A Venn diagram is a picture consisting of one or two circles within which numbers, figures, or
objects with common properties are placed.

Example
Suppose we wanted to sort the following numbers into those that are even numbers and those that
are multiples of 5.
2, 4,00; 0, On LOSI ZL AM 15 Alters)

Notice that where the diagrams

24 6 overlap, the numbers are both even
8 12 and multiples of five.
14 16 18

Even Numbers Multiples of 5

We can use this method of sorting to identify which numbers share the same characteristics and
which ones have only one of the two characteristics.

Using Venn Diagrams to Sort Triangles

1. Draw and cut out ten triangles on square dot paper with the following properties.
= At least two right triangles, three acute triangles, and two obtuse triangles
« At least two equilateral triangles, two isosceles triangles, and two scalene triangles
2. Label these triangles A, B, C, D, etc.
3. Sort your triangles for this Venn diagram. How are the triangles in the overlap section different
from the triangles that are not in either circle?
4. Make up your own sorting rules and draw a Venn diagram to repeat step B. Include a sorting rule
related to sides.

Example

Isosceles

No sides equal At Least Two Sides Equal

Drawing Triangles
You can use square dot paper, a ruler, and a protractor to draw triangles with given measures for sides
or angles.

Example Draw a triangle with sides of 3 cm and 2 cm that meet at an angle of 50°.

een
Draw aline3cmlong Use a protractor to Mark a length of 2cm Join the ends of each
on dot paper. measure 50°. on the second side. side (segment).
Step | Step 2 Step 3 Step 4

Congruent Triangles
Two triangles are congruent if their corresponding sides are the same lengths and corresponding
angles have the same measure. When one is placed on the other it matches exactly.

Example
=" When triangle A is moved over to triangle B,
it will match exactly.
= They are congruent.

ie ae
Triangles can be congruent even if they are positioned differently. Look at the following pairs of

=" Congruent: Corresponding *® Congruent: Corresponding #® Not congruent: They have

angles and sides are the angles and sides are the the same measures of angles
same. same. They are positioned but their corresponding sides
differently. are not the same length.

Drawing Congruent Triangles

1. Use square dot paper, a ruler, and aprotractor.
2. Follow the steps at the previou page to draw a triangle with sides of 4 cm and 6 cm that meet
at an angle of 45°.
3. Repeat the process to draw another triangle with the same measures.
4. Cut out both triangles and place one on top of the other to show that they coincide (fit).

Exercises 6.5

1. Match each of the following triangles below with the correct description.
a. right isosceles triangle

Pea ve. ae ee eee. e. acute isosceles triangle

b. acute scalene triangle

ae d. right scalene triangle

f. acute equilateral triangle

2. Use square dot paper and a ruler and protractor to draw each of the following triangles.
a. A triangle with a side of 4cm between b. An isosceles triangle with an angle of 50°
angles of 30° and 60°. between equal sides of 3 cm.

c. Right triangle with the 90° angle between d. An equilateral triangle with sides of 5 cm.
sides of 4 cm and 5 cm.

3. Identify which pairs of triangles are congruent.

a. |
| P b. |
| ;

5 d. : ie

6.6 Regular and Irregular Polygons

Types of Polygons
A polygon is a closed figure made up of straight line segments. Polygons are named according to the
number of sides they have. We will explore only polygons with 3, 4, 5, or 6 sides.

Names for polygons based on their number of sides

triangle — 3 quadrilateral — 4 pentagon — 5 hexagon — 6 heptagon — 7 octagon — 8

Examples
ms ‘Triangle (3 sides) aN ISS

=" Quadrilateral (4 sides)

ae,
= Pentagon (5 sides)

= Hexagon (6 sides)

Types of Quadrilaterals (4 sides)

Square: All four sides are equal and parallel

and the angles formed are right angles.

Rectangle: Opposite sides are equal and

parallel and the angles formed are right
angles (90°).

Parallelogram: Opposite sides are equal and

parallel (angles formed can be various
measures).

Trapezoid: One pair of sides is parallel.

Regular and Irregular Polygons

If all sides of a polygon are of equal length, it is called a regular polygon, otherwise it is called an
irregular polygon. Regular polygons not only have all sides of the same length, all of their interior

Zum ATIC?
angles are of the same measure.

Examples

Polygons
OC
Irregular

Lag
Exercises 6.6

1. Name each of the following polygons according to the number of sides (triangle, quadrilateral,
pentagon, or hexagon).

-
2. Name each of the following types of quadrilaterals (square, rectangle, parallelogram, or
trapezoid).

— e
3. Classify each of the following polygons as either regular or irregular.

| | [Na
eh d.

4. The length of one side of a regular pentagon shown below is 2.5 cm. What is its perimeter?

2.5 cm

5. The sum of the lengths of two sides of the regular hexagon shown below is 6.5 cm. What is its

=,
perimeter?

6. The perimeter of the regular parallelogram shown below is 30 cm. What is the length of each
side?

6.7 Congruent Polygons

Congruent Polygons
Two polygons are congruent if their corresponding sides are the same lengths and corresponding
angles have the same measure. When one is placed (fitted) on the other, it coincides exactly.

Example
When quadrilateral A is moved over
towards quadrilateral B, it will
coincide exactly.
B They are congruent.

Polygons can be congruent even if they are positioned differently. Look at the following pairs of
shapes.

[fo] nly ania

= Congruent: Corresponding = Congruent: Corresponding # Not congruent: They have
angles and sides are the angles and sides are the the same corresponding
same. same. They are positioned angles but their
differently. corresponding sides are not
the same length.

Drawing Congruent Polygons

1. Use square dot paper, a ruler, and a protractor.
2. Draw lines and angles as requested.
3. Repeat the process to draw another polygon with the same measures.
4. Cut out both polygons and place one on top of the other to show that they coincide (fit).

Exercises 6.7

1. Identify which pairs of polygons are congruent.

a. b. f

Za ae

2. Use square dot paper and a ruler and protractor to draw each of the following polygons.

a. A rectangle with a length of 4.5cmanda_ b. A trapezoid with parallel sides of 3.5 cm and 6
width of 3 cm. cm

c. A square with sides of 4.5 cm. d. A parallelogram with one pair of parallel sides
of length 3 cm and the other pair of parallel
sides with lengths of 5 cm.

3. Each pair of polygons is congruent. Find each unknown.

a. b. i
g

: 4

ee d. 7 if

8 ? 4

Aue v 8

= = ae -
25 il

6.8 Transformations with 2-D Shapes

What is a Transformation?

When a shape or object is moved, it changes location. This is called a transformation.

Transformations do not change the size or shape of the original figure.

There are three basic ways to move a figure in a plane: slide it, turn it, or flip it.

Mathematical terms for these movements are as follows:

» Slide - a translation
» Turn- arotation
= Flip - a reflection

When a shape is moved, it becomes an image of its former self.

Translation (slide) Rotation (tum) Reflection (flip)

Line of
Center of reflection

Vath Ke

Examples

1. Slide (translate) the figure on the left into two images as follows.
(a) 5 units right and 1 unit up, and then (b) 2 units right and 2 units down

Gide
a

Original Figure b. Translation 2

2. Flip (reflect) each figure into the dotted line (line of symmetry).

ale
Original Image

Original Image Reflected Image Reflected Image

Le ae
3. Turn (rotate) the first image one quarter turn left and the second image one quarter turn right.

Original Image Quarter Turn Left Original Image Quarter Turn Right

Successive Transformations

In the following examples, we will tranform a shape more than once.

1. Slide (translate) the following figure twice: (a) 2 units up and 2 units right, and then (b) 4 units
down and 2 units right.

2. Turn (rotate) the following figure twice: (a) one quarter turn right, and then (b) one half turn right.
>
eee

Congruency and Transformations

To be congruent, two shapes need to coincide (or fit) on each other. Since transformations change
location but don’t change the sizes of sides or angles within a shape, they will still coincide and as a
result are congruent.

Exercises 6.8

Ie Name the type of transformation that moves the shape from its position on the left to its image on
the right.
a. b.

? .
“ Pia
oe, eeoe?
a

geeensscscenne .
* *
ce *
H ve *.
la! . *
5 < *.
o*
os¢ S 5
¢ e* .*
° « e e
Sar « *
*" * °
* *

6.9 Plotting Points and Transformations in the First Quadrant

Graphing Points in the First Quadrant

When we divide the Cartesian (coordinate) plane into four equal parts, each part is called a quadrant.
The quadrants are divided by lines we call axes (plural for axis) and they meet at the origin. The
horizontal axis is called the x-axis and the vertical axis is called the y-axis.

Example
Vertical

1 Horizontal

We will focus only on the first quadrant, which is shaded in the diagram above.
We can locate graphs of points in the first quadrant by looking at the number of units to the right and
above the origin that they are located.

In the example below, we will look at the location of point T in the first quadrant.

Point T is located 3 units right of the origin

and 4 units up from the origin.
We can use describe its location using the pair
of numbers (3, 4) where 4 is the number of
units up and 3 is the number of units right of
the origin.

A
0 (Origin)

Using Ordered Pairs to Locate Points

Ordered pairs can be used to describe locations on a graph in the Cartesian plane, where the first
number of each pair is the horizontal value (units right of the origin) and the second is the vertical
value (units above the origin). These values are often referred to as the coordinates or the x and y
values. Example: (x, y) = (2, 11)

Example The following points are graphed below: R(1, 3), S(2, 6), T(5, 2)

Examples with Solutions

Find the coordinates of each of the points shown in the graph below.

Solution

A is | unit to the right of the origin and 2

units up, so its coordinates are (1, 2).
B is 4 units right of the origin and 4 units up,
so its coordinates are (4, 4).
C is 6 units right of the origin and 1 unit up,
so its coordinates are (6, 1).

Pic
|.
Eee
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Ontario Grade 6 Mathematics CHAPTER 6 —- GEOMETRY AND SPATIAL SENSE 221

Distance Between Points

We can find the distance between horizontal and vertical points in the first quadrant by seeing how
many units they are apart.

Examples
Points R, S, and T are vertical points so we can
find the distances they are apart by looking at
how far above the origin each of them are.
Distance RS is 6 — 4 = 2 units
Distance ST is 4 — 1 =3 units
Distance RT is 6 — 1 = 5 units

Points S, U, and V are horizontal points so we

can see how far they are apart by looking at

ee
their numbers of units to the right of the origin.

foi a ue ee
Distance VU is 8 — 6 =2 units.

Transformations of Points and Shapes in the First Quadrant

We can slide (transform) points and shapes in the first quadrant in four directions (up, down, left, or
right) as long as we remain inside the quadrant. Begin with the original coordinates. Then add or
subtract the distance of each translation.

Examples

1. Transformations of Points
Point A is moved 2 units right and 1 unit up to become point A’.
Point B is moved 3 units left and 2 units down to become point B’.
What are the new coordinates of A’ and B'?

Point A is at (1, 1). If it is moved 2 units right

and 1 unit up, the coordinates of A’ are
Oh 704 teoll =kBP
Point B is at (6, 6). If it is moved 3 units left
and 2 units down, the coordinates of B’ are
(6-43, 02) = (3,4)

2. Transformations of Shapes
Triangle RST is moved 4 units right and 1 unit down to become triangle R'S'T’.
What are the new coordinates of vertices R', S', and T’?

Triangle RST has the following coordinates for

each vertex: R (2, 7), S (3, 3) and T (1, 3)

If the vertices are moved 4 units right and 1 unit

down, the coordinates of triangle R'S'T ' are as
follows:
R' (2+ 4, 7-1) = (6,6)
S'(3 + 4,3-1)=(7,2)
T’(1 + 4, 3-1) =6, 2)

CaeETA
Pe

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Ga an

2. Plot the following points on the grid below.

Te (2543 W (oo2) Ria 7), 2 (7. 2)

Distances between
a. R and T
b. Rand A
[Link]
d.C and A
e. Dand C
f. DandA

0
4. What is the distance between the following points?

a. Vertical Points (2,5) and (2,1) b. Horizontal points (3, 3) and (8, 3)

5. The vertical distance between points A and B is 6. If the coordinates for A are (2, 1), what are the
coordinates for point B?

6. Translate the graphs of points H, R, and T, as follows: move them 2 units right and 2 units down
and then label the new points as H', R', and T’.

7. Plot the following points on the grid below: (1, 5), (4, 5), (1, 3), (4, 3).
a. Join the points with line segments. What type of polygon is formed?
b. Move the polygon 4 units right and 1 unit down. What type of polygon is formed?
c. What are the coordinates of the vertices of the new polygon?

