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Chapter 1 - Computation With Positive Integers

The document discusses various ancient number systems, including those of the Mayans, Egyptians, Babylonians, and Romans, highlighting their unique symbols and methods for representing whole numbers. It also emphasizes the importance of whole numbers in modern contexts, such as algebra, voting, and construction. Additionally, it outlines learning intentions related to understanding place value and computation with positive integers in the Hindu-Arabic system.

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0% found this document useful (0 votes)

6 views60 pages

Chapter 1 - Computation With Positive Integers

Uploaded by

willgrussell

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Available Formats

Download as PDF, TXT or read online on Scribd

1

Computation with
positive integers

Maths in context: Whole numbers in the ancient world and now

Various number symbols and systems have been Here are some everyday situations where whole
used over thousands of years. The Mayan people numbers are used now.
lived in Central America from 1500 BCE to the 16th
• Number skills are needed in algebra, which is
century CE. They counted in 20s rather than 10s and
used in numerous occupations, including coding.
their simplest number system used a shell for zero, a
• At a parkrun each runner is allocated two whole
pebble for one unit, and a stick for ﬁve units.
numbers: their ID bar code and a ﬁnishing place
For example: bar code. These are linked to the placement times
(whole number minutes and seconds) and results
20 29 103 uploaded onto the parkrun website.
Number
(1 × 20 + 0) (1 × 20 + 9) (5 × 20 + 3)
• Builders calculate the number of pavers required
20s around a swimming pool.
• The number of votes in an election for class
units representatives are tallied.

Essential Mathematics for the Australian Curriculum ISBN 978-1-009-37279-4 © Greenwood et al. 2024 Cambridge University Press
Year 7 Photocopying is restricted under law and this material must not be transferred to another party.
Chapter contents
1A Place value in ancient number systems
1B Place value in Hindu–Arabic numbers
1C Adding and subtracting positive integers
1D Algorithms for adding and subtracting
1E Multiplying small positive integers
1F Multiplying large positive integers
1G Dividing positive integers
1H Estimating and rounding positive
integers (CONSOLIDATING)
1I Order of operations with positive
integers

Australian Curriculum 9.0

NUMBER
Represent natural numbers in expanded
notation using place value and powers of 10
(AC9M7N03)
Compare, order and solve problems
involving addition and subtraction of integers
(AC9M7N07)
Use mathematical modelling to solve
practical problems involving rational
numbers and percentages, including ﬁnancial
contexts; formulate problems, choosing
representations and efﬁcient calculation
strategies, using digital tools as appropriate;
interpret and communicate solutions in terms
of the situation, justifying choices made
about the representation (AC9M7N09)
© ACARA

Online resources
A host of additional online resources
are included as part of your Interactive
Textbook, including HOTmaths content, video
demonstrations of all worked examples,
auto-marked quizzes and much more.

1A Place value in ancient number systems

LEARNING INTENTIONS
• To understand that there are different number systems that have been used historically in different cultures
• To be able to write numbers in the Egyptian number system
• To be able to write numbers in the Babylonian number system
• To be able to write numbers in the Roman number system

Throughout the ages and in different countries, number

systems were developed and used to help people count and
communicate with numbers. From the ancient Egyptians to the
modern day, different systems have used pictures and symbols
to represent whole numbers. In Australia, the most commonly
used number system is the Hindu–Arabic system (using the
digits 0–9), often called the decimal system.

Lesson starter: Count like a Roman

Here are the letters used in the Roman number system for some
numbers that you know.

Number 1 2 3 4 5 6
Roman numerals I II III IV V VI

Number 7 8 9 10 50 100
Roman numerals VII VIII IX X L C The Roman numerals on this old milestone in
Norfolk, England, show the distances in miles
• What numbers do you think XVII and XIX represent? to nearby villages.

• Can you write the numbers 261 and 139 using Roman
numerals?

KEY IDEAS
■ Egyptian number system
• Records show that this number system was used from about 3000 bce.
• Hieroglyphics were used to represent numbers.
• From about 1600 bce, hieroglyphics were used to represent groups of 10, 100, 1000 etc.
• Symbols of the same type were grouped in twos or threes and arranged vertically.
Number 1 10 100 1000 10 000 100 000 1 000 000
Hieroglyphic
Description Stick or Arch or Coil of Lotus Bent ﬁnger Tadpole Genie
staff heel bone rope ﬂower or reed or frog

• Examples:
3 5 21 342

• Note that the hieroglyphics with the larger

value are written in front (i.e. on the left).
• There was no symbol for the number zero.
■ Babylonian number system
• From about 1750 bce the ancient Babylonians
used a relatively sophisticated number system
and its origins have been traced to about
3000 bce.
• Symbols called cuneiform (wedge shapes)
were used to represent numbers.
• The symbols were written into clay tablets,
which were then allowed to dry in the sun. The Hanging Gardens of Babylon, built for
his wife by King Nebuchadnezzar II around
• The number system is based on the number 600 BCE, were one of the seven wonders of
60, but a different wedge shape was used to the ancient world.
represent groups of 10.
• The system is positional
Number 1 10 60
in that the position of each
Symbol
wedge shape helps determine
its value. So means 2 but Description Upright Sideways Upright
wedge shape wedge wedge shape
means 62.
• To represent zero, they used a blank space or sometimes a small slanted wedge shape for
zeros inside a number.
• Examples:
5 11 72 121

■ Roman number system

• The Roman number system uses capital letters to indicate numbers. These are called Roman
numerals.
• The Roman number system was developed in about the third century bce and remained
the dominant system in many parts of the world until about the Middle Ages. It is still used
today in many situations.
• A smaller letter value to the left of a larger letter value indicates subtraction.
For example, IV means 5 − 1 = 4 and XC means 100 − 10 = 90. Only one letter can be
placed to the left for subtraction. I, X and C are the numerals that can be used to reduce the
next two larger numerals. So X, for example, can be used to reduce L and C but not D.
Number 1 5 10 50 100 500 1000
Symbol I V X L C D M

• Examples:
2 4 21 59 90
II IV XXI LIX XC

BUILDING UNDERSTANDING
1 Which number system uses these symbols?
a cuneiform (wedge shapes); e.g.
b capital letters; e.g. V and L
c hieroglyphics (pictures); e.g. and
2 Write these numbers in the Egyptian number system.
a 1 b 10 c 100 d 1000
3 Write these numbers in the Babylonian number system.
a 1 b 10 c 60
4 Write these numbers in the Roman number system.
a 1 b 5 c 10 d 50 e 100
5 In the Roman system, IV does not mean 1 + 5to give 6. What do you think it means?

Example 1 Using ancient number systems

Write each of the numbers 3, 15and 144using the given number systems.
a Egyptian b Babylonian c Roman

SOLUTION EXPLANATION
a 3 means 1
15 means 10

144 means 100

b 3 means 1

15 means 10

144 means 60

c 3 III I means 1

15 XV V means 5
X means 10

144 CXLIV C means 100

XL means 40
IV means 4

Now you try

Write each of the numbers 4, 23 and 142 using the given number systems.
a Egyptian b Babylonian c Roman

Exercise 1A
FLUENCY 1–5 1–6 4–6

Example 1a 1 Write the numbers 14 and 131 using the Egyptian number system.

Example 1b 2 Write the numbers 14 and 131 using the Babylonian number system.

Example 1c 3 Write the numbers 14 and 131 using the Roman number system.

Example 1 4 Write these numbers using the given number systems.

a Egyptian
i 3 ii 21 iii 114 iv 352
b Babylonian
i 4 ii 32 iii 61 iv 132
c Roman
i 2 ii 9 iii 24 iv 156

5 What number do these groups of symbols represent?

a Egyptian
i ii
iii iv

b Babylonian
i ii

iii iv
c Roman
i IV ii VIII
iii XVI iv XL

6 Work out the answer to each of these problems. Write your answer using the same number system that
is given in the question.
a XIV + XXII b −

c − d DCLXIX +
IX

PROBLEM-SOLVING 7, 8 7–9 8–10

7 In ancient Babylon, a person adds goats to another group of goats.

How many goats are there in total? Write your answer using the Babylonian number system.

8 An ancient Roman counts the number of people in three queues.

The first queue has XI, the second has LXII and the third has CXV.
How many people are there in total? Write your answer using the
Roman number system.

9 One Egyptian house is made from stones and a second house is made from stones.
How many more stones does the first house have? Write your answer using the Egyptian number
system.

10 Which number system (Egyptian, Babylonian or Roman) uses the least number of symbols to represent
these numbers?
a 55 b 60 c 3104

REASONING 11(1/2) 11(1/2), 12 11(1/2), 12, 13

11 In the Roman system, Is, Xs and Cs are used to reduce either of the next two larger numerals.
So 9 is IX, not VIIII; and 49 is XLIX, not IL.

Also, only one numeral can be used to reduce another number. So 8 is VIII, not IIX.

Use this to write these numbers using Roman numerals.

a 4 b 9 c 14 d 19
e 29 f 41 g 49 h 89
i 99 j 449 k 922 l 3401

12 The Egyptian system generally uses more symbols to represent a number compared to other number
systems.

Can you explain why? In the Egyptian system, how many symbols are used for the number 999?

13 In the Babylonian system, stands for 1, but because they did not use a symbol for zero at the end of
a number, it also represents 60. People would know what it meant, depending on the situation it was
used. Here is how it worked for large numbers. The dots represent empty spaces.
1 60 3600
..... ..... .....
a Write these numbers using the Babylonian system.
i 12 ii 72 iii 120 iv 191 v 3661 vi 7224
b Can you explain why . . . . . . . . . . represents 3600?
c What would . . . . . . . . . . . . . . . represent?

ENRICHMENT: Other number systems – – 14

14 Other well-known number systems include:

a Mayan
b modern Chinese
c ancient Greek.
Look up these number systems on the internet or in
other books. Write a brief sentence covering the points
below.
i When and where the number systems were used.
ii What symbols were used.
iii Examples of numbers using these symbols.

An ancient Mayan carving.

1B Place value in Hindu–Arabic numbers

LEARNING INTENTIONS
• To understand how place value works in the Hindu–Arabic (decimal) number system
• To be able to identify the place value of digits in different numbers
• To be able to convert between basic numerals and their expanded form
• To be able to compare two positive integers by considering the digits and their place value

The commonly used number system today, called the decimal system or base 10, is also called the
Hindu–Arabic number system. Like the Babylonian system, the value of the digit depends on its place in
the number, but only one digit is used in each position. A digit for zero is also used. The decimal system
originated in ancient India about 3000 bce and spread throughout Europe through Arabic texts over the
next 4000 years.

The famous ‘Historie de la Mathematique’, a French document showing the history of the
Hindu–Arabic number system over thousands of years.

Lesson starter: Largest and smallest

Without using decimal points, repeated digits or a zero (0) at the start of a number, see if you can use all
the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 to write down:

• the largest possible number

• the smallest possible number.

Can you explain why your numbers are, in fact, the largest or smallest possible?

KEY IDEAS
■ The Hindu–Arabic or decimal system uses base 10. This means powers of 10 (1, 10, 100, 1000,
...) are used to determine the place value of a digit in a number.
■ Indices can be used to write powers of 10.

10 = 10
1 100 = 10 3 etc.
2 1000 = 10
■ The symbols 0, 1, 2, 3, 4, 5, 6, 7, 8and 9are called digits.

1, 2, 3, 4, ...}.
■ Whole numbers greater than zero are called positive integers and include {

■ The value of each digit depends on its place in the number. The place value of the digit 2in the
number 126, for example, is 2 0.
■ The basic numeral 3254 can be written in expanded form as 3 × 1000 + 2 × 100 + 5 × 10 +
4 × 1.

thousands hundreds tens ones

3 2 5 4 = 3 × 1000 + 2 × 100 + 5 × 10 + 4 × 1

expanded form

3 + 2 × 10
■ Using indices 3254 = 3 × 10 2 + 5 × 10
1 + 4 × 1
■ Symbols used to compare numbers include the following:
=(is equal to) 1 + 3 = 4 or 10 − 7 = 3
≠(is not equal to) 1 + 3 ≠ 5 or 11 + 38 ≠ 50
>
(is greater than) 5 > 4 or 1 00 > 37
⩾(is greater than or equal to) 5 ⩾ 4 or 4 ⩾ 4
<
(is less than) 4 < 5 or 1 3 < 26
⩽(is less than or equal to) 4 ⩽ 5 or 4 ⩽ 4
≈or ≐(is approximately equal to) 4.02 ≈ 4 or 8997 ≐9000
˙ ˙

BUILDING UNDERSTANDING
1 Choose one of the words ‘ones’, ‘tens’, ‘hundreds’ or ‘thousands’ to describe the 1 in each
number.
a 100 b 1000 c 10 d 1
2 Which number using digits (next to the capital letters) matches the given numbers written in
words?
A 10 001 B 2 63 C 3 6 015 D 7 040 201
E 7421 F 3615 G 2036 H 100 001

a two hundred and sixty-three

b seven thousand four hundred and twenty-one
c thirty-six thousand and fifteen
d one hundred thousand and one

3 Which symbol (next to the capital letters) matches the given words?
a is not equal to A =
b is less than B ≠
c is greater than or equal to C >
d is equal to D ⩾
e is greater than E <
f is less than or equal to F ⩽
g is approximately equal to G ≈

4 State whether each of these statements is true or false.

a 5 > 4
b 6 = 10
c 9 ≠ 99
d 1 < 12
e 22 ⩽ 11
f 126 ⩽ 126
g 19 ⩾ 20
h 138 > 137

Example 2 Finding place value

Write down the place value of the digit 4 in these numbers.

a 437 b 543 910

SOLUTION EXPLANATION
a 4 × 100 = 400 4 is worth 4 × 100
3is worth 3 × 10
7is worth 7 × 1

b 4 × 10 000 = 40 000 5 is worth 5 × 100 000

4is worth 4 × 10 000
3is worth 3 × 1000
9is worth 9 × 100
1is worth 1 × 10

Now you try

Write down the place value of the digit 7 in these numbers.
a 72 b 87 159

Example 3 Writing numbers in expanded form

a Write 517in expanded form. b Write 25 030in expanded form.

SOLUTION EXPLANATION
a 517 = 5 × 100 + 1 × 10 + 7 × 1 Write each digit separately
and multiply by the
appropriate power of 10.

b 25 030 = 2 × 10 000 + 5 × 1000 + 0 × 100 + 3 × 10 + 0 × 1 Write each digit separately

     

= 2 × 10 000 + 5 × 1000 + 3 × 10 and multiply by the
appropriate power of 10.
Remove any term where zero
is multiplied.

Now you try

a Write 2715in expanded form. b Write 40 320in expanded form.

Example 4 Writing numbers in expanded form with index notation

Write the following numbers in expanded form with index notation.

a 7050 b 32 007

SOLUTION EXPLANATION
a 7050 = 7 × 10 + 5 × 10
3 1
7 050includes 7 thousands
( 7 × 1000 = 7 × 10
3 ), 0hundreds, 5 tens
(5 × 10 = 5 × 10
1)and 0 ones.

b 32007 = 3 × 104 + 2 × 103 + 7 × 1 The place value of the 3 is

30 000 = 3 × 10 000

  
= 3 × 10
4
The place value of the 2 is
2000 = 2 × 1000

3
= 2 × 10
The place value of the 7is 7 = 7 × 1.

Now you try

Write the following numbers in expanded form with index notation.
a 370 b 20 056

Exercise 1B
FLUENCY 1, 2–6(1/2) 2–7( 1/2) 2–8( 1/2)

Example 2 1 Write down the place value of the digit 4in these numbers.
a 943 b 7450

Example 2 2 Write down the place value of the digit 7in these numbers.
a 37 b 71 c 379 d 7 04
e 1712 f 7001 g 45 720 h 170 966

Example 2 3 Write down the place value of the digit 2in these numbers.
a 126 b 2143 c 91 214 d 1 268 804

Example 3 4 Write these numbers in expanded form.

a 17 b 281 c 935 d 20

Example 3 5 Write these numbers in expanded form.

a 4491 b 2003 c 10 001 d 55 555

Example 4a 6 Write the following numbers in expanded form with index notation.
a 3080 b 450 c 90 030 d 47 500

Example 4b 7 Write the following numbers in expanded form with index notation.
a 42 009 b 3604 c 245 d 700 306

8 Write these numbers, given in expanded form, as a basic numeral.

a 3 × 100 + 4 × 10 + 7 × 1
b 9 × 1000 + 4 × 100 + 1 × 10 + 6 × 1
c 7 × 1000 + 2 × 10
d 6 × 100 000 + 3 × 1
e 4 × 1 000 000 + 3 × 10 000 + 7 × 100
f 9 × 10 000 000 + 3 × 1000 + 2 × 10

PROBLEM-SOLVING 9 9(1/2), 10 10, 11

9 Arrange these numbers from smallest to largest.

a 55, 45, 54, 44
b 729, 29, 92, 927, 279
c 23, 951, 136, 4
d 435, 453, 534, 345, 543, 354
e 12 345, 54 321, 34 512, 31 254
f 1010, 1001, 10 001, 1100, 10 100

10 How many numbers can be made using the given digits? Digits are not allowed to be used more than
once and all digits must be used.
a 2, 8and 9
b 1, 6and 7
c 2, 5, 6and 7

11 You are given three different non-zero digits, for example: 2, 5 and 8. How many three digit numbers
can be formed from your three given digits if digits can be used more than once? (For example, 522
and 825 are both possible.)

REASONING 12 12 12, 13

12 The letters used here represent the digits of a number. Write each one in expanded form. For example,
7A2 means 7 × 100 + A × 10 + 2 × 1.
a AB
b ABCD
c A0000A

13 By considering some of the other number systems (Egyptian, Babylonian or Roman) explained in the
previous section, describe the main advantages of the Hindu–Arabic (decimal) system.

ENRICHMENT: Very large numbers – – 14

14 It is convenient to write very large numbers in expanded form with index notation.
Here is an example.
50 000 000 = 5 × 10 000 000 = 5 × 107
a Explain why it is convenient to write large numbers in this type of expanded form.
b 3200 can also be written in the form 32 × 102. All the non-zero digits are written down and then
multiplied by a power of 10. Similarly, write each of these numbers in the same way.
i 4100 ii 370 000 iii 21 770 000
c Write each of these numbers as basic numerals.
i 381 × 102 ii 7204 × 103 iii 1028 × 106
d Write these numbers in expanded form, just as you did in the examples above. Research them if
you do not know what they are.
i 1 million
ii 1 billion
iii 1 trillion
iv 1 googol
v 1 googolplex

In 2008 in Zimbabwe, bank notes were issued in trillions of

dollars, but soon became worthless due to inﬂation.

1C Adding and subtracting positive integers

LEARNING INTENTIONS
• To understand the commutative and associative laws for addition
• To be able to use the mental strategies partitioning, compensating, doubling/halving to calculate a sum or
difference of positive integers mentally

The process of finding the total value of two or more numbers

is called addition. The words ‘plus’, ‘add’ and ‘sum’ are also
used to describe addition.

The process for finding the difference between two numbers

is called subtraction. The words ‘minus’, ‘subtract’ and ‘take
away’ are also used to describe subtraction.

A welder who is to join several lengths from

Lesson starter: Your mental strategy a steel bar uses addition to calculate the total
length, and uses subtraction to ﬁnd the length
Many problems that involve addition and subtraction can be of the steel that will be left over.
solved mentally without the use of a calculator or complicated
written working.

Consider 98 + 22 − 31 + 29

How would you work this out? What are the different ways it could be done mentally?
Explain your method.

KEY IDEAS
■ The symbol + is used to show addition or find a sum. +3
e.g. 4 + 3 = 7
■ a+b=b+a e.g. 4 + 3 = 3 + 4 3 4 5 6 7 8
• This is the commutative law for addition, meaning that the order does not matter.
■ a + (b + c) = (a + b) + c e.g. 4 + (11 + 3) = (4 + 11) + 3
• This is called the associative law for addition, meaning that it does not matter which pair is
added first.
■ The symbol − is used to show subtraction or find a difference. −2
e.g. 7 − 2 = 5
■ a − b ≠ b − a (in general) e.g. 4 − 3 ≠ 3 − 4 4 5 6 7 8

■ a − (b − c) ≠ (a − b) − c (in general) e.g. 8 − (4 − 2) ≠ (8 − 4) − 2

■ Mental addition and subtraction can be done using different strategies.

• Partitioning (grouping digits in the same position)
171 + 23 = 100 + ( 70 + 20)+ (1 + 3)
   

= 194
• Compensating (making a 10, 100etc. and then adjusting or compensating by adding or
subtracting)
46 + 9 = 46 + 10 − 1
  
= 55
• Doubling or halving (making a double or half and then adjusting with addition or
subtraction)
75 + 78 = 75 + 75 + 3 124 − 61 = 124 − 62 + 1
= 150 + 3
   = 62 + 1
  
= 153 = 63

BUILDING UNDERSTANDING
1 a State three words that mean addition.
b State three words that mean subtraction.
2 State the number which is:
a 3more than 7 b 5 8more than 11
c 7less than 19 d 137less than 157
3 a State the sum of 19and 8.
b State the difference between 29and 13.
4 State whether each of these statements is true or false.
a 4 + 3 > 6 b 11 + 19 ⩾ 30 c 1 3 − 9 < 8
d 26 − 15 ⩽ 10 e 1 + 7 − 4 ⩾ 4 f 50 − 21 + 6 < 35
5 Give the result for each of the following.
a 7plus 11 b 2 2minus 3
c the sum of 11and 21 d 128add 12
e 36take away 15 f the difference between 13and 4

Example 5 Using mental strategies for addition and subtraction

Use the suggested strategy to mentally work out the answer.

a 132 + 156 (partitioning) b 25 + 19 (compensating)
c 56 − 18 (compensating) d 35 + 36(doubling or halving)

SOLUTION EXPLANATION
a 132 + 156 = 288 100 + 30 + 2
100 + 50 + 6
  
____________
  
200 + 80 + 8

b 25 + 19 = 44 25 + 19 = 25 + 20 − 1
   = 45 − 1
= 44
c 56 − 18 = 38 56 − 18 = 56 − 20 + 2
   = 36 + 2
= 38
d 35 + 36 = 71 35 + 36 = 35 + 35 + 1
  = 70 + 1
= 71

Now you try

Use the suggested strategy to mentally work out the answer.
a 512 + 284 (partitioning) b 76 + 98 (compensating)
c 42 − 19 (compensating) d 75 + 73(doubling or halving)

Exercise 1C
FLUENCY 1–5( 1/2), 6 1–5( 1/2), 7 2–5(1/2), 7(1/2)

Example 5a 1 Mentally find the answers to these sums. (Hint: Use the partitioning strategy.)
a 23 + 41 b 71 + 26 c 138 + 441
d 246 + 502 e 937 + 11 f 1304 + 4293

2 Mentally find the answers to these differences. (Hint: Use the partitioning strategy.)
a 29 − 18 b 57 − 21 c 249 − 137
d 1045 − 1041 e 4396 − 1285 f 10 101 − 100

Example 5b 3 Mentally find the answers to these sums. (Hint: Use the compensating strategy.)
a 15 + 9 b 64 + 11 c 19 + 76
d 18 + 115 e 31 + 136 f 245 + 52

Example 5c 4 Mentally find the answers to these differences. (Hint: Use the compensating strategy.)
a 35 − 11 b 45 − 19 c 156 − 48
d 244 − 22 e 376 − 59 f 5216 − 199

Example 5d 5 Mentally find the answers to these sums and differences. (Hint: Use the doubling or halving strategy.)
a 25 + 26 b 65 + 63 c 121 + 123
d 240 − 121 e 482 − 240 f 1006 − 504

Example 5 6 Use the suggested strategy to mentally work out the answer.
a 123 + 145 (partitioning) b 36 + 29 (compensating)
c 47 − 28 (compensating) d 55 + 56(doubling or halving)

7 Mentally find the answers to these mixed problems.

a 11 + 18 − 17 b 37 − 19 + 9 c 1 01 − 15 + 21
d 136 + 12 − 15 e 28 − 10 − 9 + 5 f 39 + 71 − 10 − 10
g 1010 − 11 + 21 − 1 h 5 − 7 + 2 i 10 − 25 + 18

PROBLEM-SOLVING 8–10 9–12 11–13

8 Gary worked 7hours on Monday, 5hours on Tuesday,

13hours on Wednesday, 11hours on Thursday and 2 hours
on Friday. What is the total number of hours that Gary
worked during the week?

9 In a batting innings, Phil hit 126runs and Mario hit 19 runs.
How many more runs did Phil hit compared to Mario?

10 A farmer reduced his cattle numbers from 86to 5 4. How

many cows were taken away?

11 Bag A has 18marbles and bag B has 7fewer marbles than

bag A. What is the total number of marbles?

12 Matt has 3 6cards and Andy has 35more cards than Matt. If they combine their cards, how many do
they have in total?

13 Each side on a magic triangle adds up to the same number, as shown in this
4
example with a sum of 12on each side. 12 12
a Place each of the digits from 1 to 6in a magic triangle with three digits along 3 2
each side so that each side adds up to the given number. 5 1 6
i 9 ii 10
12

b Place each of the digits from 1 to 9in a magic triangle with four digits
along each side so that each side adds up to the given number.
i 20 ii 23

REASONING 14 14, 15 15, 16

14 a The mental strategy of partitioning is easy to apply for 23 + 54but harder for 23 + 59.
Explain why.
b The mental strategy of partitioning is easy to apply for 158 − 46but harder for 151 − 46.
Explain why.