8. Given the shape in the graph below, perform the following translations and draw each new figure.

a. Translate the figure 3 units up and 2 units right. Draw the new figure.
b. Now translate the new figure 2 units down and 4 units right. Draw the new figure.

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EXTRA PRACTICE — CHAPTER 6

Types of Angles and Estimating Measures

1. Name each type of angle (acute, right, or obtuse) shown below.

_ mae:

ee
2. Estimate the measure of each of the angles below and classify its measure in the following ranges:
0°-45°, 45°—90°, 90°—180°.

ss
Measuring and Drawing Angles

3. Use a protractor to find the measure of each angle.

a. b.

4. Use a protractor to draw each angle. The initial side of each angle is given.

a. 40° angle b. 100° angle

tit

c. 150° angle d. 80° angle

Interior Angles in Triangles and Quadrilaterals

5. Find the missing angle in each figure.

Triangles
6. Name each of the following triangles, based on the lengths of its sides.

a. b

e d.

7. Name each triangle according to the measures of its angles.

a. b.

ee : d.

8. The perimeter of an equilateral triangle is 10.2 cm. How long is each side?

9. The perimeter of an isosceles triangle is 18.5 cm. If one of its two equal sides is 7 cm long, how
long is its unequal side?

10. Joyce has a garden shaped like an equilateral triangle. One side of her garden is 6.5 m long. If
fencing costs $43 per metre, how much would it cost her to put a fence around the garden?

11. Which pairs of triangles are congruent?

Polygons

12. Name each of the following polygons based on the number of its sides.

a. b.

c. a0 d.

13. Each pair of polygons is congruent. Find each unknown side or angle.

a. b.
a2
SZ,
ae)

14. Each of the following polygons is regular.

a. If the length of one side is 5.7 cm, what is the perimeter?

b. If the perimeter is 25.5 cm, what is the length of each side?

Transformations of 2-D Shapes

15. Name the type of transformation that moves the shape from the figure on the left to the figure on
the right.
a. b.
. eae .

°
| *

B's
os

aS weenee
%* e 8 ——————— |
*
A °
*
. er oe
.
Se or
ore
° en * *e *
me ° “J ge . ONG
A 5 stone seee
- . .
° *% . LJ
LX Pid . .
° - 5 .
° ? : '
% . . s
°° e
. ° .
.
.
.
*s Fi .
*
..
Uussaaat
rete gees

16. Transform each figure below as indicated and draw a sketch of the resulting figure.

a. Translate 3 units left and 1 unit up b. Translate 4 right and 2 down

c. Rotate 90° (quarter turn) to the nght d. Flip into the dotted line

a CD
e. Rotate 180° (half turn) to the left f. Flip into the dotted line

Plotting Points and Transformations in the First Quadrant

17. The following points are translated 2 units left and 4 units down. What are the new coordinates?

a. (2, 6) b. (6,4)

c. (4, 4) d. (5, 7)

18. What are the coordinates (ordered pairs) for each point in the graph below?

A (yn) BG) Ge) DE)

19. Plot the following points on the grid below.
RiGlas}es (223) ab (asd so Crome)

0
20. Translate the figure below 3 units up and 4 units right. Graph the translated figure. What are the
coordinates of the new vertices?

CHAPTER 6 TEST

1. Identify each of the following angles as either acute or obtuse.

a. b. a

2. Use a protractor to measure each of the following angles.

a. b. —

3. Find the missing angle in each of the following figures.

a b.

252 85°

105<sene
Tec 80°

4. What is the perimeter of the following figure?

6 cm

7cm
3.5 cm
7.5 cm

5. Mr. Snowden’s front yard is in the shape of a rectangle, with a length of 15.2 m and a width of
5 m. If the cost of grass sod is $9.50 /m?, how much would it cost him to cover his front yard with
it?

6. A fence is 2.5 m high and 50 m long. If one litre of paint can cover 25 m? of fence on one side,
how much paint would be needed to cover both sides of the fence?

7. What are the perimeter and the area of the following figure?

8.2m

14.3 m

8. The perimeter of a rectangle is 48 cm. If its length is 21 cm, what is its width?

9. What is the area and perimeter of a rectangle which is 12 cm long and 8.5 cm wide?

10. How much would it cost to carpet a rectangular shaped living room which is 15.5 m long and 6 m
wide if carpeting costs $24.50/ m7?

11. What is the volume of a rectangular prism with a length of 15 cm, width of 10 cm, and a height of
4 cm?

12. Find the volume of the rectangular prism shown below.

2.8 cm 5cm

7.5 cm

13. The volume of the following rectangular prism is 108 cm?. What is its height?

height?

4.5 cm
3 cm

14. A gravel truck with a rectangular shaped box can carry 33m? of gravel. If the length is 6m and the
width is 2.5 m, what is the height?

15. Name each of the following triangles, based on the lengths of their sides.

a. b.

©. d.

16. Name each of the following triangles, based on the measures of their angles.

a. b.

17. Name each of the following polygons based on the number of sides.

a. b. ome

C i |

18. A regular pentagon has a perimeter of 72.5 cm. How long is each side?

19. Each side of a regular quadrilateral is 8.25 cm long. What is its perimeter?

20. The perimeter of an isosceles triangle is 31 cm. If the base is 9 cm long, how long is each of the
two sides of equal length?

[Link] which pairs of shapes are congruent.

ly e

Cz d

22. Each pair of shapes is congruent. Find the missing side or angle.

oi b.
4 5 i.?

23. Draw each shape after transforming it as requested.

a. rotate one quarter turn left b. translate 1 unit right and 2 down

ae ft
c. flip on the dotted line d. flip on the dotted line

24. Plot the following points on the grid below.

A (2, 7), B (5, 2), C (6, 6)

25. The triangle on the grid below is translated 3 units right and 2 units down. Draw the new triangle
and find the new coordinates of its vertices.

26. Below are several points, with their corresponding translations. Find the coordinates of each new
point.

Original Point New Point

pee OF Gee) Three up and’3°to the HEhtOn weet iRie Mal REpeTss
PPT |Four right and2down eat sel 0.9)
PY (656) |Two left and4'down |
PGs) Twadownand Isightmident?) eivataeiG 6.0)
eagge Three up and 3 right nary date, Below
27. Draw a triangle on the grid below with vertices at (7, 5), (7, 8), and (4, 5).
a. Slide (translate) it 2 left and 4 down
b. What are its new vertices?

CHAPTER 7

DATA MANAGEMENT

7.1 Collecting Data

7.2 Line Graphs

7.3 Displaying, Graphing and Interpreting Data

7.4 Mean, Median and Mode

7.5 Possible Outcomes and Experimental Probability

7.6 Theoretical Probability

7.1 Collecting Data

Population and Sample

When we collect data with the purpose of being able to say something about a group of individuals, it
is important that we either collect information from all of them (the population) or from a smaller, but
representative, set of them (a sample).
The population is all individuals or objects in a group about which you want to collect information.
A sample is a small group chosen to represent the population.

Example:
You would like to collect information about the number of TV sets owned by the families of
students in your school. The population is all students in your school. A sample could be a
random selection of 10 students from each class.

Two Basic Types of Data Collection

There are two basic types of data collection: primary and secondary. In primary data collection,
the data is collected directly from the sample or population. In secondary data collection,
information is collected from existing articles, data sets, or other source that reports information
already collected by others.

Methods of Collecting Primary Data

There are many different methods that could be used to collect primary data. Below are some of the
most frequently used methods.
= questionnaires experiments
= interviews case-studies
= focus group discussions diaries
" observations portfolios

Examples:

1. Which is a population and which is a sample?

a. surveying all students in the school Population, since all students would be surveyed
b. interviewing a member from each class in Sample since only some students are interviewed
the school

2. Is each of the following a primary source or a secondary source of data collection?

a. interviewing classmates Primary since you collected the information
yourself
b. examining records kept by Statistics Secondary since the information was collected by
Canada others

Let’s look at the strengths and weaknesses of some of the most popular methods of collecting primary
data: questionnaires and interviews.

Questionnaires
Questionnaires are very popular, but they are difficult to design and they often require many rewrites
before an acceptable questionnaire is produced. They can cover a large number of people or
organizations, and they can be mailed or e-mailed. Questionnaires are also known as surveys.

Advantages Disadvantages

can cover a large number of people or design problems

er ee questions need to be fairly simple
can cover a wide geographic area time delay for responses to be returned
low cost typically a low response rate
easy to manage es ;
y 8 responses based on individual perceptions to
contains visual materials written questions
no interviewer bias no chance to clarify questions once developed
possible to sample small area accurately

Examples:

1. Why should questionnaires be sent out to a Because there is typically a low response rate
large sample?

2. Why are questionnaire responses sometimes Because individual perceptions will affect their
not consistent with every respondent’s true responses and there is no opportunity to clarify a
belief? question

3. Why would a questionnaire be a good method _ Because you can cover a wide geographic area at
to collect information from students a low cost
throughout Ontario?

Developing a Questionnaire

The following steps could be used to develop a questionnaire.

1. Write down the areas in which you require information.

2. Develop questions to ask for each of the areas.
3. Determine the best format for each question. Formats to consider are yes/no, multiple choice, a
rating scale, and open-ended questions.
. Keep open-ended questions to a minimum (1 or 2) and place them at the end of the questionnaire.
5. State the purpose of the questionnaire at the beginning and thank the respondent at the end.
. Develop clear instructions on how to respond to the questionnaire (circle your response; select the
option you favour most).
. Be specific about when the completed copy is to be returned, where it is to be returned, and how.
8. Try the instructions and questions out on classmates, friends, or relatives to make sure they are
clear and relevant.

Activity: Develop Your Own Questionnaire

Identify an area of interest about your classmates on which you would like to collect
information (such as what influences your decision on which restaurant you like to go to).

1. Determine a set of questions to ask about your area of interest (type offood, cost,
service, convenience or location).
Determine the best format for each of your questions (yes/no, multiple choice,
rating, open ended).
Describe the purpose of your survey and the closing comments (to determine what
influences classmates the most in selecting a restaurant).
Write a clear set of instructions (circle response, check your answer, rate from I to
5 in terms of importance where | is not important at all and 5 is very important).
Ask your family and friends (who are not in class) to review the questionnaire for
clarity, purpose, and relevance.

Interviews

Interviews are used to gain an understanding of the reasons for people’s attitudes, preferences, or
behaviour. Interviews can be done one-to-one or in a group. They can be personal and carried out at
work, at home, in the street, in a shopping centre, or at some other agreed location, or they can be
done over the phone.

Advantages Disadvantages
yields high quality data very high cost
can deal with complicated issues requires trained interviewers
can include use of visual and recording time consuming
materials : ‘ :
results take time to summarize and interpret
high response rate ice ; 5
8 iY need to avoid interviewer bias
possible in-depth questions ocaeiineaminliane

Types of Personal Interviews

There are three types of personal interviews: structured, semi-structured, and unstructured.
A structured interview is based on a carefully worded interview schedule, and it usually involves
short answers that are ticked off. It is useful when lots of questions need to be asked, but it is not
thought provoking.

A semi-structured interview is designed to ask certain questions, but it allows the respondent to
express him or herself at length.

An unstructured interview could be called an in-depth interview. The interviewer begins by asking a
general question and the respondent is encouraged to talk freely. The direction of the interview is
determined by the respondent’s initial reply, and the interviewer asks for more details. “Why do you
say that?” ’That’s interesting. Tell me more.” “Do you have anything else to add?”

Examples

1. Which type of personal interview gives Unstructured, since the interviewer can probe
the greatest opportunity for the responses for more details
respondent to explain the reason for a
response? (structured, semi- structured,
or unstructured)

2. Which type of personal interview would Structured, since the questions to each
provide the most consistent results? respondent are identical and there is little chance
(structured, semi- structured, or to stray from the script.
unstructured)

Designing an Interview
The following steps could be used to design an interview.
1. Write down the areas in which you require information.
2 Select the type of interview.
3 Develop questions to ask for each of the areas.
4. Try the questions out on a classmate, friend, or relative.
5 Make an appointment with the respondent(s); include details of what the interview is about and
how long it will take.
6. Arrange a location and time.

Conducting an Interview
Once you have designed the interview and contacted respondents, look at the following step-by step
guide for conducting it.

Personal Conduct
= Be sure to arrive on time, smile and employ good manners, and find a balance between
friendliness and objectivity.
Beginning the Interview
= Introduce yourself and review the purpose, assure that responses will be kept confidential, and
if relevant, specify what will happen to the information.
Asking the Questions
# Speak slowly in a soft, yet audible tone of voice control your body language; know the
questions and topic ask all the questions.
Recording Responses
= Record responses as you go on the questionnaire. If agreed beforehand, you could tape the
interview for review later.
After the Interview
= Ask the respondents if they want any further details about the study and be sure to thank them.
Activity: Develop Your Own Interview
1. Write down the areas in which you require information.
2. Select the type of interview (e.g. structured, semi-structured, unstructured).
3. Develop questions to ask for each of the areas.
4. Try the questions out on a classmate, friend or relative.
5 . Make an appointment with the respondent(s) — include details of what the
interview is about and how long it will take.
. Arrange a location and time.

Telephone Interviews
Another way to conduct interviews is on the telephone. Telephone interviews are used by research
companies to collect information about consumer preferences or opinions about political and other
issues.
Advantages Disadvantages
relatively cheap no visual materials possible
quick difficult to sample small areas precisely
wide range of potential respondents excludes those without phones or with unlisted
: number,
covers a wide broad geographic coverage :
high quality data repeat calls are necessary
can cause irritation
high response rates
ease of quality control requires good telephone manner

Comparing Common Types of Primary Data Collection

We have looked at three of the most common methods of primary data collection: questionnaires,
personal interviews, and telephone interviews. The table below compares some of the important
features of each.
Comparing the Most Common Types of Primary Data Collection
Feature Questionnaire Personal Interview Telephone Interview
Cost Lowest Highest In-between

Number of Highest Lowest In-between

Respondents

Ability to Probe No personal contact Greatest opportunity Some chance to

or observation probe

Interview Bias None Greatest chance Some

Visual Aids Little Greatest None

Response Rate Low High In-between

Complex Questions Least Greatest In-between

Types of Questions Yes/No, Multiple Open ended, Guided Yes/No, Rating,

Choice, Rating, from previous Open Ended
some Open-ended response

Collection of Secondary Data

Secondary data is used to identify patterns in areas such as population changes, job opportunities, and
consumer spending and preferences. Sources of this information could be from a content analysis of
diaries and journals of individuals. It also could be from reports, data sets, and journal articles where
the researcher looks for change over time, or other important descriptive information.

Sources of Secondary Data

Some general level public sources of data include the following:
Statistics Canada
Consumer Price Index
Resource Inventories and other needs assessments
Opinion polls taken by others ae
Budgets [Link]
Provincial tourist maps and other road maps msl lata
Topographic maps and aerial photos
The Yellow Pages
Newspapers
Bulletin Boards
Films, postcards, old prints, etc.
High school yearbooks

Electronic Means of Data Collection

The Internet provides valuable resources for collecting and studying data. You can download data sets
from the Internet, participate in online data collection projects, and search electronic libraries and data
files.

One of the most popular sites is from Statistics Canada. It can be found at [Link] On
this site you can find information on a wide range of data topics, including learning resources, studies,
census data, community profiles, and areas of provinces and regions.

The page on community profiles can be found through the Statistics Canada home page or directly at
[Link] [Link]/english/census06/data/profiles/community/. It contains a wide range of
information about communities throughout Canada, including information on population, age, land
area, private dwellings, and family characteristics.

There are many other data sources on the Internet. These can be found by identifying the area in
which you want to collect information and running a search on it.

Exercises 7.1

1. Which of the following is a population and which is a sample?

a. Surveying all members of sports teamsin b. Surveying all members of sports teams in the
the school to find out information about school to find out information about what
what kinds of food players on sports kinds of food students in the school like best
teams like best

c. Interviewing all members of the student d. Interviewing a selection of shoppers at the

council to find what position student supermarket about their preference on brand
council members are taking on an issue name products

2. For each of the following, is it a primary or a secondary source of data collection?

a. Interviewing shoppers at the mall b. Reviewing reports on field trips made by

members of your class

b. Reviewing newspaper articles onatopic d. Sending a survey to all members of a local

you are interested in hiking club

3. Which method of data collection would be best to use in each of the following cases —
questionnaire, personal interview, or telephone interview?

a. Collecting data from the largest number of b. Asking in-depth questions

respondents

c. getting the least amount of interview bias _d. Not using visual aids

4. Jim would like to find out details about how people really feel about a highly sensitive issue.
Which type of personal interview should he use — structured, semi- structured, or unstructured?

5. Susan would like to interview as many people as possible about a wide range of issues. Which type
of personal interview should she use — structured, semi- structured, or unstructured?

6. Developing a Questionnaire
Develop a questionnaire for your fellow students about field trips or some other school activity.
Some questions to consider include what is best and what is least liked, what parts are the
favourite and the least favourite, and what time of year is best for it.

Be sure to include a set of questions that can easily be answered by pen and pencil, include an
introduction (what your survey is about), a closing, and a set of clear instructions for the
respondent. Share your survey with another classmate and discuss how it can be improved.

7. Developing an Interview
Identify an area of interest. Write down the areas in which you require information and select the
type of interview (structured, semi-structured, unstructured).

Develop questions to ask for each of the areas and try the questions out on a classmate. Make an
appointment with a respondent — include details of what the interview is about and how long it
will take, and arrange a location and time.

8. Activities Using Electronic Means of Data Collection

a. Identify several areas in which you would like to collect information. Run a search on these
areas and list some of the Internet addresses where this information can be found.

b. Where does your province rank nationally in population? Explain how you found this
information. Develop a graph that shows the population of Canada by province.

MORE QUESTIONS

[Link]
ON OUR WEBSITE

7.2 Line Graphs

Line Graphs
A good way to review how two pieces of information are related and how they vary based on one
another is with a line graph. A line graph is useful for displaying data or information that changes
continuously over time.

Example: The line graph below shows Jennie’s mass each year from 2001 to 2007.

Jennie's Mass Over Time

Kilograms
in
Mass

Year Year Year Year Year Year Year

2001 2002 2003 2004 2005 2006 2007

Let's look at the various parts of the line graph.

Title: The title of the line graph tells us what the graph is about. In the above case, it is about
Jennie’s mass each year from 2001 to 2007.

Labels: The horizontal label across the bottom and the vertical label along the side tell us what
kinds of facts are listed. In the example, the years are labelled on the bottom and mass in
kilograms are labelled on the side.

Scales: The horizontal scale across the bottom and the vertical scale along the side tell us how
much or how many. In the example, the scale on the bottom is 1 year at a time from
2001 to 2007, and the vertical scale is shown for every 10 kilograms from 0 to 60.

Points: The points or dots on the graph show us the facts. Each point tells us Jennie’s mass for
each specific year; for example, her mass in 2003 was 30 kg.

Lines: The lines connecting the points give estimates of the values between the points.

Discrete Data

A line graph is useful for displaying information that changes continuously over time. In cases where
there is no possibility of a continuous change, we would show a series of points without lines between
them (or we could use a bar graph). This kind of information is called discrete data.

Example:

Hockey Shutouts by Jane

Years 2001 to 2005

It doesn’t make sense to join the points to make a line graph because shutouts are not continuously
changing in between the years.

Converting Information from a Table to a Line Graph

When data are reported in a table, we can use a line graph if it is continuous (changes between each
set of points).

Example:
Data in Table Data as a Line Graph

Highest Daily Temperature at

the Ski Lodge for 1 Week High Daily Tem peratures

Monday
Tuesday
Wednesday
Thursday Celsius
Degrees

Friday VP PF
SA
Saturday CSS MH A
\S

Sunday

Examples with Answers

Use information from the line graph to answer the questions that follow.

Value of Jean's Car

Year Year Year Year Year Year

2002 2003 2004 2005 2006 2007

Answer
. What is the title? Value of Jean’s Car

. What is the vertical label? Dollars

. What is the vertical scale? From $0 to $25 000 in units of $5000

. What was the value of the car in 2005 In 2005 it was valued at $12 000

. Between what two years did the value of the Between 2002 and 2003 when it dropped in value
car drop the most? by $5000

. Between what two years did the value of the Between 2006 and 2007 where it dropped in
car drop the least? value by $1000.

. How much in value did the car drop between _It dropped 22 000 — 9000 = $13 000 in value.
2002 and 2006?

. What can you say in general, about the value — The older a car gets the less its value. It
of a car as it gets older? depreciates most in the first year.

Exercises 7.2

1. Kim went on a diet for six months. The table below shows her mass at the end of each month for
the last six months. Draw a line graph showing this data. Make sure to give it a title, label it, and
use a scale.

Table Line Graph

Kim’s Mass in Kilograms

2. Use the information in the table and line graph above to answer the following questions.

a. What was the range in her mass over the 6-month period?

b. Between which two months did she have the greatest loss?

c. Between what months did she have an increase in her mass?

d. How much mass did she lose at the end of the six months?

3. The graph below shows the high temperature each day for a week in February.
High Temperatures for a Week in
February

Celsius
Degrees

Date

a. On which dates was the temperature below freezing?

b. On which date(s) was the temperature highest?

c. Between which two dates was the least amount of change in temperature?

d. Between which two dates was the greatest amount of change in temperature?

e. Between which pairs of dates was the temperature dropping?

f. Between which pairs of dates was the temperature rising?

4. The value of a car, based on how many kilometres it has travelled, is shown in the table below.
Value of a Car and Distance Travelled

Distance in aoe 10000 | 20000 | 30000 | 40000 | 50000 60 000

kilometres
Value in Dollars | 16000 | 14000 | 12500 | 11000 | 10000 9500 9200

Show the information from the table on a line graph below.

Value of Car and Distance Travelled

|
i

0 10000 20000 30000 40000 50000 60000

Kilometres

a. What is the value of the car after 50 000 km?

b. What is the vertical range of values for the car?

c. What is the range of values for the distance travelled?

d. Between what two distances labelled on the graph did the car drop most in value?

e. Between what two distances labelled on the graph did the car drop least in value?

f. The value of the car after 60 000 km was what percent of the value when it was brand new?

g. What general conclusion could you draw about the relationship between the value of a car and
the number of kilometres it has travelled?

5. One afternoon Kim went on a 4-hour bike ride. The graph below shows the distance she travelled
during each hour.
The graph is not labelled with values for distance to see if you can interpret it.

Distance Travelled on a 4-Hour Bike Ride

Peteae

MAArAnKD

OF ee hr 2”br NGShee 4a hr
TIME

a. Kim stopped for lunch during one of the hours. Which one was it?

b. During what hour did she travel the greatest distance?

c. During what hour, when she was travelling, did she travel the least distance?

7.3 Displaying, Graphing, and Interpreting Data

Data can be displayed in a variety of ways, including with the use of tables, tallies, bar graphs, line
graphs, and circle graphs.

Tables and Tallies

A table is a convenient way to display information. Using a tally helps to keep track of information
while it is being collected and prepares it for putting into a table. A tally consists of a stroke for each
time an item is counted. Strokes consist of vertical marks for the first four items and a horizontal one
for every fifth item. By keeping these strokes in sets of five, we can quickly find their totals.

Examples: Three items /// Six items HH ] Twelve items 4H H# II

Below is a tally showing the number of people who liked different types of books, with the results
shown in a table.

Favourite Types of Books to Read

Bar Graph

A bar graph displays information in categories. The categories are usually shown on the horizontal
axis and the number on the vertical axis. It is important to include a title, label the axes, and show a
scale for numbers.

Below is a bar graph showing how many students had different eye colours.

Eye Colours of Students

Brown Green

Students
of
Number Colour of Eyes

Notice that this is discrete data (not continuous), in that students have one colour or another for their
eyes. There is no change occurring between categories.

Line Graph
Line graphs were discussed in detail in the last section. They are included here to complete the most
frequently used ways to display data. A line graph is used to show trends or changes over time. So it
shows continuous, but not discrete, data. A line graph needs a title, labels, and a scale.

Example:

Distance Ryan Cycled

Time in hours
kilometres
in
Distance

The above line graph shows the distance that Ryan travelled while cycling over a 5-hour period. He
travelled 20 km after one hour and around 60 km after 5 hours. Since he travelled distances during
each of these time categories, it is continuous data which can be displayed by a line graph.

Circle Graph

Circle graphs are used when you want to display results that are part of a whole.

Example: Sources of Income from Smith’s Orchard

This example shows that almost half the income from Smith’s orchard comes from apples. Of the
rest, peaches generate more income than pears.