15 Complete these number sentences if the letters a, band c represent numbers.
a a + b = c so c − ―
= a b a + c = b so b − a = ―

16 This magic triangle uses the digits 1to 6 , and has each side adding to the same total. 1
This example shows a side total of 9.
a How many different side totals are possible using the same digits? 6 5
b Explain your method. 2 4 3

ENRICHMENT: Magic squares – – 17, 18

17 A magic square has every row, column and main diagonal adding to the
same number, called the magic sum. For example, this magic square has a 4 9 2 15
magic sum of 15.
3 5 7 15
Find the magic sums for these squares, then fill in the missing numbers.
8 1 6 15
15 15 15 15 15

a b c d
6 10 15 20 1 15 4

7 5 11 13 14 6 9
11
2 12 19
13 2 16

18 The sum of two numbers is 87 and their difference is 29. What are the two numbers?

This magic square was known in ancient China as a ‘Lo Shu’ square and uses
only the numbers 1 to 9. It is shown in the middle of this ancient design as
symbols on a turtle shell, surrounded by the animals which represent the
traditional Chinese names for the years.

1D Algorithms for adding and subtracting

LEARNING INTENTIONS
• To understand that algorithms can be used to add or subtract numbers in cases where mental strategies are
ineffective
• To be able to apply the addition algorithm to ﬁnd the sum of positive integers
• To be able to apply the subtraction algorithm to ﬁnd the difference of positive integers

It is not always practical to solve problems involving addition

and subtraction mentally. For more complex problems a
procedure involving a number of steps can be used and
this helps to give the answer. Such a procedure is called an
algorithm.

For the addition algorithm, if two digits add to more than 9,

then the higher place value digit in the sum can be carried to the
next column. For example, 10 ones can be renamed as 1 ten and
A household’s monthly power usage is found
carried into the tens column. by subtracting consecutive end-of-month
kWh (kilowatt-hour) readings, as displayed
For the subtraction algorithm, if a larger digit is to be subtracted on its electricity meter. Adding these monthly
from a smaller digit in the ones column, 1 of the tens from the amounts gives the power used per year.
tens column can be renamed to form an extra 10 ones. This can
be repeated where necessary in other place value columns.

Lesson starter: The missing digits

1 4 5
Discuss what numbers could go in the empty boxes.
+ 9 5 −1 4
Give reasons for your answers.
1 2 5 9 4

KEY IDEAS
■ An algorithm is a procedure involving a number of steps that eventually leads to the answer to
a problem.
■ Addition algorithm
• Arrange the numbers vertically so that the digits with similar 1 234 4+2=6
place value are in the same column. + 192 3 + 9 = 12
• Add digits in the same column, starting on the right. 426 1+2+1=4
• If the digits add to more than 9, carry the ‘10’ to the next
column.
■ Subtraction algorithm
• Arrange the numbers vertically so that the digits with similar 12 159 9−2=7
place value are in the same column. −1 82 15 − 8 = 7
77 1−1=0

• Subtract digits in the same column top-down and starting on the right.
• If a larger digit is to be subtracted from a smaller digit in the ones column, 1of the tens
from the tens column can be renamed to form an extra 10ones. This can be repeated where
necessary in other place value columns.
■ Calculators could be used to check your answers.

BUILDING UNDERSTANDING
1 Mentally find the results to these simple sums.
a 87 + 14 b 99 + 11 c 998 + 7 d 52 + 1053
2 Mentally find the results to these simple differences.
a 36 − 9 b 100 − 16 c 37 − 22 d 1001 − 22
3 What is the missing number in these problems?
a 3 6 b 4 6 c 6 7 d 1 4 2
+1 5 + 4 −4 8 − 6 2 3
5 1 1 0 9 8 0 9

Example 6 Using the addition algorithm

Give the result for each of these sums.

26 439
a b
+ 66
____ +
_ 172

SOLUTION EXPLANATION
a 126 Add the digits vertically.
+66 6 + 6 = 12, so rename 10of the 12ones as
92 1ten and carry this into the tens column.

b 14139 9 + 2 = 11, so rename 10of the 11ones as

+1 72 1ten and carry this into the tens column.
6 11 1 + 3 + 7 = 11, so rename 10of these 11 tens
as 1hundred and carry this extra 1 hundred
into the hundreds column.

Now you try

Give the result for each of these sums.
38 276
a b
+ 54
_ + 459
_

Example 7 Using the subtraction algorithm

Give the result for each of these differences.

a 74 b 3240
− 15
_ −
_ 2721

SOLUTION EXPLANATION
a 6 7 14 Take 1of the tens from 7tens and rename it as 10ones to make
−1 5 14 − 5 = 9.
59 Then subtract 1ten from 6tens (not 7 tens).

b 2 3 12 34 10 Take 1of the tens from 4tens and rename it as 10ones to make
−2 7 2 1 10 − 1 = 9.
5 1 9 Subtract 2 from 3(not 4).
Take 1of the thousands from 3thousands and rename it as
10hundreds to make 12 hundreds.
12 hundreds − 7 hundreds = 5 hundreds.
Note that 2 thousands − 2 thousands = 0 thousands and you
do not need to show a 0before the 5.

Now you try

Give the result for each of these differences.
a 85 b 5470
− 39
_ − 3492
_

Exercise 1D
FLUENCY 1, 2–5( 1/2) 2–6( 1/2) 3–6( 1/2)

Example 6 1 Give the result for each of these sums.

17 284
a b
+ 34
_ + 178
_

Example 6 2 Give the answer to each of these sums. Check your answer with a calculator.
36 74 17 47
a b + 25 c d
+ 51
_ _ + 24
_ + 39
_

129 1041 3092

e f 458 g h
+
_ 97 +
_ 287 +
_ 882 +
_ 1988

Example 6 3 Show your working to find the result for each of these sums.

a 85 + 76 b 131 + 94 c 1732 + 497 d 988 + 987

4 Give the result for each of these sums.

17 126 152
a 26 b 47 c 247
+
_ 34 +
_ 19 +
_ 19
2197
d 1204 e 946 + 241 + 27 + 9 f 1052 + 839 + 7 + 84
+
_ 807

Example 7 5 Find the answers to these differences. Check your answer with a calculator.
a 54 b 85 c 46 d 94
−
_ 23 − 65
_ −
_ 27 −
_ 36

e 125 f 241 g 358 h 491

− 89
_ −
_ 129 − 279
_ −
_ 419

Example 7 6 Show your working to find the answer to each of these differences.
a 32 − 16 b 124 − 77 c 613 − 128 d 1004 − 838

PROBLEM-SOLVING 7, 8 8–10 9–11

7 Farmer Green owns 287 sheep,

Farmer Brown owns 526sheep and
Farmer Grey owns 1041sheep. How
many sheep are there in total?

8 A car’s odometer shows 12 138

kilometres at the start of a journey
and 12 714kilometres at the end
of the journey. How far was the
journey?

9 Two different schools have 871and

950students enrolled.
a How many students are there in
total?
b Find the difference in the number
of students between the schools.

10 Find the missing numbers in these sums.

a 3 b 1 4 c

+5 3 + 7 + 4 7
1 9 1 9 1 4

11 Find the missing numbers in these differences.

a 6 b 2 5 c 3 2
−2 8 − 8 − 9 2
4 8 1 1 6 5

REASONING 12 12, 13 12, 13

12 a Work out the answer to these simple problems.

i 28 + 18 − 17 ii 36 − 19 + 20
b For part a i, is it possible to work out 18 − 17and then add this total to 28?
c For part a ii, is it possible to work out 19 + 20and then subtract this total from 36?
d Can you suggest a good mental strategy for part a ii above that gives the correct answer?

13 a What are the missing digits in this sum? 2 3

b Explain why there is more than one possible set of missing numbers in the sum +
given opposite. Give some examples.
4 2 1
ENRICHMENT: More magic squares – – 14–16

14 Complete these magic squares.

a b
62 67 60 101 114
65
106 109

110

113 103 102 116

15 The sum of two numbers is 978and their difference is 74. What are the two numbers?

16 Make up some of your own problems like Question 15 and test them on a friend.

1E Multiplying small positive integers

LEARNING INTENTIONS
• To understand the commutative and associative laws for multiplication
• To be able to use mental strategies to ﬁnd products
• To be able to apply the multiplication algorithm to ﬁnd the product of a single digit number by a positive
integer

The multiplication of two numbers represents a

repeated addition.

For example, 4 × 2 could be thought of as 4 groups of

2 or 2 + 2 + 2 + 2.

Similarly, 4 × 2 could be thought of as 2 groups of 4 or

2 × 4 or 4 + 4.

4×2

2×4 To estimate a patient’s heart rate in beats per minute, a

nurse counts the number of heart beats in 15 seconds
and multiplies that number by 4.

Lesson starter: Are these mental strategies correct?

Three students explain their method for finding the answer to 124 × 8.

• Billy says that you can do 124 × 10 to get 1240, then subtract 2 to get 1238.
• Lea says that you halve 124 and 8 twice each to give 31 × 2 = 62.
• Surai says that you multiply 8 by 4 to give 32, 8 by 2 to give 16 and 8 by 1 to give 8. She says the total
is therefore 32 + 16 + 8 = 56.

Are any of the students correct and can you explain any errors in their thinking?

KEY IDEAS
■ Finding the product of two numbers involves multiplication. We say ‘the product of 2 and 3 is 6’.

■ a×b=b×a e.g. 2 × 3 = 3 × 2
• This is the commutative law for multiplication, meaning that the order does not matter.
■ (a × b) × c = a × (b × c) e.g. (3 × 5) × 4 = 3 × (5 × 4)
• This is the associative law for multiplication, meaning it does not matter which pair is
multiplied first.

■ The multiplication algorithm for multiplying by a single digit 123

involves: × 4 4 × 3 = 12
  
_
• Multiplying the single digit by each digit in the other number, 92 4 × 20 + 10 = 90
starting from the right.
• Carrying and adding any digits with a higher place value to the
total in the next column.
■ Mental strategies for multiplication include:
• Knowing your multiplication tables off by heart. 9 × 7 = 63 12 × 4 = 48
• Using the commutative law by changing the order. For
example, 43 × 2might be thought of more easily as 2 groups
of 43or 2 × 43.
• Using the commutative and associative law by altering the 5 × 11 × 2 = 5 × 2 × 11
order if more than one number is being multiplied. = 10 × 11
  
• Using the distributive law by making a 10, 100etc. and then = 110
adjusting by adding or subtracting. The distributive law is:
a × (b + c) = (a × b) + (a × c) or a × (b − c) = (a × b) − (b × c).
This law will be used more extensively when algebra is covered.
6 × 21 = (6 × 20) + (6 × 1) 7 × 18 = (7 × 20) − (7 × 2)
  = 120 + 6   
= 140 − 14
= 126 = 126
• Using the doubling and halving strategy by doubling one 15 × 18 = 30 × 9
number and halving the other. = 270
• Using factors to split a number.
  
11 × 16  
= 11 × 8× 2
= 88 × 2
= 176

BUILDING UNDERSTANDING
1 State the next three numbers in these patterns.
a 4, 8, 12, 16, _ _ b 11, 22, 33, _ _ c 17, 34, 51, _ _
2 Are these statements true or false?
a 4 × 3 = 3 × 4 b 2 × 5 × 6 = 6 × 5 × 2
c 11 × 5 = 10 × 6 d 3 × 32 = 3 × 30 + 3 × 2
e 5 × 18 = 10 × 9 f 21 × 4 = 2 × 42
g 19 × 7 = 20 × 7 − 19 h 64 × 4 = 128 × 8

3 What is the missing digit in these products?

a 2 1 b 3 6 c 7 6 d 4 02
× 3 × 5 × 2 × 3
6 1 8 1 2 1 06

Example 8 Using mental strategies for multiplication

Use a mental strategy to find the answer to each of these products.

a 7 × 6 b 3 × 13 c 4 × 29
d 5 × 24 e 7 × 14

SOLUTION EXPLANATION
a 7 × 6 = 42 7 × 6or 6 × 7should be memorised (from multiplication tables).
b 3 × 13 = 39 3 × 13 = (3 × 10) + (3 × 3) = 30 + 9 = 39
(The distributive law is being used.)
c 4 × 29 = 116 4 × 29 = (4 × 30) − (4 × 1) = 120 − 4 = 116
(The distributive law is being used.)
d 5 × 24 = 120 5 × 24 = 10 × 12 = 120
(The doubling and halving strategy is being used.)
e 7 × 14 = 98 7 × 14 = 7 × 7 × 2 = 49 × 2 = 98
(Factors of 1 4are used.)

Now you try

Use a mental strategy to find the answer to each of these products.
a 8 × 4 b 6 × 21 c 4 × 19
d 5 × 42 e 12 × 25

Example 9 Using the multiplication algorithm

Give the result for each of these products.

a 31 × 4 b 197 × 7

SOLUTION EXPLANATION
a 31 4×1 = 4
× 4
_ 4 × 3 = 12
  
124 4 × 30 = 120
4 + 120 = 124
b 6 1
4 9 7 7 × 7 = 49 (7times 9tens plus the carried 4tens makes 67tens. Regroup
×
_ 7 60tens as 6hundreds and carry 6into the hundreds column)
13 79 7 × 9 + 4 = 67 (7hundreds plus the carried 6hundreds makes 13 hundreds)
7 × 1 + 6 = 13

Now you try

Give the result for each of these products.
a 42 × 7 b 372 × 8

Exercise 1E
FLUENCY 1, 2−5( 1/2) 2−6( 1/2) 3−6( 1/2)

Example 8a 1 Using your knowledge of multiplication tables, give the answer to these products.
a 3 × 5 b 8 × 4 c 6 × 6 d 9 × 3
e 7 × 4 f 4 × 9 g 8 × 7 h 5 × 8

Example 8b,c 2 Find the results to these products mentally. (Hint: Use the distributive law strategy (addition)
for a to d and the distributive law strategy (subtraction) for e to h.)
a 5 × 21 b 4 × 31 c 6 × 42 d 53 × 3
e 3 × 19 f 6 × 29 g 4 × 28 h 38 × 7

Example 8d,e 3 Find the answer to these products mentally. (Hint: Use the double and halve strategy or split a number
using its factors.)
a 4 × 24 b 3 × 18 c 6 × 16 d 24 × 3

Example 8 4 Use a suitable mental strategy to find the answer to each of these products.
a 8 × 7 b 4 × 13 c 3 × 29 d 4 × 52 e 9 × 14

Example 9 5 Give the result of each of these products, using the multiplication algorithm. Check your results using
a calculator.
a 33 b 43 c 72 d 55
×
_2 ×
_3 ×
_6 ×
_3

129
e f 407 g 526 h 3509
× 2
_ × 7
_ × 5
_ ×
_ 9

Example 9 6 Find the answer to these products, showing your working.

a 47 × 5 b 1391 × 3 c 9 × 425 d 7 × 4170

PROBLEM-SOLVING 7, 8 8−10 9−11

7 Eight tickets costing $33each are purchased for a concert. What is the total cost of the tickets?

8 A circular race track is 240metres long and Rory runs seven laps. How far does Rory run in total?

9 Reggie and Angelo combine their packs of cards. Reggie has five sets of 13cards and Angelo has
three sets of 17cards. How many cards are there in total?

10 Sala purchases some goods for a party at

an outlet store and has $100to spend. She
selects eight bottles of drink for $ 2 each,
13food packs at $6each and 18party hats at
50cents each. Does she have enough money
to pay for all the items?

11 Find the missing digits in these products.

a 3 9 b 2 5 c 7 9 d 1 3 2
× 7 × × ×
2 3 1 2 5 3 7 10 6

e 2 f g 2 3 h 4
× 7 × 9 × 5 ×
8 9 3 5 1 1 6 0 1 9 8

REASONING 12 12, 13 13, 14

12 The commutative and associative laws for multiplication mean that numbers can be multiplied in any
order. So ( a × b) × c = (b × a) × c = b × (a × c) = _____, where the brackets show which numbers are
multiplied first. Two ways of calculating 2 × 3 × 5are ( 2 × 3)× 5 = 6 × 5and 3 × ( 5 × 2)= 3 × 10.
Including these two ways, how many ways can 2 × 3 × 5be calculated?

13 The distributive law can help to work out products mentally.

For example, 7 × 31 = (7 × 30) + (7 × 1) = 210 + 7 = 217

Write each of the following as single products. Do not find the answer.
a 3 × 20 + 3 × 1 b 9 × 50 + 9 × 2
c 7 × 30 + 7 × 2 d 5 × 100 − 5 × 3
e a × 40 − a × 2 f a × 200 + a × 3

14 How many different ways can the two spaces be filled in this problem? Explain your reasoning.
2 3
× 4
8 2

ENRICHMENT: Missing digits – – 15, 16

15 Find all the missing digits in these products.

a 1 b 2 9
× 7 × 3
5 1 8

16 The product of two numbers is 132and their sum is 28. What are the two numbers?

1 Write the number 134using the given number systems.

1A
a Egyptian
Progress quiz

b Roman
c Babylonian

2 Write the number 50862in expanded form.

1B
3 Use the suggested strategy to mentally work out the answer.
1C
a 143 + 232 (partitioning)
b 35 + 29 (compensating)
c 74 − 17 (compensating)
d 35 + 36 (doubling)

4 Give the result for each of these problems.

1D
18
a
+ 44 b 124
_ − 46
_
5 Using your knowledge of multiplication tables, give the answer to these products.
1E
a 7 × 4 b 9 × 8
c 12 × 9 d 5 × 9

6 Use the distributive law strategy to find the answer to each of these products. Show your
1E
working.
a 6 × 14 b 5 × 39

7 Give the result of each of these products, using the multiplication algorithm. Show your
1E
working.
a 84
× 3
_

b 237
× 4
_
c 2146 × 7

8 Two different schools have 948and 1 025students enrolled.

1D
a How many students are there in total?
b Find the difference in the number of students between the schools.

9 Decide if the following statements are always true (T), always false (F) or sometimes true/
1C
sometimes false (S), if a, b and c are different numbers.
a a + b = b + a
b a × b = b × a
c a − b = b − a
d a × (b + c) = a × b + a × c
e (a + b) + c = a + (b + c)
f (a − b) − c = a − (b − c)

1F Multiplying large positive integers

LEARNING INTENTIONS
• To be able to multiply by a power of ten by adding zeros to the end of a number
• To be able to apply the multiplication algorithm to ﬁnd the product of any two positive integers

There are many situations that

require the multiplication of
large numbers – for example, the
total revenue from selling 40 000
tickets at $23 each, or the area of
a rectangular park with length and
width dimensions of 65 metres
by 122 metres. To complete such
calculations by hand requires the
use of a suitable algorithm.

How much revenue came from selling tickets to this game?

Lesson starter: Spot the errors

There are three types of errors in the working shown for this problem. Find the errors 271
and describe them. × 13
_
613
_
271
1273

KEY IDEAS
■ When multiplying by 10, 100, 1000, 10 000 etc. each digit appears to move to the left by the
number of zeros. For example, 45 × 1000 = 45 000.
■ A strategy for multiplying by multiples of 10, 100 etc. is to first multiply by the number without
the zeros then insert the zeros at the end of the product.
For example, 21 × 3000 = 21 × 3 × 1000 = 63 × 1000 = 63 000
■ The algorithm for multiplying large numbers involves separating the 143
problem into smaller products and then adding the totals. × 14
_
1572 ←143 × 4
_ ←143 × 10
1430
2002 ←1430 + 572

BUILDING UNDERSTANDING
1 What is the missing digit in these products?
a 72 × 10 = 7 0
b 13 × 100 = 130
c 49 × 100 = 49 0
d 924 × 10 = 92 0

2 What is the missing number in these products?

a 15 × __ = 1500
How could you estimate the number of pieces
b 329 × __ = 3290 of fruit and vegetables on this stall without
c 92 × __ = 920 000 counting them all?

3 State if the following calculations are correct. If

they are incorrect, find the correct answer.
a 26 b 39 c 92 d 102
×
_4 × 14
_ ×
_ 24 ×
_ 24
84 156 368 408
_39 _
1840 _240
195 2208 648

Example 10 Multiplying large numbers

Give the result for each of these products.

a 37 × 100 b 45 × 70 c 614 × 14

SOLUTION EXPLANATION
a 37 × 100 = 3700 Move the 3 and the 7 two places to the left, so the 3 moves into the
thousands place and the 7 moves into the hundreds place. Insert
two zeros at the end of the number (in the tens and ones places).

b 45 × 70 = 45 × 7 × 10 First multiply by 7 then multiply by 10 later.

= 315 × 10 45
= 3150 × 7
_
315
c 614 First multiply 614 × 4.
× 14
_ Then multiply 614 × 10.
2456 Add the totals to give the answer.
_
6140
8596

Now you try

Give the result for each of these products.
a 23 × 1000 b 73 × 40 c 752 × 23

Exercise 1F
FLUENCY 1, 2–3( 1/2) , 4 1–3( 1/2) , 4 2–3( 1/2) , 4, 5

Example 10a 1 Give the result for each of these products.

a 4 × 100 b 29 × 10 c 1 83 × 10 d 4 6 × 100
e 50 × 1000 f 630 × 100 g 1441 × 10 h 2910 × 10 000

Example 10b 2 Give the result for each of these products.

a 17 × 20 b 36 × 40 c 9 2 × 70 d 4 5 × 500
e 138 × 300 f 92 × 5000 g 317 × 200 h 1043 × 9000

Example 10c 3 Use the multiplication algorithm to find these products.

a 37 b 72 c 126 d 428
×
_ 11 ×
_ 19 ×
_ 15 ×
_ 22

e
396
f 416 g 380 h 1026
× 46
_ ×
_ 98 ×
_ 49 ×
_ 33

Example 10a,b,c 4 Give the result for each of these products.

a i 43 × 10 ii 7 2 × 1000
b i 71 × 20 ii 26 × 300
c i 124 × 12 ii 382 × 15

5 First estimate the answers to these products, then use a calculator to see how close you were.
a 19 × 11 b 26 × 21 c 37 × 15 d 121 × 18

PROBLEM-SOLVING 6, 7 7−9 8−10

6 A pool area includes 68square metres of paving at $32per square metre. Find the value of 68 × 32 to
state the total cost of the paving.
7 Waldo buys 215metres of pipe at $28per metre. What is the total cost of the piping?

8 How many seconds are there in one day?

9 Find the missing digits in these products.
a 2 b 1 3 c d 2
× 1 7 × 1 × 3 7 × 2
1 1 3 4 3 1 2 6
2 9
2 0 4 5 2
1 3
1 6
5

10 There are 360degrees in a full turn. How many degrees does the minute hand on a clock turn in one
week?

REASONING 11 11, 12(1/2) 12( 1/2), 13

11 The product of two whole numbers is less than their sum. Neither number is zero or less. What must be
true about one of the numbers?

12 If both numbers in a multiplication problem have at least three digits, then the algorithm needs to be
expanded. Use the algorithm to find these products.
294 1013 3947
a b c d 47126
× 136
_ × 916
_ × 1204
_ × 3107
_

13 Can you work out these computations using an effective mental strategy? Look to see if you can first
simplify each question.
a 98 × 16 + 2 × 16
b 33 × 26 − 3 × 26
c 19 × 15 + 34 × 17 − 4 × 17 + 1 × 15
d 22 × 19 − 3 × 17 + 51 × 9 − 1 × 9 + 13 × 17 − 2 × 19

ENRICHMENT: Multiplication puzzle – – 14, 15

14 a What is the largest number you can make by choosing five different digits from
the list 1, 2, 3, 4, 5, 6, 7, 8, 9and placing them into the product shown at right?
b What is the smallest number you can make by choosing five different digits ×
from the list 1, 2, 3, 4, 5, 6, 7, 8, 9and placing them into the product shown at
right?

15 The product of two whole numbers is 14391and their difference is 6. What are the two numbers?

1G Dividing positive integers

LEARNING INTENTIONS
• To know that a division of two numbers can result in a quotient and a remainder, and the result can be
written as a mixed numeral if there is a remainder
• To be able to use mental strategies to ﬁnd quotients
• To be able to apply the short division algorithm to divide positive integers

Division involves finding the number of equal groups

into which a particular number can be divided. This
can be achieved both with and without a remainder
or ‘left over’. Dividing 20 apples among five people
and dividing $10 000 between three bank accounts are
examples of when division can be used.

Multiplication and division are reverse operations, and

this is shown in this simple example:

7 × 3 = 21 So, 21 ÷ 3 = 7 and 21 ÷ 7 = 3 To calculate the number of rafters needed to support a

roof, a carpenter ﬁrst divides the roof span (its length)
by the required space between each rafter.

Lesson starter: Arranging counters

A total of 24 counters sit on a table. Using whole numbers, in how many ways can
the counters be divided into equal-sized groups with no counters remaining?
• • • • •
• Is it also possible to divide the counters into equal-sized groups but with two • • • • •
counters remaining? • • • • •
• If five counters are to remain, how many equal-sized groups can be formed
and why? • • • • •
• • • •
KEY IDEAS
■ The number of equal-sized groups formed from the division operation is called the quotient.