Examples with Solutions

1. Use a tally and table to summarize the following data.

3545.95.35 391 8s.95, 99,45 6, OF5, 3p. 5s sae Sn Osl/ non es dat

1. Make a table and give it a title.

2. In the first column, list the numbers in the data set in the order of magnitude.
3. In the second column, make a tally by making a stroke each time the number appears (draw a
horizontal line the fifth time each number appears).
4. In the third column, list the total by summing the tallies.

Frequency of Numbers

2. Use a bar graph to show the above data.

1. Give the graph a title and label the axes.

2. Choose a scale.
3. Graph the values.

Frequency of Data

=>
o
i=
(5)
=
os
ie
LL

cats] pees

No. 3 _No. 4 No. 55 ">No. 68 No: 7 Noss

Data Value

3. Students were asked which was their favourite type of fast food: pizza, hamburgers, or hot dogs.
Results showed that 50 percent preferred hamburgers, 30 percent pizza, and 20 percent hot dogs.
Show this data in a circle graph.
1. Since results are part of a whole (they sum to 100%), we can show them with a circle graph.
2. Make each section of the circle its appropriate size. Since 50% preferred hamburgers, make
that section equal to half the circle.
3. Give the graph a title and label each section.

Favourite Fast Food

Exercises 7.3

1. Complete the table below by tallying the following students’ scores on a math quiz.
12,13,12,14,12,12,14,13,10,11,10,11,15,13,10,12,14,15,12,13,14,12,12,14

a. What is the lowest score? b. What is the highest score?

c. Which score appeared most often? d. How many students wrote the quiz?

e. What percentage of all scores was either

bor 137

2. Display the scores in question #1 using a bar graph.

af | ok Fi | ad
|e [i |
ey oe
is|e
a
Lelie
alia
lad
baad ed

3. The following bar graph shows the ages of students with projects at the fall fair.

Students with Projects

§=
z 3

10 to 12 13 to 15 16 to 18 over 18
Age range

a. How many students were under 16? b. How many students were 16 or older?

c. What is the ratio of 13 to 15-year-olds to d. What percent were over 18?

all students?

4. The line graph below gives the distance a car has traveled at the end of each hour, during a 5-hour
drive.
Distance Car Travelled

Kilometres

2h 3h 4h
Time in Hours

a. How many kilometres had the car traveled b. During which hour did it travel at the fastest
at the end of 4 hours? rate?

c. If it traveled 150 km at the end of 3 hours, d. What was the average rate of speed for the
what was its average rate of speed for the whole trip?
first 3 hours?

5. Following are two graphs with the same information. They show the number of TV sets sold in
September and in October.

Number of TV Sets Sold Number of TV Sets Sold

100
90
Number Number 80
70
60
50
Sept. fiJoni. Sept. Oct.
Graph #1 Graph #2
a. Which graph shows the results best?

b. What is wrong with the graph you didn’t choose?

7.4 Mean, Median, and Mode

Measures of Averages

The three most common measures of the centre of a set of numbers are the median, mean, and mode.

The mean is the average value of the set of numbers. It is found by summing the values of the
numbers and dividing by the number of terms.

Example Find the mean of the following numbers: 6, 7, 9, 12

6+7+9+12 _
4 8.5

The mean is often used to represent a large set of numbers. If there were only a few numbers and one
result was very different from the rest, it could distort the mean.

The median is the middle value in a set of numbers.

Examples

1. Find the median in the following set of numbers: 8, 9,10, 11, 12, 13, 15
The middle number is 11 (3 numbers are smaller and 3 are larger).

2. Find the median in the following set of numbers: 12, 14, 15, 17, 17, 18
Since there is an even number of terms, find the average of the middle two terms. The median
‘ : ee LS.17;
in this case is prs

The median is often used to represent a set of numbers that has only a few elements or data points. In
this case, the middle score is often a better representative of those numbers than the mean.

The mode is the value that occurs most often.

Example Find the mode of the following set of numbers: 3, 5, 7, 7, 9, 12

The mode is 7 since it occurs more often than any of the other numbers.

The mode is used when we want to know which number occurs most frequently; for example, if a
shoe factory wants to know which sizes are most frequent in planning its production run.

Exercises 7.4

1. Find the mean of each set of numbers.

by 9ede at aa!) Dade LS LO 22 eU

c. 22, 25, 34, 20, 22, 30 d. 55, 30, 15, 20, 17, 33, 24

2. Find the median of each set of numbers.

it Past et AEN) b. 25, 33, 44, 45, 50, 55, 60

ey OR dee AB Mel Seo BINRVea 202133 15517222529 0a

3. Find the mode of each set of numbers.

Ct VbPAA Se RTeal e aT bgtbite Dawe 1S716220520,. 227 salou 25

CM ce ets, POs oe 6.20. 20.25.50 dig 2; 25252553, 3,35 oes nae te 00.0

4. Ryan weighs 52 kg. His friends Jack, Willie, Carlo, and Tim weigh 48, 51, 52, and 55 kg
respectively. What was the average weight of the five boys?

5. Sue and her six friends went on a bottle drive. The following numbers show how many bottles
each of them collected: 68, 69, 70, 71, 73, 74, and 99. What measure of the centre fits best with
these results? What is its value?

6. Erica surveyed her class to find out their shoe sizes. She collected the following information.
eee 8, B18; 05 48. 5.9, 69,.0-95,9, 9,.9,.9,9.d3- 9-5-9. Pl
a. What was the mode? b. What was the median?

7.5 Possible Outcomes and Experimental Probability

Probability
Probability is a branch of mathematics that is used to make predictions in marketing, research,
insurance, investments, and games of chance. It is based on the number of possible outcomes of an
event and the likelihood that one of them will occur. For example, if one driver of a car has a greater
likelihood of getting into an accident than another, most often the first driver will pay a higher rate for
insurance than the second.

Possible Outcomes

An outcome is a possible result of an experiment. Each possible outcome of a particular experiment

is unique, and only one outcome will occur on each trial of the experiment.

Examples:
Answers

1. Toss a coin. What are the possible outcomes? There are two possible outcomes: the coin can
land either as a head (H) or a tail (T).

2. Roll adie. What are the possible outcomes? There are six possible outcomes: the die will land
either as a 1, 2, 3, 4, 5, or 6,

3. Pick a card from a standard deck. What are the There are 52 possible outcomes: there are 40
possible outcomes? different number cards and 12 face cards. Of
these, half are red and half are black and they can
be in any of 4 suits (diamonds, spades, clubs, and
hearts).

4. Pick a sock from a drawer containing 3 red There are a total of 9 socks in the drawer. You
socks, 2 black socks, and 4 white socks. could pick from one of the following: RRR BB
WWWW

Experimental Probability
In a probability experiment, we go through a number of trials and see how many times an event
occurs. For example, if we wanted to know the experimental probability of throwing a Head when we
flip a coin, we would flip a coin a number of times and see how many times a Head shows up.

The experimental probability is equal to the number of successes over the number of trials.
[Link]
P(experimental) =
Sa! ) [Link]

Examples

1. If we flipped a coin 100 times (the number of trials) and it landed heads 53 times (the number of
successes) then the experimental probability would be as follows.

P(experimental) = NSE Ss , P(H) = 35S

[Link] 100

2. Suppose we threw a die 50 times and ended up with the following results.

Summary of Results Experimental Probabilities

Throwing a Die

Exercises 7.5

1. List all possible outcomes for the following events.

a. Selecting a marble from a bag containing __b. Flipping two coins at the same time
5 white, 3 red, and 2 blue marbles

c. Flipping 3 coins at the same time d. Spinning a spinner with 6 sectors with
different colours: 2 coloured red, 1 coloured
yellow, and 3 coloured white

e. Throwing a die and flipping a coin f. Picking a ticket from a hat containing tickets
numbered sequentially from 1002 to 1008

2. You conducted an experiment in which you drew 100 cards from a standard deck of 52. Each time
you drew a card, it was replaced and the deck shuffled before the next card was drawn. The
number of cards you selected by suit is shown below.

Number of Cards by Suit

Number of Trials 100

Find each of the following experimental probabilities based on your results.

a. P(Club) b. P(Heart)

c. P(red card) d. P(black card)

3. Conduct your own probability experiment by flipping a coin 50 times. Record your results in the
table below and give each experimental probability.

a. Complete the following table.

Flipping a Coin

Number Heads ee 4

Number of Tails ere a

Number of Trials 50

Find the following experimental probabilities.

b. P(Head) =

c. P(Tail) =

4. Conduct a probability experiment by throwing a die 100 times. Record your results in the table
below and give each experimental probability.

a. Complete the following table.

Throwing a Die

Number of trials 100

Find the following experimental probabilities.

ee UES) Pet ae c.P(6) = te

d. P(odd number) = __ e. P(number>4)=

f. P(multiple of 3)=

MORE QUESTIONS

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ON OUR WEBSITE

7.6 Theoretical Probability

| Theoretical probability is equal to the number of possible successes divided by the total number of
possibilities.

So P= number of possible successes

number of possibilities

Examples:

1. What is the theoretical probability of randomly selecting a Heart from a deck of cards?

There are 13 Hearts in a standard deck of 52 cards.

vA There are 13 chances of success.

—"WW l
P (Heart) = he Tl
NR

NS There are 52 possible outcomes.

2. What is the theoretical probability of throwing an odd number when you toss a die?

There are six possible outcomes (1, 2, 3, 4, 5, or 6) when you toss a die. Three of these
numbers (1, 3, and 5) are odd.
There are 3 chances of success.

P (odd number) = :

on
ed
There are 6 possible outcomes.

Recall that Experimental Probability is equal to the actual number of successes in an experiment
divided by the number of attempts or trials.

Example: Suppose you flipped a coin 30 times and it came up heads 17 times. Based on your results,
ast
the experimental probability of getting a head was 30° This compares to a theoretical

probability of :, Since there is one chance of success out of 2 possibilities.

The value of an experimental probability should get closer and closer

to the theoretical probability as the number of trials increase.

Examples with Solutions

1. Find the theoretical probability for each of the following.

a. Drawing a club from a deck of cards There are 13 clubs in a deck of 52.
P(Chib)=
ee
52a4
b. Throwing an even number on the toss of a Possibilities are 1, 2, 3, 4, 5, 6. Even numbers are
die 2, 4, 6.
P(Even Number) = -=

c. Drawing a red 10 from a deck of cards There are 4 tens in a deck of 52. Two of the tens
are red.

Piredil Oa
52 26
d. Selecting a blue marble from a bag There are 3 blue marbles out of a total of 16
containing 5 red, 3 blue, and 8 black marbles.
marbles
P(blue) = =
e. Landing on a red colour with a spinner There are 2 red sections out of a total of 5.
that is divided into 5 equal sections: 2 are
P(red) = =
red, 1 is black, and 2 are white

2. In an experiment, you drew a card from a deck, then replaced it and shuffled the deck. After
repeating this 80 times, you found that 22 of your cards were Hearts.

a. What was your experimental probability You drew 22 hearts out of 80 trials so your
of drawing a Heart? experimental probability of drawing a heart was
as follows.
P(Heart) = = = te
80 40

b. What is the theoretical probability of There are 13 hearts in a deck of 52 cards.

drawing a Heart?
P(Heart) = We i eh
52 te 4

c. What do you think would happen to your Since the draw is random, it should get closer and
experimental probability of drawing a closer to the theoretical probability of drawing a
heart if you increased the number of heart.
draws to 1000? $1 Vad
So P(Heart) should approach or—.
1000 4

Exercises 7.6

1. You flipped a coin 100 times and recorded the results. You found that it landed Heads 53 times and
Tails 47 times.
a. What was the experimental probability of |b. What is the theoretical probability of flipping
flipping a Head? a Head?

2. Find the following theoretical probabilities.

a. Drawing a red card from a deck of cards b. Drawing a King from a deck of cards

c. Drawing a Club from a deck of cards d. Throwing a die and getting a six

e. Drawing a red marble from a bag f. Throwing a die and getting a number less
containing 3 red, 2 white, and 5 blue than 3
marbles

g. Throwing a die and getting a number which

is 4 or higher

3. Tickets numbered from 1 to 50 are thrown into a hat. If a ticket is drawn randomly from the hat,
find each of the following theoretical probabilities.
a. Drawing a number less than 4 b. Drawing an even number

c. Drawing a number divisible by 10 d. Drawing a number divisible by 7

e. Drawing an even number that is also f. Drawing a number greater than 20 and less
divisible by 3 than 30

4. The weather forecast said that the probability of rain for the day was = (There was a 40 percent
chance of rain). What was the probability that it would not rain?

5. A sports caster said the probability that the local hockey team would either win or tie the next
9
game was rae According to her, what was the probability the team would lose?

Population and Sample

1. Which of the following involves a population and which a sample?

a. Interviewing representatives from each b. Surveying the parents on the school’s parent
classroom in the school advisory council to find out how parents in
the school feel about an issue

c. Surveying all students in Grade 7 to find dd. Interviewing every one you can in a mall to
out what the favourite sport of Grade 7 find out what mall services shoppers in the
students was mall like most

2. In each of the following cases, do you have a population or a sample?

a. You want to know the ages of students in b. You want to know the preferences of
your classroom. You have the ages of all shoppers who shop at a mall. You
students in the class. interviewed every third shopper who came
though the entrance.

c. You want to know how many pop bottles each student in your class collected for a bottle
drive. There is a list of the names of all students on the wall with tallies to represent the
number of bottles they brought in.

Primary and Secondary Sources of Data

3. Which of the following is a primary source and which is a secondary source of data collection?

a. Sending an e-mail survey to your friends b. Collecting information from old school
and relatives annuals

b. Telephoning all sporting goods stores in d. Comparing costs for an item in newspaper
the phone book to find out the costs on adds and store catalogues
several products

MORE QUESTIONS

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ON OUR WEBSITE

Surveys and Interviews

4. Which of the following methods of data collection would be best to use in each of the following
cases (a survey, personal interview, or telephone interview)?

a. To get the highest possible response rate —_b. To use the least number of open ended
questions

5. Sam used an unstructured personal interview to find out how respondents felt about a wide range
of issues. Was this the best type of personal interview for this purpose? Explain why or why not.

Activities Using Electronic Media

6. Go to Statistics Canada’s Statistical Profile of Canadian Communities. Look at the information

provided for your community (or one near where you live). What information is available? Choose
a set of data about your community and make a poster to share this information with your class.

7. Investigate the distribution of the population of Canada by some attribute you choose (such as age
or gender). Formulate questions to investigate, and then search for and organize the data to address
these questions.

Line Graphs
8. The following table shows the value of Larry’s motorcycle at the end of each of the last five years.
Draw a line graph to show this data. Be sure to include a title, labels, and a scale.

Table Line Graph

Value of Larry’s Motorcycle

9. The line graph below shows the number of people in a store at different times during the day. Use
this information to answer the following questions.

People in the Store

SY SS
SS NH

. What is the line graph about?

f&
Ss. What is the busiest time of day at the store?
c. Between what times is the greatest increase in shoppers?
d. How many people are in the store when it opens?
e. How many people are in the store at 2:00 pm?
f. What was the greatest number of people in the store at the same time?
g. What was the least number of people in the store at the same time?

Graphing Data
10. Complete the table below by tallying the following shoe sizes of students in a class.
Oe Of el bode bie 109, S5l0,6, 5.5, LO. RIGA IGE aioe ere eco

Shoe Sizes of Students

11. Draw a bar graph to represent the data in the previous question.

Experimental Probability
12. List all possible outcomes for the following events.

a. Selecting a marble from a bag containing __ b. Flipping a coin and throwing a

4 green, 3-sided die numbered from 1 to 3
1 white, and 2 red marbles

13. You conducted an experiment in which you flipped a coin twice for each trial. This was done 100
times. The results are shown below.

Results of Coin Toss

Head, Head
Head, Tail
Tail, Head
Tail, Tail

Number of Trials 100

Find each of the following experimental probabilities based on your results.

a. P(two Heads) b. P(one Head and one Tail)

c. P(a Tail and then a Head, in that order) d. P(no Tails)

e. P(one or more Heads) f. P(less than two Tails)

Theoretical Probability
14. Using a deck of cards, what is the theoretical probability of drawing each of the following?
a. A Diamond b. A Queen

c. A 10 of Clubs d. A red face card

e. A face card that is a Heart f. An even number card

g. Ared Ace h. A black Jack

15. If you roll a six-sided die, find the probability of getting each of the following.
a. The number 5 b. An even number

c. A number divisible by 3 d. A number less than 6

e. A number greater than 6 f. A number divisible by 5

g. A number less than 7 h. A number less than 6 and greater than 1

Extra for Experts

16. Flip 2 coins. Find the probability of each of the following. Remember to consider all possible
outcomes and all possible successes.
a. Both heads b. One head and one tail

c. Both tails d. No tails

17. Flip 3 coins. Find the probability of each of the following. Remember to consider all possible
outcomes and all possible successes.
a. Three heads b. Two heads

c. One head d. No heads

Measures of Centres

18. What is the mean, median, and mode for each set of numbers?

Bese D110, 10 b. 1,1, 4,5, 8, 8,8

I . There are 12 556 inhabitants in the town of Wet Springs, of which 6150 were female and 3354 were
over the age of 50. Sam wanted to find out what the favorite beverage was in the town. He
interviewed 100 of them to find out.

a. What number was the population? b. What number was the sample?

2. Which of the following would be the best sample to use in collecting information about the
favourite sports activity of students in your school?
(i) Several students from each class OR (ii) Students on the Grade 6 soccer team
What was your reason for making this selection?

oh Suppose you wanted to design a questionnaire to ask students in your class what pets they had at
home and what they liked about them.

a. What classifications for pets would you b. What kinds of information would you want to
use? Explain your reasons. collect? List several questions you might ask.

4. For each of the following, is it a primary or secondary source of data collection?

a. Clippings from newspapers b. A survey you conducted with students in your

class

c. Interviews you had with a sample of d. Results from a survey reported in a magazine
shoppers at the grocery store

5. Jim’s class collected pop bottles to raise money for a field trip. The numbers of bottles brought in
by students are listed below.
10, 10, 10, 10,10, 10,eLOQAiSsehS: 21 3222 mes) 255235235 25720, 20
Complete the following tally and table to display this information.
Number of Pop Bottles Brought In
[Link] Bottles

6. The graph below shows how many teens up to the age of 18 in a small town have cell phones.

Number of Teens with Cellphones

13 14 15 16 iG 18
years years years years years yeats
Age

a. At what age do teens have the greatest b. At what age do teens have the least number of
number of cell phones? cell phones?

c. How many cell phones do 16 year olds d. About how many cell phones would you expect
have?
175 year olds to have?

e. How many cell phones do teens under the | f. How many more cell phones do 17 year olds
age of 15 have? have than 14 year olds?

7. Rahim surveyed his class to find out what types of pets they had at home. He found the following
information.
Cats — 10, Dogs 12, Birds 5, Other 8
Display this information in a bar graph, using the grid below. Remember to give it a title and
include the horizontal and vertical labels.

8. The following circle graph shows preferences for the types of books students in Grade 6 like to
read.
Favourite Types of Books

Adventure
25%

Science
Fiction

a. What is the most favourite type of book? b. What is the least favourite type of book?

c. The school librarian is going to order 200 books for Grade 6 students. Based on the information
above, how many of each type of book should she order?

9. List all possible sums that can be rolled from a pair of dice.

10. A coin is flipped three times in a row. List all possible outcomes. Use H for Heads and T for
Tails.

11. A box contained 4 white marbles, 3 blue marbles, and 5 red marbles. What are the probabilities of
randomly selecting the following?
a. Ared marble b. A white marble

c. Either a white or a red marble d. Not selecting a white marble

12. What are the following theoretical probabilities?

a. Drawing a Jack from a deck of cards b. Throwing a 4 on a die

c. Drawing a red Ace from a deck of cards d. Throwing a number less than 3 on a die

e. Not throwing a 6 on a die f. Not drawing a Club from a deck of cards

ANSWERS TO

EXERCISES AND

CHAPTER TESTS

CHAPTER 1 Exercises 1.3 (page 15)

1. 14000000 2.$4049000 3.89000
Exercises 1.1A (page 4) 4.960 000 5. About 30 720000 6. $726 000
1.2) 600 b)70 c)9000000 d) 300 000 7.440 000 8.1014 000 bytes
e) 80000 2.a) 310030 b) 2503 421
ec) 7070070 d)500005 e) 6006 006 Exercises 1.4 (page 19)
f)40015 g)1020300 h) 100101 Ve ay 2) 1D) 1e-291¢) 3,73. d) 11,31
3. a) two million five hundred six thousand Bit 3aes7 430501) a2. a) 1.2.45; 8.210) 20;
three hundred twenty b) one million thirty five A a2esee Dee el o 5.1 1c) 1255-7510;
thousand twenty eight c) six million sixty Daan. eye a0) 2 405810. 20225° 50,
thousand sixty d) five million five hundred five LOO eee) eset 22), 7): 30505, a) 3, Oe
thousand fifty five e) ten million ten thousand alzeb) 2.4.6, 5,20 ¢) 65,12,72,.d) 8.16
one f) three million thirty three g) fifty 4.a) prime b) composite c) prime
million one thousand one _ h) seven hundred d) composite e) composite f) composite
seven million seventy seven thousand seven 4. 5. a) 49, 56, 63, 70,77 +b) 108, 117, 126, 135
three hundred eighty four thousand four hundred c) 220, 240, 260 6.2, 3,5, 7, 11, 13, 17, 19
three 5. one million two hundred fifty thousand 7.a)1,5,25 b)1,3 8.a) 35,70 b) 24, 48,
three hundred forty four d2nsbe 9. 12,49 10015253. 6 0 so0eoG
6. 300 050 000 7.50425 000 8.223 600 12.2 13. 66, 72, 78, 84, 90; 96
9.444 456 10.2 222222 11.5 333 335 Who am I? 210
12. 333 333 333 13. 100 010 or 100 001
14.3 456 789 15. 14231 Exercises 1.5 (page 24)
1. a) proper b) improper c) proper
Exercises 1.1B (page 9) d) improper e) improper f) proper
l,a)20 b) 4 c) 9. d)geoe ge)3 g) improper h) proper i) improper j) proper
10 100 1000 k) improper 1) improper m) improper
2. a) twenty five and fifteen thousandths n) proper 2.a)2 b)!! ¢) 41 qd) 2!
b) two hundred fifty and six thousandths ai 3 8 5
c) forty five and one hundred eleven e) f)101 gy 33 py 103 jy 1003
thousandths d) two thousand three hundred and 5 5 20 10
five hundred eight thousandths_ e) two hundred Hyeceee ky65e yee mean) en) oe
fifty and thirteen thousandths f) three thousand 4 4 8 a 20
thirty and three hundredths g) one thousand de
Pale) Rts ee
(ace Lie
dy He
ie ea
three and three thousandths h) seven thousand
and seventy seven thousandths i) two hundred dee1 Meo h yi
8) 2- a Vaiilis
) -2alDaa
i ias ee ks
) =
five thousand and twenty nine hundredths
j) three hundred ten thousand five and six tenths “TDipe Ee
3. a) 350.029 b) 45.045 c) 205.02 999 tan,
d) 7500.075 e)100010.1 f) 600 006.06 8 16:28 7328.72
g) 100 101.01 4.a) 1.248 b) 7.707 c¢) 643.21 5 4 4

Exercises 1.2 (page 12)