■ The total being divided is called the dividend and the size of the equal groups is called the
divisor.
■ Any amount remaining after division into 1
7 ÷ 3 = 2 and 1 remainder = 2
equal-sized groups is called the remainder. 3
7 ÷ 3 = 2 and 1 remainder means total being divided quotient
size of equal
7=2×3+1 (dividend) groups (divisor)
37 ÷ 5 = 7 and 2 remainder means
37 = 7 × 5 + 2

■ a ÷ band b ÷ aare not generally equal.

• The commutative law does not hold for division, e.g. 8 ÷ 2 ≠ 2 ÷ 8
■ (a ÷ b)÷ cand a ÷ ( b ÷ c)are not generally equal.
• The associative law does not hold for division, e.g. ( 8 ÷ 4)÷ 2 ≠ 8 ÷ (4 ÷ 2)
■ The short division algorithm involves first 11 ÷ 3 = 3 and
dividing into the digit with the highest place value 4 ÷ 3 = 1 and 2 rem.
and then carrying any remainder to the next digit, 1 rem. 23 ÷ 3 = 7 and
working from left to right. 13 7 2 rem.
413 ÷ 3 = 137 and 2 remainder
  
= 137_2 3 41 3 )
3
■ Mental division can be done using different strategies.
• Knowing your multiplication tables off by heart.
63 ÷ 9 = ?is the same as asking 9 × ? = 63.
• Making a convenient multiple of the divisor and then adjusting by adding or subtracting.
Below is an application of the distributive law.
84 ÷ 3 = (60 + 24) ÷ 3 84 ÷ 3 = (90 − 6) ÷ 3
= (60 ÷ 3) + (24 ÷ 3) = (90 ÷ 3)
  
   − (6 ÷ 3)
  
  
= 20 + 8 = 30 − 2
= 28 = 28

÷ 14 = 35 ÷ 7
• Halving both numbers. If both numbers in the 70
division are even, then halve both numbers. = 5

BUILDING UNDERSTANDING
1 State the number that is missing in these statements.
a 8 ÷ 2 = 4 is the same as 4 × ? = 8.
b 36 ÷ 12 = 3 is the same as ? × 12 = 36.
c 42 ÷ ? = 6 is the same as 6 × 7 = 42.
d 72 ÷ 6 = ? is the same as 12 × 6 = 72.
2 What is the remainder when:
a 2is divided into 7 ?
b 5is divided into 3 7?
c 42is divided by 8 ?
d 50is divided by 9 ?
3 State the missing digit in each of these divisions.
a 7 b 2 c 2 d 1
3⟌ 5 1 7⟌ 8 4 5⟌1 2 5 9⟌1 3 5

Example 11 Using mental strategies for division

Use a mental strategy to find the quotient.

a 84 ÷ 7 b 93 ÷ 3 c 128 ÷ 8

SOLUTION EXPLANATION
a 84 ÷ 7 = 12 7 × ? = 84
(Use your knowledge from multiplication
tables.)

b 93 ÷ 3 = 31 9 3 ÷ 3 = (90 ÷ 3) + (3 ÷ 3) = 30 + 1

(This uses the distributive law.)

c 128 ÷ 8 = 16 1 28 ÷ 8 = 64 ÷ 4 = 32 ÷ 2 = 16

(Halve both numbers repeatedly.)

Now you try

Use a mental strategy to find the quotient.
a 36 ÷ 9 b 484 ÷ 4 c 520 ÷ 8

Example 12 Using the short division algorithm

Use the short division algorithm to find the quotient and remainder.
_ _
a 3⟌ 37 b 7⟌ 195

SOLUTION EXPLANATION
a 12 3 ÷ 3 = 1with no remainder.
_
3⟌37 7 ÷ 3 = 2with 1 remainder.

37 ÷ 3 = 12and 1 remainder.

1
= 12_
3
b 27 7 does not divide into 1.
_
7⟌1955 19 ÷ 7 = 2with 5 remainder.
55 ÷ 7 = 7with 6 remainder.
195 ÷ 7 = 27and 6 remainder.
6
= 27_
7

Now you try

Use the short division algorithm to find the quotient and remainder.
_ _
a 4⟌ 93 b 6⟌ 435

Exercise 1G
FLUENCY 1–3( 1/2) , 4, 6( 1/2) 1–3(1/2) , 4, 5–7( 1/2) 4, 5, 6–7(1/2)

Example 11a 1 Use your knowledge of multiplication tables to find the quotient.
a 28 ÷ 7 b 36 ÷ 12 c 48 ÷ 8 d 4 5 ÷ 9
e 42 ÷ 6 f 63 ÷ 7 g 40 ÷ 5 h 44 ÷ 4

Example 11b 2 Find the answer to these using a mental strategy. (Hint: Use the distributive law strategy.)
a 63 ÷ 3 b 76 ÷ 4 c 57 ÷ 3 d 205 ÷ 5
e 203 ÷ 7 f 189 ÷ 9 g 906 ÷ 3 h 490 ÷ 5

Example 11c 3 Find the answers to these using a mental strategy. (Hint: Use the halving strategy by halving both
numbers.)
a 88 ÷ 4 b 124 ÷ 4 c 136 ÷ 8 d 112 ÷ 16

Example 11 4 Use a suitable mental strategy to find the quotient.

a 48 ÷ 4 b 81 ÷ 9 c 63 ÷ 3
d 105 ÷ 5 e 120 ÷ 4 f 256 ÷ 16

5 Write the answers to these divisions, which involve 0sand 1s.

a 26 ÷ 1 b 1094 ÷ 1 c 0 ÷ 7 d 0 ÷ 458

Example 12 6 Use the short division algorithm to find the quotient and remainder.
_ _ _ _
a 3⟌71 b 7⟌ 92 c 2⟌ 139 d 6 ⟌247
_ _ _ _
e 4⟌ 2173 f 3⟌ 61 001 g 5⟌ 4093 h 9⟌90 009

Example 12 7 Use the short division algorithm to find the quotient and remainder.
a 525 ÷ 4 b 1691 ÷ 7 c 2345 ÷ 6 d 92 337 ÷ 8

PROBLEM-SOLVING 8, 9 9–12 12–14

8 If 36food packs are divided equally among nine families, how many packs does each family receive?
9 Spring Fresh Company sells mineral water in packs of six bottles. How many packs are there in a truck
containing 642 bottles?
10 A bricklayer earns $1215in a week.
a How much does he earn per day if he works Monday to Friday?
b How much does he earn per hour if he works 9hours per day?
11 A straight fence has two end posts as well as other posts that are divided evenly along the fence 4 metres
apart. If the fence is to be 2 64metres long, how many posts are needed, including the end posts?
12 Friendly Taxis can take up to four passengers each. What is the minimum number of taxis required to
transport 59 people?
13 A truck can carry up to 7 tonnes of rock in one trip. What is the minimum number of trips needed to
transport 130 tonnes of rock?

14 All the rows, columns and main diagonals in the magic square multiply to give 216.
9 12
Can you find the missing numbers?
1

REASONING 15, 16 15–17 18, 19, 20(1/2)

15 Write down the missing numbers.

a 37 ÷ 3 = 12 and remainder means 37 = × 3 + 1
b 96 ÷ 7 = and 5remainder means 96 = 13 × + 5
c 104 ÷ 20 = 5 and remainder means 104 = × 20 + 4

16 Pies are purchased wholesale at 9for $4. How much will it cost to purchase 153 pies?

17 Give the results to these problems, if arepresents any positive integer.

a a ÷ a b 0 ÷ a c a ÷ 1

18 A number less than 30leaves a remainder of 3 when divided by 5and a remainder of 2when divided
by 3. What two numbers meet the given conditions?

19 As you know a ÷ bis not generally equal to b ÷ a. However, can you find a situation where a ÷ band
b ÷ aare equal? Try to find as many as possible.

20 The short division algorithm can also be used to divide by numbers with more than one digit.
e.g. 215 ÷ 12 = 17 and 11 remainder. 17
   
   
21 ÷ 12 = 1 and 9 remainder.
95 ÷ 12 = 7 and 11 remainder.
12 21 5 )
Use the short division algorithm to find the quotient and remainder.
a 371 ÷ 11 b 926 ÷ 17 c 4 04 ÷ 13
d 1621 ÷ 15 e 2109 ÷ 23 f 6913 ÷ 56

ENRICHMENT: Long, short division – – 21, 22(1/2)

21 The magic product for this square is 6720. Find the missing numbers.
1 6 56
22 Instead of carrying out a complex division algorithm, you could convert
the divisor into a smaller pair of factors and complete two simpler division 40 2 3
questions to arrive at the correct answer. 14
For example:
1458 ÷ 18 = (1458 ÷ 2)÷ 9 10
  = 729 ÷ 9
= 81
Use factors to help you calculate the following.
a 555 ÷ 15 b 860 ÷ 20 c 3 600 ÷ 48
d 1456 ÷ 16 e 6006 ÷ 42 f 2024 ÷ 22

The following problems will investigate practical situations drawing upon knowledge and skills developed
throughout the chapter. In attempting to solve these problems, aim to identify the key information, use
Applications and problem-solving

diagrams, formulate ideas, apply strategies, make calculations and check and communicate your solutions.

Vet visits
1 The following table shows the number of cats and dogs that are seen each year at Quindara Veterinary
Clinic.
Year Cats Dogs
2018 124 111
2019 132 130
2020 118 122
2021 141 126
2022 128 122
2023 113 121

The vet owners are interested in how the

number of cats and dogs compare, as well
as the differences in total numbers from
year to year.
a How many more cats than dogs were seen
in 2021 at Quindara Veterinary Clinic?
b In which year was the number of cats and
dogs closest?
c In which year was the greatest number of
cats and dogs seen?
d Overall, were there more cats or dogs
seen in this 6-year period?
e What is the difference in number between the total number of cats and dogs seen over this period?
f What was the total number of cats and dogs seen at Quindara Veterinary Clinic?
g The vet owners hoped to see a total of 1600 cats and dogs over the 6-year period. How close did
they get to their target?

Saving for a new bat

2 Zac is keen to save up to buy a $229 New
Balance cricket bat. He currently has $25 and
he hopes to buy the bat in 12weeks’ time,
giving him enough time to knock his bat in
and prepare it for the start of the new cricket
season.

Zac generally earns his money from walking

his neighbour’s dog, where he gets $6 for
taking the dog on a half-hour walk. He also
gets $10pocket money per week from his
parents.

Zac wishes to explore his income and expenses to calculate the time that it will take to save for the
new cricket bat.

Applications and problem-solving

a If Zac takes the neighbour’s dog for three half-hour walks per week, how much can he earn from
dog walking in 12 weeks?
b How much pocket money will Zac receive over the 12 weeks?
c Given Zac already has $25in his wallet, he walks the dog three times per week and he receives his
weekly pocket money, how much money can Zac have in 12weeks’ time?

Zac generally spends his money on food, drinks and bus fares and normally spends approximately
$15per week.
d How much money does Zac normally spend over 12 weeks?
e Given Zac’s earnings and spending, how much is he likely to have saved at the end of the
12 weeks?
f If Zac does not wish to reduce his spending, how many extra dog walks would Zac have to make
over the 12weeks to have enough money to buy his chosen cricket bat?
g If Zac cannot do any more dog walks, how much less money per week would Zac need to spend if
he wishes to buy his chosen bat in 12weeks’ time?

Anaya’s steps
3 Anaya lives in Alice Springs and decides to keep a record of how many steps she walks each day. She
discovers she walks 12 000steps each day.

Anaya is interested in using the number of steps that she walks each day to calculate how long it
will take to cover various distances.
a How many steps will she walk in a fortnight?
b If Anaya’s general step length is 1 m, how many kilometres does Anaya walk in a fortnight?
c If Anaya continues to walk an average of 12 000steps each day, how far would she walk in
one year?

Alice Springs lies in the heart of Australia, and locals joke that is the only town in Australia which is
the closest to every beach in Australia. The actual closest beach to Alice Springs is in Darwin and is
approximately 1500 km away.
d Walking at her normal rate of 1 2 000steps per day, how many days would it take Anaya to reach
her closest beach in Darwin?
e Investigate your own average step length and explore how many steps you take on an average day
and therefore consider how far you walk in one year.

1H Estimating and rounding positive

integers CONSOLIDATING
LEARNING INTENTIONS
• To understand that in some practical situations, an estimate or approximation is accurate enough
• To be able to round numbers to a degree of accuracy (e.g. to the nearest 100)
• To be able to estimate numerical answers to arithmetic questions by rounding each number in the question

Many theoretical and practical problems do not

need precise or exact answers. In such situations
reasonable estimations can provide enough
information to solve the problem.

The total revenue from the Australian Open tennis

tournament depends on crowd numbers. Estimates
would be used before the tournament begins to
predict these numbers. An estimate for the total
revenue might be $8 million.

An important ﬁnal check before take-off is the pilot’s

estimate of the plane’s maximum flight distance. With fuel
for 4 hours and flying at 205 km/h, the maximum flight
distance is 800 km, rounded to the nearest hundred km.

Lesson starter: The tennis crowd

Here is a photo of a crowd at a tennis match. Describe how you might estimate the number of people in
the photo. What is your answer? How does your answer differ from those of others in your class?

How can you estimate the number of spectators?

KEY IDEAS
■ Estimates or approximations to the answers of problems can be found by rounding numbers to
the nearest multiple of 1 0, 100, 1000 etc.
■ If the next digit is 0, 1, 2, 3 or 4, then round down.

■ If the next digit is 5, 6, 7, 8or 9

, then round up.
■ Leading digit approximation rounds the first digit up or down, resulting in a multiple of
1 0or 100or 1 000 etc.
e.g. For 932use 900, For 968use 1000, For 3 715use 4000
■ The symbol ≈means ‘approximately equal to’. The symbol ≑ can also be used.

BUILDING UNDERSTANDING
1 State whether these numbers have been rounded up or down.
a 59 ≈ 60 b 14 ≈ 10 c 1 37 ≈ 140
d 255 ≈ 260 e 924 ≈ 900 f 1413 ≈ 1000
2 For the given estimates, decide if the approximate answer is going to give a larger or smaller
result compared to the true answer.
a 58 + 97 ≈ 60 + 100 b 2 4 × 31 ≈ 20 × 30
c 130 − 79 ≈ 130 − 80 d 267 − 110 ≈ 270 − 110

Example 13 Rounding whole numbers

Round these numbers as indicated.

a 86(to the nearest 10) b 4142(to the nearest 100)

SOLUTION EXPLANATION
a 86 ≈ 90 The digit after the 8is greater than or equal to
5, so round up.

b 4142 ≈ 4100 The digit after the 1is less than or equal to 4,
so round down.

Now you try

Round these numbers as indicated.
a 73(to the nearest 10) b 6354(to the nearest 100)

Example 14 Using leading digit approximation

Estimate the answers to these problems by rounding each number to the leading digit.
a 42 × 7 b 95 × 326

SOLUTION EXPLANATION
a 42 × 7 ≈ 40 × 7 The leading digit in 42is the 4in the ‘tens’

= 280 column.
× 326  
b 95 ≈ 100 × 300
The nearest ‘ten’ to 95is 100, and the leading
= 30 000 digit in 326is in the ‘hundreds’ column.

Now you try

Estimate the answers to these problems by rounding each number to the leading digit.
a 63 × 8 b 185 × 37

Example 15 Estimating with operations

Estimate the answers to these problems by rounding both numbers as indicated.

a 115 × 92(to the nearest 100) b 2266 ÷ 9(to the nearest 10)

SOLUTION EXPLANATION
a 115
× 92  
≈ 100 × 100 115rounds to 100and 9 2rounds to 100.
= 10 000
b 2266
÷ 9  
≈ 2270 ÷ 10 2266rounds to 2270and 9 rounds to 10.
= 227

Now you try

Estimate the answers to these problems by rounding both numbers as indicated.
a 371 × 915(to the nearest 1 00) b 841 ÷ 18(to the nearest 10)

Exercise 1H
FLUENCY 1, 2–6( 1/2) 2–6( 1/2) 3–6( 1/2)

1 Round these numbers as indicated.

Example 13a a i 72(nearest 10) ii 39(nearest 10) iii 153(nearest 10)
Example 13b b i 362(nearest 1 00) ii 718(nearest 100) iii 1849(nearest 100)

Example 13 2 Round these numbers as indicated.

a 59(nearest 10) b 32(nearest 10) c 1 24(nearest 10)
d 185(nearest 10) e 2 31(nearest 100) f 894(nearest 100)
g 96(nearest 10) h 584(nearest 100) i 1512(nearest 1000)

Example 14 3 Round these numbers using leading digit approximation; e.g. 385rounds to 400and 52 rounds to 50.
a 21 b 29 c 136 d 857
e 5600 f 92 104 g 9999 h 14

Example 15 4 Estimate the answers to these problems by first rounding both numbers as indicated.
a 72 + 59(nearest 10) b 138 − 61(nearest 10)
c 275 − 134(nearest 10) d 841 + 99(nearest 10)
e 203 − 104(nearest 100) f 815 + 183(nearest 100)
g 990 + 125(nearest 100) h 96 + 2473(nearest 100)
i 1555 − 555(nearest 1000) j 44 200 − 36 700(nearest 1000)

Example 15 5 Use leading digit approximation to estimate the answer.

a 29 × 4 b 124 + 58 c 2 32 − 106 d 6 1 ÷ 5
e 394 ÷ 10 f 97 × 21 g 1390 + 3244 h 999 − 888

Example 15 6 Estimate the answers to these problems by rounding both numbers as indicated.
a 29 × 41(nearest 10) b 92 × 67(nearest 10)
c 124 × 173(nearest 100) d 2402 × 3817(nearest 1000)
e 48 ÷ 11(nearest 10) f 159 ÷ 12(nearest 10)
g 104 ÷ 11(nearest 10) h 2493 ÷ 103(nearest 100)

PROBLEM-SOLVING 7, 8 8–10 8–11

7 A digger can dig 29scoops per hour and work 7 hours
per day. Approximately how many scoops can be dug
over 10 days?

8 Many examples of Aboriginal art include dot paintings.

Here is one example.

Estimate the number of dots it contains.

9 Most of the pens at a stockyard are full of

sheep. There are 55pens and one of the pens
has 22sheep. Give an estimate for the total
number of sheep at the stockyard.

10 A whole year group of 159students is

roughly divided into 19groups. Estimate the
number in each group.

11 It is sensible sometimes to round one number

up if the other number is going to be rounded
down. Use leading digit approximation to
estimate the answers to these problems.
a 11 × 19 b 1 29 × 954
c 25 × 36 d 1500 × 2500

REASONING 12( 1/2) 12 12

12 The letters aand brepresent numbers. Use the word ‘smaller’ or ‘larger’ to complete these sentences.
a If aand bare both rounded up, then compared to the true answer the approximate answer to:
i a + bwill be _______. ii a × bwill be _______.
b If only a is rounded up, but bis left as it is, then compared to the true answer the approximate
answer to:
i a − bwill be _______. ii a ÷ bwill be _______.
c If only bis rounded up, but a is left as it is, then compared to the true answer the approximate
answer to:
i a − bwill be _______. ii a ÷ bwill be _______.
d If only bis rounded down, but a is left as it is, then compared to the true answer the approximate
answer to:
i a − bwill be _______. ii a ÷ bwill be _______.

ENRICHMENT: Maximum error – – 13

13 When rounding numbers before a calculation is completed, it is most likely that there will be an error.
This error can be large or small, depending on the type of rounding involved.

For example, when rounding to the nearest 10, 71 × 11 ≈ 70 × 10 = 700.

But 71 × 11 = 781, so the error is 8 1.

a Calculate the error if these numbers are rounded to the nearest 10before the multiplication is
calculated.
i 23 × 17 ii 23 × 24
iii 65 × 54 iv 67 × 56
b Explain why the error in parts i and iii is much less than the error in parts ii and iv.
c Calculate the error if these numbers are rounded to the nearest 10before the division is calculated.
i 261 ÷ 9 ii 323 ÷ 17
iii 99 ÷ 11 iv 396 ÷ 22
d Explain why the approximate answers in parts i and ii are less than the correct answer, and why the
approximate answers in parts iii and iv are more than the correct answer.

1I Order of operations with positive integers

LEARNING INTENTIONS
• To know the convention for determining order of operations in an expression involving more than one
operation
• To be able to evaluate arithmetic expressions involving more than one operation

When combining the operations of addition, subtraction, multiplication and division, a particular order
needs to be followed. Multiplication and division sit higher in the order than addition and subtraction, and
this relates to how we might logically interpret simple mathematical problems put into words.

Consider these two statements.

• 2 groups of 3 chairs plus 5 chairs.

• 5 chairs plus 2 groups of 3 chairs.

In both cases, there are 2 × 3 + 5 = 11 chairs.

This means that 2 × 3 + 5 = 5 + 2 × 3.

This also suggests that for 5 + 2 × 3 the

multiplication should be done first.

Lesson starter: Minimum brackets

• How might you use brackets to make this statement true?
2+3×5−3÷6+1=2
• What is the minimum number of pairs of brackets needed to make it true?

KEY IDEAS
■ When working with more than one operation: 4 × (2 + 3) − 12 ÷ 6
• Deal with brackets (also known as parentheses) first. 1st
• Do multiplication and division next, working from left to right. 5
• Do addition and subtraction last, working from left to right. 2nd 3rd
■ Recall (a + b) + c = a + (b + c) but (a − b) − c ≠ a − (b − c)
20 2
last
(a × b) × c = a × (b × c) but (a ÷ b) ÷ c ≠ a ÷ (b ÷ c)
18
■ Brackets can sit inside other brackets.
• Square brackets can also be used. For example, [2 × (3 + 4) −1] × 3.
• Always deal with the inner brackets first.

BUILDING UNDERSTANDING
1 Which operation (addition, subtraction, multiplication or division) is done first in the
following?
a 2+5−3 b 5÷5×2 c 2×3÷6
d 5×2+3 e 7÷7−1 f (6 + 2) × 3
g (8 ÷ 4) − 1 h 4+7×2 i 8 − 10 ÷ 5
j 10 − 2 + 3 k 6+2×3−1 l 5 × (2 + 3 ÷ 3) − 1

2 Classify these statements as true or false.

a 5 × 2 + 1 = (5 × 2) + 1 b 10 × (3 + 4) = 10 × 3 + 4
c 21 − 7 ÷ 7 = (21 − 7) ÷ 7 d 9 − 3 × 2 = 9 − (3 × 2)

A house painter uses order of operations to calculate the area to be

painted on each wall and its cost.
Cost = ($/m2) × [L × W (wall) − L × W (window) − L × W (door)]

Example 16 Using order of operations

Use order of operations to answer the following.

a 5 + 10 ÷ 2 b 18 − 2 × (4 + 6) ÷ 5

SOLUTION EXPLANATION
a 5 + 10 ÷ 2 = 5 + 5 Do the division before the addition.
= 10
b 18 − 2 × (4 + 6) ÷ 5 = 18 − 2 × 10 ÷ 5 Deal with brackets first.
= 18 − 20 ÷ 5 Do the multiplication and division next,
= 18 − 4 working from left to right.
= 14
Do the subtraction last.

Now you try

Use order of operations to answer the following.
a 13 + 3 × 7 b 100 − (4 + 8) ÷ 2 × 10

Example 17 Using order of operations in worded problems

Find the answer to these worded problems by first writing the sentence using numbers and symbols.
a Double the sum of 4and 3 .
b The difference between 76and 43is tripled, and then the quotient of 35and 7is subtracted.

SOLUTION EXPLANATION
a 2 × (4 + 3) = 2 × 7 First, write the problem using symbols and

= 14 words.
Brackets are used to ensure the sum of 4and 3
is found first.

b 3 × (76 − 43)− 35 ÷ 7 = 3 × 33 − 35 ÷ 7 First, write the problem using symbols and

= 99 − 5
   numbers.
= 94 Use brackets for the difference since this
operation is to be completed first.

Now you try

Find the answer to these worded problems by first writing the sentence using numbers and symbols.
a The difference of 1 0and 6is tripled.
b The sum of 1 2and 36is doubled and then the quotient of 40and 2is subtracted.