1. a) 53 b) 53.5 c) 53.46 2.a) 600 b) 610 10 2a i a ee a Seales
c)607 d) 607.1 e) 607.05 3.130 4. 1900 iS p 8 LS
§}.$.123.30.2.62335.8 [eas Oyen
8.0, 17253 or 4739235, 6572s 01 Exercises 1.6 (page 29)
10.0, 1, 2,3 or4 1.a)< b)> ¢)< d)> e)> f)> g)< h)<
It is unlawful to photocopy or reproduce content without permission from Dynamic Classroom Inc.
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Ontario Grade 6 Mathematics ANSWERS TO EXERCISES AND CHAPTER TESTS 279

i)< j)> k)> D< m)< n)> 2.4) 0.54, fy 3 7 _8 3.a)20006 b) 102 030
0.45, 0.11, 0.09 b) 0.49, 0.21, 0.19, 0.05 10 100 1000
c) 305 009 d) 72045 e)5 020007
c) a) Sayer oy 0.5.) 2 02, f) 3205010 g)20.7 h) 500.09 i) 0.229
4 oy csDe 64 4 4 4
O21F0:08 it) SRG Seg) 7 gts
13 hj06, j) 10.103 4. a) forty two thousand nine
5 4 4°4 hundred five b) eighty thousand fifty
0.4, 0.39, = i) 0.8, =,0.7 j) 1.01, 0.1, 0.09 c) one hundred twenty one thousand three
hundred seventy d) three hundred forty
3. a) =,0.89, = b) 0. 0.4, -.,3 c) 0.09, thousand sixty seven e) three million seven
1
hundred two thousand one hundred fifty
Ligh
0.15, 0.25, 0.3 ser f) six million nine thousand nine_ g) thirty two
Dee TOpeer 4
and eight hundredths h) one hundred five and
Dee [Link], 442 i five hundredths i) three hundred forty five and
Sy Ate TOs
9 ninety three thousandths j) seventy two and
=~ pes eo one hundred forty three thousandths
5 4
5. thirty six million seven hundred eight
Exercises 1.7 (page 32) thousand one hundred 6.40 630km_ 7. 4233
1a) = by 22% cp 13% ajv2o7 Ce) te 8. 333 333 9. 6.333 10. 84.21
13 12 25 13 25 11. a) 470, 500 _b) 33, 30 ce) 190.9, 190.93
f)= 2.a)39 pb) 29 c) 61 a) 32 d) 51, 50.6 e) 343.1, 343.09 12.2.5 kg
bee 61 39 129 90 13. Any number between 555 and 564
3.16cows 4.1 5.12dogs 6 1 7. 3 14.4 642000 15.$1 250000 16. a) 19, 31
3 4 8 b) 2,'7; :c) 33.135 d)19359»-e) 11,29) f) 17, 23
17.'n) 1 284 5.10.20: 259 b) le Seal 55.5
Exercises 1.8 (page 34) C) poe 3D. Dt fe GO) de a elu lee bo.
1.a)7% b)77% c)17% d)10% e) 90% 20,30, 60929379 e) see ee
f)99% g)4% hj) 11% i)30% j) 25% A ilvdn5,9 515; 43:3, Sessa) 3, 6,9; 12515;
k) 6% 120% m)150% n) 105% 0) 130% 18,215249 b), 11522) cjyera 2
p) 215% q)75% r)35% _ s) 104% d) 6, 12, 18,24 19.a)1,5 b)1,7 c)1,2,4
t) 162.5% 2.a)0.36 b)0.05 c)0.12 d) 1,2,5,10 20. a) 35, 40, 45, 50, 55
d) 0.155 e)0.2525 f) 1.5 g)1.25 h)3.5 b) 102, 105, 108 c) 40, 60, 80, 100
i) 0.405 j) 0.008 k)0.025 1)0.185 m) 1.3 d) 73 14521), 285353215 ayi. a, A)VEREe
n) 1.215 3.a)8 b)30 c)60 d)90 e) 100 "10 4° 11° 100
f) 105 g)72 h)73.5 i) 13.95 j) 100.4 4.18 22, a) 5,13, b) & 21 23,8) 12 b) 12
5.8 6.2 7.81 8.176kg 9.105 students Posh Saez O S 7
10.20% 11.330kg 12.$24 13. 12 students 2
)s15end) 4ounelLies
aes 7
dele 4c N252
14. $202.50 15.105 pages 16.60% 17. 204
18.158 19. 44 -b)21) ‘c) 4 “ay 22 e) tf) 37
4 3 5 3 6

2 4 3
1. a) 3000, 50, 20 000 b) 20 000, 300, 5
number) 26. a) ee 0.33, 0.29, i
c) 3000 500 000, 7 d) 200, 70,1 e) 10 000, 4 4
300, 2 000 000 f) 6000, 7 000 000, 30
b) 522957125: 5.09 c) 14.14, 1.21.09
2. a) 30, =, 200 b) 2, 50 2, 40 10 10 5 cde |
O
d) -. 9.1,9.05 27. a) 25.09, 25.1, 25.103,
eee ees cf) 10, ans oe
10 1000 100 im 1000

25:12° b) BANG 45h)" 9151 6.665 7. They have a total of 55 hats.

4 2 8. They were left with 31 baseballs.
c)3,09;3.2) satiety ed)3.097051, Lad 9. They collected a total of 731 pull tabs.
A ES Aan2
10. After one hour, they were 2260 m apart.
28. 2,1%2.05429.,
Sens yas 02 8) eb) ee 11. Sumi was 46 km from where she had started.
Ae A. 5 13
31.90 32.24 12. Betty owned 8 more stuffed animals than her
friends. 13. Jake had 15 golf balls left by the
Chapter 1 Test (page 45) end of the game. 14. Arnie and Steve collected
1.a) 40000 b)200 c)3000 d)5 000000 208 more than Bill and Ahmad. 15. Sarah rode
2. a) two million three hundred fifty thousand a distance of 10 blocks further in the last two
seven hundred twenty b) seven million one days than first. 16. Fran rode a distance of 42
hundred three thousand twenty one km on the third day.
c) two million five thousand one hundred one
d) two hundred ten and eight hundredths Exercises 2.3 (page 63)
e) five million thirty five and eight hundredths 1.a)4x21=84 b)3x 135=405
f) three thousand five and two hundred thirty c)5x42=210 d)3x 1024=3072
four thousandths 3. a) 6220060 b) 1 020 600 2. a) 32 + 32 + 32 = 96
c) 9006007 d) 200.003 e) 5507.13 b) 40 + 40 + 40 + 40 + 40 + 40 + 40 = 280
f) 10 006.06 4. two million one hundred eight c) 210 + 210 + 210 + 210 + 210 = 1050
thousand eight dollars 5.11103 6. a) 456 d) 1215 + 1215 + 1215 + 1215 = 4860
b) 456.2 c¢) 456.17 7.3500 8.62.1 kg 3.a)6+6+6+6+6=30 b)6x5=30
9° a) 2% 2.x 2.X52 ee ee 4.a)3120 b)O c)11700 d)219 e) 8264
ce) 2X%3.%
3 XO O10
a) aan eos a4, 5.a) 301 b) 384 c) 7008 d) 2214 e) 3042
28 b) 12, 18, 24, 30,36 c)35,70 d) 42, 84 f)4750 g) 1616 h) 2496 6.210 tickets
7.68km 8.50 bottles 9.$196 10. a) 2835
11.a) > b) 23 c) 7! a) 152 12.4) 31
4 5 10 3 a b) 14168 11.177 comic books 12. $168
b)2! u c) 2! 13.a) 11, 1.2, 2, 0.7, 069
5 5 4 4 Exercises 2.4 (page 70)
1. 44+4=11 44+11=4 2.a) Each friend
b).i925 10.1, 9.9pq Semel 4meee ao gets 2 candies and 1 is left over. b) Each gets 3
4 4 4 7
16. $27.20 apples and 1 is left over. c) Each gets 3 cookies
and 2 are left over. 3.a)5 b)7 c)5 d) 20
CHAPTER 2 e) 10:R=3 f)7:R=2 g)5:R=3 h)12:R=1
i) 13:R=3 j)28:R=4 k) 14 1) 56
Exercises 2.1A (page 54) m) 42:R=6 n)21:R=2 4. There were 29
l.a)92 b)119 c)568 d) 1414 e) 1178 tins in each row. 5.22 cookies in each box
f) 1332 g)5295 h)2245 i) 9926 j) 16110 6. Each pair of socks cost $4.00.
2.a)26 b)32 c)53 d)26 e)212 f) 352 7. Each would get 23 cards. 8. He would need
g) 2431 h)194 i) 2971 j) 2889 8 trips to move all of the wood. 9. Each would
receive 35 candies. 10.3,9 11.7
Exercises 2.1B (page 56) 12. Jack had 18 candies in the beginning.
1.a)59 b)801 c)228 d)5711 e) 337 13.3,5-4,.6,.9, l2etaeaG
f) 1381 g) 145 h)212 i) 7433 j) 12 869 14. They would each have attended 30 games.
k) 2390 1) 14635 2.a)312 b)2215 c) 289 15. Gayle received $19 and the others $14 each.
d) 810 e)819 f)129 g) 1346 h) 1523
i) 1793 j) 2429 3.278 4.2431 5.657

Exercise 2.5 (page 78) $5.25/hr. Brenda was paid $10.50/hr. 12. $0.20
1. a) greater than 43 b) less than 34 13.490.5km 14.$78125 15. $1.80
c) less than 13. d) greater than 44
2. a) two tenths plus seven tenths equals nine Exercises 2.8 (page 94)
tenths b) fifty four hundredths plus seven 1.33925 48wi3v34ia SS 2S582 4 6730°:7: 13
hundredths is equal to sixty one hundredths 8.7 9.-4 10.19 11.16 12.4 13.2 14.1
c) sixty four hundredths minus thirty hundredths 15..6:1.916. 12:35e8li723:0981853;5 01927.2
is equal to thirty four hundredths 20.a)-6 b)3 c)4 d)8 e)4
d) thirty three and fifty five hundredths minus
twenty and thirty two hundredths is equal to Extra Practice — Chapter 2 (page 96)
thirteen and twenty three hundredths 1. a) 58.4 b) 168.63 c) 164.1 d) 46.241
3.a)6.1 b) 35.34 c)81.6 d) 192.8 e) 69.99 e) 130.167 f) 76.645 2.a) 12.3 b) 34.47
f) 44.91 g)9.33 h) 35.42 i) 10.4 j) 43.06 c) 2.357 d)9.36 e) 10.74 £)35.05 3.57.7
k) 96.3 1) 179.26 4. a) 6.3 b) 106.09 4.143.41 5.262.342 6.6.5 7.9.77 8.3.88
c) 64.07 d) 10.1 e) 197.12 f) 933.11 9)132.97 10, 1-8 my T1S329.325 12. $3532
g) 218.66 h)15.21 i) 99.94 j) 710.9 5.30.2 13. $1.45 14,125.49 15.20.2 16. a) 60
6.65.43 7.1.5 8.15.74 9.6.3 10. 10.8 b) 105.6 c)350 d)1125 e) 110.86 f) 86.72
11.0.2m 12.$11.75 13.$12.60 14.7.6km 17.91.2 18. 106.53 19.$2.80 20.30 kg
15.7.7cm 16.2.51kg 17.24.46 18. $10.70 217.5). 22-1007 23. p15).40 324. 19.5 10
19.7.05 20.643 21.2 22.6 23.4.6m 25. $26.55 26. 4353.44 27. a) 39.2 b) 24.3
c) 54.6 d)41.3 e)33.5 f)52.4 g) 12.5
Exercises 2.6A (page 82) h) 45.6 28.22.8 29.11.1 30.36 31.0.4 kg
1. a) greater than 280 b) greater than 450 SZ ll Se 33bo od a eae fom eo
c) greater than 1050 d) less than 2070 36.a) 17 b)45 c)21 d)17 e)46 f) 24
e) less than 880 f) less than 303 2. a) 29.6 g)4 h)3 i) 13.5 j) 16
b) 40.5 c)92.4 d)110.7 e) 143.15 f) 131.2
g) 1064.77 h) 200.15 i) 3301.5 j) 60 654.54 Chapter 2 Test (page 100)
3.88.2 4.434.7kg 5.102.5L 6.204 404 kg 1. a) 154.49 b) 77.31 c)39.4 d) 11.6
7. a) $6.92 b) $3.08 8.$0.89 9. $0.55 2. a) 33.6 b)42 3.$76.50 4.$10.18 5.43.8t
10.5.2m 11.$1.20 12. The six pack is 6: $251.30, 7.8) 5.3m bD)i2ae cy 1972" d) 1.2
cheaper. You would save $1.20. 8.$1.16 9.1.2kg 10.a)22 b)13 c) 26
d) 50
4
Se
<<
~ Exercises 2.6B (page 86)
1. a) greater than 8b) greater than 22 CHAPTER 3
c) greater than 27 d) less than 5
e) less than 16 f)lessthan15 2.a)2.3 b)7.5 Exercises 3.1 (page 104)
c) 0.8 d) 47.3 e)0.83 f) 6.25 g) 0.38 1.a) 16 b)29 c)64 d)5 e)17 f)5 g)6.5
h) 2.11 i)31.45 j)7.14 3.4.6 4.4.6
§.11.2cm 6.21.3kg 7.$43.40 8. $4.75
b)1 2aM 4] oS
DAK
9. $2.95 10.6.8 11.60 12.$2.67 13. $0.45
1452.2
a) G) e) f) C 3. a) 6 b) — c) 25
Exercises 2.7 (page 89)
1.$1.00 2.$7875 3.$186 4.28 5. $23.00 d) | e) 1 £f)0.2 g) double h) three times
6.158m 7.$8.75 8.$9.75 9.1km 3 6
ee
ee
CN
ON
a
a
a
10. 4.25 mand 8.5m 11. Ralph was paid 4. 13031 51406. 1397.32