Exercise 1I
FLUENCY 1–4, 7 1–5(1/2), 7 5–8( 1/2)

Example 16a 1 Use order of operations to answer the following.

a 3 + 2 × 4 b 5 + 3 × 4 c 10 − 2 × 3 d 12 − 6 × 2

Example 16a 2 Use order of operations to answer the following.

a 2 × 3 + 1 × 2 b 7 × 2 + 1 × 3 c 6 × 3 − 2 × 2 d 4 × 5 − 3 × 3

Example 16a 3 Use order of operations to answer the following.

a 20 ÷ 2 + 2 b 20 + 2 ÷ 2 c 20 − 2 ÷ 2 d 20 ÷ 2 − 2

Example 16b 4 Use order of operations to answer the following.

a 4 × (3 + 2) b 3 × (4 + 2) c (4 + 3) × 2 d (4 − 2) × 3

Example 16a 5 Use order of operations to find the answers to the following.
a 2 + 3 × 7 b 5 + 8 × 2 c 1 0 − 20 ÷ 2
d 22 − 16 ÷ 4 e 6 × 3 + 2 × 7 f 1 × 8 − 2 × 3
g 18 ÷ 9 + 60 ÷ 3 h 2 + 3 × 7 − 1 i 40 − 25 ÷ 5 + 3
j 63 ÷ 3 × 7 + 2 × 3 k 78 − 14 × 4 + 6 l 300 − 100 × 4 ÷ 4

Example 16b 6 Use order of operations to find the answer to the following problems.
a 2 × (3 + 2) b 18 ÷ (10 − 4) c (19 − 9)÷ 5
d (100 + 5)÷ 5 + 1 e 2 × (9 − 4)÷ 5 f 50 ÷ (13 − 3)+ 4
g 16 − 2 × ( 7 − 5)+ 6 h (7 + 2)÷ ( 53 − 50) i 14 − (7 ÷ 7 + 1)× 2
j ( 20 − 10)× (5 + 7)+ 1 k 3 × (72 ÷ 12 + 1)− 1 l 48 ÷ (4 + 4)÷ ( 3 × 2)

Example 17 7 Find the answer to these worded problems by first writing the sentence using numbers and symbols.
a Triple the sum of 3 and 6.
b Double the quotient of 20and 4 .
c The quotient of 44and 11plus 4.
d 5 more than the product of 6and 12.
e The quotient of 60and 12is subtracted from the product of 5and 7 .
f 15 less than the difference of 48and 12.
g The product of 9and 12is subtracted from double the product of 10and 15.

8 These computations involve brackets within brackets. Ensure you work with the inner brackets first.
a 2 × [(2 + 3) × 5 − 1] b [10 ÷ (2 + 3) + 1 ] × 6
c 26 ÷ [10 − (17 − 9) ] d [6 − (5 − 3) ] × 7
e 2 + [103 − (21 + 52) ] − (9 + 11) × 6 ÷ 12

PROBLEM-SOLVING 9, 10, 11(1/2) 10, 11( 1/2) 11, 12

9 A delivery of 15boxes of books arrives, each box containing eight books. The bookstore owner
removes three books from each box. How many books still remain in total?

10 In a class, eight students have three

televisions at home, four have two
televisions, 13have one television and two
students have no television. How many
televisions are there in total?

11 Insert brackets into these statements to

make them true.
a 4 + 2 × 3 = 18
b 9 ÷ 12 − 9 = 3
c 2 × 3 + 4 − 5 = 9
d 3 + 2 × 7 − 3 = 20
e 10 − 7 ÷ 21 − 18 = 1
f 4 + 10 ÷ 21 ÷ 3 = 2
g 20 − 31 − 19 × 2 = 16
h 50 ÷ 2 × 5 − 4 = 1
i 25 − 19 × 3 + 7 ÷ 12 + 1 = 6

12 An amount of $100is divided into two first prizes of equal value and three second prizes of equal
value. Each prize is a whole number of dollars and first prize is at least four times the value of second
prize. If second prize is more than $6, find the amount of each prize.

REASONING 13(1/2) 13( 1/2), 14 13( 1/2), 14, 15

13 Decide if the brackets given in each statement are actually necessary; that is, do they make any
difference to the problem?
a 2 + ( 3 × 6)= 20 b (2 + 3)× 6 = 30 c (20 × 2)× 3 = 120
d 10 − 5 + 2 = 3
( ) e 22 − 11 − 7 = 18
( ) f 19 − (10 ÷ 2)= 14
g ( 40 ÷ 10)÷ 4 = 1 h 100 ÷ (20 ÷ 5)= 25 i 2 × (3 + 2)÷ 5 = 2

14 The letters a, band crepresent numbers. Decide if the brackets are necessary in these expressions.
a a + (b + c) b a − (b − c) c a × (b × c) d a ÷ (b ÷ c)

15 Simplify the following. Assume a ≠ 0and b ≠ 0.

a a + b − a b (a − a)× b c a + b ÷ b d a × b ÷ a

ENRICHMENT: Operation in rules – – 16

16 Using whole numbers and any of the four operations (+ , − , ×, ÷), describe how you would obtain the
‘Finish’ number from the ‘Start’ number in each of these tables. Your rule must work for every pair of
numbers in its table.

a Start Finish
b Start Finish
c Start Finish
1 3 1 0 3 10
2 5 2 3 4 17
3 7 3 6 5 26
4 9 4 9 6 37

Make up your own table with a secret rule and test it on a friend.

Cans and chips

Modelling

At a school fundraising fair, Mike has been given $29 to spend on soft
drink and chips for himself and his friends. Cans of soft drink cost $2 each
and cups of chips cost $3 each.

Present a report for the following tasks and ensure that you show clear
mathematical working and explanations where appropriate.

Preliminary task
a Find the total cost of buying:
i 5 cans of soft drink
ii 7 cups of chips
iii 4 cans of soft drink and 3 cups of chips
iv 6 cans of soft drink and 5 cups of chips.
b If 6 cups of chips and 3 cans are purchased, find the change from $29.
c Determine the maximum number of cans of soft drink that can be purchased for $29 if:
i 3 cups of chips are purchased
ii 4 cups of chips are purchased.

Modelling task
Formulate a The problem is to find the maximum number of cans and cups of chips that Mike can purchase with
the money he was given. Write down all the relevant information that will help solve this problem.
Solve b Choose at least two combinations for the number of cans and number of cups of chips so that the
total cost is less than $29. Show your calculations to explain why your combinations are affordable.
c Choose at least two different combinations for the number of cans and chips so that the total cost is
equal to $29.
d Determine possible combinations which would mean that Mike:
i maximises the number of cans purchased
ii maximises the number of cups of chips purchased.
Evaluate and e Determine the maximum number of items (cans and/or cups of chips) that can be purchased for $29
verify or less:
i if at least 5 cups of chips must be purchased
ii if there are no restrictions.
f There are two ways of achieving the maximum number of items for part e ii. Explain why there are
two combinations, and compare them.
Communicate g Summarise your results and describe any key findings.

Extension questions
a If Mike had $67, investigate the maximum number
of items (cans of soft drink and/or cups of chips)
that can be purchased if at least 12 cups of chips
must be included.
b If the total amount is still $67 and the cost of chips
changes to $2.50, describe how the answer to part
a above would change. You can assume that the
cost of the cans stays the same.

Making 1 00 dollars

Technology and computational thinking

Key technology: Spreadsheets
You can imagine that there are many ways in which you can make $ 100from $10and $ 20 notes.
Assuming you have enough of each type, you could make $ 100using five $ 20and no $ 10notes or perhaps
three $20notes and four $10notes, for example.

1 Getting started
a Without using one of the combinations mentioned in the introduction, list three different possible
combinations of $20and $10notes that make up a total of $100.
b Can you find a way to make up $100by combining $10and $20notes so that there is a total of
seven notes being used? If so, describe it.
c Can you find a way to make up $100by combining $10and $ 20notes so that there is a total of
eleven notes being used? Explain your answer.

2 Using technology
We will use a spreadsheet to explore the number of ways you can choose $10and $20notes to form $100.
a Create the following spreadsheet using the given information.
• The number of $ 20
notes can vary and is
in cell B3.
• The information in
cell A7creates the
number of $ 10 notes
selected.
• The information in
cell B6creates the total value of the $10and $ 20notes selected.
• The information in cell C6creates the total number of notes selected.
b Fill down at cells A7, B6and C 6. Fill down until ten $10notes are used. Note that the $sign in
cells B6and C6ensures that the number of $20notes in cell B3is used for every calculation.
c See if your spreadsheet is working properly by altering the number of $20notes in cell B3. All the
values should change when this cell is updated.
d Choose two $20notes by changing
the cell B3to equal 2. Read off
your spreadsheet to answer the
following.
i How many $ 10notes are
required to make the total of
$100?
ii How many notes are selected
in total if you make $ 100?
iii Describe what happens if the
number of $ 20notes in cell B3
is changed to 7 .

3 Applying an algorithm
a Use your spreadsheet to systematically run through and count all the ways you can make $100
Technology and computational thinking

using $10and $20notes. Apply these steps.

• Step 1: Choose the smallest number of $20notes possible and enter this number into cell B3.
• Step 2: Read off the number of $ 10notes needed to make $100.
• Step 3: Increase the number of $20used by one and repeat Step 2.
• Step 4: Continue increasing the number of $20notes used until you reach a maximum possible
number.
b Describe the combination of notes where a total of $100is achieved but there are eight notes in total.
c Is it possible to achieve a total of $100using only six notes in total? If so, describe how.
d How many ways were there of forming $ 100from $10and $20 notes?

4 Extension
a Alter your spreadsheet so that a $100total is required but this time using $5and $20notes. Decide
if it possible to achieve a $100total with a total of:
i 17 notes
ii 10 notes.
b Alter your spreadsheet so that a $100total is required but this time using a combination of three
notes, e.g. $10, $20and $50. What is the total number of ways this can be achieved?

The abacus

Investigation
Counting boards called abacuses (or abaci) date back to 500 BCE. The abacus
is a counting device that has been used for thousands of years. Abacuses
were used extensively by merchants, traders, tax collectors and clerks before
modern-day numeral systems were developed. These were wood or stone
tablets with grooves, which would hold beans or pebbles.

The modern abacus is said to have originated in China in about the thirteenth
century and includes beads on wires held in a wooden frame.

There are 5 beads on one side of a

te ndr nds
on s eds
modern abacus worth 1 each and A German woodcut from

hu usa

es
2 beads on the opposite side worth 1508 showing an abacus

n
th
in use by the gentleman
5 each. on the right, while a
• Each wire represents a different mathematician (at left)
unit, e.g. ones, tens, hundreds writes algorithms.

etc.
• Beads are counted only when
they are pushed towards the
Here is a diagram showing the number 5716.
centre.

a What numbers are showing on the abacus diagrams below? Only the first six wires are showing.
i ii iii iv

b Draw abacus diagrams showing these numbers.

i 57 ii 392 iii 6804 iv 290 316
c Imagine adding two numbers using an abacus by sliding beads along their wires. Clearly explain
the steps taken to add these numbers.
i 11 + 7 ii 2394 + 536
d Imagine subtracting two numbers using an abacus by sliding beads along their wires. Clearly
explain the steps taken to subtract these numbers.
i 23 − 14 ii 329 − 243
e Multiplication is calculated as a repeated addition, e.g. 3 × 21 = 21 + 21 + 21. Clearly explain the
steps involved when using an abacus to multiply these numbers.
i 3 × 42 ii 5 × 156
f Division is calculated as a repeated subtraction, e.g. 63 ÷ 21 = 3, since 63 − 21 − 21 − 21 = 0.
Clearly explain the steps involved when using an abacus to divide these numbers.
i 28 ÷ 7 ii 405 ÷ 135
g See if you can find a real abacus or computer abacus with which to work. Use the abacus to show
how you can do the problems in parts c to f above.

1 The extra dollar?

Up for a challenge? If you get stuck
The cost of dinner for two people is $45 and on a question, check out the ‘Working
Problems and challenges

they both give the waiter $25each. Of the with unfamiliar problems’ poster at
extra $5the waiter is allowed to keep $3 as the end of the book to help you.

a tip and returns $1to each person. So the

two people paid $ 24each, making a total of $48, and the waiter has $3. The total is
therefore $48 + $3 = $51. Where did the extra $1come from?

2 The sum along each line is 15. Can you place each of the digits 1, 2, 3, 4, 5, 6, 7, 8
and 9to make this true?

3 Ethan starts at 2637and counts backwards by eights. He stops counting when he reaches a number less
than 10. What is this final number?

4 Make the total of 100out of all the numbers 2 , 3, 4, 7and 11, using each number only once. You can
use any of the operations (+ , −, ×, ÷ ), as well as brackets.

5 A leaking tap loses 1 drop of water per second. If 40

of these drops of water make a volume of 10 mL, how
many litres of water are wasted from this tap in mL:
a in 1 day? (round answer to the nearest unit)
b in 1 year? (round answer to the nearest 1 00).

6 When this shape is folded to make a cube, three of the

sides will meet at every vertex (corner) of the cube.
The numbers on these three sides can be multiplied
together.

Find the smallest and largest of these products.

7 9 11

1 3 5

The place value of 3 in 2 × 100 + 7 × 10 + 3 × 1

1327 is 300. is the expanded form of 273.