Exercises 3.2 (page 108) e) 7,6.7,6.4 4.a) 6- b) r= 12,t=59

1. a)r=13.5,t=23.5 b)r=60,t=20
c)4,5 d)y=0,x=24 e) The second number
c) (i) $3.75 (ii) 9 2. a) Numbers in row two
is 1.5 less than the first.
are 1 more than twice the corresponding number
in row one. b) Numbers in column two are one
Extra Practice — Chapter 3 (page 118)
half the corresponding numbers in column one.
3. a) 1.a)24 b)15 c)162 d)6.5 e)0 fp :
Row. 1es3f.9-] 15211) 2.a)(/) by] 3.a)5 b)3 times c) 0.6
| Row 2 |2 [610] 14| d) one and one half times 4.3 5.11.5
b) 6. a)r=15,s=76 b)r =20.5,s=61.2
7. a) The second number is 3 times the first.
b) The second number is 5 more than the first.
c) The second number is 5 the first.
d) The second number is 2.5 greater than the
c) first. 8.a)12.6 b)2 c)7 d)21
9. a) 33.6, 67.2, 134.4 b) 6, 4.5, 3
10. a) The terms in the second row are 1 more
d) than 3 times the first. b) The terms in the
second column are 15 less than in the first.
11. a)
[Rowl
- [3] 8 |10] 15_
|Row2
| 9 [19 |23 [33|
b)
4. a) Numbers in column two are 2 more than
twice the value of those in column one.
b) Numbers in column two are 2.5 times the
value of those in column one.
5.a)r=17,t=29,s=S,u=11
c)
Exercises 3.3 (page 112)
1.a)r=26,t=64 b)r=25,t=43
ec)r=14,t=50 d)r=10,t=8 d)
2. a) 27 b) — c)x =7, y=27

3. R (2, 5),
S 3, 1),
T (5, 5),
U(6, 2)
4.a)6 b)8 5.a)1 b)2 c)33
3 2

Exercises 3.4 (page 116) 12°a)'17 b) 2ec) 3550) Be) x oa ya

1. a) The second number is 6 more than the first. f)x=5,y=43 13. A(1,6),B (4,5), C(5, 2),
b) The second number is one less than twice the D (7,6)
first. e¢) The second number is twice the first.
4) The second number is 1.5 more than the first.
2.a)7 b)20 c)2 d)16 e)8 3.a) 577...
b)LOL OL? 0o)5, 66... d) 202, 607, 1822

14. a-d) c) Fifteen minus a number is equal to two.

d) Two times a number plus three is equal to
twenty two. e) Twelve minus three times a
number is equal to two. f) Two times a number
plus five is equal to the number plus twenty.
g) Three times a number is equal to the number
plus eight. h) Twenty two minus a number is
equal to twenty. 2.a)x+5=9 b)x-3=7
ce) 15-x=7 d)25+2x=7
15. a) The second number is 4 more than the e)3x+4=x+30 f)x+x=10
first. b) The second number is 3 less than the g) 22-3x'— eh) ees ey
3 2
first. ¢) The second number is one half the first.
d) The second number is 5 more than twice the )xt+9=1.-4 j)2,_1=5 3.a)3 b)5
2 3 3
first. e) The second number is 1 less than half c)45 d)14 e)14 f)7 g)1l h)46 ipl
the first. Zz
p5 &kK)15 D117 4.a)2x=18,x=9
Chapter 3 Test (page 122) b) x -—15=21,x=36 c)3x-—10=x,x=5
1.a) 43 b)22 ¢)55 d) 4) e) 1.7 f) 31 d) 20-x=9,x=11 e)2x+1=x+6,x=5
3 Dott eae g)x +3 =30,x =90
2.a)8 b)f c)4 d)5 3.a)7 b)5 ec) 31
Z h) x —8=12,
x=20
d),2 4.a)r=13,t=33 b)r=14,t=25
2.
Exercises 4.2 (Page 135)
e)r=2,t=-2 d)r=11,t=28
1. a) Perimeter = 26 cm, Area = 40 cm?
5. A (1, 5),
B (3, 1),
C (6, 4),
D (9, 2)
b) Perimeter = 15 cm, Area = 14 cm?
6. a-d) c) Perimeter = 8.4 cm, Area = 4.4 cm?
d) Perimeter = 30.2 cm, Area = 37.2 cm?
2.a) y=3x b)b=2a+1 c)t=3r+3
d)b=a+4
3. a) y= 4x (examples are next

|Second row y|4 |8 |12|16|20|

b) y=x +5 (examples are next

|Second row y [61718

[9 [10]
c) y= 3x + 2 (examples are next
7. a) 6 more than the first b) two times the first
plus 3 c) two times the second d) one third
the second e) 2 times the first plus 1
|Second row y |5 |8 |11 |14] 17,
4.a)7cm long, 7cmwide b)28cm 5.5cm
f) 1 less than half the first 6.4cm 7. 41.4x 8 = 331.2. It would cost
$331.20 for the fence. 8. 60x 12.5 = 750. It
CHAPTER 4 would cost $750 to tile the sundeck.

Exercises 4.1 (page 129) Exercises 4.3 (page 140)

1. a) A number minus twenty is equal to twelve. l.a)2 b)11 c)2 d)1 e)12.7 f)5 g)4.7
b) A number plus twenty one is equal to forty. h) 23.5 i) 1.5 j)13.6 2.a)11 b)16 c)44

d)27 e)1 f)2 g)5 h)7 i)4 j)4 16.x+12=24.5 17. =r = 24

3
3.
Chapter 4 Test (page 146)
1. a) Eight minus a number is equal to three.
b) A number plus twenty one is equal to thirty.
c) Two times a number plus three is equal to
seventeen. d) Two times a number plus five is
equal to the number plus one. 2. a) x +2=40
b) 5x-3=22 c)10+3x=x+20
d) 12x-—2=77 3.a)23 b)7 c¢)35 d)6
e) 126 f)5 4.a) 5 =7.x=21
b)x—15=70,x=85 c)5x-2=x,x=1
2
5. a) Perimeter = 54 cm, Area = 126 cm?
b) Perimeter = 43 cm, Area = 93 cm?
6.a)y=x+8 b)=3a 7.y=5x+2 8.6cm
9.8cm 10.a)n=20 b)a=2.5 c)r=7
4.x-12=8 5.x+7=15.5 6.3, =9
d)w=2 11.3,_9 12.1-73=32
2
2
(the IF
CHAPTER 5
Extra Practice — Chapter 4 (page 142)
Exercises 5.1 (page 154)
1. a) A number minus seven is equal to fifty
l.a) 10cm b)44cm c)1llm d)22m
five. b) A number plus two is equal to three.
Posted Clie Send0-Ci Aoki
c) Twenty one minus a number is equal to nine.
5.16.6—1.5=15.1m 6.76.7m 7.2 cm
d) Three times a number plus one is equal to
8.6cm 9. 132 +33 =4. It would take him 4
fifteen. e) Seven and a half minus two times a
days to ride around the ranch.
number is equal to twenty. f) Seven times a
10. 570 x 5.5 = 3135. It would cost $3135 to
number minus five is equal to the number plus
fence the school yard. 11. a) 18 square units
one. 2,.a)n—8=25 b)2n+4=55
b) 30 square units c) 24 square units
c)10—n=40 d)17+5x=15 3.a)29 b)21
d) 34 square units 12. a) 16m? b) 70cm?
c)14 d)10 e)32 f)15 4.a)5x=40,x=8
c) 21 m? d) 29 m? 13. a) 5 square units
b)x-—20=15,x=35 c)2x-5=x,x=5
b) 10 square units 14.4m 15.28 m?
d) 45 —x =37,x=8 5. a) Perimeter = 28 cm,
16. 4 times: 17.6x3+6x3+8x3+8x3=
Area = 40 cm? _b) Perimeter = 19 cm, Area =
84. He should plan to paint 84m? of walls.
22 cm? c) Perimeter = 12.6 cm, Area = 9.9 cm?
18. 18 x 24 = 432. The tile would cost $432.
6.a)y=x+4 b)b=2a c)t=2r+1
19. The area is 30 cm’.
7.a)y=6x b)y=x-3 ec)y=4x+5
20. The perimeter is 40 cm.
8. a) Length = 3 cm, width=3cm_ b) 12cm
9.13cm 10.5cm 11.7x 8=56. It would
Exercises 5.2 (page 161)
cost $56 for the material. 12.25 x 8.5 =212.5.
1. a) 1 and3;2and2 b)1and2 c)1 and 4;
{t would cost $212.50 for fencing. 13. a) 40
2and3 d)1 and 5; 2 and 4; 3 and 3
b)4.5 c)3 d)1 e)8 f)4 14.a)5 b)7
e) 1 and 8; 2 and 7; 3 and 6; 4 and 5
c)23 d)39 e)2 f)3 15.x-31=7
f) 1 and 10; 2 and 9; 3 and 8; 4 and 7; 5 and 6
2.a) 1x4; 2x2 b) 1x825a ee

2x6;3x4 d)1x30;2x 15;3x10;5x6 Exercises 5.4 (page 170)

Jeger Sill US 1) 85031225555 x0 1.a) 108 cm? b. 59.5m? 2.a) 2000 b) 1500
c) 7300 d)3250 e)650 f)40 3.a)5 b)4.5
c) 0.75 d)0.26 4. The amount of earth that
was dug out was 168m°. 5. Charlene put in
1.31 Lof water. 6. Altogether 4.9 L of gravy
was eaten. 7. David could fill 12 tins of oil.
8. It would take 50 minutes to pump it out.
9. Its height is 5.5 cm. 10. It would cost $22.50
for 25 L of gasoline. 11. They would hold
5.75 L of milk. 12. Gasoline for a 3-hour trip
would cost $10.80. 13. The perfume would
cost $2325.

Exercises 5.5 (page 174)

1.26.2al2ceme3255 em4e2iecm
5.10.3cm 6.34m 7.60cm 8.24m
9.4cm 10.15cm 11. The football field is
50 m wide. 12. It would cost $883.50.

Exercises 5.6 (page 177)

1.a) 12cm b)9cm? c)54cm? d)27 cm?
2.a) 52cm? b) 24cm? 3.a) 115 cm?
b) 78cm? 4.a)216cm? b) 180 cm°
5. Its height is 5.5 cm. 6. It would take 10 L of
paint. 7. It would cost Laura $383.50 to have
the room painted. 8. It would cost $141.75 for
one load of top soil.
5.10x 8-8 x 6 = 32. The area of her walkway
is 32 m’. Extra Practice — Chapter 5 (page 181)
1.a)12.7cm_ b)35.4cm ¢)19cm d)21 cm
Exercises 5.3 (page 167) 2.33cm 3.22cm 4. 80x 12.50 = 1000. It
1. Length = 4 cm; Width = 1 cm; Height = 2 cm would cost $1000 to fence the yard. 5. a) 17
2.a) metres b) centimetres c) kilometres b) 26 c)22 d)30 6.a)33m’ b)120cm
d) centimetres e) metres f) millimetres 7.6m 8.9times 9.36cm? 10.32 cm
g) metres h) kilometres i) kilometres 11.a)1and1 b)1 and 6; 2 and 5; 3 and 4
j) millimetres 3. a) 121000 b)5500 c) 150 c) 1 and3;2and2 d)1 and 7; 4 and 4; 2 and 6;
d) 200 e)0.025 f)1.1 g)25000 h)75.5 Sand 9§ 12) a) 1x G, 2% 3p) x 14:2 x7
i)2.2 j) 42500 4.a)8000m_ b) 800 000 cm ¢) 1x 26;2x ly djl x 4072 2074 x 10; 5x 8
5.a)200cm_ b) 2000 mm
6. a) She cut 7 shelves. b) There was 20 cm of
board left over. 7. He could cut 6 pieces of
rope. There was 20 cm left over.
8. 20 x 10 = 200 cm. The ribbon would cost 2 x
2.50 = $5.00. 9. = x 30 = 20 km. She ran for

20 000 m.

13. 7. a) 3000 b)3500 c)2 d)5 8.a) 25000

-s is [ets PesJe] |e Jaen] 0A b) 12.5 c) 8500 d)0.5 9.2L 10. $0.40
FAR]Oe: [OTE [30[> [88 ae a a 11.a)12 b)12 c)14 12.a)3120m

| Fae PE| RE | FT b) 36cm? c)800cm? d) 1050 m?

Ea eT ty oo| 13. 176 x 15 = 2640. It would cost $2640 for the
garden soil. 14.a) 118 cm? b) 70 cm?
aL Pe
oe - oH CHAPTER 6
am Bara jo} Lt
[| Pt | as a nea Exercises 6.1 (page 195)
|[ius fs(ne TS | a a 1. a) obtuse b) acute c) reflex d) right
[| Ve fee (ee eee ee e) obtuse f) acute 2. a) 90° — 180°

[| Toa ie aioe b) 0° — 45° c) 270° — 360° d) 90° — 180°

e) 180°—270° f)45°-—90° g) 45°-—90°
[| aS eee ee eee h) 270° — 360°
y | | Se sa lc a ee
[|_| fig sd | a Exercise 6.2A (page 197)
[| ofisch ets fm i A 1. a) 37° b) 55° c) 110° d) 80° e) 300°
14. Length = 5 cm; Width = 2 cm; D275
Height =3cm 15. a) centimetres b) metres
c) kilometres d) millimetres 16. a) 40 000 Exercises 6.2B (page 198)
b) 1100 c)300 d)12000 e)8 f)9 1. a) — b)
17. a) 12000m_ b) 1 200 000 cm
18. She can get 20 pieces of ribbon. /
A \
/ \
19. She walked 2250 m. 20.12 21. a) 12 / \
b) 36 c)7 d)1l 22.a)54m’ b)726cm>
eee eee

23. a) 9000 b) 2500 c)3 d)0.35 24.8

25.20 26. a) 302 cm? b) 330 cm? c) d)
A K
Ys wad
Chapter 5 Test (page 187)
- a
1. Length=9cm 2.24.7 3.14.6-—11.8=2.8
ea ate ‘ '
cm 4. It would cost $679.80. 5.9 cm
6. (a-b
PS ee ae a
e) f)

Exercises 6.3 (page 201)

1. a) 50° b) 68° c) 50° d)90° e) 25° f) 75°
2. a) 65° ab) 10° ~c) 90° d) 95 ve) 755
f) 112°3 R09! |4245°. 5. 1S3Sae oes

Exercises 6.4 (page 205) 3.a)4 b)5 c)1 d)4 e)2 f) 6 4.a)4
1. a) isosceles b)scalene c) equilateral b)5 5. (2,7)
d) isosceles e)scalene f) equilateral 6.
2.a)scalene b) isosceles c) equilateral
d) scalene e) equilateral f) isosceles
3. a) equiangular b) obtuse c) right
d) equiangular e) acute f) obtuse 4. a) acute
b) obtuse c) equiangular d) right 5. a) 3
b) 15cm,12cm,9cm c)6 d) 10cm, 11 cm,
13 cm, 14 cm

Exercises 6.5 (page 210)

l.a)T b)R c)W d)U e)V f)S
2. a-d) Diagrams to be shown on dot paper.
3. a) congruent b) not congruent
c) not congruent d) congruent

Exercises 6.6 (page 212)

1. a) pentagon b) quadrilateral c) triangle
d) hexagon 2. a) square b) parallelogram
c) trapezoid d) rectangle 3. a) irregular
b) regular c)regular d) irregular 4.12.5 cm
5: 19.5icm 6.7.5 cm
a) rectangle b) rectangle
c) (5, 4), (8, 4); (5, 2), (8, 2)
Exercises 6.7 (page 214) 8. Sm Gnd ae a
1. a) congruent b) not congruent c) congruent
d) not congruent
2. a-d) Diagrams to be shown on dot paper.
3.a)8 b)4 c)5 d)4 e)2.5 f) 40°

Exercises 6.8 (page 218) ween

1. a) slide (translation) b) flip (reflection)

c) turn (rotation) d) slide (translation)
e) turn (rotation) f) flip (reflection)
Extra Practice — Chapter 6 (page 226)
g) slide (translation) h) turn (rotation)
1. a) obtuse b) acute c) right d) obtuse
2. a) 45°—90° b)90°-— 180° c¢) 90° — 180°
Exercises 6.9 (page 222)
d) 0°— 45° 3.a) About 35° b) About 110°
b c) (5
c) About 55° d) About 140°
4. a) b)

c) d)

5. 8) 52>9b) 635) Jae GO) Soa

6. a) equilateral b) isosceles c) scalene
d) scalene 7. a) obtuse triangle
b) right triangle c) acute triangle
d) acute triangle 8.3.4cm 9.4.5 cm
10. 19.5 x 43 = 838.5. It would cost $838.50 to
put a fence around the garden.
11. a) congruent b) not congruent
c) not congruent d) congruent 12. a) hexagon
b) triangle c) pentagon d) quadrilateral
13.a)5.5 b)35° 14.a)22.8cm_ b)5.1 cm
15. a) slide (translation) b) flip (reflection)
c) turn (rotation) qd) flip (reflection) or rotation

Chapter 6 Test (page 233)

1. a) acute b) obtuse 2. a) About 25°
b) About 120° 3.a)25° b) 145° 4.24cm
5. 76 x 9.5 = 722. It would cost $722.
6. 250 + 25 = 10. It would take 10L ofpaint.
7. Perimeter = 42.6 m, Area = 75.7 m?
8.3cm 9. Perimeter = 41 cm, Area = 102 cm?
10. 93 x 24.5 = 2278.5. It would cost $2278.50
to carpet the living room. 11. 600 cm?
12.105cm? 13.8cm 14.2.2m
15. a) isosceles b)scalene c) equilateral
d) isosceles 16. a) acute triangle
b) right triangle 17. a) hexagon b) pentagon
c) quadrilateral (parallelogram)
d) quadrilateral (trapezoid) 18. 14.5 cm
19.33cm 20.11 cm 21. a) congruent
b) not congruent c) congruent d) congruent
22.a)5 b)85° 23. ce) b) [ice |

17. a) (0,2) b) (4,0) c¢)(2,0) d) (3,3)

24. Exercises 7.2 (page 251)

Kim's Mass Each Month

25. March April May June

2.a)9kg b) March and April c) February and

March d)9kg 3.a)Feb4,Feb5 b) Feb2
and Feb 7 c) Feb1andFeb2 d) Feb 5 and
Feb 6 e) Feb 2 and 3, Feb 3 and 4, Feb 4 and 5
f) Feb 1 and 2, Feb 5 and 6, Feb 6 and 7
4.
Value of Car and Distance
Travelled

(5, 6) (4, 3) (6, 3)

26. a) (6,4) b) (5,5) c) (4,2) d) (6, 2)
e) (7, 4)
27. a)
Dollars
in
Value Okm 10km 20km 30km 40km 50km 60km

Distance in 1000's of
Kilometres

a) $9500 b) $6800 c) 60000 km

d) 0 km and 10 000 km _ e) 50 000 km and
60000 km f)57.5% g) The more a car
travels the lower its value. 5. a) 3rd hour
b) lst hour c) 4th hr

b) (2, 1), (5, 1), (5, 4) Exercises 7.3 (page 257)

1. a)
CHAPTER 7

Exercises 7.1 (page 246)

1. a) Population b) Sample c) Population
d) Sample 2.a) Primary b) Secondary
c) Secondary d) Primary 3. a) Survey
b) Personal Interview c) Survey
d) Telephone Interview 4. Unstructured
5. Structured b) 10 c)15 d)12 e)24 f)50%
6. — 8. Answers will vary. Be sure to follow the
guidelines in the chapter.

Exercises 7.6 (page 268)

Student Scores on a Math Quiz

Iva) 53.) b) =" 2) a) 2) bye oneeecy
100 9) yi Sy? is) 4
d) 1 e)iS ef sg) 3, a) ee
6 10 3 2 50 pe
c) ae lid) Pores a ee ety
50 10 50 50 2S 50

Frequency 4. > (or 60%) 5. 1

5 10

Extra Practice — Chapter 7 (Page 269)

1.a) Sample b) Sample c) Population
3.a)37 b) 13 c) 15,5, d) Sample 2.a) Population b) Sample
50 10 c) Population 3.a) Primary b) Secondary
d) 10% 4.a)230km b)4thhr c)50 km/h c) Primary d) Secondary
d)54 km/h 5. a) Graph #1 b) Graph #2 used a 4. a) Personal Interview b) Survey
poor scale that overly emphasized the difference 5. No. A structured personal interview can
between the number sold. In addition, the bars cover many more questions. 6. Answers will
are not the same width, which emphasized the vary. 7. Answers will vary.
difference even more. 8.
Motorcycle Value Each Year
Exercises 7.4 (page 261)
10000 ‘00
1. a) 5.75,b) 19.0) 25.5e-d F277 Stal
b) 45 ¢)22.5 d)21 3.a)6 b)20 c)18 7100

d)3 4. The average weight or mass is 51.6 kg.

Dollars
5. The most representative measure is the
median. It is equal to 71. 6.a) mode = 8
b) median = 8 Year
2003
Year
2004
Year
2005
Year
2006
Year
2007

Exercises 7.5 (page 263)

9. a) The number of shoppers at different times
1.a) WWWWW RRRBB b) HH HT TH TT
of the day b) 1:00pm _ c) 12:00 and 1:00
c) HHH [TH HTH THT HHT Boe
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10.
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100 100 100
d) 47 3.a) Tables will vary. b) The number
100
of Heads you recorded over 50 c) The number
of Tails you recorded over 50
4. a) Tables will vary. b) Number of 3’s you
recorded over 100 c) Number of 6’s you
recorded over 100 d) Number of 1’s, 3’s, and
5’s you recorded over 100 e) Number of 5’s
and 6’s you recorded over 100 f) Number of
3’s and 6’s you recorded over 100

11. b) Ask what they liked best about them, what

Shoe Sizes of Students
they liked least, how often they petted them, etc.
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b) 3 c)3 dl
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b) mean = 5, median = 5, mode = 8 OTF, 4255.02, 8.9 10 ee
10. HHH: HTH, THHe HR PeeaS THT He
Chapter 7 Test (page 274) TTT 11. a) ~ b) ac ee
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VY Continuously expanding set of online resources
Vv Extrapractice for struggling students
Vv Develop critical thinking skills
V¥ Engage learning with fun “puzzlers" and games
Q | [Link] P 4

é, My son would never have passed grade 10

without Dynamic Math. Thank you!

My daughter loves your math books because she

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be buying the next grade in the fall.

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that was exactly what my son was doing In class. 99

ON Grade 6 Mathematics
ISBN 978-1-988243-75-7

Common questions

Line graphs are ideal for displaying data changes over continuous time intervals, as they clearly depict trends and patterns by connecting successive data points, facilitating easier analysis of the data dynamics .

Easy-to-answer questions increase the likelihood of receiving responses, as they reduce the effort required from participants and minimize confusion, ensuring the reliability of the collected data .

If the sides of a square are tripled, the new area will be the square of three times the original side length, i.e., $(3s)^2 = 9s^2$, which is nine times the area of the original square .

The longer cat is 40.5 cm, and the shorter cat is 32.8 cm. To find out how much longer the longer cat is, subtract the length of the shorter cat from the longer one: 40.5 cm - 32.8 cm = 7.7 cm. Therefore, the longer cat is 7.7 cm longer than the shorter cat .

Structured interviews provide consistency, keep responses focused, and make the data easier to compare and analyze, enabling the collection of quantifiable data while minimizing interviewer bias .

The perimeter of a rectangle is calculated using the formula $ P = 2 \times (L + W) $. For a rectangle with a length of 8 cm and a width of 7 cm, the perimeter is $ 2 \times (8 + 7) = 2 \times 15 = 30 $ cm .

The difference in height is calculated by subtracting the shorter person's height from the taller person's height: 2.1 meters - 1.9 meters = 0.2 meters. Thus, the taller person is 0.2 meters taller .

The surface area of a rectangular solid is calculated as $2(lw + lh + wh)$. Here, the area is $2(9\times4 + 9\times3 + 4\times3) = 2(36 + 27 + 12) = 2 \times 75 = 150$ m². Since one litre of paint covers 15 m², you'd need $\frac{150}{15} = 10$ litres to paint all six sides .

The word expression 'five times a number plus six' translates to the mathematical expression $5x + 6$, where $x$ represents the number .

A standard deck has 52 cards, with 13 cards in each suit. The probability of drawing a diamond, one of the four suits, is $ \frac{13}{52} = \frac{1}{4} $ or 25% .

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