Chapter summary
Place value
Ancient
number systems Addition and
subtraction
Roman
LXXVI is 76 Algorithms 1
XCIV is 94 1
371 8
937
+_____
843 − 643
_____
Babylonian 1214 294
is 23
is 71
Mental strategies
Egyptian 172 + 216 = 300 + 80 + 8
= 388
is 21
98 − 19 = 98 − 20 + 1
is 143 = 79

Order of operations Multiplication

Positive integers and division
Brackets first, then ×
and ÷, then + and −
from left to right.
2 + 3 × 4 ÷ (9 ÷ 3) Algorithms
2
= 2 + 12 ÷ 3 29 68
=2+4 ×____
13
=6 3 2025
87
290 with 1
____
377 remainder

Mental strategies
7 × 31 = 7 × 30 + 7 × 1 = 217
Estimation 5 × 14 = 5 × 2 × 7 = 70
64 ÷ 8 = 32 ÷ 4 = 16 ÷ 2 = 8
156 ÷ 4 = 160 ÷ 4 − 4 ÷ 4
= 40 − 1
= 39

955 to the nearest 10 is 960 Leading digit approximation

950 to the nearest 100 is 1000 39 × 326 ≈ 40 × 300 = 12 000 Multiplying by 10, 100, …
38 × 100 = 3800
38 × 700 = 38 × 7 × 100
= 26 600

Chapter checklist with success criteria

Chapter checklist

A printable version of this checklist is available in the Interactive Textbook ✔

1. I can write numbers in the Egyptian, Babylonian and Roman number systems.
1A
e.g. Write 1 44in the Egyptian, Babylonian and Roman number systems.

2. I can write down the place value of digits within a number.

1B
e.g. Write the place value of the digit 4 in the number 543 910.

3. I can write positive integers in expanded form with and without index notation.
1B
e.g. Write 517 in expanded form. Rewrite 517 in expanded form with index notation.

4. I can use mental addition and subtraction techniques effectively.

1C
e.g. Mentally find 132 + 156(with partitioning) and 56 − 18(with compensating).

5. I can use the addition algorithm.

1D
e.g. Find 439 + 172by first aligning the numbers vertically.

6. I can use the subtraction algorithm.

1D
e.g. Find 3240 − 2721by first aligning the numbers vertically.

7. I can use mental multiplication techniques effectively.

1E
e.g. Mentally find 4 × 29.

8. I can use the multiplication algorithm for single-digit products.

1E
e.g. Find 31 × 4and 197 × 7using the multiplication algorithm.

9. I can multiply by powers of ten.

1F
e.g. State the value of 3 7 × 100.

10. I can multiply large numbers using the multiplication algorithm.

1F
e.g. Find 614 × 14using the multiplication algorithm.

11. I can use mental strategies to divide positive integers.

1G
e.g. Mentally find 93 ÷ 3.

12. I can use the short division algorithm.

1G
e.g. Find the quotient and remainder when 1 95is divided by 7.

13. I can round positive integers to a power of ten.

1H
e.g. Round 4142to the nearest 1 00.

14. I can estimate answers using leading digit approximation.

1H
e.g. Estimate 9 5 × 326by rounding each number to the leading digit.

15. I can estimate answers by rounding numbers.

1H
e.g. Estimate 2 266 ÷ 9by rounding both numbers to the nearest 10.

16. I can use order of operations.

1I
e.g. Find the value of 1 8 − 2 × ( 4 + 6)÷ 5.

17. I can use order of operations in worded problems.

1I
e.g. Find the difference between 7 6and 43, triple this result and, finally, subtract the quotient of
35and 7.

Short-answer questions

Chapter review
1 Write these numbers using the given number systems.
1A
a Egyptian
i 3 ii 31 iii 3 26
b Babylonian
i 12 ii 60 iii 132
c Roman
i 14 ii 40 iii 146

2 Write down the place value of the digit 5in these numbers.
1B
a 357 b 5249 c 356 612

3 Use a mental strategy to find these sums and differences.

1C
a 124 + 335 b 687 − 324 c 59 + 36 d 256 − 39

4 Use an algorithm and show your working for these sums and differences.
1D
a 76 b 1528 c 329 d 2109

+ 52
_ +
_ 796 −
_
138 −
_1814

5 Use a mental strategy to answer the following.

1E/G
a 5 × 19 b 22 × 6 c 5 × 44
d 123 ÷ 3 e 264 ÷ 8 f 96 ÷ 4
g 29 × 1000 h 36 × 300 i 14 678 ÷ 1

6 Use an algorithm and show your working for the following.

1F/G _ _
a 157 b 27 c 7⟌327 d 4⟌30 162

×
_9 ×
_ 13

7 Find the missing digits in the following.

1D/F/G
a 2 3 b 2
+7 3 −4 3
9 6 1 2 5 6
c 3 d 1 3
× 2 5⟌ 4 1
1 with no remainder
7 1
0 6 0

3 1
8 Round these numbers as indicated.
1H
a 72(nearest 10) b 3268(nearest 100) c 951(nearest 100)

9 Use leading digit approximation to estimate the answers to the following.

1H
a 289 + 532 b 22 × 19 c 452 × 11 d 99 ÷ 11

10 Use order of operations to find the answers to the following.

1I
a 3 × ( 2 + 6) b 6 − 8 ÷ 4 c 2 × 8 − 12 ÷ 6
d (5 + 2)× 3 − ( 8 − 7) e 0 × (988 234 ÷ 3) f 1 × (3 + 2 × 5)

Multiple-choice questions
Chapter review

1 The correct Roman numerals for the number 24 are:

1A
A XXIII B XXIV C XXXLIV D IVXX E IXXV

2 3 × 1000 + 9 × 10 + 2 × 1is the expanded form of:

1B
A 3920 B 392 C 3092 D 3902 E 329

3 Which of the following is not true?

1C/E
A 2 + 3 = 3 + 2 B 2 × 3 = 3 × 2 C ( 2 × 3)× 4 = 2 × ( 3 × 4)
D 5 ÷ 2 ≠ 2 ÷ 5 E 7 − 2 = 2 − 7

4 The sum of 198and 1 03 is:

1C
A 301 B 304 C 299 D 199 E 95

5 The difference between 378and 81 is:

1C
A 459 B 297 C 303 D 317 E 299

6 The product of 7 and 21 is:

1E
A 147 B 141 C 21 D 140 E 207

7 Which of the following is the missing digit in this division?

1G
1 1 8
7⟌ 1 5
2 6
A 6 B 1 C 9 D 8 E 7

8 The remainder when 317is divided by 9 is:

1G
A 7 B 5 C 2 D 1 E 0

9 4 58rounded to the nearest 100 is:

1G
A 400 B 500 C 460 D 450 E 1000

10 The answer to [2 + 3 × (7 − 4) ] ÷ 11 is:

1I
A 1 B 5 C 11 D 121 E 0

Extended-response questions
1 A city tower construction uses 4520tonnes of
concrete trucked from a factory that is 7 kilometres
from the construction site. Each concrete mixer can
carry 7tonnes of concrete, and the concrete costs $85
per truck load for the first 3 0loads and $55per load
after that.
a How many loads of concrete are needed? Add a
full load for any remainder.
b Find the total distance travelled by the concrete trucks to deliver all loads, assuming they
need to return to the factory after each load.
c Find the total cost of concrete needed for the tower construction.
d A different concrete supplier offers a price of $65per 8-tonne truck, no matter how many
loads are needed. Find the difference in the cost of concrete for the tower by this supplier
compared to the original supplier.

2 One night Ricky and her brother Micky decide to have some fun at their father’s lolly shop.
In the shop they find 7tins of jelly beans each containing 135 beans, 9packets of 121 choc

Chapter review
buds, 12jars of 70smarties and 32packets of 5liquorice sticks.
a Find the total number of lollies that Ricky and Micky find that night.
b Find the difference between the number of choc buds and the number of smarties.
c Ricky and Micky decide to divide each type of lolly into groups of 7and then eat any
remainder. Which type of lolly will they eat the most of and how many?
d After eating the remainders, they round the total of each lolly using leading digit
approximation. If they round down they put the spare lollies in their pockets. If they round
up, they borrow any spare lollies from their pockets. Any left over in their pockets, they can
eat. Do Ricky and Micky get to eat any more lollies?

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Chapter 1 - Computation With Positive Integers

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Chapter 1 - Computation With Positive Integers

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1

Maths in context: Whole numbers in the ancient world and now

Australian Curriculum 9.0

1A Place value in ancient number systems

Throughout the ages and in different countries, number

Lesson starter: Count like a Roman

• Note that the hieroglyphics with the larger

■ Roman number system

Example 1 Using ancient number systems

​144​ means ​100​

b ​3​ means ​1​

​144​ means ​60​

c ​3​ III I means ​1​

​144​ CXLIV C means ​100​

Now you try

Example 1 4 Write these numbers using the given number systems.

5 What number do these groups of symbols represent?

PROBLEM-SOLVING 7, 8 7–9 8–10

7 In ancient Babylon, a person adds goats to another group of goats.

8 An ancient Roman counts the number of people in three queues.

REASONING 11(1/2) 11(1/2), 12 11(1/2), 12, 13

Use this to write these numbers using Roman numerals.

ENRICHMENT: Other number systems – – 14

14 Other well-known number systems include:

An ancient Mayan carving.

1B Place value in Hindu–Arabic numbers

Lesson starter: Largest and smallest

• the largest possible number

thousands hundreds tens ones

a two hundred and sixty-three

4 State whether each of these statements is true or false.

Example 2 Finding place value

Write down the place value of the digit 4 in these numbers.

b ​4 × 10 000 = 40 000​ 5​ ​is worth ​5 × 100 000​

Now you try

Example 3 Writing numbers in expanded form

a Write ​517​in expanded form. b Write ​25 030​in expanded form.

b 25 030 = 2 × 10 000 + 5 × 1000 + 0 × 100 + 3 × 10 + 0 × 1 Write each digit separately

Now you try

Example 4 Writing numbers in expanded form with index notation

Write the following numbers in expanded form with index notation.

b 32007 = 3 × 104 + 2 × 103 + 7 × 1 The place value of the ​3​ is

Now you try

Example 3 4 Write these numbers in expanded form.

Example 3 5 Write these numbers in expanded form.

8 Write these numbers, given in expanded form, as a basic numeral.

PROBLEM-SOLVING 9 9​​(1​/2​)​,​ 10 10, 11

9 Arrange these numbers from smallest to largest.

ENRICHMENT: Very large numbers – – 14

In 2008 in Zimbabwe, bank notes were issued in trillions of

1C Adding and subtracting positive integers

The process of finding the total value of two or more numbers

The process for finding the difference between two numbers

A welder who is to join several lengths from

■ a − (b − c) ≠ (a − b) − c (in general) e.g. 8 − (4 − 2) ≠ (8 − 4) − 2

■ Mental addition and subtraction can be done using different strategies.

Example 5 Using mental strategies for addition and subtraction

Use the suggested strategy to mentally work out the answer.

Now you try

7 Mentally find the answers to these mixed problems.

PROBLEM-SOLVING 8–10 9–12 11–13

8 Gary worked ​7​hours on Monday, ​5​hours on Tuesday,

10 A farmer reduced his cattle numbers from ​86​to 5​ 4​. How

11 Bag A has ​18​marbles and bag B has ​7​fewer marbles than

REASONING 14 14, 15 15, 16

ENRICHMENT: Magic squares – – 17, 18

1D Algorithms for adding and subtracting

It is not always practical to solve problems involving addition

For the addition algorithm, if two digits add to more than 9,

Lesson starter: The missing digits

Example 6 Using the addition algorithm

Give the result for each of these sums.

b 14139 9​ + 2 = 11​, so rename ​10​of the ​11​ones as

Now you try

Example 7 Using the subtraction algorithm

Give the result for each of these differences.

144 means 100

b 3 means 1

144 means 60

c 3 III I means 1

144 CXLIV C means 100

b 4 × 10 000 = 40 000 5 is worth 5 × 100 000

a Write 517in expanded form. b Write 25 030in expanded form.

b 32007 = 3 × 104 + 2 × 103 + 7 × 1 The place value of the 3 is

PROBLEM-SOLVING 9 9(1/2), 10 10, 11

8 Gary worked 7hours on Monday, 5hours on Tuesday,

10 A farmer reduced his cattle numbers from 86to 5 4. How

11 Bag A has 18marbles and bag B has 7fewer marbles than

b 14139 9 + 2 = 11, so rename 10of the 11ones as

a 85 + 76 b 131 + 94 c 1732 + 497 d 988 + 987

e 125 f 241 g 358 h 491

7 Farmer Green owns 287 sheep,

8 A car’s odometer shows 12 138

9 Two different schools have 871and

■ The multiplication algorithm for multiplying by a single digit 123

1 Write the number 134using the given number systems.

2 Write the number 50862in expanded form.

8 Two different schools have 948and 1 025students enrolled.

REASONING 11 11, 12(1/2) 12( 1/2), 13

■ a ÷ band b ÷ aare not generally equal.

b 93 ÷ 3 = 31 9 3 ÷ 3 = (90 ÷ 3) + (3 ÷ 3) = 30 + 1